We concentrate purely on practical skills and PLTS in Year 7 D&T. This booklet is used by all Year 7s throughout the year while rotating around 5 different teachers. We also use a SIMS database to track pupil performance through the year.

All Learning Outcomes in R113 presented as a “Knowledge Organiser”. Essential for effective revision for R113.

We use a printed booklet (see my other resources)for yr7s which covers all 5 D&T subject areas throughout our carousel rotations.

Use this spreadsheet to automatically calculate grades and progress of students using detailed NEA and exam section marks. Based on 2019 grade boundaries. NEA has been adjusted to reflect Covid19 AQA adjustments accurate as of 10th December 2020. Click and read the INSTRUCTIONS tab for help using and editing the file.

All the resources I use for this project. The student booklet has plenty of PLTS, AfL and APP.

During our 5 subject carousel of D&T in Yr7 I use these assessment criteria to promote progress with practical skills and techniques. I then focus more on the wider design cycle in addition to practical skills in more detail in Year 8. Making the criteria 'student-friendly&' and project-specific is essential if you wish to promote more independence and personal progress. Students are referred to these levels in every lesson.

I often use this during cover lessons with year 7. It's gets students thinking and talking about electronic products.

Providing an example and relating it to the assessment criteria will empower students to aim high. Good as a differentiation resource.

Edit this flowchart template to suit your own needs whether as a helpsheet to avoid that annoying barrage of 'What do I do next?' or an example of how to plan projects or tasks.

Complete with assessment criteria taken and adapted from the National Curriculum level descriptions. While the task could be more forward thinking I hope you find the format useful. Please leave me a comment to let me know what you think or how you'll use it. :)

I use this with Year 7 when preparing and baking bread. It helps to reduce basic questions and promotes student independence. Combine this with clear BREAD assessment criteria to promote personal progress with your students.

This 2-page document contains assessment criteria for the whole design process and project specific levels for the Electronics practical task. All these levels have been adapted from the National Curriculum level descriptions. Having such clear project-specific levels will empower students and non-specialist teachers to aim for outstanding personal progress in every task.

Make this activity relevant to your students by changing it to a local zoo or attraction. Providing assessment criteria from the start allows far higher attainment for those able to access the student-friendly criteria. Consider sending differentiated versions or additions to suit your learners better. This also promotes use of the PLTS.

I hope this helps you get started when writing your own 'task specific&' assessment criteria. Students are able to use the tick box approach I find. Making your assessment/success criteria more specific and clear will give students more awareness and ownership of their own progress. It is vital that this is available to students throughout a task and not simply at the end.