Design Technology

9 

The student effectively controls the communication of the design contexts given throughout their research, designing, manufacturing, testing and evaluation.  A clear understanding of knowledge shows a link to real world examples with clear comparative, intellectual mediums of communication used that reference social, moral, cultural and spiritual issues.​

8 

The student’s written knowledge and research is consistently accurate and uses evaluative techniques. The student can show clear and justifiable links with research and core technical and specialist principles, adopting views that are linked solely with the user requirements.​

7 

The student’s written knowledge and research is consistently accurate and is capable of recognising that design decisions should explore a variety of outcomes through an iterative process. The student can justify, evaluate and compare end products and processes.

6 

The student has used a range of research methods to develop an imaginative range of ideas that lead to a fit for purpose prototype. Design links are clear and justified by referencing core knowledge.​

5 

The student has used a range of research methods to inform their design decisions which have led to a clear prototype outcome that can be justified.

4 

The student has clearly evidenced understanding of a particular context, problem and need with some innovation shown towards design idea development. ​

3 

The student has been able to identify a clear target market and address common design principles within projects and can communicate them with minimal errors in design and written work. ​

2 

The student has demonstrated some imagination in the form of idea development and can recognise basic links to other areas of D&T within their written and practical work.

1 

The student has been able to provide some ideas that support creative links to design contexts and basic core knowledge.

SSA 

The student has a basic understanding of the design process and a simple understanding of the project context. Some prompting needed for idea generation and practical work. Has some understanding of core knowledge.

SSB 

The student has a basic understanding of the design process and a simple understanding of the project context.

SSC 

The student has a basic understanding of the design process.