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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;


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

  • Encourages pupils to enjoy learning and prepares them for life as a long-term goal
  • Uses pathways and specialist approaches with clear purpose
  • Is age-appropriate and responsive to pupils' specific needs, with targets from pupils’ SEND support plans or education, health and care (EHC) plans
  • Considers parents' priorities for pupils
  • Includes targets set by other professionals, such as speech and language therapists or occupational therapists 
  • Promotes literacy, numeracy and good communication at all times)

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.



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