Progress/resea -------------------------------------------------------------Progress # has made excellent progress this year. # has made very good progress this year. # has made good progress this year. # has made some progress this year. # has made little progress this year. # has made a good impression since recently joining the school. ----------------------------------------------------------------intro 1 ^ has produced outstanding work this year. ~ folder work regularly reaches GCSE standard. This is due to ~ meticulous care and attention to detail as well as ~ excellent presentation skills. In ~ work ^ has shown very good design capability and ^ has the potential do well. ^ is a very motivated student and shows great interest in the subject. -----------------------------------------------------------------intro 2 ^ is a capable student and has produced work of a high standard for most of ~ projects. ^ is a good student and shows interest and enthusiasm for the subject. ^ has approached ~ work with great enthusiasm and a real desire to improve ~ work. ^ has approached ~ work with a consistent effort. ^ has approached ~ designing with a consistent effort and gone back over work to improve the standard. -----------------------------------------------------------------intro 3 ~ more recent project has seen consistently good work and ^ is raising ~ standards. ~ work generally reaches the expected level for ~ age group. ^ mostly produces folder work which covers the minimum requirements. After a hesitant start, ^ has gained a great deal of confidence. ^ just produces enough to stay in the national curriculum level expected for ~ age group. # is making some progress but ~ lack of previous experience is holding * back. ^ is a conscientious student and will try to meet the requirements of the project. I believe ^ is a capable student but ~ achievements this year are yet to show ~ true potential. ^ has completed the necessary pieces of work but always to the same standard. Sometimes the quality of work can differ, so ^ should strive to make all ~ work reach the same standard. ^ has kept ~ attainment just in the standard, expected for ~ age group. ^ has started to mature into a better designer and has developed some good products in the workshops. ^ still makes some errors due to interpretation of the exact detail for the task, but ^ is very willing to put things right. In the first term ^ seem to lose ~ normal interest and attention that ^ has committed to the subject. -----------------------------------------------------------------intro 4 ^ finds it difficult to complete all the design tasks set. ^ needs to show more awareness and enthusiasm to improve. Some of ~ work lacks the detail and presentation to warrant the homework time and class time given to the task Every process we do is new to # and ^ has yet to show connections between work which ^ completed in the first term. There are still some aspects of ~ work which ^ finds labour intensive and ^ is reluctant to commit the effort required. -------------------------------------------------------------------1 Research ~ research work is gathered from a wide range of sources and is very well analysed. ~ research work shows a wide range of sources and is well evaluated. ^ uses ~ research well to promote ~ creativity. -------------------------------------------------------------------2 Research ~ research work is gathered from a range of sources and is well analysed. ~ research work shows a range of sources and is well evaluated. -------------------------------------------------------------------3 Research ^ covers the main parts of the research and can collect some useful information. With more in depth research ^ may be able to generate a wider range of design ideas, this will give * a wider choice to base ~ final idea upon. ^ finds sources of research but needs to reflect on how this information can help influence ~ designing. ------------------------------------------------------------------4 Research ^ finds it difficult to collect information for using in ~ designing. Research work has been poor and has resulted in a lack of inspiration at the designing stage. ---------------------------------------------------------------Difficult student # has made some progress this year. When ^ really tries hard, then ^ makes the most advancement. ^ does need the teacher's encouragement and motivation to keep going. ^ finds it difficult to complete all the design tasks set and as a result these have been reduced in complexity. ^ has shown good interest in computer aided design and ^ enjoys the practical sessions. Although ^ shows that ^ can have good ideas, ^ does not make the most of this fact and finds it difficult to record ~ ideas on paper. In the workshops ^ is more self motivated and can follow the step by step instructions to create good products. ^ enjoys working with the tools and machinery. Whilst making, ^ raises ~ own perception of quality and this results in better work. # does not evaluate ~ products fully or suggest improvements, which does not help develop ~ own critical judgement. # would find Design and Technology at GCSE very challenging due to the demands of the coursework. --------------------------------------------------------------New Student # has made a good impression since recently joining the school. ^ is a polite and conscientious student. ^ has not had time to complete a full design project, but will do so by the end of this term. ~ initial work shows ^ has the ability expected for ~ age group. ^ has collect research and generated a number of ideas. ^ needs to apply more evaluative comments to ~ design work and reflect on the construction problems associated with ~ design ideas. Recent planning work has shown a very good step-by-step set of instructions. ^ has incorporated good knowledge of the tools and machinery used. In the workshops ^ has worked well to make ~ solutions reflect ~ final idea and is using the equipment with some accuracy. I look forward to * completing this project and fully testing and evaluating ~ product. A good start to ~ design work suggests that ^ would make a fair design student at GCSE. To improve further # should; - continue to take note of the teacher's advice and return to work to add additional comments before remarking. - make use of the profile sheet, which ^ is given at the start of the project, to help guide * through the design process. - identify ~ own requirements for the product and record them in ~ specification at the start of the project. " Designing -------------------------------------------------------------------1 Designing ^ takes ~ designing seriously and spends extra time considering how to make ~ product successful. ~ modelling work has been outstanding and supported with good evaluative comments. ^ is a keen and enthusiastic designer and this is seen in both ~ folder and practical work. ^ is a creative designer and develops ~ solutions well on paper, with great presentation techniques. ^ has refined ~ ideas very well and considered the technical problems before going into production. ^ is a creative designer who can communicate ~ ideas on paper to a high standard. ^ shows good understanding on the computer using the CAD software. ^ has the ability to draw ~ creative ideas with good presentation techniques. ~ designing has been imaginative and ^ has a drive to try to get ~ products just the way ^ wants them. ^ writes strong evaluative critiques about ~ work and this enables * to refine ~ ideas into better solutions. ^ obviously considers ~ design work out of class and each week returns with new thoughts and developments to ~ designs. -------------------------------------------------------------------2 Designing ~ design sketches are improving and ^ makes good evaluative notes. ^ analyses ~ work well, which leads ~ into a good range of creative ideas. ^ generates good final ideas, which are developed well in the modelling stage. ^ has good presentation skills and produces good design sheets. ~ strongest area has been the generation of ideas, which reflects ~ true ability. ^ is keen to move ~ designing on each week and works to the best of ~ ability during class time. ^ has used modelling to good effect to produce a more successful design. ^ has generated a good range of ideas and presented these well, with an increase use of colour. ~ folder work has seen some good presentation techniques and ^ is illustrating more detail in ~ designing. ^ tends to have a good range of appropriate solutions to solve the design brief. ^ communicates ~ design on paper well using good presentational techniques and includes detailed labelling. ^ has a good sketching ability and capable of communicating ~ ideas in a clear manner. -------------------------------------------------------------------3 Designing ^ has developed some good ideas but ^ needs to be more critical of ~ design work. ^ has generated some basic ideas but is able to develop the chosen idea into a successful solution. ^ is now generating a much better and wider range of ideas than previously produced. Recently ~ design work has been much improved. ^ developed some good ideas and made good evaluative comments. ^ consistently produces a good standard in ~ work, but sometimes fails to reach the next attainment level by not adding enough design ideas or detail in ~ proposals. ^ needs to approach ~ paper work with more vigour and place more importance on detailing and explaining ~ ideas. ^ needs to continue to practise ~ drawing skills to improve further ~ 3D design sketches. ^ still needs to refine ~ ideas down a little, in to more appropriate solutions. ^ has shown the willingness and motivation to return to ~ work, to improve each task. This is a good stratergy for * and one ^ must employ if ^ is to reach ~ potential. -------------------------------------------------------------------4 Designing ~ design ideas have been limited and ~ work does not always cover the whole range of the marking criteria. A lack of real effort has resulted in some mediocre design work, which failed to cover all parts of the marking criteria. ^ sometimes appears to be lost within the designing process and at this time ^ needs to be more vocal and ask for guidance. ~ folder work still suffers from the poor presentation skills. ^ needs to explore other ways of presenting ~ ideas, perhaps through computer graphics. ~ freehand sketches do not allow * to display ~ thoughts in a way that other people can understand. ^ can go through a design process with lots of support, but from week to week ^ miss places work and this slows down ~ progress. " Plan/Making ----------------------------------------------------------Planning 1 ^ can plan out ~ work into a logical order and can carry through these instructions with little teacher supervision. ^ can organise ~ own planning schedule and commits extra time to the making process. ^ can plan out ~ work in detail and take into consideration safety isssues. ^ can plan out ~ work in detail and give tips and techniques for using the tools and machinery safely. ----------------------------------------------------------Planning 2 ^ can plan ~ work well and has a good pace to ~ the construction of ~ products. ^ can plan out ~ work and take into consideration safety isssues. ^ can plan out ~ work and give tips and techniques for using the tools and machinery safely. ~ own planning sheets show good understanding of processes and tools and therefore I would expect greater achievement in workshop time. ----------------------------------------------------------Planning 3 ~ planning has been good but at times has lacked the technical names for tools and processes. ~ best pieces have been the planning for manufacture and then the making of the product. ~ confidence has grown and ^ is taking on more of ~ own planning during lesson time. ----------------------------------------------------------Planning 4 ^ finds the planning difficult and needs the teacher to organise each stage of ~ making. ^ finds it diffiuclt to do a step by step plan of ~ production process. ------------------------------------------------------------------- Making 1 ~ practical ability is outstanding. ^ has very good knowledge of tools and processes. ~ practical work has been neat and well constructed and needs very little teacher supervision. ~ practical has been very good and ^ can manufacture products in the workshop with little teacher supervision. ^ listens well to instructions about tools and machinery and takes into consideration the safety points. ^ has enjoyed the practical work and has been industrious in the workshops. ^ is always looking for ways to improve ~ practical work. ^ uses tools and machinery with great confidence and follows safety procedures. ~ practical work is very good and # has shown good confidence using tools and machinery. ~ practical work was well executed and a good product produced. ^ uses tools and equipment with little supervision and has a good eye for a quality finish. ^ successfully constructed the unit with good accuracy and with independent use of the tools and equipment well within the deadline. A good final product has been completed due to a well motivated approach. ^ has shown good independent work whilst constructing ~ unit. In the workshops ~ making skills are well advanced and ^ can produce products with a high quality of finish. ~ practical ability is outstanding. ^ has very good knowledge of processes and tools. ^ can organise ~ own planning schedule and commits extra time to the making process. ~ practical work is very good and ^ produces a lot of work unaided, which reflects good planning and foresight. ------------------------------------------------------------------- Making 2 In the workshops ^ is a capable maker. ^ can carry out ~ work with little teacher intervention. ~ practical work is good, but ^ does need to do quality control checks in the stages of ~ making to ensure a quality finish. ~ practical results are good and ^ should gain confidence from this improvement. ^ uses tools and machinery with confidence and follows safety procedures. ^ seems to like the practical work and shows good interest at this stage During practical sessions ^ is focussed and demonstrates good practical ability. ^ is producing a good quality of finish on ~ products. In the workshops ^ shows very good motivation and good pace in ~ construction work. ^ shows good attention to detail and has persevered in practical sessions to achieve the quality of finish which ^ desires. ~ practical work is well executed and a good product is produced. ^ listens well to instructions about tools and machinery and takes into consideration the safety points. ^ has enjoyed the practical work and has been industrious in the workshops. ^ is always looking for ways to improve ~ practical work. ^ works independently in the workshops and listens to demonstrations well. ------------------------------------------------------------------- Making 3 # does need to take a little extra care in the workshops to ensure that ~ products are neatly made without any mistakes. In the workshops ^ has worked well to make ~ solutions reflect ~ final idea and is using tools and equipment with more confidence and accuracy. With the time allowed I would expect ~ to reach a higher quality of finish. ^ does like the reassurance that ^ is doing the process correctly. ^ has proposed final solutions that have been quite simple to construct. ^ feels more comfortable in the workshops and with guidance can manufacture well constructed items. In the workshops ^ has found some of the shaping processes difficult but ^ has made the effort to complete ~ product to a good quality of finish. ~ practical work has needed less reminders about the way to carry out a process but ^ still needs teacher support to guide * through the making stages. ~ practical work is gaining more confidence, ^ listens to demonstrations and cautiously attempts practical activities. ^ seems to enjoy the practical work and has met with some success on the more structured practical activities. ~ practical work has been adequate but a neater quality of finish is needed. In the more opened ended part of the project ^ struggles to organise ~ time and lacks direction. ^ has shown a developing interest in practical work, where ^ has made the most improvement. ^ remains enthusiastic about the practical work, but disappointingly does not place enough effort into this activity to reach a higher quality of finish or to add customisation of ~ products. In the workshops # has found some of the shaping processes difficult but has made the effort to complete ~ product to a good quality of finish. ~ practical work is gaining more confidence, ^ listens to demonstrations and cautiously attempts practical activities. ------------------------------------------------------------------- Making 4 # does need to take a little extra care in the workshops to ensure that ~ products are neatly made without any mistakes. ^ does show some hesitancy whilst making ~ products. ^ likes to be reassured by following other students practical work. Every process we do is new to # and ^ has yet to show connections between work which ^ completed in the first term. ^ still needs reassurance whilst making, even with processes that ^ has done before. ~ control of tools and machinery needs further practise. ~ final products lack sophistication and some basic mistakes are made in the production of the piece. ^ seems to enjoy the practical work and has met with some success on the more structured practical activities. In practical sessions ^ likes to take a passive role. ^ wastes time and avoids, rather than getting on with the task. ~ first piece of work was incomplete, due to this behaviour. ~ practical work has needed less reminders about the way to carry out a process but ^ still needs teacher support to guide * through the making stages. ~ practical work has needed reminders about the way to carry out a process and ^ still needs teacher support to guide * through the making stages " Evaluatio/GCSE -------------------------------------------------------------------Evaluation 1 ^ writes very detailed evaluations and suggests very good areas for improvement. ^ tests out * products well and evaluates them against all points in the specification. -------------------------------------------------------------------Evaluation 2 ^ has evaluated ~ work in depth and suggested good improvements to ~ product as a result. # has evaluated ~ work well based on most of the factors in ~ specifications. ^ makes good suggestions for improvements when evaluating ~ final prototype and ^ can be critical about the performance and function of ~ creations. -------------------------------------------------------------------Evaluation 3 # has evaluated ~ work well but ^ needs to observe the function of a product more to suggest improvements. # has evaluated ~ work but does not cover all the specification points. # has evaluated ~ work well but ^ needs evaluate ~ own performance and make a decision about ~ commitment to the subject. -------------------------------------------------------------------Evaluation 4 # finds it difficult to test and evaluate ~ products. # does not evaluate ~ products fully and therefore does not suggest improvements to ~ products. ----------------------------------------------------------------------Exam Mark Exam grade A*, an outstanding performance showing a great knowledge of technical terms and tools. Exam grade A, an excellent performance showing a very good foundation of technical terms and tools. Exam grade B, a very good performance showing a good foundation of knowledge. Exam grade C, a good performance but more commitment needed to consolidate the technical terms learnt this year. Exam grade D, a disappointing result # should use the keyword sheet more to aid ~ progress. Exam grade E, a disappointing result # should use the keyword sheet more to help remember names of tools and technical terms. Exam grade E, a fair result as # has not been through all this years projects, due to joining the school part way through the year. Exam grade F, a disappointing result # will need to closely follow the keyword sheet if more technical vocabulary is going to be developed. ---------------------------------------------------------GCSE Comment Overall # is an outstanding design student and would find no problems at GCSE level. # would make an excellent Design and Technology student at GCSE if ^ improves ~ consistency. # would make a very good Design and Technology student at GCSE. # would make a good Design and Technology student at GCSE. # would make a good Design and Technology student at GCSE if ^ is committed to the challenge. # would make a fair D&T student at GCSE if ^ made a conscientious decision to improve ~ work. # would make a good D&T student at GCSE as ~ practical skills show good potential. # has the potential to be a very good Design and Technology student at GCSE. # would find Design and Technology at GCSE a challenging subject. # will find Design and Technology at GCSE a very challenging course. # would find Design and Technology at GCSE very challenging due to the demands of the coursework. Quite a creative student. I have been impressed with ~ sustained effort. # would make a good Design and Technology student at GCSE if ^ is committed to the challenge. ^ has shown a lot of effort to improve. " Target 1 To improve further # should; ------------------------------------------------------------------General Improvements - continue to return to ~ folder work to make the modifications that the teacher has suggested. - pick up the standard in ~ work to ensure ^ reaches ~ true potential. - ensure all parts of the design process are completed and evident in ~ design folder. - continue to take note of the teachers advice and return to work to add additional comments before remarking. ----------------------------------------------------------------------Productivity - show more productivity in the classroom and workshops during lesson time. - produce more in each lesson whilst in the workshops to ensure products are completed on time. - come to the practical lesson prepared to work hard to ensure the product is completed on time. - plan before the lesson, what ^ wants to achieve in the practical session to ensure the product is completed on time. ---------------------------------------------------------------Enhanced students - use the indicators on the back of the keyword sheet to pre-empt the requirements of a design sheet. - use the descriptions on the back of the keyword sheet to target extension work to reach an even higher standard. - continue to use ~ creativity and flair to develop and construct products of a high quality. - continue to develop ~ own style and layout for design sheets. - add safety tips and estimated times to ~ already detailed production plans. - expand on the criticisms and opinions made in the evaluation of ~ final product. - consider a little bit further the final touches that will make ~ products suitable for sale. - use ~ knowledge of the design process to pre-empt and initiate ~ own design work. ----------------------------------------------------------------Support students - complete a full design assignment, which includes producing all folder work and finishing ~ practical piece. - consider ~ designing before the next lesson. Come prepared and thinking about the next stage in ~ work. - listen more carefully to instructions and make ~ own decisions based on the facts in front of *. - become more aware of the project that ^ is engaged in and think beyond the classroom time to develop a more sophisticated product. - make more use of the profile sheet, which ^ is given at the start of the project, to help guide * through the design process. - maintain this consistent approach to ~ folder work, knowing that failure to hand in work will result in less time making products in the workshop or lunchtime detention. - complete a design assignment by completing all tasks to the best of ~ ability. - use ~ good design sheets from previous projects to help develop and improve ~ on-going work. - use the profile sheets given at the start of the projects, to aid ~ progress through the design process. - return to the design sheets that don't make the grade and follow the teachers suggestions for improvements. - use the keyword sheet to help * through the design process, it contains the technical terms as a reminder. - consider the use of a computer to word process large amounts of text and paste these into ~ work. -----------------------------------------------------------------Keyword sheet - use the keyword sheet to help * through the design process, it contains the technical terms as a reminder. - continue to take note of the teachers advice, add to ~ designs sheets and hand them back in for re-marking. - use the keyword sheet to check ~ spellings of tools and machinery in the production plans. - use the keyword sheet to aid ~ progress through the design process. " Target 2 -----------------------------------------------------------Presentation - put more effort into presenting and completing design sheets. - take pride in ~ design work and present design sheets that reflect ~ best ability. - produce work on the correct design sheet, the format is there to help presentation. - produce work which reflects the importance of that particular stage of the design process. -------------------------------------------------------Specification - identify ~ own requirements for the product and record them in ~ specification at the start of the project. - rise to the challenge and consider with the specification how ^ can personalise the design brief to fit within ~ own context. - add features to the specification to customise the final product to reflect ~ needs. ---------------------------------------------------------Research - collect research from a wider range of sources and use these findings to influence ~ designing. - comment on research selected and suggest how these findings could influence ~ designing. - collect research from a variety of sources and use this to influence ~ designing. - collect a wider range of research. - collect research from a range of sources and use these findings to encourage ~ generation of ideas. - collect a more selective range of research to help promote initial ideas. - use the internet and other sources to collect a wider range of existing products. - practise ~ light / dark shading technique further. - evaluate and consider how the research that ^ has collected could influence ~ designing. - be selective about the amount of research ^ presents, showing the information ^ has found which is relevant and useful to the project. -------------------------------------------------------------Drawing - practise ~ skill at colour rendering to make ~ presentation drawings more realistic. - continue to practise ~ colour rendering technique to make ~ sketches look like the real materials. - continue to develop ~ own style and method of rendering and presenting design sheets. - sketch larger to include more detail and accuracy in ~ design work. - use the colour and presentation skills that have been taught, in ~ folder work more often. - continue to develop ~ isometric sketching and rendering technique. - continue to develop ~ skill in drawing, using the isometric system to show ~ ideas in 3D. - continue to practise drawing methods taught this year to improve ~ communication of ideas. - continue to practise ~ sketching and rendering skills so ^ becomes more proficient with the techniques. ------------------------------------------------------------Modelling - try to identify problems in the designing, by careful evaluation of the modelling, before committing to a final idea. - model the chosen idea to develop and refine a final solution. - construct models with more accuracy to help refine ideas and suggest improvements. - model ideas with more accuracy to help identify problems that may arise later in the making process. - model an idea with greater accuracy, so that the model can be used as a template when marking out materials. - comment more on decision taken to help refine ~ ideas at the modelling stage. - record the modelling of ~ ideas, stating ~ findings and decisions made. " Target 3 -----------------------------------------------------------------Designing - develop ideas on paper which go beyond the very functional designs and reflect a more creative style of designing. - present all of ~ ideas on paper to show the variety and extent of ~ imagination. - explore a range of ideas further and look to see where ^ can extend the specification to give more complexity to ~ final product. - explore a wider range of ideas in the initial design stage so that ^ has a greater choice of solutions to select and refine. - evaluate ~ ideas fully, justifying the reasons for selecting the final idea. - act upon the teachers advice and make the improvements on ~ design sheet in time for remarking. - evaluate ~ ideas at an early stage to ensure they will meet all aspects of the brief and specification - evaluate ~ ideas using the specification as a guide. - refine ~ idea by making changes earlier in the designing process and not at the making stage. - consider ~ design ideas in depth, which includes the consideration of the finish of the product at an earlier stage. - generate a wider range of ideas and refine these ideas further to establish more sophisticated solutions. - generate a wider range of initial ideas so ^ has explored more variations in ~ designing. - generate more initial ideas, which will give * a wider choice to pursue a final solution. - express ~ thoughts and decisions in more detail upon ~ design sheets. - discuss and write more about ~ designs and their success and failure to meet the design brief and specification. - evaluate ~ initial and final ideas, using the specification as a guide. - show greater awareness of jointing methods in ~ design work and show how these joints can be used to construct ~ designs. - consider further the final look of ~ products, so a high standard of finish can be achieved. - contain ~ designing to the A3 sheets to make the impact and presentation required at exam level. ------------------------------------------------------------Final Idea - deliberate carefully over the choice of a final solution to ensure all the features of the specification are included. - evaluate the final idea to show why the selected design has been chosen and others rejected. - explain the reasons why a final idea has been selected and justify these reasons to other people. - use the specification to help guide the evaluations of a final product, to give a much more broader critique. -------------------------------------------------------------Planning - write the production plan as a set of instructions, rather than a diary of events. - work steadily on the production plan, week by week, to ensure quality and detail are evident and reflect the time given for the task to be completed. - logically plan the sequence of the production plans to ensure the stages are in the correct order. - ensure that all tools and equipment used in the production plan are included. - ensure that ^ records all the tools and machines used, for ~ production plan, using the keyword sheet as a guide. - produce a more detailed production plan of how to make ~ product ensuring all tools and equipment are named - sketch the tools and machinery larger in ~ production plans to show detail. - sketch and label carefully all tools and machinery in the production plan. - sketch in the production plan how the product changes shape after each stage. - make a better effort to complete a production plan which includes all the tools and machinery used. - use the keyword sheet to complete ~ production plans to ensure all tools and machinery are included. - use the keyword sheet to ensure ^ has included all the tools and equipment needed to make the product - give tips and techniques in ~ production plans to show detailed methods of the construction processes. - give tips and techniques in ~ production plans to show ~ knowledge of the processes. - give tips and advice in ~ production plans to show ~ depth of knowledge, include safety notes. - improve ~ production plans by drawing tools and labelling them so that ^ remembers their technical name. - show in ~ step by step plans how the product takes shape after each process. - check ~ spelling of tools and machinery in ~ production plans, using the keyword sheet as a guide. - include all the stages in ~ production plans, including tools and machinery used in the making process. - draw tools and machinery accurate to aid ~ identification of these pieces of equipment. - continue to take note of the teachers advice, add to ~ designs sheets and hand them back in for re-marking. - use the keyword sheet to check ~ spellings of tools and machinery in the production plans. - use the keyword sheet to aid ~ progress through the design process. - write a production plan as a set of instructions, rather than a diary of events. - improve the quality of ~ production plans by labelling the tools drawn. - present in more detail, information about the making process. This should include detailed instruction, tips and safety rules. - include all safety rules in the planning of practical work. - learn and use the tools names in ~ production plans to ensure they are detailed and informative. " Target 4 ------------------------------------------------------------------Making - be more committed to designing and making a more sophisticated solution to the design briefs. - put in the extra time to achieve a quality finish on ~ practical pieces. - slow down ~ practical work and use ~ eyes to watch for quality whilst cutting and drilling. - try to commit extra time in the making process to get a better quality of finish. - try harder to produce a quality finish on ~ product by committing extra time to this stage of the making. - take greater care with ~ practical work to ensure a better quality of finish. - examine ~ practical work for quality and spend time on achieving a better standard of finish on ~ practical work. -spend more time finishing off ~ practical work to achieve a better standard of finish. - learn from ~ practical work and build an even higher level of knowledge and awareness of materials and jointing methods to apply to ~ design work. - endeavour to be more accurate in the making process to achieve a better standard of finish. - push himself harder to make a product, which faithfully represents ~ creative final solutions on paper. ------------------------------------------------------------------Evaluation - sketch in ~ evaluations how ~ suggested improvements would change ~ final outcome. - evaluate ~ initial ideas and final idea in detail to suggest refinements and modifications to ~ final solution. - evaluate ~ final products by giving detail about how well ^ has met the points in ~ specification. - sketch improvements suggested in ~ final evaluation. - evaluate ~ products in greater depth, discussing successes and failures of meeting the specification. - evaluate the final product fully, by testing in greater depth, asking other peoples opinions and highlighting modifications to the final product. - evaluate ~ products in full, using the specification as a guide. - evaluate ~ ideas using the specification as a guide. - evaluate ~ initial ideas and ~ final outcome using the specification as a guide. - fully complete evaluative work using the specification as a guide to direct ~ critique. - ensure ^ evaluates ~ final products using the specification as a guide. - complete the final evaluations of ~ products, by testing the product out and matching it against the specification. - gather and use other peoples opinions in ~ evaluation work. - test out ~ prototypes to gain real insight into the successes and failures of ~ products. ------------------------------------------------------------------Design process - complete all parts of the design process in detail, by listening carefully to instructions and requests. - develop a more logical pathway through the design process to ensure a better product is produced. - use the design process as a series of steps to aid the development of a better product. ------------------------------------------------------------------Homework - spend more time on homework to ensure the detail required is included on the design sheets. - listen and record carefully the requirements of each design sheet. - write the homework more consistently in ~ diary to ensure the work is completed. - spend the allotted time on the homework sheet to ensure the work is completed on time and to a better standard. -----------------------------------------------------------------Concentration - concentrate in lesson time to achieve ~ best and give herself more time to develop ~ products to a higher standard of completion. - concentrate in demonstrations to ensure the practical work can be carried out with less teacher assistance. - concentrate during demonstrations to ensure all tips and techniques are understood. --------------------------------------------------------------------Deadlines - complete all tasks set by the given deadline, taking note of all the requirements for that task. - work hard to meet the deadline set. - consider attending lunchtime sessions to ensure all practical work is completed on time. - make the extra effort needed to complete work in the time given for that task. ----------------------------------------------------------------------CAD - practise producing computer aided drawings and become more aware of the software. ------------------------------------------------------------------Consistency - try to produce all ~ design sheets to the same level of precision and presentation. 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