Lol Conway, Curriculum Consultant and Trainer for the Design and Technology Association

Throughout my teaching, inclusivity has always been at the forefront of my mind – ensuring that all students can access learning, feel included, and thrive. Like many of my fellow teachers, at the start of my teaching career my focus was often directed towards supporting SEND or disadvantaged students, for example. I have come to realise, to my dismay, that more able students were not high up in my consideration. I thought about them, but often as an afterthought – wondering what I could add to challenge them. Of course, it should always be the case that all students are considered equally in the planning of lessons and curriculum progression and this should not be dictated by changes in school data or results. Inclusivity should be exactly that – for everyone.

True inclusivity for more able students isn’t about simply adding extra elements or extensions to lessons, much in the same way that inclusivity for students with learning difficulties isn’t about simplifying concepts. Instead, it’s about structuring lessons from the outset in a way that ensures all students can access learning at an appropriate level. 

I realised that my approach to lesson planning needed to change to ensure I set high expectations and included objectives that promoted deep thinking. This ensured that more able students were consistently challenged whilst still providing structures that supported all learners. It is imperative that teachers have the confidence and courage to relentlessly challenge at the top end and are supported with this by their schools. 

As a Design and Technology (D&T) teacher, I am fortunate that our subject naturally fosters higher-order thinking, with analysis and evaluation deeply embedded in the design process. More able students can benefit from opportunities to tackle complex, real-world problems, encouraging problem-solving and interdisciplinary connections. By integrating these elements into lessons, we can create an environment where every student, including the most able, is stretched and engaged. However, more often than not, these kinds of skills are not always nurtured at KS3.

Maximizing the KS3 curriculum

The KS3 curriculum is often overshadowed by the annual pressures of NEA and examinations at GCSE and A-Level, often resulting in the inability to review KS3 delivery due to the lack of time. However, KS3 holds immense potential. A well-structured KS3 curriculum can inspire and motivate students to pursue D&T while also equipping them with vital skills such as empathy, critical thinking, innovation, creativity, and intellectual curiosity.

To enhance the KS3 delivery of D&T, the Design and Technology Association has developed the Inspired by Industry resource collection – industry-led contexts which provide students with meaningful learning experiences that go beyond theoretical knowledge. We are making these free to all schools this year, to help teachers deliver enhanced learning experiences that will equip students with the skills needed for success in design and technology careers. 

By connecting classroom projects to real-world industries, students gain insight into the practical applications of their learning, fostering a sense of purpose and motivation. The focus shifts from achieving a set outcome to exploring the design process and industry relevance. This has the potential to ‘lift the lid’ on learning, helping more able learners to develop higher-order skills and self-directed enquiry.

These contexts offer a diverse range of themes, allowing students to apply their knowledge and skills in real-world scenarios while developing a deeper understanding of the subject and industry processes. Examples include:

• Creating solutions that address community issues such as poverty, education, or homelessness using design thinking principles to drive positive change;
• Developing user-friendly, inclusive and accessible designs for public spaces, products, or digital interfaces that accommodate people with disabilities;
• Designing eco-friendly packaging solutions that consider materials, manufacturing processes, and end-of-life disposal.

These industry-led contexts foster independent discovery and limitless learning opportunities, particularly benefiting more able students. By embedding real-world challenges into the curriculum, we can push the boundaries of what students can achieve, ensuring they are not just included but fully engaged and empowered in their learning journey.

Find out more…

NACE is partnering with the Design & Technology Association on a free live webinar on Wednesday 4 June 2025, exploring approaches to challenge all learners in KS3 Design & Technology. Register here.