Greenvale School - Greenvale Levels DT

Curriculum, Pathways & Assessment

GV4

Designing:

Making:

Students can use a simple tool (for example a glue spreader or switch) by coactively grasping & moving it or giving directions via preferred mode of communication.
Students can coactively assemble components/ingredients provided for an activity (for example, placing bricks together)

Evaluating:

GV5

Designing:
- Students can contribute to changing a design (for example adding shapes to a template)
- Students can demonstrate a preference for a products material or ingredient (for example, selecting a preferred filling for a sandwich).
Making:
- Students can follow a simple two step plan sequence (for example, wash hands, get spoon.)
- Students can use familiar tools when making an item (for example, scissors).
Evaluating:
- Students can respond to a simple question about their final product using their preferred mode of communication (for example, Is the colour good or bad?)

GV6

Designing:
- Students can recognise distinctive features of products. (for example push a button, pull a lever)
- Students make choices when designing by adding features or components.
Making:
- Students watch others using a basic tool and then copy the actions (for example, preparing a surface with a glass paper block)
- Students can assemble given parts to replicate an example prototype model. (for example making a box by folding and gluing a template)
Evaluating:
- Students can respond to a range of different questions about the appearance or taste of a final product using their preferred mode of communication (for example, Is the colour good or bad? Does it feel smooth or rough? Does it taste good or bad?)
Technical knowledge and understanding
Students can identify a distinctive feature of a tool (for example, handle of a spoon, teeth on a saw)

GV7

Designing:

Students operate familiar products and know how they work.
Students can draw their own simple design and label a basic detail.
Students can select a preferred material or ingredient for their design & give a reason for their choice (for example, I like this one because its red.)

Making:

Students can follow a step by step sequence of instructions when making.
Students will identify and choose an appropriate tool for a simple process (for example, for gluing or joining materials, cutting and shaping).

Evaluating:

Students make simple contributions to test and evaluate part of a products function and record their findings (for example, Does the circuit light up? Does the cookie need more/less chocolate? Does it move forwards/backwards?)

Technical knowledge and understanding:

Students can identify different tools and their uses (for example, saw/knife - cutting, File/glass paper - smoothing, Spoon/blender - mixing)

GV8

Designing:

Making:

Students can describe one or two things they need to do ahead of making a product.
Students can make choices, adjustments or decisions during the making process (for example, use a whisk instead of fork, choose stiff card instead of paper)
Students can use a wider range of basic tools in making activities [for example, joining components together to make their intended product] with growing independence and accuracy.

Evaluating:

Students can use marks (for example a tally) to record an opinion from class members about an aspect of their final product (For example, does my product look good, Yes/No)

Technical knowledge and understanding:

Students can identify a range of common materials and their properties and consider these when making a product. (for example stiff, flexible, soft, hard)
GV9
Designing:
Students can research a product and write a description about it.
- Students can write a simple specification to list a few things their product must do.
- Students can draw different ideas and suggest the material/ingredients, function and who might use it.
- Students can model their own prototype model.
- Students can draw a final idea to make
- Students can suggest how a final idea could be made.
Making:
- Students can write or draw a basic step by step plan for making their product.
- Students can make component parts that generally function as intended but may still remain either unassembled or poorly assembled and finished.
- Students should have a good level of safety awareness for themselves and others throughout all stages of manufacture.
Evaluating:
- Students test different aspects of their final product against specification criteria (for example aesthetics & function) outlining what went well and even better if (WWW EBI)
Technical knowledge and understanding:
- Students can identify a range of processes and tools to use to make a product.
- Students can understand some basic functions of products and start to apply these to their own designs.

GV10

Designing:

Students present research and product analysis that addresses the statements given in a design brief.
- Students can develop some specification notes about their product describing its form (what it might look like) and its function (what its purpose is).
- Students can annotate their designs/plans showing the materials/ingredients/components and processes they will need to make them.
- Students can review designs to decide which one matches the specification notes best.
- Students can draw a final design/plan showing some dimensions and materials/ingredients/components that would be helpful in making their product.
Making:
- Students will plan to make their product by listing the main tasks and naming tools that would be helpful when making their product.
- Students can make component parts that function as intended and are generally assembled well but may still need some finishing.
Evaluating:
- Students use different questions to gain feedback from others about their product recording good points, bad points and how the product could be changed to improve it.
Technical knowledge and understanding:
When designing and making a product, students can apply their knowledge and understanding of an appropriate range of materials/ingredients/components and manufacturing processes.