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NATIONAL CURRICULUM KEY STAGE
THREE LEVELS A SIMPLIFIED
VERSION |
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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. |
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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. |
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