Last updated: 25 Oct 2007

Teaching aids

QCA has produced these materials to support inclusive teaching in design and technology:

• identifying and teaching gifted and talented learners: information and resources to suppport the teaching of gifted and talented pupils
• planning, teaching and assessing the curriculum for pupils with learning difficulties: activities and guidance to help schools respond to the needs of pupils with learning difficulties. It includes performance descriptions for assessing attainment before level 1 in the national curriculum (the P scales)
• pathways to learning for new arrivals: guidance and case studies showing how the teaching of design and technology can benefit pupils newly arrived in England
• respect for all: guidance and resources showing how schools can value diversity and challenge racism. The materials include design and technology activities that are examples of good practice.

These materials aim to support flexible and imaginative learning experiences that will inspire and challenge all learners, irrespective of social background, culture, race, gender, differences in ability and disabilities.

Developing an inclusive curriculum
QCA aims to consider the diverse requirements of all learners in all stages of its work. We aim to promote fairness for learners:

• across the full range of attainment at all ages and key stages, including those with learning difficulties and those who are gifted and talented
• who have difficulties in aspects of communication, language and literacy or for whom English is an additional language
• with disabilities or sensory impairments
• from different cultures and religions
• of both genders and from different social groups
• by recognising that learners may have more than one requirement, for example, gifted and talented learners with severe visual impairment.

When developing and carrying out our work, we ask questions such as:

• What is the range of learners affected by this work?
• Have we a reason for focusing on a specific group of learners?
• Have we given reasons for excluding any group of learners?
• Have we consulted appropriate groups of learners or their champions about the work?
• Do we know and understand how different people learn?
• Are the planned arrangements working? For example, can the signer work with our modified tests? Can learners from all cultural groups access our materials meaningfully? Are the materials equally motivating for girls and boys?

We continually review our work and monitor and evaluate projects and initiatives. This informs future work and identifies where it is necessary to focus on the needs of specific groups of learners. See inclusion page for more details.

Top