Pupils who are gifted in design and technology benefit from enrichment and extension activities that include key skills, in particular:

communication
in oral work when pupils are listening, describing effects or observations, discussing, sharing ideas with other pupils and teachers; when reading to extract information; when writing reports, recording ideas in presentations (both formal and informal); when drawing throughout the design process and showing production schedules in flowcharts; when using images and making displays

application of number
application of number skills can play a major part in developing concepts and skills. Numeracy demands practical understanding of ways in which information is gathered by counting and measuring, and is presented in graphs, diagrams, charts and tables. Some aspects of design and technology, such as food technology and electronics, intrinsically demand accuracy and precision

information technology
almost all aspects of design and technology are enhanced by various forms of information technology, which include ICT (which can be used for research purposes), computer-aided design (CAD) (including visual presentation and analysis tools), computer-controlled systems, computer-aided manufacture (CAM) (including sewing, milling, cutting, engraving). Increased access to electronic and communications technology releases pupils from the limits of information and other resources held in school. Other significant uses of ICT skills include interpreting, exploring and analysing information; developing and displaying data, using computer models; and evaluating the role of software and ICT itself. New computer applications will continue to emerge in ways not yet exploited, such as virtual-reality imaging

working with others
there are particular opportunities for group projects and peer support for individual work for specific tasks, stages or whole units. These include sharing ideas; effective group planning; group investigating; allocating roles and tasks in the group; keeping a log of responsibilities; and respecting the well-being of others

improving own learning and performance
pupils can make good use of these skills in DMAs, particularly in the planning aspects of assignments. Specific examples include keeping a log of their work; planning particular activities or a sequence of tasks; adapting methods to changing circumstances; planning independent ways of working; organising their workload; practising and improving techniques; and prioritising decisions when timing the stages of production

problem solving
this can range from ad-hoc ingenuity when making, to strategic project planning and considering alternatives when designing. Pupils can develop problem-solving skills such as sorting, comparing and analysing data or information; researching; understanding patterns and seeing connections; preventing hazards; recognising issues; sequencing; recognising different factors; explaining the workings of a system or design features; formulating and testing ideas; suggesting approaches; selecting options; predicting or making judgements and decisions and justifying their reasons and arguments; applying their ideas in a creative way, both in innovative designing and in ingenious making; developing criteria for product success; and refining ideas and evaluating their products.

Matching teaching to pupils' needs in the general guidance

Transfer and transition in the general guidance

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