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NEW NATIONAL CURRICULUM KEY STAGE 3 LEVELS
SIMPLIFIED VERSION (2008)
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The table below shows the level descriptors for Key
Stage Three pupils - following the new National Curriculum — 2008.
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.
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When grading / levelling
pupils it is recommended that the following criteria is followed for the
vast majority of pupils:
Year 7 – LEVELS - 3,4,5
Year 8 – LEVELS - 4,5,6
Year 9 – LEVELS - 5,6,7,8
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LEVEL |
NC STATEMENT |
SIMPLIFIED VERSION |
3 |
( Levels 2/3 are not mentioned in the
KS2 2007 NC Document. This level descriptor has been devised to
match appropriate skill levels) They must design ideas by
collecting and using pictures from a limited range of resources.
They use equipment for skilled tasks, label and explain their
designs using colour when appropriate. They design for
markets.Investigate the work of designers and write about their
products and skills.Evaluate their designs comparing their work to
that of others. They explain how their ideas/product could be
changed in order to improve it. |
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 about
aesthetic and technical issues into account as they respond to
briefs.They communicate alternative ideas using words, labelled
sketches and models, showing that they are aware of constraints.
They apply their knowledge and understanding of materials,
ingredients and components, and work with them with some accuracy,
paying attention to quality of finish and to function. They use some
ideas from others’ designing to inform their own work. They produce
step-by-step plans and then select and work with a range of tools
and equipment. They identify what is working well and what could be
improved to overcome technical problems. They reflect on their
designs as they develop, recognising the significance of knowledge
and previous experience. |
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. |
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LEVEL |
NC STATEMENT |
SIMPLIFIED VERSION |
5 |
Pupils develop ideas by
drawing on and using various sources of information. They clarify
their ideas through discussion, drawing and modelling, showing
understanding of aesthetic and economic dimensions. They respond to
briefs showing understanding of how culture and society are
reflected in familiar products when developing and communicating
their own ideas. They show that they are aware of constraints as
they apply knowledge and understanding of materials, ingredients and
techniques. They use understanding of others’ designing as they
develop their work. They work from their own detailed plans,
modifying them where appropriate. They work with a range of tools,
materials, ingredients, equipment, components and processes with
some precision. They check their work as it develops, solve
technical problems and show some evidence of creativity as they
modify their approach in the light of progress. They test and
evaluate their products, showing that they understand the situations
in which the products will function. |
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 productHe/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 as they develop and model
ideas.They respond creatively to briefs, exploring and testing their
design thinking. They develop detailed criteria for their products
and use these to explore proposals. They apply their knowledge and
understanding by responding to several aspects of the problem.They
recognise the significance of others’ designing and modify their
approaches accordingly. They produce plans that outline alternative
methods of making progress. They work with a range of tools,
materials, ingredients, equipment, components and processes, showing
that they understand their characteristics. They check their work as
it develops and solve technical problems by modifying 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 developing products. 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. |
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LEVEL |
NC STATEMENT |
SIMPLIFIED VERSION |
7 |
Pupils use a wide range
of appropriate sources of information when developing and modelling
ideas. They investigate form, function and production processes as
they respond creatively to briefs. They apply their knowledge and
understanding, recognising the different needs of a range of users,
and search for trends and patterns in existing solutions as they
develop fully realistic products. They use their understanding of
others’ designing to inform their own as they communicate creative
ideas. 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, ingredients, equipment, components and processes, taking
full account of their characteristics. They adapt their methods of
manufacture to changing circumstances as they solve technical
problems, 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 this 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.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 tests and evaluates the product he/she
has designed and manufactured detailing improvements.He/she modifies
his/her product in light of the evaluation. (ie. Listen carefully to
the views of adults and fellow pupils and adopt their views) |
8 |
Pupils use a range of
strategies to fully develop and model appropriate ideas, responding
to information they have identified. They identify conflicting
demands on a product and respond creatively to briefs, suggesting
ways forward and explaining how their ideas address these demands.
When applying knowledge they make decisions on materials,
ingredients and techniques based on their understanding of physical
properties and working characteristics. They use their understanding
of others’ designing by reinterpreting and applying learning in new
contexts. They organise their work so that they can carry out
processes accurately and consistently, and use tools, equipment,
materials, ingredients and components with precision. They use
accurate testing to inform their judgements when solving technical
problems. They identify a broad range of criteria for evaluating
their products, clearly relating their findings to environmental,
ethical, and social and cultural dimensions. |
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. |
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LEVEL |
NC STATEMENT |
SIMPLIFIED VERSION |
EXP. |
Pupils seek out
information to help their design thinking. They recognise how
products contribute to lifestyle and choices of a variety of client
groups as they develop and model ideas in an innovative
way.Responding creatively to briefs, they are discriminating in
their selection and use of information sources to support their
work. They interpret and apply knowledge and understanding
creatively in new design contexts and communicate ideas in new or
unexpected ways. They use understanding of others’ designing in
innovative ways. They work with tools, equipment, materials,
ingredients 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. They reflect
critically and effectively throughout designing and making
processes. |
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. |
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