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National Curriculum

Inclusion in design and technology

Teachers may find the following additional information helpful when implementing the statutory inclusion statement: Providing effective learning opportunities for all pupils. Teachers need to consider the full requirements of the inclusion statement when planning for individuals or groups of pupils.

To overcome any potential barriers to learning in design and technology, some pupils may require:

  • alternative tasks to overcome any difficulties arising from specific religious beliefs relating to ideas or experiences that they are expected to represent

  • alternative or adapted activities to overcome difficulties with manipulating tools, equipment or materials; for example, the use of computer-aided design and manufacture (CAD/CAM) to produce quality products, or the assistance of others to carry out activities according to the pupil’s instructions

  • specific support to enable them to engage in certain practical activities; for example, technological aids such as talking weighing scales, jigs to aid cutting, kettle-tipping devices, or specialist ICT software to help with sequencing and following instructions

  • opportunities to communicate through means other than writing or drawing, and help to record or translate their design ideas into a drawing

  • opportunities to work in ways that avoid contact with materials to which they may be allergic

  • time and opportunity to use non-visual means to gain understanding about, and to evaluate, different products and use this information to generate ideas

  • more time than others to complete the range of work indicated in breadth of study; for example, by doing shorter assignments, or by combining experience with more than one material in an assignment.

In assessment:

  • pupils who are unable to use tools will be unable to achieve certain aspects of the attainment target. When a judgement against level descriptions is required, assessment of progress should either discount aspects that relate to the use of tools or indicate the levels of support that were necessary to complete this work.

This content relates to the 1999 programmes of study and attainment targets.

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