Pupils needing extra support: 

Could consider which lesson outcome best suits the child; detailed sketchbook planning may not be suitable whereas creating a model and then talking about it might be more accessible; could consider whether pairing pupils may support learning; could present one shared final idea.

Pupils working at greater depth: 

Should encourage them to question their planning and design decisions, asking ‘how will this help communicate your message?’; could choose how they present their final ideas; could try and include more than one interactive element, such as sound and lighting; could be challenged to explain the intention of their choices in detail, whether in writing or when evaluating their piece.