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Design Technology - Catering

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Primary

Intent

At Academy 360, we believe that Design and Technology (DT) should be taught in a way that inspires inventiveness and imagination. Our children are encouraged to consider real-life problems, such as designing, making and evaluating products considering the creation, purpose and user. We aim to inspire children to be innovative, creative and critical thinkers who have an appreciation for the product design cycle through drafting design thoughts and ideas, creating their product and reflecting on its suitability for the specific product need. We provide opportunities for our pupils to research past and present designs and designers, understanding the impact that these products have had on daily life for other people as well as themselves. When designing children are encouraged to communicate their ideas through drawings, diagrams, mock-ups and prototypes. They continuously learn technical knowledge relating to structures, mechanisms, textiles and food technology. Throughout the key stages, our children develop skills using various tools bearing in mind accuracy and safety. All our children are encouraged to evaluate and test their creations, ensuring that it meets the original design brief. As a school, we aim to develop an awareness of the impact of Design and Technology on everyone’s lives and encourage our children to become resourceful, creative members of society who will have skills to contribute to future design improvements.

Implementation

Design and Technology is a crucial part of learning, and it is for this reason that as school we are dedicated to the teaching and delivery of a high-quality DT curriculum. At Academy 360, planning is guided by the DT Association ‘Projects on a Page’ schemes of work, however this is adapted to the needs and requirements of the children at our school ensuring the National Curriculum is followed. Design and Technology is taught every term in each year group. Key skills and knowledge for DT have been mapped across the school to ensure clear progression throughout the primary phase. Key concepts and technical vocabulary are also included within the lesson sequences to guide planning which follows an overall research, design, make and evaluate structure. This encourages the use of technical vocabulary during discussion opportunities linked directly into our whole school focus which ultimately develops our children’s oracy skills.

As well as this, we promote Design and Technology in the wider school by offering the children a wide range of opportunities to become involved with after school cookery and gardening clubs.

How we support SEN pupils in Design Technology

At Academy 360, pupils with Special Educational Needs (SEN) are fully supported in Design Technology through inclusive teaching and carefully adapted activities. Lessons are broken down into clear, manageable steps and supported with visual prompts, practical demonstrations, and differentiated resources to ensure all children can access learning. Teachers and teaching assistants provide targeted support, including one-to-one or small group guidance where needed, and tools and materials are adapted to suit individual needs. Collaborative working is encouraged so pupils can learn alongside their peers, building confidence, independence, and key practical skills while working towards their personal targets and curriculum outcomes.

Technology further enhances accessibility through assistive features on iPads, allowing SEND pupils to engage with content independently and confidently.

How we support vulnerable pupils in Design Technology

At Academy 360, we are committed to supporting vulnerable and disadvantaged children so that they feel safe, valued, and able to achieve their full potential. We provide a nurturing environment with strong pastoral care, targeted academic support, and access to trusted adults who offer guidance and encouragement. Children are supported through well-planned interventions, inclusive classroom practice, and enrichment opportunities to ensure barriers to learning are reduced. We work closely with families and external agencies where appropriate, ensuring every child receives the care, stability, and support they need to thrive both academically and emotionally.

How Design Technology relates to skills builder

The DT curriculum at Academy 360 actively develops the Skills Builder essential skills through enquiry based and collaborative learning:

Listening: In Design Technology lessons, pupils listen to design briefs, instructions, and peer feedback, developing active listening skills.
Speaking: Pupils explain ideas, justify design choices, and present finished products, strengthening confidence and clarity in speaking.
Problem-solving: DT challenges pupils to identify needs and design solutions, directly linking to the Skills Builder problem-solving skill.
Planning and Organisation: DT projects require pupils to plan steps, select materials, and manage time effectively.
Teamwork: Collaborative designing and making activities build cooperation, turn-taking, and shared decision-making.
Leadership: Pupils may take responsibility for roles within group projects, supporting early leadership skills.
Creativity: Generating, modelling, and improving ideas supports creative thinking and innovation.
Resilience: Testing, adapting, and improving designs encourages perseverance and learning from mistakes.
Critical Thinking: Evaluating products and processes develops reasoning and thoughtful judgement.

These transferable skills are embedded within lessons, supporting pupils’ wider development and readiness for future learning.

Impact

By implementing these techniques within the school, the children will have clear enjoyment and confidence in Design and Technology that they will then apply to other areas of the curriculum. Through carefully planned and implemented learning activities the children will develop the skills to be creative, technical and practical which they will be able to apply when performing everyday tasks confidently which will allow them to participate in an increasingly technological world. Pupil’s skills and knowledge are assessed ongoingly by the class teacher, throughout lessons and a summative assessment is completed at the end of a topic every term. This informs the Design and Technology coordinator of any further areas for curriculum development, pupil support and/or training requirements for staff. EYFS pupils' progress and attainment tells us whether each individual child is below expected, at expected or above expected attainment for their age.