-         Start with a relevant and appropriate problem to solve

-         Use a clear design process for all units is followed with clear progression in skills of: planning, exploring, communicating, making. modelling,
          reviewing and evaluating.

-         Links to wider curriculum are made where appropriate.

-         Three planned DT units per year.

SEND

Children who are identified as having SEND may have specific needs and therefore adaptive and targeted support will be outlined in short-term planning. This may also be reviewed through the child’s EHCP and/ or Pupil Progress Meetings where elements of adaptation may be recommended by external agencies.

It is also important to recognise that children identified as having SEND may not always be the least able in History and cou ld excel in the subject. Pupils’ attainment will be assessed in a subject-specific manner and based on their strengths rather than barriers.

Adapting the curriculum for pupils with SEND in DT:

• Adaptive teaching takes place. • For sensory or physically impaired pupils, history learning may necessitate enlarging texts, using clear fonts, using visual overlays, or audio description of images. • Dyslexic pupils may benefit from well-spaced print. • Teachers identify and break down the components of the subject curriculum into manageable chunks for pupils who find learning more difficult, particularly those with cognition and learning needs. These may be smaller ‘steps’ than those taken by other pupils to avoid overloading the working memory. • A variety of additional scaffolds may be used in lessons, such vocabulary banks, additional visual stimuli or adult support.

Engineering Awards