ADT Marking Criteria and Grade Descriptors KS 34

ADT Marking Criteria and Grade Descriptors KS 3/4

Year Group 7 Foundation Grade 2 Developing Grade 3 BRONZE Secure Grade 4 -5 SILVER 8 Food and Nutrition KS 3 Descriptors: For Students 9 FOOD, NUTRITION & HEALTH FOOD CHOICE Foundation Limited I can find information about I know that some people eat different types of Grade 1 WT 1 nutrition and health with help food. Foundation I can name two nutrients on the I know that some different cultures eat different Grade 2 Grade 1 Eatwell guide foods and have different dishes/recipes. I can recognise some special dietary requirements. Developing Foundation I can explain the Eatwell guide I know that different cultures eat different foods Grade 3 Grade 2 I can discuss the 8 tips of a healthy and have different dishes/recipes. BRONZE balanced diet I can suggest one special dietary need FOOD PROVENANCE I understand that food comes from animal and plant sources. • I can get myself ready to cook • I can work safely with help • I can work safely on my own • I can explain the words ‘hygiene’ and ‘food safety’. I understand can explain where some foods come from and how they are manufactured into foods. I know where and how some foods are grown. I know that food is manufactured and processed before we buy/eat it. I can select equipment on my own I can cut my ingredients into equal sized pieces I can turn on the hob, the oven and the grill on my own I understand can explain where food comes from and how they are manufactured into foods. I know and can explain some food provenance issues. I know that food is manufactured and processed to create products, wheat to bread, milk to cheese etc. I am organised and can work logically I can prepare fruit and vegetables using different cutting techniques I can demonstrate skills to other students I can demonstrate some basic preparation and cooking techniques on my own • I am aware of the health and safety of others • I can use colour coded chopping boards to prevent cross contamination. • I can explain how cross contamination, decay and spoilage can make food unsafe to eat. I can recognise possible risks and prevent them I can explain what the 4 C’s are and how they keep food safe I can identify some of the main hazards when storing, preparing and cooking food in practical lessons. I understand can explain where basic foods come from. I know where and how some foods are grown. Secure Grade 4 -5 SILVER Developing I can explain the function of I know that different cultures eat different foods Grade 3 macronutrients in the body and have different dishes/recipes. BRONZE I can recognise some special dietary I know a little about 2 different international requirements. I can plan a menu for a person with counties and also the UK. a specific dietary need. Exceptional Grade 8 -9 HIGH FLIER Excellence Grade 6 -7 GOLD Secure I can Identify nutrients and explain I know that different cultures eat different foods I can explain where specific ingredients are found. I know various food Grade 4 -5 the dietary needs of people with and have different dishes/recipes. provenance issues. SILVER special dietary requirements. I can explain what dishes are popular. Which I can plan a menu for a person with preparation, cooking, presentation and serving a specific dietary need, stating the methods are used. Which distinctive utensils, reasons for choice. equipment, cooking methods are used. Exceptional Grade 8 -9 HIGH FLIER Excellence I am able to explain the wide Grade 6 -7 variety of dietary needs for the GOLD population who have special dietary requirements. I can independently plan a menu for a person with a specific dietary need stating reasons for choice. Exceptional I am able to recognise and explain I know that different cultures eat different foods Grade 8 -9 why there is a wide variety of and have different dishes/recipes. HIGH FLIER dietary needs for the population I know about 2 different international counties in who have special dietary detail and also the UK requirements. I am able to produce a variety of menu’s for different dietary needs, explaining why the ingredients chosen are suitable FOOD SAFETY I can select equipment with help I can cut my ingredients with help I can explain what I am going to do I can name and select equipment with help I can use the bridge and the claw hold Excellence Grade 6 -7 GOLD I know that different cultures eat different foods and have different dishes/recipes. I can explain what dishes are popular. Which preparation, cooking, presentation and serving methods are used. Which distinctive utensils, equipment, cooking methods are used. I can plan a menu based around the country and the knowledge that I have. FOOD SCIENCE & PREPARATION I can demonstrate a range of preparation I can explain some of the symptoms of techniques food poisoning and explain how it can be I can demonstrate a range of cooking methods prevented I can demonstrate and explain the science in I can explain the purpose of date marks food preparation on food products I can explain where specific ingredients are found, how they are combined I can follow a recipe and method or time plan to make a product and how they ingredients work together to create a independently. product. I have practised or discovered how to I know and can explain various food provenance issues. undertake new techniques in advance of the I understand that processing can effect the sensory and nutritional practical lesson properties of ingredients. I can explain how different cooking methods I know that food is modified and understand the positive and negative will alter the end result. effects of food modification. I can demonstrate an awareness of health and safety at all times. I can identify high risk foods and know how these foods should be stored, handled, prepared and cooked. I know that: food is manufactured and processed to create products. I know that food additives are used to achieve a desired effect and can in detail explain various food provenance issues. I can identify potential hazard and risks involved in a variety of cooking processes and suggest ways to reduce or eliminate the risk. I can demonstrate using a temperature probe and all dishes are served at the correct temperature. I can follow a detailed. Logical time plan that I have created and dovetails tasks I am able to follow a recipe and method completely independently and extremely competently throughout the preparation, cooking and presenting of the dishes being made.

Food and Nutrition KS 4 Descriptors: For Students FOOD NUTRITION & HEALTH Know that some people eat or avoid certain foods for different reasons. Foundation Grade 1/2 Developing Grade 3 Secure Grade 4/5 Recognise that all food comes from plants or animals. Understand that individuals make food choices and that a healthy diet is made up from a variety and balance of different food and drinks, as depicted in the Eatwell guide FOOD CHOICE Know that people choose different types of food, based on who they are with, preferences, Recognise that all food comes from plants or season, time of day, allergy/intolerance, animals. religion, and occasion (including celebrations). Be aware that some foods have labels which provide information to help when making a choice. Be aware that it is important to choose an appropriate portion size for their needs. Use current healthy eating advice to choose a varied balanced diet for their needs and those of others. Understand the influence of food marketing, advertising and promotion on their own diet and purchasing behaviour. know that food and drinks provide energy and nutrients in different amounts. Be aware that it is important to choose an appropriate portion size for their needs. Know that a variety of food is needed in the diet (carbohydrate, protein, fat, vitamins, and minerals), water and fibre. Be able to understand how to maintain a healthy weight throughout life, understanding the relationship between diet and physical activity, as well as taking into account other Excellence factors. Grade 6 -7 Understand the importance of energy balance and the implications of dietary excess or deficiency. To know and understand nutritional modification and the fortification of food. Exceptional Grade 8 -9 Be able to understand how to maintain a healthy weight throughout life, understanding the relationship between diet and physical activity, as well as taking into account other factors. FOOD PROVENANCE Consider a wider range of factors when making food choices, e. g. seasonality, local food, Consider the concept of sustainability and the impact of different choices on the environment. Can investigate and apply knowledge of Food sources and can comment on these factors. Understand the impact of food waste on the environment. FOOD SAFETY Know that food safety means preventing contamination, spoilage and decay when handling and storing food. Know how to store, prepare, and cook a variety of predominantly savoury dishes safely Recognise the importance of preparing and hygienically. cooking food safely and hygienically. Modify recipes and cook predominantly savoury dishes that are based on current healthy eating messages. Understand the use of date-marks and storage instructions on food and drink labels. Demonstrate good food safety practices when storing, preparing, and cooking food. Know about food poisoning, its symptoms, and preventative measures. Use equipment for consistency and accuracy Understand the principles of cleaning, preventing cross-contamination, chilling, Understanding the science of food preparation cooking food thoroughly. such as aeration, shortening, enzymic Understand that some foods have a higher risk browning. of food poisoning than others. Be able to change recipes and dishes to make them healthier and more appealing by altering To know and understand the food safety ingredients, and/or by using different cooking principles when preparing and cooking food. methods. Be able to use equipment to test for safety e. g. Apply skills and understanding competently to temperature probes. plan, prepare and safely cook dishes and menus for a healthy, varied, and balanced diet. sustainability. Be able to analyse dishes using a nutritional programme and modify the product to meet the needs of other users. Demonstrate an increasing range of food preparation skills. Understanding the functions and sources of Can explore the issues involved in food and drink nutrients choice and how this may be influenced by various Use a broad range of preparation techniques factors. and methods when cooking. . Be able to make informed choices based on food labels, ingredients, nutritional information and health claims. FOOD SCIENCE & PREPARATION To understand the environmental issues associated with food To know and understand the impact of food and food security on local and global markets and communities. Be able to understand the functional and chemical properties of food Filleting fish and jointing chicken Skilfully using decoration and garnishing techniques to improve aesthetics. To know and understand the use of microorganisms in food production. To know and understand the food safety principles when buying and storing food.

3 D Design KS 3 Descriptors: For Students Year Group 7 8 9 Foundation Grade 2 Foundation Grade 1 Limited WT 1 Developing Grade 3 BRONZE RESEARCH IDEAS & DEVELOPMENT MAKING I can work out some of the processes needed to make a product. I can work safely demonstrating some basic skills in a few processes. Foundation Grade 2 Grade 1 I can put the process needed to make a product in order. I can work safely demonstrating some basic skills in a few processes. Secure Grade 4 -5 SILVER Developing Grade 3 BRONZE I can include the main stages to make a product including tools and equipment needed. Excellence Grade 6 -7 GOLD Secure Grade 4 -5 SILVER Developing Grade 3 BRONZE I can use my research to help I can generate design ideas that satisfy a few of the explain part of my specifications. specification. Exceptional Grade 8 -9 HIGH FLIER Excellence Grade 6 -7 GOLD Secure Grade 4 -5 SILVER My specification is detailed and is linked with relevant research. Exceptional Grade 8 -9 HIGH FLIER I can identify some user needs I can generate some simple ideas. I can improve an idea PLANNING I can write down a simple I can generate a range of ideas. specification including I can develop my ideas to a final user needs. one. Foundation I can create a simple design I can generate annotated ideas Grade 2 brief from a given problem. including user needs and materials. I can show a degree of creativity that satisfies many of the specification points. My specification is detailed I can generate creative ideas that and justified, and is explained satisfy the specification, including through relevant research social, moral, and environmental and sustainability issues. I can evaluate my design ideas against the design criteria. Exceptional I can explain how the I can show imaginative designs Grade 8 -9 outcomes of my research will that are explained in detail HIGH FLIER influence my own designs and including social, moral, and generate a detailed and environmental or sustainability justified specification. issues. I can objectively evaluate My user has been profiled. my design ideas against the I can include detailed product specification using scale models analysis explaining the design and/or CAD, making useful and features of related products. effective changes during development. Excellence Grade 6 -7 GOLD EVALUATION I can test my product and explain some differences between the design and the final product. I can test my product and explain any differences between the design and the final product. ’. I can produce a simple evaluation suggesting any improvements. I can make simple products that are correctly assembled, working with a range of tools or processes, including CAM if appropriate. I can produce step by step plans including I can select a few of the materials based I can test at least one feature of my on some of their properties. My products final product against the specification, tools and equipment needed. have a reasonable finish, showing skills in including suitability for the user. a variety of tools or processes, including CAM if appropriate. I can prepare detailed instructions for I can make products that show some I can test at least a few features of my making a product, including time taken at challenge, with some quality control final product against the specifications. different stages. checks applied. I can prepare detailed instructions for I can assemble, make and finish making a product that will meet each of the demanding products. I can show design criteria quality control checks were applied during making. I can show that the product would be suitable for the target user. I can assemble, make and finish I can prepare detailed instructions for making that could be used by a third party demanding products showing a good quality of finish that could be and meet each of the design criteria. commercially viable with further development. I can show quality control checks were applied during making. I can show that the outcome would be suitable for the target market and evaluate the commercial viability of the final product.

3 D Design KS 4 Descriptors: For Students (1 -5) INVESTIGATE Foundation Grade 1/2 Developing Grade 3 Secure Grade 4/5 DESIGN BRIEF + SPECIFICATION DESIGN IDEAS MANUFACTURING EVALUATION I can do some research linked to the brief. I can do some research on the topic. analyse some of the information I have collected. I can identify a couple of things I need to do. I can think of some problems that may occur I can write a design brief that tells me what I should do. I can write some Specification points. I can come up with some basic ideas. I can maybe understand some social and moral issues I can come up with some basic design ideas. I can do some planning before making my product. I can see how my ideas and product could be I can use some tools and equipment to manipulate improved. some materials in a basic way. I can write a little bit about the things I think can be made better in an evaluation. I can identify one opportunity for the possible I can focus on a single opportunity to produce a development of designs within the prescribed basic design brief. I can demonstrated a limited context. I can understanding of the task ahead, with little or no undertake little research and investigation, which consideration of the needs, wants and interests of is only partially linked to the context. potential users. I can write a design brief with I can undertake a superficial analysis of little or no reference to research and investigation. information, with little or no consideration of the I can produce a small range of partially needs, wants and values of potential users. appropriate specification points. I can identify a few problems/opportunities which are of little use in the development of possible design briefs. I can generate and communicate a limited range of undeveloped initial ideas. I can identify aspects of social, moral or economic factors, though these are not closely related to the context and or potential user(s). I can make little or no use of testing to evolve ideas. I can develop a proposal, with superficial details of materials, dimensions, finishes and/or production techniques which addresses few requirements of the design brief and/or specification. I can demonstrate limited ability to communicate idea(s) to a third party. I can communicate superficial or no details of a sequence for manufacture and/or testing of their final prototype. I can work with materials and components to partly complete the manufacture of my prototype. I can implement making skills and processes to produce a partially functioning prototype, some aspects of which meet elements of the design specification. I have a limited understanding of the working properties and/or performance characteristics of the specified materials. I can select and safely use specialist tools, techniques, processes, equipment and machinery with a limited degree of accuracy, the prototype only just performs or is unable to perform as intended, and meets few aspects of the needs, wants and values of the user. I have produced a superficial evaluation of my ideas and decisions. I have produced a superficial evaluation of my final prototype. I have partially identified how my prototype could be modified. I can identify some opportunities for the development of designs within the prescribed context. I can undertake research and investigation, generally linked to the context and, where appropriate, the work of past/present professionals and companies. I can undertake a partially effective analysis of information, though the needs, wants and values of potential users may not have not been fully considered. I can identify some problems/opportunities which partially inform the development of possible design briefs. I can consider some design strategies and techniques and apply an iterative design process to generate and communicate a range of basic initial ideas. I can identify social, moral and/or economic factors with some attempt to relate these to the context and potential user(s). I can make some use of testing to evolve ideas and to refine design decisions. I can develop a proposal, including satisfactory details of materials, dimensions, finishes and/or production techniques, which address the main requirements of the design brief and specification. I can demonstrate satisfactory use of skills/techniques to communicate ideas and proposals to a third party. I can communicate details of a sequence for manufacture and testing of my final prototype. I can work with materials and components to partly complete the manufacture of my prototype, generally to a defined schedule. I have used making skills and processes to produce a satisfactory, functioning prototype that partially meets the requirements of the design specification and is generally fit for purpose. I have a satisfactory understanding of the main working properties and performance characteristics of the specified materials and, where appropriate, demonstrated basic consideration of surface treatments/finishes. I can select and safely use specialist tools, techniques, processes, equipment and machinery with a fair degree of accuracy and precision, the prototype partially performs as intended and meets some aspects of the user's requirements. I can undertaken a satisfactory analysis, evaluation and/or testing of my ideas and decisions whilst applying iterative design processes. I have undertaken a satisfactory analysis, evaluation and/or testing of my final prototype, with partial consideration of the views of potential users. I have identified the potential for some further development of my prototype, including suggestions of how modifications could be made. I can consider some problems/opportunities before deciding on a final design brief. �I can demonstrate a general understanding of the task ahead and one or two requirements have been identified to satisfy some of the needs, wants and interests of potential users. I can write a satisfactory design brief, based upon some aspects of the analysis of their research and investigation. I can write a satisfactory specification, including some key points, to partially inform the design and manufacture of a prototype.

3 D Design KS 4 Descriptors: For Students (6 -9) Excellence Grade 6 -7 Exceptional Grade 8 -9 INVESTIGATE DESIGN BRIEF + SPECIFICATION DESIGN IDEAS MANUFACTURING EVALUATION I can undertake a generally effective identification of opportunities for the development of designs within the prescribed context. I can undertaken relevant research and investigation, linked to the context and, where appropriate, the work of past/present professionals and companies. I can undertake a mostly effective analysis of information, reflecting the needs, wants and values of potential users. I can identify a range of problems/opportunities to inform the development of possible design briefs. I can consider a range of problems/opportunities before deciding upon a final design brief. I can demonstrate a good understanding of the task ahead and most of the requirements which have to be met, to satisfy most of the needs, wants and interests of potential users. I can write a good design brief, linked to the context, based upon a general analysis of their research and investigation. I can write a relevant specification, including a range of objective and measurable criteria, to inform the design and manufacture of a prototype. I can consider a range of design strategies, techniques and approaches and apply an iterative design process to generate and communicate a range of initial ideas which generally reflect requirements. I can identify and consider social, moral and economic factors which are generally relevant to the context and potential user(s). Clear and generally effective use of testing to evolve ideas and to refine their design decisions. I can develop a proposal, including relevant details of materials, dimensions, finishes and production techniques, which address most requirements of the design brief and specification. I can demonstrate good use of skills/techniques to communicate ideas and proposals to a third party. I can communicate relevant details of a logical sequence and achievable timeline for the stages of production and testing of my final prototype. I can work with appropriate materials and components to complete most aspects of the manufacture of my prototype, generally to a defined schedule. I can use appropriate making skills and processes to produce a good quality functioning prototype that generally meets most of the requirements of the design specification and is fit for purpose. I have a good understanding of the working properties and performance characteristics of the specified materials and, where appropriate, demonstrated consideration of surface treatments/finishes. I can select and safely use specialist tools, appropriate techniques, processes, equipment and machinery with good accuracy and precision to enable the prototype to perform as intended and generally meet the user's requirements. I can undertake an objective analysis, evaluation and testing of my ideas and decisions whilst applying iterative design processes. I can undertake an objective analysis, evaluation and testing of the final prototype, with some consideration of the views of potential users. I have responded to feedback and identified the potential for further development of my prototype, suggesting how modifications could be made. I have responded to feedback and identified the potential for further development. I can thoroughly consider a range of problems/opportunities in detail before deciding upon a final design brief. I can demonstrate a very good understanding of the task ahead and the requirements which have to be met, to satisfy fully the needs, wants and interests of potential users. I can write a comprehensive design brief, directly relevant to the context, based upon a thorough analysis of their research and investigation. I can write a comprehensive, relevant specification, including a range of objective and measurable criteria, to direct and inform the design and manufacture of a prototype I can consider a range of design strategies, techniques and approaches and apply an iterative design process to generate and communicate a range of initial ideas which fully reflect all requirements. I can identify and considered social, moral and economic factors which are fully relevant to the context and potential user(s). Clear, effective and detailed use of testing to evolve ideas and to refine their design decisions. developed a proposal, including comprehensive and relevant details of materials, dimensions, finishes and production techniques, which clearly address all requirements of the design brief and specification. I can demonstrate sophisticated use of skills/techniques to clearly communicate ideas and proposals to a third party. I can clearly communicate comprehensive and relevant details of a logical sequence and achievable timeline for the stages of production and testing of my final prototype. I can work with appropriate materials and components to complete all aspects of the manufacture of my prototype to a defined schedule. I have used appropriate making skills and processes to produce a high quality functioning prototype that fully meets all requirements of the design specification and is fit for purpose. I have an excellent understanding of the working properties and performance characteristics of the specified materials and, where appropriate, demonstrated consideration of surface treatments/finishes. I can select and safely use specialist tools, appropriate techniques, processes, equipment and machinery with excellent accuracy and precision to enable the prototype to perform as intended and fully meet the user's requirements. I can undertake a critical, objective analysis, evaluation and testing of my ideas and decisions whilst applying iterative design processes. I can undertake a critical and objective evaluation and testing of my final prototype, taking into account the views of potential users. I have responded to feedback and clearly identified the potential for further development of my prototype, with detailed suggestions for how modifications could be made. I can undertake a comprehensive and effective identification of opportunities for the development of designs within the prescribed context. I can do comprehensive, relevant research and investigation, clearly linked to the context and, where appropriate, the work of past/present professionals and companies. I can undertake an effective analysis of information, reflecting the needs, wants and values of clients or potential users. I can identify a range of problems/opportunities to clearly inform the development of possible design briefs.

Year Group 7 8 9 Art and Textile Design Descriptors with direct links to OCR GCSE: For Pupils 10 and 11 Foundation Band 2 Band 1 Grade 2 -3 Grade 1 Limited Pre-GCSE WT 1 Developing Foundation Band 3 Band 2 Grade 3 -4 Grade 2 -3 BRONZE Foundation Band 1 Grade 1 Limited Pre-GCSE WT 1 A 01 DEVELOP (research and links) A 02 REFINE (exploring / experimenting) AO 3 RECORD (observational work) AO 4 PRESENT (final response) I can talk about mytheme when prompted. If given a selection of images, I could select relevant ones. I can use one technique without help. My folder contains drawings. If given a step by step guide I can attempt a final piece. I know my theme and can talk about it. I can collect pictures for a collage with help. I can spot a relevant artist from a selection and say why I can use two techniques without help. I can try to draw things that link to my theme. I have ideas for my final piece and can attempt it. I can try to draw things that link to my theme. I can comment on my drawings. I can attempt a final piece that links to my theme. I can draw with some accuracy. My theme is obvious. I can say simple WWW, EBI about my work. My final piece links obviously to my theme and uses skills from the project. I can draw with accuracy most of the time. The links to my theme are clear. I can say WWW, EBI, and NS about my work. My final piece works well – it links clearly to my theme and I have chosen my best skills from the project. Secure Band 4 Grade 4 -5 SILVER Developing Band 3 Grade 3 -4 BRONZE Foundation Band 2 Grade 2 -3 Foundation Band 1 Grade 1 I can copy a mind-map about my theme and add a few answers of my own. I can create a collage about my I can use three different techniques without help. theme. I can work on my NS targets with help. I can find pictures from relevant artists with help. Excellence Band 5 Grade 6 -7 GOLD Secure Band 4 Grade 4 -5 SILVER Developing Band 3 Grade 3 -4 BRONZE Foundation Band 2 Grade 2 -3 I can create basic mind-maps and collages about my I can copy an artists work with help to choose theme. best media / techniques from a selection. I can find pictures and facts from relevant artists. I can work on my NS targets. Secure Band 4 Grade 4 -5 SILVER Developing I can create a full page mind-map and collage about my I can choose relevant art materials / techniques Band 3 theme, I have my own photos too. on my own when studying artists work. Grade 3 -4 I can find enriching facts and information about I can reflect on my work myself and improve or BRONZE relevant artists. adapt it with help. Excellence Band 5 Grade 6 -7 GOLD Secure Band 4 Grade 4 -5 SILVER Exceptional Excellence Band 6 Band 5 Grade 7 -8 -9 Grade 6 -7 HIGH FLIER GOLD Exceptional Band 6 Grade 7 -8 -9 HIGH FLIER I can draw with accuracy. I can create an independent mind-map and personal I can choose relevant art materials / techniques The links to my theme are clear, but I don’t rely on I planned for my final piece and it worked! collage about my theme that includes my own photos. when asked to work in the style of an artist rather the teacher tell me what to draw. I developed the skills and links needed across I can describe the work of relevant artists and explain than do a copy. I don’t need help to identify WWW, EBI, and NS the project, and used my strengths. links to my theme. I can reflect on my work and improve or adapt it. about my work. I can use a wide range of media / techniques My mind-maps have unusual and unexpected links, my without help – I understand the qualities of these I can draw with detailed accuracy. collages have keywords and my own photos about my I worked on my final piece independently, well. I am independent when drawing for my theme. confidently and in a creatively linked way. I show confidence through experimenting and I confidently address WWW, EBI, and NS for my I can use a range of subject specific language when I can showcase my strengths. exploring combinations in response to my work. writing about relevant artists. findings as work progresses. I can use a full range of media / techniques My final piece is imaginatively and creatively Exceptional without help – I understand the qualities of these My mind-maps and collages are jam packed with I can draw with impressive realism. linked. Band 6 excellently. personal, independent, creative, and unusual responses. I draw for my theme with unusual connections. I worked independently and used my strengths. Grade 7 -8 -9 I can explore extensively and experiment with I can compare and contrast the work of relevant artists. I address WWW, EBI, and NS for my work in detail. I combined unexpected elements to get a very HIGH FLIER creative, unusual, and unexpected combinations, personal and unique outcome. responding to findings as they emerge. Excellence Band 5 Grade 6 -7 GOLD