SEND within the Design and Technology Curriculum
Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.
Children have a learning difficulty if they:
a) have a significantly greater difficulty in learning than the majority of children of the same age;
or
b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age
Quality First approaches are used to enable all children to access the DT Curriculum. At St Philip’s, we ensure that all of our children with SEND have the entitlement to broad, balanced and relevant DT teaching. All teaching and support staff are aware of the National Curriculum Inclusion Statement, and with advice from and the support of the SENCO, class teachers match the learning objectives to the needs and abilities of individual pupils. They use a range of strategies to develop the pupils’ knowledge, understanding and skills including the use of ICT which allows the children to access learning in a variety of ways. Where appropriate, materials are modified or support is provided to enable pupils with SEND to access the learning or the assessment processes.
Our Design Technology curriculum
Leaders make sure that the DT curriculum and individual lessons include activities and tasks that are very closely matched to the needs of all pupils.
Wherever appropriate children with SEND access discreet subject knowledge and have clear subject specific learning objectives that are planned in a progressive and cohesive way.
| AREAS OF NEED | ADAPTATION |
| Communication and Interaction | Use of photos or visual clues linked to objectives Key word mats, knowledge organisers or word banks - visual clues with key words Scaffolding for tasks Modelling and over learning of key vocabulary |
| Cognition and Learning | Differentiated tasks Small group support with Teacher/TA Group tasks and collaborative learning and evaluating Technology to have learning input ready to repeat information if needed WAGOLLs on display and shown as task is being undertaken Regular revision of key concepts and vocabulary |
| Social, Emotional and Mental Health | Using equipment safely and effectively with other children Respect for others' work and efforts in efforts Support to appreciate positives when evaluating and things to improve are constructive Units adapted if needed in response to pupils Understanding importance of skills being used |
| Sensory and/or Physical | Coloured paper and background on interactive board Enlarged booklets/worksheets Reading ruler Laptops used to record work in alternative ways Using equipment safely is prioritised and T / TA can provide support for children to learn the correct use of the equipment Alternative cutting apparatus available |