CLICK HERE FOR TECHNOLOGYSTUDENT.COM

THE MAIN RESOURCE OF THIS SITE

 
         
HOMEPAGE HOW TO JOIN ADVISOR MEMBERS MEMBERS MEMBERS ARTICLES
         
W.A.T.T.
RESEARCH
QUALITY
MARK
HEALTH AND
SAFETY
DEPT POLICY
DOCUMENT
VOLUNTARY SERVICE
OVERSEAS
         
PTC LINKS SUPPLIERS PARTNERSHIP COMPETITIONS
         
OFSTED
INSPECTIONS
DEPARTMENTAL
DEVELOPMENT
PLAN
NC SAT LEVELS SAMPLE SCHEMES LESSON PLANS
         
PUPIL
BEHAVIOUR
TOMLINSON
REPORT
FUTURE
TECH
DEPARTMENT
PUPIL REPORTS LETTERS
TO PARENTS
         
TEACHER
ABSENT
WORKSHEETS
       
         
 
 
 

 

NATIONAL CURRICULUM KEY STAGE THREE LEVELS

A SIMPLIFIED VERSION

 

The table below shows the level descriptors for Key Stage Three pupils - following the National Curriculum. Alongside each NC Level descriptor is a simplified version with examples of how each level can be achieved. The lower level statements must be satisfied before a pupil can be considered for the higher level statements. For example, a pupil must have achieved all the statements at level 3 before being considered for level 4. When writing schemes of work, WATT (World Association of Technology Teachers) recommend that the teacher constantly checks the scheme against the level descriptors to ensure that the pupil work remains focused on level achievement.

If you or your department find the simplified version of the NC Levels useful - please consider joining WATT. The WATT Research Team have spent time developing this work for Design and Technology teachers.

 

LEVEL

NC STATEMENT

SIMPLIFIED VERSION

3

Pupils generate ideas and recognise that their designs have to meet a range of different needs.

They make realistic plans for achieving their aims. They clarify ideas when asked and use words, labelled sketches and models to communicate the details of their designs.

They think ahead about the order of their work, choosing appropriate tools, equipment, materials, components and techniques.

They use tools and equipment with some accuracy to cut and shape materials and to put together components.

They identify where evaluation of the design and make process and their products has led to improvements.

The pupil produces his / her own ideas.

His/her ideas meet the needs of the client / end user.

He/she plans the project (ie produces a rich picture / spider diagram).

He/she is capable of explaining his / her ideas. He/she uses labelled sketches.

He/she uses simple models such as card models, Lego models etc….

He/she plans the practical work by listing the tools, equipment, materials, components and techniques needed. This could be in the form of a sequence drawing.

He/she uses tools and equipment, cutting and shaping materials with some accuracy.

He/she puts the manufactured parts together.

He/she produces an evaluation of designing and making, emphasising improvements.

4

Pupils generate ideas by collecting and using information.

They take users' views into account and produce step-by-step plans.

They communicate alternative ideas using words, labelled sketches and models, showing that they are aware of constraints.

They work with a variety of materials and components with some accuracy, paying attention to quality of finish and to function.

They select and work with a range of tools and equipment.

They reflect on their designs as they develop, bearing in mind the way the product will be used. They identify what is working well and what could be improved.

The pupil draws ideas having used research that he/she has collected. (ie. Pictures from a catalogue or photocopies or photographs or internet etc…)

He/she carries out a survey / questionnaire to collect the views of others and shows that these views have been used to solve the design problem.

He/she produces step by step plans eg. A flowchart and sequence drawing.

He/she uses labelled sketches, text and models as a way of communicating ideas.

The pupil shows that he/she understands the constraints of the brief.

When making he/she works with a range of materials and components with some accuracy.

Attention is paid to the quality of finish.

The pupil shows an understanding of the way the completed item should function.

Through the use of a sequence drawing he/she shows that he/she is capable of selecting and working with a range of equipment and tools. When drawing the sequence drawing he/she explains the choice of equipment.

He/she produces a range of designs and then selects the best one for development. As the selected design is improved he/she explains in note form how the original design has been improved.

LEVEL

NC STATEMENT

SIMPLIFIED VERSION

5

Pupils draw on and use various sources of information.

They clarify their ideas through discussion, drawing and modelling.

They use their understanding of the characteristics of familiar products when developing and communicating their own ideas.

They work from their own detailed plans, modifying them where appropriate.

They work with a range of tools, materials, equipment, components and processes with some precision.

They check their work as it develops and modify their approach in the light of progress.

They test and evaluate their products, showing that they understand the situations in which their designs will have to function and are aware of resources as a constraint.

They evaluate their products and their use of information sources

He/she uses a range of information sources (internet, survey, questionnaire, catalogues, books etc…)

He/she discusses and explains his/her ideas in a meaningful way with other pupils and staff.

He/she produces ideas supported with text and uses modelling (card, Lego, spreadsheets etc…)

He/she compares existing products with his/her own designs. This can be as simple as notes placed alongside sketched ideas.

He/she produces detailed plans for the project in the form of flowcharts and sequence drawings. Throughout the project he/she modifies the plans. This could mean writing alterations on the flowchart and sequence drawing in a different colour or including additional drawings to a sequence drawing and boxes to a flowchart.

He/she uses a range of tools, materials, equipment, components and processes when making. This is carried out with some precision.

He/she tests the product by using it as outlined in the design brief.

He/she tests the functions of the product

He/she produces a detailed evaluation and refers to the way limited resources have limited the way the item designed performs.

He/she evaluates the quality of information sources the he/she has used.

6

Pupils draw on and use a range of sources of information, and show that they understand the form and function of familiar products.

They make models and drawings to explore and test their design thinking, discussing their ideas with users.

They produce plans that outline alternative methods of progressing and develop detailed criteria for their designs and use these to explore design proposals.

They work with a range of tools, materials, equipment, components and processes and show that they understand their characteristics.

They check their work as it develops and modify their approach in the light of progress.

They evaluate how effectively they have used information sources, using the results of their research to inform their judgements when designing and making.

They evaluate their products as they are being used, and identify ways of improving them.

He/she uses a wide range of sources of information such as; the internet, catalogues, surveys, questionnaires, fellow pupils, the teacher, family and friends, newspapers etc…. He/she clearly explains how this research my be useful when designing.

He/she puts together models and drawings whilst designing. (Lego, card, animations etc….

The models are used to test ideas during the designing process. This may be recorded with a camera and included in folder work or the pupil makes notes as he/she tests ideas.

He/she discusses designs and ideas with fellow pupils and teachers.

He/she produces detailed planning in the form of flowcharts, sequence drawings or a log book. The flowchart shows alternative routes to a successful design ie. includes decision boxes with alternative ‘yes’ and ‘no’ routes.

He/she lists the functions the final design must meet and compares his/her designs with this list.

He/she uses a range of tools, equipment, materials, components and processes. Whilst drawing a sequence drawing he/she explains the characteristics of each tool, equipment, material, etc… A log book could be used for this purpose.

He/she selects the best design and develops it further. He/she explains any alterations, modifications and improvements.

He/she evaluates the way they have used sources of information.

He/she tests and evaluates the product he/she has designed and manufactured detailing improvements.

LEVEL

NC STATEMENT

SIMPLIFIED VERSION

7

Pupils use a wide range of appropriate sources of information to develop ideas.

They investigate form, function and production processes before communicating ideas, using a variety of media.

They recognise the different needs of a range of users and develop fully realistic designs.

They produce plans that predict the time needed to carry out the main stages of making products.

They work with a range of tools, materials, equipment, components and processes, taking full account of their characteristics.

They adapt their methods of manufacture to changing circumstances, providing a sound explanation for any change from the design proposal.

They select appropriate techniques to evaluate how their products would perform when used and modify their products in the light of the evaluation to improve their performance.

He/she uses a wide range of sources of information such as; the internet, catalogues, surveys, questionnaires, fellow pupils, the teacher, family and friends, newspapers etc…. He/she clearly explains how this research my be useful when designing.

Before designing, he/she produces a sheet which explains the industrial processes used to manufacture an existing product.

When designing he/she uses a variety media. For example, ICT design software, DTP software, CAD/CAM software and sketches ideas using traditional methods.

Detailed notes are added to all design ideas.

He/she produces flowcharts and sequence drawings which show clear planning of the project. However, he/she also produces a time chart which clearly predicts the timing of each stage of designing and making.

He/she uses a range of tools, equipment, materials, components and processes. Whilst drawing a sequence drawing he/she explains the characteristics of each tool, equipment, material, etc… A log book could be used for this purpose.

As he/she makes, appropriate methods of manufacturing are used. If there is a need to change the way the product is manufacture or its design - he/she must explain why this was necessary. This can be recorded in the evaluation or in a log book of manufacture.

He/she evaluates his/her product uses appropriate techniques (ie. Listen carefully to the views of adults and fellow pupils and adopt their views)

He/she explains any alterations, modifications and improvements.

He/she evaluates the way they have used sources of information.

He/she tests and evaluates the product he/she has designed and manufactured detailing improvements.

He/she modifies his/her product in light of the evaluation.

8

Pupils use a range of strategies to develop appropriate ideas, responding to information they have identified.

When planning, they make decisions on materials and techniques based on their understanding of the physical properties and working characteristics of materials.

They identify conflicting demands on their design, explain how their ideas address these demands and use this analysis to produce proposals.

They organise their work so that they can carry out processes accurately and consistently, and use tools, equipment, materials and components with precision.

They identify a broad range of criteria for evaluating their products, clearly relating their findings to the purpose for which the products were designed and the appropriate use of resources.

He/she collects a range of useful resources which he/she then uses to develop ideas (see level 7).

He/she clearly identifies how some of this research will help in the development of the product.

He/she selects materials based on an understanding of the properties of materials and working characteristics.

He/she lists writes a specification which highlights the functions of the product to be designed.

Each idea is tested against the detailed specification. Designs are modified to address all statements in the specification.

He/she produces flowcharts and sequence drawings which show clear planning of the manufacturing.

He/she produces a scaled working drawing which is used whilst manufacturing to ensure the accuracy of the final product.

He/she evaluates the final manufactured product by comparing it against the specification.

LEVEL

NC STATEMENT

SIMPLIFIED VERSION

EXCEPTIONAL PERFORMANCE

Pupils seek out information to help their design thinking, and recognise the needs of a variety of client groups.

They are discriminating in their selection and use of information sources to support their work.

They work from formal plans that make the best use of time and resources.

They work with tools, equipment, materials and components to a high degree of precision.

They make products that are reliable and robust and that fully meet the quality requirements given in the design proposal

He/she uses a wide range of sources of information such as; the internet, catalogues, surveys, questionnaires, fellow pupils, the teacher, family and friends, newspapers etc…. He/she clearly explains how this research my be useful when designing for the client group.

He/she explains why some of the sources of information are useful to the development of a design/product whilst other sources are not.

He/she uses plans such as flow charts, time charts and sequence drawings which clearly show best use of time.

He/she produces flowcharts and sequence drawings which show clear planning of the manufacturing.

He/she produces a scaled working drawing which is used whilst manufacturing to ensure a high degree of accuracy of the final product.

When test. His/her product are proven to be reliable and robust.

He/she uses quality assurance to ensure the quality of the product. This may be laid out as a quality assurance flow chart which shows quality assurance critical stages of manufacture.

 

 
 

 
 

COPYRIGHT AND DISCLAIMER