Design and technology has a unique contribution to make to support the integration of new arrivals into schools. Through combining thought and practical skills and using spoken language as appropriate the subject encourages pupils to:

• draw on previous experiences where appropriate when responding to design briefs as they develop, plan and communicate ideas
• understand the value of those experiences to others
• gain an understanding of the new world around them when working with tools, equipment, materials and components to produce products
• begin to evaluate processes and products that may differ from those to which they are accustomed.

It is crucial to remember that the experiences pupils bring with them will vary considerably. Some will have enjoyed rich opportunities on which they can draw when designing and making, whilst others will have had few experiences, including those they wish to forget. Some families will have brought with them a wealth of materials that they can share to support design and technology activities. Others will have none. It is important not to make assumptions about a pupil’s prior experiences.

The subject should offer the pupil the opportunities to intervene creatively in designing and making processes to develop products that improve quality of life and make a difference. These opportunities should encourage them to interact, to discuss and to use new words in a non-threatening environment. 

The subject calls for them to become autonomous and creative problem solvers as individuals and, in due course, as members of a team, so it is crucial that appropriate building blocks are put in place from which they can develop as discriminating and informed users of products and become innovators.

Planning for inclusion

The national curriculum is the starting point for planning a school curriculum that meets the specific needs of newly arrived pupils. The national curriculum inclusion statement outlines how teachers can modify, as necessary, the national curriculum programmes of study to provide all pupils with relevant and appropriately challenging work at each key stage. It sets out three principles that are essential to developing a more inclusive curriculum:

• setting suitable learning challenges
• responding to pupils' diverse learning needs
• overcoming potential barriers to learning and assessment for individuals and groups of pupils.

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Setting suitable learning challenges

Although all the units in the DfES/QCA scheme of work for key stage 3 are relevant for many pupils from a range of cultures, it may be appropriate to adapt a context in order to set a more suitable learning challenge. Teachers should aim to give every pupil the opportunity to experience success by considering each project that the pupils will undertake and identifying areas that may be within and outside of each pupil’s experience. Teachers should then build on prior experience and try to introduce new areas.

Opportunities could be taken to highlight the range of experiences that pupils from different cultures can contribute to whole-class or group product analysis activities. Food and textiles focus areas in particular provide numerous opportunities for pupils to learn and talk about a variety of flavours, textures, designs and ways of living.

When setting product evaluation activities teachers should:

• think about the products that the pupils may have experience of
• find examples from a range of countries and cultures, including local products, for the class to evaluate
• use a search engine in different languages to gain relevant information
• allow the pupils time to identify relevant sources of information and develop criteria for their designs
• encourage pupils to consider aesthetics and other issues that they feel are important when reconciling design decisions
• use technical vocabulary so the pupils can learn the correct English word (but be aware that some words do not exist in, or cannot be translated into, other languages).

When setting focused practical tasks teachers should:

• identify the key skills or areas of knowledge and understanding to be covered
• allow time for exploration and investigation of materials, both familiar and unfamiliar
• plan extra hands-on activities for selecting and using tools, equipment and processes
• ensure that clear demonstrations are given relating to the correct use of tools
• constantly use correct technical vocabulary and try different ways of reinforcing the language.

When setting design and make assignments teachers should:

• try to make the context a challenge that all pupils can recognise. It is crucial not to reinforce stereotypes
• plan the possible support that might be needed from both technicians and peers. Incorporate different methods of helping pupils to design, including exploring materials, working out ways of modelling ideas and working alongside others
• if appropriate, provide a visual designing and making framework to be followed to inform planning
• use a variety of methods of evaluation such as talking to pupils individually or in a small group focusing on each stage of product development using words and demonstration.

Responding to pupils' diverse learning needs

The following specific actions have proved successful in responding to pupils’ diverse learning needs in a range of schools.

New entrants were:

• kept within the whole class where the focus for work was not different but the support was differentiated in order to secure motivation and concentration (examples include pairing with another pupil who spoke the same language or dialect, had a similar personality, or spoke a different language but had the ability to be patient)
• seated in the centre of the workshop or studio to ensure that they felt part of the group and had an equal opportunity to be part of any demonstration
• exposed to different teaching styles to help include all.

Teachers:

• ensured that pupils were offered opportunities to contribute from their experiences
• ensured that there was more interaction and less direct teaching
• built in thinking time or ’wait time’ so that the pupils could gather their thoughts, explain themselves in an appropriate way or talk to a peer or adult in the first instance
• created a project exhibition to reinforce learning and added to it as the work progressed
• used all appropriate ICT to enhance different teaching and learning styles.

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Overcoming potential barriers to learning and assessment for individuals and groups of pupils

Some newly arrived pupils will have needs that are linked to their progress in learning English. 

Teachers are expected to plan their approaches to teaching and learning so that all pupils can take part in lessons. This will include the planning of work that is accessible for pupils learning English as an additional language, as well as work that extends their language skills.

This may mean pupils using their first language in design and technology lessons. Engagement and access to design and technology can be impeded if a pupil’s first language is not appropriately supported. The DfES guidance Access and engagement in design and technology: teaching pupils for whom English is an additional language applies the principles of the key stage 3 national strategy to the teaching and learning of design and technology for EAL pupils.

The guidance suggests strategies to help teachers provide access for pupils at different points of learning English. It is important to support them to develop both their understanding and use of the English language and to enhance their learning in design and technology lessons. The 'English as an additional language' area of this site provides guidance on this.

Everyone who is part of the school should understand how all pupils bring richness to it through the diversity of cultures and religions. They need to respect each contribution and learn from it. The school may have pupils from a different number of countries and cultures at various times. In order to overcome potential barriers to learning in design and technology in particular, it is important to ensure that the full range of cultures are represented in designing and making contexts and activities. The 'Culturally diverse and inclusive curriculum' area of this site gives guidance on this.

Teachers must ensure that evidence of learning is celebrated and fairly assessed in ways that take on board relative progress in learning English. The 'Assessment for learning' area of this site gives guidance on how this might apply to new arrivals.  

Whilst recognising potential barriers to learning and assessment can be difficult, it is important to gain as much information as possible about the experiences the pupils have had through a sensitive audit. This should include the materials the pupils have used, the skills they have experienced, the type of teaching and learning environment they are familiar with, and their cultural, religious and social values. It is crucial to identify particular contexts that are not appropriate to use.

The information can be gained through, for example:

• talking to adults such as parents and community leaders or workers
• giving the pupils opportunities to explore different products, identifying their areas of interest so that these can be built upon.

What is the potential in the design and technology curriculum for valuing diversity and challenging racism?

The statement in the national curriculum about the importance of design and technology highlights the following points.

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The subject prepares pupils to participate in tomorrow’s rapidly changing technologies

All pupils need to be prepared to take a full and active part in the world around them and understand how quickly things change. Some may already have much knowledge and understanding of, for example, electrical goods in their everyday lives. By celebrating this diversity of knowledge in classroom discussions the pupil can feel they are making a valuable contribution to the learning of others.

Pupils learn to think and intervene creatively to improve the quality of life

Pupils from all cultures will bring with them an ability to think for themselves, to make decisions and choices, and to begin to understand that there are no right and wrong answers but only best solutions. By drawing on these confidences during designing and making group work, the teacher can use peer-group support to challenge racist assumptions while at the same time encouraging the most confident pupils to help others who have not had opportunities to develop these skills. The whole group will need time to understand that all ideas are valued and that solutions are varied. Through design and technology pupils are provided with many different contexts in which to work, develop practical skills, and use these in their new lives.

Pupils are encouraged to become autonomous and creative problem solvers, as individuals and members of a team

While there are many opportunities for pupils to work on their own, there are also many that enable them to work together, making contributions that do not require spoken language, so they can be part of a team immediately. Practical activities also provide concrete situations that allow pupils to develop their spoken and written language skills, interacting with their peers and other adults.

Pupils must look for needs and wants and opportunities and respond to them by developing a range of ideas and making products and systems; they combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices

Pupils are capable of deciding needs and wants for different users, such as themselves or a client, and for a range of purposes. They can take part in sessions to develop practical skills whilst drawing on and learning to value those skills that they bring with them. They can use finishing techniques such as particular patterns and materials that they and their family have experience of, as well as learning new techniques to ensure their product has a quality finish. They can begin to think about environmental issues; in particular how we can reuse materials and not waste materials that we have. Some will build up their confidence through being asked to explain what experience they already have of this.

Pupils reflect on and evaluate present and past design and technology, its uses and effects; all pupils can become discriminating and informed users of products and become innovators

Evaluating products provides opportunities for the pupils to examine everyday products that might be unfamiliar to them in a safe environment. In addition, they can ask questions, see how different products are used and start to think about ways in which they can be improved. They can relate these to products from previous diverse experiences and share them with others.

Case study

Puzzle in a box: an example of good design and technology practice in year 7

The case study describes the learning environment and the design and technology activities with a class that included newly arrived pupils from culturally diverse backgrounds.

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Useful weblinks

Please note: QCA is not responsible for the content of external sites

Beyton Middle School
This school's website contains useful links.

Masabo Culture Company
A Canadian site about West African music, dance and storytelling. This site contains a learning resources links page.

National curriculum in action
This website uses pupils' work and case-study materials to show what the national curriculum in design and technology looks like in practice.

Oxfam
A useful site for people collecting products from different cultures.

QCA: Respect for all in design and technology
This guidance encourages teachers to reflect on the values embedded in existing educational approaches and materials. This area contains design and technology examples of good practice. The examples provide effective learning opportunities for pupils to value diversity and challenge racism. They focus on helping pupils to understand and appreciate aspects of cultural difference, context and change while challenging and extending their perceptions of themselves and other people.

Princeton online
A website that has a useful section on world cultures.

TakingITGlobal
This is a global online community that is a source of information on issues, opportunities to take action, and ways of getting involved locally, nationally and globally. Membership is free of charge and allows you to interact with various aspects of the website and to contribute ideas, experiences and actions.

The British Empire and Commonwealth Museum
The 'Learning journeys' area of this website provides a wide range of educational experiences for everyone of any age. Workshops involve groups actively and link directly to the national curriculum. You will find details of suitable courses for teachers in London.

Traidcraft
Traidcraft is the UK’s leading fair trade organisation. On the website you will find information about different countries and resources they produce which might support your teaching.

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