When providing additional work for pupils who are gifted in design and technology, teachers need to take care that the pupils don't view the work as an imposition and lose motivation as a result. It is also important to ensure that there is a careful balance between the provision of special opportunities for individuals or groups of pupils and their inclusion in the mainstream academic and social life of the class. It is not desirable to create an elite group within a class or year that results in pupils with less ability feeling that they are of less importance or that their achievements are not valued. Teachers also need to ensure that the most able pupils are not expected to work unsupported and undirected for extended periods.

Teaching and learning programmes for design and technology should ensure that each pupil reaches as high a standard as possible. Gifted pupils should work at a level that will allow them to develop knowledge and skills beyond those that are expected of the rest of their class or year. The engagement of able pupils with the planned work of the class may require special management. It can be helpful to give them opportunities to work with other able pupils; to allow them to take special roles in mixed-ability groups; to provide opportunities for them to work with older pupils who are enthusiasts; or to receive support from an able older person.

Team teaching, with teachers sharing expertise and learning from each other, can be beneficial. It might also be possible for a specialist teacher to work with teachers in different classes, taking lessons with the class teacher or working with particular groups of pupils to disseminate subject knowledge and good practice.

Teachers in secondary schools could give some consideration to how they might work with teachers in other subject areas to provide challenging projects for gifted pupils. For example, design and technology can be a valuable source of interesting tasks that allow gifted pupils to develop their mathematical skills or societal understanding by solving real problems.

Matching teaching to pupils' needs in the general guidance

Transfer and transition in the general guidance

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