What are Key Stage 3 Levels?

Subject Levels describe what a student working at that level will be achieving.  Your child’s teachers assess the level they are working at in their subject on a regular basis.  This may be from classwork, homework, a levelled assessment or, for some subjects a combination of several of these.  This is because all subjects have very different attainment levels related specifically to their subject, and within a level there are a range of skills that can be assessed.  These levels are then shared with parents and students via Interim Progress Reports where we provide a ‘working at’ level to show you how your child is progressing.  This, along with teacher feedback, should help to indicate the areas they may need to work on or have been particularly successful at.

At the end of Key Stage 3, pupils are given final Teacher Assessed levels.  There are no longer any national standard Attainment Test (SATs) at Key Stage 3.  Instead pupils on the GCSE course are awarded a percentage and Target Grade.

Attainment Levels for all Curriculum subjects range between 7 and 9, according to year groups.  The levels are refined by sub-levels which indicate where a pupil is within the level.  Sub-dividing levels helps teachers to monitor how students are progressing within the level as they move up towards the next level.

Sub-Levels are: a – top of the level b – mid level c – just reaching that level.

For example in Year 7, there are three sub-levels –

7a the student is exceeding (above average) in all learning objectives in this level
7b the student is where expected (average target level) in all learning objectives in this level
7c the student is emerging (below target) in all learning objectives in this level

“Working at levels” provide a “snapshot” indicating the standard your child is currently working at and reflects their current progress for a topic or the specific skill they have been working on at the moment, rather than indicating all the skills and knowledge tested finally at the end of Key Stage.

‘Working at Levels’ are definitely NOT a prediction of your child’s final level.

Level descriptors for each subject follow:

English

Assessment Criteria for Reading

Year 7

Pupils show understanding of a range of texts, selecting essential points and using inference and deduction where appropriate.  In their responses, they identify key features, themes and characters and select sentences, phrases and relevant information to support their views.  They retrieve and collate information from a range of sources.

Year 8

In reading and discussing a range of texts, pupils identify different layers of meaning and comment on their significance and effect.  They give personal responses to literacy texts, referring to aspects of language, structure and themes in justifying their views.  They summarise a range of information from different sources.

Year 9

Pupils show understanding of the ways in which meaning and information are conveyed in a range of texts.  They articulate personal and critical responses to poems, plays and novels, showing awareness of their thematic, structural and linguistic features.  They select and synthesise a range of information from a variety of sources.

Assessment Criteria for Writing 

Year 7

Pupils’ writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate.  Vocabularly choices are imaginative and words are used precisely.  Simple and complex sentences are organised into paragraphs.  Words with complex regular patterns are usually spelt correctly.  A range of punctuation, including commas, apostrophes and inverted commas, is usually used accurately.  Handwriting is joined, clear and fluent and, where appropriate, is adapted to a range of tasks.

Year 8

Pupils’ writing often engages and sustains the reader’s interest, showing some adaptation of style and register to different forms, including using an impersonal style where appropriate.  Pupils use a range of sentence structures and varied vocabulary to create effects.  Spelling is generally accurate, including that of irregular words.  Handwriting is neat and legible.  A range of punctuation is usually used correctly to clarify meaning, and ideas are organised into paragraphs.

Year 9

Pupils’ writing is confident and shows appropriate choices of style in a range of forms.  In narrative writing, characters and settings are developed and, in non-fiction, ideas are organised and coherent.  Grammatical features and vocabulary are accurately and effectively used.  Spelling is correct, including that of complex irregular words.  Work is legible and attractively presented.  Paragraphing and correct punctuation are used to make the sequence of events or ideas coherent and clear to the reader.

Assessment Criteria for Speaking and Listening

Year 7

Pupils talk and listen confidently in a wide range of contexts, including some that are of a formal nature.  Their talk engages the interest of the listener as they begin to vary their expression and vocabulary.  In discussion, they pay close attention to what others say, ask questions to develop ideas and make contributions that take account of others’ views. They begin to use standard English in formal situations.

Year 8

Pupils adapt their talk to the demands of different contexts with increasing confidence.  Their talk engages the interest of the listener through the variety of its vocabulary and expression.  Pupils take an active part in discussion, showing understanding of ideas and sensitivity to others.  They are usually fluent in their use of standard English in formal situation.

Year 9

Pupils are confident in matching their talk to the demands of different contexts.  They use vocabulary precisely and organise their talk to communicate clearly.  In discussion, pupils make significant contributions, evaluating others’ ideas and varying how and when they participate.  They show confident use of standard English in situations that require it.

Maths

Year 7

Processing

Pupils gather information for a task, begin to develop and use own strategies for solving problems, Discuss their work and compare ideas and work with others, present information and results in a clear and organised way, explaining the reasons for choice of presentation, understand general statements and investigate whether or not particular cases match them.

Number

Pupils understand and use numbers including decimals up to 2 places, add mentally two two digit numbers and subtract mentally one two digit from another, use a range of mental, written and calculator methods of computation involving the four operatives, recognise approximate proportions of a whole and use simple fractions to describe these, understand that addition and subtraction are inverse operations and use this to check results.

Algebra

Pupils explore and predict patterns and sequences of whole numbers such as doubling and halving numbers, understand number properties such as multiples and factors, understand and use simple rules expressed in words.

Shape Space and Measures

Pupils make simple 2D and 3D shapes, understand and use language associated with line and angle, understand the eight points of the compass and the terms clockwise and anti-clockwise, use coordinates to plot points and draw shapes in the first quadrant, understand the relationship between metric units, find perimeters of simple shapes and areas by counting cubes, begin to make sensible estimates using standard units in relation to everyday situations, understand and use the twleve and twentyfour hour clock.

Handling Data

Pupils collect, group and order discrete data with given class intervals, represent and interpret data using a range of graphs, tables and diagrams, construct and interpret pictograms where the symbol may represent a group of units, interrogate a simple data base for one criterion, understand and use simple vocabulary associated with probability.

Year 8

Processing

Pupils identify and obtain information required to carry through tasks and solve mathematical problems, explain their approach to the task, present their work using symbols, words and diagrams, check their results and consider whether these are reasonable, make general statements based on evidence and give an explanation of their reasoning.

Number

Pupils extend their understanding of their relationships between place values, using this to multiply and divide numbers with up to two decimal places by 10, 100, and 1000, use the four operatives with decimals to two places, multiplying and dividing by whole numbers only, using their understanding of equivalence, add and subtract simple fractions, understand the relationshiop between fractions and percentages, apply inverse operations or estimation using approximations in order to check solutions, understand and use negative numbers in context.

Algebra

Pupils understand and use terms such azs square, cube and prime, use a letter to stand for an unknown number, follow a set of instructions to generate a seqauence and determine the possible rules for generating sequences.

Shape Space and Measures

Pupils understand congruence of 2D shapes, investigate properties of triangles and quadrilaterals and measure and draw angles up to 360 degrees with reasonable accuracy, draw nets to make simple 3D shapes, reflect a shape in a line,understand and use scale in the context of maps and drawings, calculate areas of squares, rectangles and right angled triangles and volumes of cubes and cuboids, be familiar with the imperial units still in use, convert one metric unit to another and use timetables involving the twenty four clock.

Handling Data

Pupils design and use a data collection sheet and interpret the results, calculate and use the mean and range of discrete data, construct and interpret simple line graphs, interpret graphs and diagrams including pie charts and draw conclusions, insert and interrogate data in a computer database, place events in order of ‘likelihood’ and use appropriate words to identify chance.

Year 9

Processing

Pupils carry through substantial tasks with some given structure, modifying and refining strategies as they work They identify and carry out the associated sub-tasks, and recognise and control some variables in the task with help where appropriate. They interpret , discuss and synthesise information which is in a variety of mathematical forms.Writing explains and complements the use of diagrams and other forms of mathematical communication. Generalisations with supporting arguments are made and tested by checking particular cases.

Number

Pupils understand and calculate with numbers with up to three decimal places and approximate to up to two decimal places as appropriate. They understand and use the equivalences between fractions, decimals and percentages and calculate using ratios and percentages in relevant contexts. They understand and use order of precedence in numerical calculations, including the use of brackets.

Algebra

Pupils find and describe in symbols the next term or the nth term of a sequence where the rule is linear. They use index notation to express powers of whole numbers and understand and use the term square root. They represent and use simple functions and interpret graphs from real situations. They understand and use basic conventions, simplification and substitution with expressions, formula and linear equations. They construct and use simple formulae and formulate and solve linear equations expressed in symbolic form with whole number coefficients.

Shape Space and Measures

Pupils recognise and use rotational symmetry, its order and centre. They know and use properties and symmetry properties of triangles and quadrilaterals. They classify and define types of quadrilaterals and specify location by means of coordinates in all four quadrants. They enlarge a shape by a whole number scale factor through a given centre of enlargement and understand and use language associated with the circle. They understand and use angle properties of intersecting and parallel lines and construct triangles using a protractor, ruler and a pair of compasses. they calculate composite areas and volumes involving squares, rectangles, triangles, cubes and cuboids and calculate the surface area of cubes and cuboids.

Handling Data

Pupils choose appropriate equal class intervals over a suitable range to create frequency tables. They distinguish between , and are able to find, the mean, median and mode of descrete data. They compare two distributions using the range and one of the measures of average. they construct and interpret pie charts and use the knowledge that the probability of an event is the number of desirable outcomes divided by the number of possible outcomes if these are all equally likely. They understand and use 0 and 1 as the limits of the probability scale. They interpret scatter diagrams and have a basic understanding of correlation.

 

Science 

Pupils will be able to show evidence that they can,

Year 7

make predictions based on simple scientific knowledge.

select the correct equipment and record the results in a table.

draw simple graphs and use them to explain what happened in the experiment.

name and recognise the major organs in plants and animals.

draw food chains within a habitat.

describe methods for separating simple mixtures.

name types of change using scientific terms, i.e. evaporation.

make predictions about whether changes will be able to be reversed or not.

describe how to set up a simple electrical circuit.

show a basic understanding of forces, gravity, magnetism, friction

Year 8

write a method including a fair test.

carry out an investigation, using equipment accurately and repeating experiments.

draw line graphs from the experimental results.

suggest ways in which to improve investigation work.? describe the jobs of each major organ in the body

draw the life cycle of plants and humans.

put plants and animals into the correct class or group.

describe the properties of metals, i.e. they conduct heat.

identify a metal from a non-metal.

explain how some things happen even when the reason cannot be seen, i.e. how balanced

forces cause something to move at a steady speed.

use a model to show how the Earth is moving.

Year 9

use information and research to help when planning an investigation.

use accurate equipment with fine-scale divisions.

make conclusions which involve scientific understanding and language.

identify results which do not fit a pattern and try to explain what caused them.

describe life processes in plants and animals, i.e. photosynthesis, respiration.

describe the similarities and differences between plant and animal cells.

describe how the environment can affect the type and number of a plant or animal living in a habitat.

use particle diagrams to explain the arrangement and movement of particles in a solid, liquid and gas.

identify and describe some chemical reactions that are like each other.

write word equations.

describe and explain some more difficult ideas, i.e. how electrical items transfer electrical energy to other types.

explain refraction and dispersion of light.

 

Geography

The pupil shows knowledge, skills and understanding in studies of a range of places and environments at more than one scale and in different parts of the world.

The pupil begins to recognise and describe geographical patterns and to appreciate the importance of wider geographical location in understanding places.

The pupil recognises and describes physical and human processes. They begin to understand how these can change the features of places, and how these changes affect the lives and activities of people living there.

The pupil understands how people can both improve and damage the environment

The pupil explains their own views and the views that other people hold about an environmental change.

The pupil shows their knowledge, skills and understanding in studies of a range of places and environments at more than one scale and in different parts of the world.

The pupil describes and begins to explain geographical patterns and physical and human processes.

The pupil describes how these processes can lead to similarities and differences in the environments of different places and in the lives of people who live there.

The pupil suggests explanations for the ways in which human activities cause changes to the environment and the different views people hold about them.

The pupil recognises how people try to manage environments sustainably.

The pupil forms their own views and begins to suggest relevant geographical questions and issues.

Pupil shows their knowledge, skills and understanding in studies of a wide range of places and environments at various scales, from local to global, and in different parts of the world.

Pupil describes and explains a range of physical and human processes and recognises that these processes interact to produce the distinctive characteristics of places.

The pupil describes ways in which physical and human processes operating at different scales create geographical patterns and lead to changes in places.

The pupil recognises how conflicting demands on the environment may arise and describe and compare different approaches to managing environments.

The pupil appreciates that different values and attitudes, including their own, result in different approaches that have different effects on people and places.

Drawing on their knowledge and understanding, the pupil can suggest relevant geographical questions and issues and appropriate sequences of investigation.

History

The pupil shows their knowledge and understanding of local, national and international history by describing some of the main events, people and periods they have studied, and by identifying where these fit within a chronological framework.

The pupil can describe the characteristic features of past societies and periods to identify change and continuity within and across different periods and to identify some causes and consequences of the main events and changes.

The pupil can identify and describe different ways in which the past has been interpreted.

When finding answers to historical questions, the pupil begins to use information as evidence to test hypotheses.

The pupil begins to produce structured work, making appropriate use of dates and terms.

The pupil shows their knowledge and understanding of local, national and international history by describing events, people and some features of past societies and periods in the context of their developing chronological framework.

The pupil begins to recognise and describe the nature and extent of diversity, change and continuity, and to suggest relationships between causes.

The pupil suggests some reasons for different interpretations of the past and they begin to recognise why some events, people and changes might be judged as more historically significant than others.

The pupil investigates historical problems and issues and begins to ask their own questions.

The pupil begins to evaluate sources to establish evidence for particular enquiries.

The pupil selects and deploys information and makes appropriate use of historical terminology to support and structure their work.

French

The following Criteria describes pupil development in the four skills areas of Reading, Writing, Listening and Speaking

Year 7

Pupils can read, write, say and understand spoken French in the form of simple, short phrases.  They can identify key language in context and are confident when using words they have memorized.  They begin to learn about the French speaking world and its culture.

Year 8

Pupils can read, write, say and understand spoken French in the form of longer phrases which they can adapt to express themselves in a new way. They can give opinions on their own experiences. They can understand and use language in the present and future tenses. They continue to learn about the French speaking world and its culture.

Year 9

Pupils can read, write, say and understand spoken French in the form of longer passages in different contexts.  They develop strategies for finding meaning when words are unfamiliar. They can give information and opinions. They can understand and use language in the past, present and future tenses.  They can make direct comparisons between culture in French speaking countries and their own.

Art

Year 7

Students are able to investigate and develop a range of practical skills and use the qualities of materials and processes purposefully to suit their intentions. Students explore ideas and collect visual and other information for their work. They compare and comment on the work of others and use this to adapt and improve aspects of their own work.

Year 8

Students apply their technical knowledge and skills to realise their intentions, using the qualities of materials, processes and the formal elements effectively. They explore and experiment with ideas and select appropriate information and resources in order to develop their work. They are able to adapt and refine their ideas, processes and intentions. They consider methods and approaches used by professional artists, recognising the varied characteristics of different historical, social and cultural contexts

Year 9

Students show increasing independence in the way in which they develop ideas and realise their intentions. They demonstrate confident understanding and use of materials, processes and the formal elements. They select, organise and present information taking account of purpose and audience. They analyse and comment on their own and others’ work, appreciating how codes and conventions are used to express ideas.

Physical Education

Year 7

A

Uses a wide-ranging base of tactics and strategies to overcome opponents in direct competition through team and individual games and demonstrates the ability to coach others towards success also.

Performs and plans motifs/sequences using advanced dance/gymnastic techniques with fluidity, control and poise.

Understands the requirements for effective performance and can make adjustments to performance in both their own work and that of others in order to achieve a level of success.

Regularly participates in extra-curricular physical activities be it with school teams or outside clubs/teams.

Understands and attempts to implement the key criteria associated with a maintaining a healthy lifestyle.

B

Uses a wide-ranging base of tactics and strategies to overcome opponents in direct competition through team and individual games.

Performs and plans motifs/sequences using  dance/gymnastic techniques with a high degree of control and fluidity.

Describes the  key teaching points which make a performance effective.

Participates in Inter-house matches/tournaments.

Understands the key criteria and benefits associated with maintaining a healthy lifestyle.

C

Uses a basic range of tactics and strategies to overcome opponents in direct competition through team and individual games.

Performs motifs/sequences using basic dance/gymnastic techniques with reasonable control and stability.

Can take note of effective performance in both their own work and that of others.

Willing to participate in competitive activities to the best of their ability.

Describes the benefits of a healthy lifestyle and has a basic understanding of how to implement the key criteria.

Year 8

A

Uses a wide-ranging base of tactics and strategies to overcome opponents in direct competition through team and individual games and demonstrates the ability to coach others towards success also.

Adapts to challenging tasks with confidence  in varying environments in both sporting and adventurous outdoor activities – taking on leadership roles where appropriate.

Demonstrates the ability to plan fitness programmes/routines which will greatly enhance fitness and general well-being.

Demonstrates a sound understanding of rules and etiquette and officiates with a reasonable level of confidence in a variety of sports records personal best performances, understands their relevance to achieving optimum personal performance and can discuss ways to improve levels of attainment in various activities.

B

Uses a wide-ranging base of tactics and strategies to overcome opponents in direct competition through team and individual games.

Engages with challenging tasks in varying environments, working well both independently and as  part of a team.

Understands and attempts to implement the key criteria associated with a maintaining a healthy lifestyle.

Demonstrates a sound understanding of rules and can officiate  with help from another pupil or teacher.

Records personal best performances and understands their relevance to achieving optimum performance.

C

Uses a basic range of tactics and strategies to overcome opponents in direct competition through team and individual games.

Shows a willingness to engage with challenging tasks in varying environments – both sporting and adventurous in nature.

Understands the key criteria and benefits associated with maintaining a healthy lifestyle.

Demonstrates a satisfactory level of understanding with regards to rules and etiquette.

Can record personal best performances and describe why improvements have been made.

Year 9

A

Uses a wide-ranging base of tactics and strategies to overcome opponents in direct competition through team and individual games and demonstrates the ability to coach others towards success also.

Demonstrates the ability to analyse performance with clarity and implements changes and adaptations.

Represents the school and a club outside of school-time.

Demonstrates excellent understanding of rules and etiquette and officiates with assertion and presence in dynamic team sports.

B

Analyses their performances compared to previous ones and demonstrates how improvement can be made to achieve their personal best.

Uses a wide-ranging base of tactics and strategies to overcome opponents in direct competition through team and individual games.

Understands what makes a performance effective.

Regularly represents the school in extra-curricular activities.

Demonstrates a sound understanding of rules and etiquette and officiates with confidence in net games.

Can record personal best performances and understand their relevance to achieving optimum performance.

C

Uses a basic range of tactics and strategies to overcome opponents in direct competition through team and individual games.

Can describe effective performance in both their own work and that of others.

Regularly participates in extra-curricular clubs/practices/training sessions.

Demonstrates a basic understanding of rules and etiquette and can officiate with help from another pupil.

Can record personal best performances and describe their relevance to achieving optimum performance.

Drama

Year 7

C

Will be able to participate as part of large or small group. Able to listen to others and contribute their own ideas.

Can adopt appropriate roles in spontaneous or prepared improvisations in response to a range of stimuli. They will use some dramatic conventions to communicate some understanding of situation and character. They have begun to explore the use of space, body and face to communicate to an audience, particularly in mime and tableaux.

B (All of 7c and..)

Will adopt and sustain a role appropriate to a given situation. Can use a role to explore a situation and is able to reflect on the issues raised, both in and out of role. Will make suggestions for how to develop the drama and understand the situation further through the use of dramatic techniques. Has begun to develop naturalistic performance skills and is beginning to have an understanding of exploratory techniques such as hot seating, thought tracking and forum theatre.

A (All of 7c,b and…)

Will develop their use of voice to communicate to an audience in a large space. Has begun to select performance styles appropriate to text and demonstrate an understanding of style through their use of physical and vocal performance techniques. Can use dramatic techniques to develop an understanding of character, situation and themes in rehearsal.

Year 8

C

Can analyse the skills necessary to work as part of a group. Participates in a range of activities as part of a large or small group.

Is beginning to develop an understanding of the use of archetype in performance and apply performance techniques to communicate the archetypes of theatrical style e.g. melodrama. Is developing an understanding of sound in performance and is able to create a live soundscape. Can select music appropriate to performance style.

B (all of 8c and…)

Creates and sustains a role appropriate to a given situation. Canl use the role to explore and develop a situation. Makes suggestions for how to develop the drama and understand the situation further through the use of dramatic techniques showing some understanding of the issues raised and of drama. Uses appropriate style and techniques to explore a situation and present findings to an audience.

A (all of 8c,b and…)

Explores text using and developing their skills in adopting and sustaining a role. Suggests ways of presenting work using technical elements (lighting, sound, film). Selects performance and presentation styles appropriate to the material.

Year 9

C

Will work creatively in a range of groupings. Uses technical and performance techniques to communicate to an audience. Is developing their understanding of theatrical style and presentation e.g. using mask technique. Can create a physical performance showing skill and some understanding of genre e.g. comedy. Begins to show an understanding of relationship on stage. Uses technical elements to help enhance performance.

B (all of 9c and…)

Works with some sensitivity in a range of groupings. Creates contrasting roles to suit different situations and sustaining them with consideration of characteristics as well as theme. Reflects on the work and makes connections with the wider world. Shows an understanding of theme and awareness of others in and out of role.

A (all of 9c,b and…)

Confidently uses exploratory and performance techniques to create their own work. Experiments with the technical elements to create interesting effects appropriate to their chosen style. Shows understanding of others when working in a group but keeps work as the focus pushing projects to a successful conclusion.

Music

Year 7

By the end of year 7 pupils will be expected to know what makes a good performance. They should be able to read basic rhythms from notation and know the names of notes on the Treble Clef. They will learn about the instruments of the orchestra and which sections they belong to.  Pupils will create a composition towards the end of the summer term, applying the year’s knowledge to a creative project about water.  They will listen to pieces by Britten, Debussy, Smetana and Saint-Seans as sources of inspiration.

There will also be single lessons dedicated to performance and aural work.

 

Year 8

In year 8 pupils will revise and extend the use of rhythms and be taught how to use word-setting when composing a piece of music. They will learn how familiar themes can be transformed using a variety of compositional techniques and compose their own original work.  They will study Concertos, Medieval Music, Reggae and Indian music.  They will learn notes in the bass clef and develop an understanding of chords.  Towards the end of the year, pupils will listen to music from the Romantic idiom and compose a composition inspired by pictures.

There will also be single lessons dedicated to performance and aural work.

 

Year 9

Pupils will develop an understanding through performing, composing and listening of African folk music, Worksongs and Spirituals, Blues, Ragtime, Traditional Jazz, Swing, ‘Cool’Jazz and Popular music. They will study some of the varied styles of the 20th century, including Impressionism – Debussy; Whole tone scale and rhythmic diversity – Stravinsky and Expressionism and Atonality.  They will conclude their year’s study with a one act musical.

 Design and Technology

Level 7. Developing ideas

 

Pupils generate ideas by collecting and using information. They take users’ views into account.

 

Planning They produce step-by-step plans.

 

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

 

Producing quality products 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.

 

Evaluating processes and products 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.

 

Level 8. Developing ideas

 

Pupils draw on and use various sources of information. They use their understanding of the characteristics of familiar products when developing their own ideas.

 

Planning They produce step-by-step plans and work from their own detailed plans, modifying them where appropriate.

 

Communicating ideas They clarify their ideas through discussion, drawing and modelling effectively communicating their own ideas.

 

Producing quality products 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.
Evaluating processes and products 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.

 

Level 9. Developing ideas

 

Pupils draw on and use a range of sources of information, and show that they understand the form and function of familiar products and develop detailed criteria for their designs and use these to explore design proposals.

 

Planning They produce step-by-step plans and work from their own detailed plans, modifying them where appropriate. They produce plans that outline alternative methods of progressing.

 

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

 

Producing quality products 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.

 

Evaluating processes and products 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.

 

Level 9a+. Developing ideas

 

Pupils use a wide range of appropriate sources of information to develop ideas. They investigate form, function and production processes. They recognise the different needs of a range of users and develop fully realistic designs.

 

Planning They produce step-by-step plans and work from their own detailed plans, modifying them where appropriate.

They produce plans that outline alternative methods of progressing, predicting the time needed to carry out the main stages of making products.

 

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

 

Producing quality 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

 

Evaluating processes and products 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