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 Bristol Free School

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Design Technology Grade Ladders

Objective Investigating A01Designing A02Making A03Analysing and evaluating A04Technical Knowledge AO5
Grade 9High level of relevant well detailed design possibilities identified and explored demonstrating considerable depth and breadth of knowledge.
A concise investigation of the user/client, with a clear and concise explanation of all aspects of the client
Creative, imaginative and innovative ideas have been developed, with a high level of accuracy and consistency, considering functionality, biomimicry, aesthetics and innovation.
Further developments have been made that take into account on-going research that is both relevant and focused.
Extensive experimentation and development work is evident, using a wide range of 2D/3D techniques (including CAD where appropriate).
High level development using a broad variety of modelling methods that ensures the prototype fully meets its purpose.
Appropriate materials/components selected with extensive research into their working properties and availability.
High quality of graphical skill will display a personal style.
Prototype(s) shows exceptionally high level of making/finishing skills that are consistent and appropriate, ensuring all specified tolerances have been met.
Relevant tools, materials and equipment (including CAM where appropriate) that have been consistently operated at an exceptionally high level, both skilfully and safely.
Worked independently to produce an exceptionally high quality prototype(s) with the potential to be commercially viable.
A detailed design brief produced in response to one of the contextual challenges, with consistently justified detail showing full analysis and evaluation of their client's needs and wants and beyond.
Detailed design specification with very high level of justification linking to their own and others' considerations, wants and interests.
Detailed manufacturing specification with very high level of justification linking to their prototype(s) to inform manufacture.
Strong evidence that various iterations are as a result of considerations linked to analysis and evaluation of the prototype(s), including feedback received from third parties and testing.
All aspects of the prototype(s) have been tested against the design brief and specification (including third party testing) with clear reference to any modifications undertaken or proposed throughout their project.
Excellent, continuous analysis and evaluation throughout with excellent justification and understanding.
Accurate, clear and comprehens
Understand the use and properties of materials, processes and structural elements to achieve functioning solutions.
Students will show critical thinking, knowledge and understanding of how to use materials.
Grade 8High level of relevant detailed design possibilities identified and explored demonstrating clear depth and breadth of knowledge.
A detailed investigation of the user/client, with a clear explanation of all aspects of the client
Creative, imaginative and innovative ideas have been developed, with accuracy and consistency, considering functionality, biomimicry, aesthetics and innovation.
Some further developments have been made that take into account on-going research that is relevant.
Detailed experimentation and development work is evident, using a range of 2D/3D techniques (including CAD where appropriate).
High level development using a range of modelling methods that ensures the prototype meets its purpose.
Appropriate materials/components selected with broad research into their working properties and availability.
High quality of graphical skill and will display some style.
Prototype(s) shows a high level of making/finishing skills that are consistent and appropriate, ensuring the majority specified tolerances have been met.
Use of relevant tools, materials, ingredients and equipment (including CAM where appropriate) that have been consistently operated at a high level, both skilfully and safely.
Worked independently to produce a high quality prototype(s) with the potential to be commercially viable with a few changes.
A detailed design brief produced in response to one of the contextual challenges, with justified detail showing analysis and evaluation of their client's needs and wants.
Detailed design specification with high level of justification linking to their own and others' considerations, wants and interests.
Detailed manufacturing specification with high level of justification linking to their prototype(s) to inform manufacture.
Evidence that various iterations are as a result of considerations linked to analysis and evaluation of the prototype(s), including feedback received from third parties and testing.
All aspects of the prototype(s) have been tested against the most parts of the design brief and specification (including third party testing) with reference to any modifications undertaken or proposed throughout their project.
Clear continuous analysis and evaluation throughout with excellent justification and understanding.
Accurate and comprehensive testing will ensure technical success with e
Make decisions on materials, ingredients and techniques based on their understanding of physical properties and working characteristics.
Grade 7Relevant and detailed design possibilities identified and explored demonstrating wide breadth and depth of knowledge.
An investigation of the user/client, with a clear explanation of the majority of the clients
Creative, imaginative ideas that have been developed accurately, considering functionality, aesthetics and innovation.
Further developments made that take into account on-going research.
Experimentation and development work through a broad range of 2D/3D techniques (including CAD where appropriate).
Experimentation and development work through a broad range of 2D/3D techniques (including CAD where appropriate).
Development of at least one model, using a range of modelling methods that is mostly fit for purpose.
Appropriate materials/components selected with suitable research into their working properties and characteristics.
Accurate quality of graphical skill will display small amounts of style.
Prototype(s) shows a high level of making/finishing skills that are appropriate, ensuring most of the specified tolerances have been met.
Use of relevant tools, materials and equipment (including CAM where appropriate) that have been operated skilfully and safely.
Independently worked to produce a high quality prototype(s).
The use of Quality Control is evident ensuring the prototype(s) is accurate.
Evidence of all the stages of making with appropriate consideration to industrial practices.
Work with a wide range of tools, materials, ingredients, equipment components and processes, taking full account of their characteristics.
A wide variety of processes will be carried out with a great level of accuracy with mostly no noticeable errors.
Design brief produced in response to one of the contextual challenges, with justified detail showing analysis and evaluation of their clientStudents hold a wide knowledge of tools, materials, ingredients, equipment, components and processes taking into full account of their characteristics.
Grade 6Relevant design possibilities identified and explored demonstrating clear breadth and depth of knowledge.
An investigation of the user/client, with an explanation of the majority of the clients
Creative, imaginative ideas that have been developed accurately, considering some functionality, aesthetics and innovation.
Further developments made that take into account on-going research.
Experimentation and development work through a range of 2D/3D techniques (including CAD where appropriate).
Development of at least one model, that is mainly fit for purpose.
Appropriate materials/components selected with suitable research into their working properties and characteristics.
Clear quality of graphical.
Prototype(s) shows a good level of making/finishing skills that are appropriate, ensuring most of the specified tolerances have been met.
Use of relevant tools, materials and equipment (including CAM where appropriate) that have been operated sufficiently skilfully and safely.
Worked mostly independently to produce a high quality prototype(s).
The use of Quality Control is evident ensuring the prototype(s) is mostly accurate.
Evidence of all the stages of making with some appropriate consideration to industrial practices.
Work with a wide range of tools, materials, ingredients, equipment, components and processes, taking into account of some characteristics.
A wide variety of processes will be carried out with a good level of accuracy with some noticeable errors.
Design brief produced in response to one of the contextual challenges, with some justified detail showing analysis and evaluation of their clientStudents hold a knowledge of tools, materials, ingredients, equipment, components and processes taking into account some of their characteristics.
Grade 5A range of design possibilities identified and explored demonstrating aspects of depth and breadth of knowledge.
An investigation of the user/client, with some reference to the client
Purposeful and imaginative ideas have been developed, considering functionality, aesthetics and innovation.
Further developments made take into account basic on-going research.
Some experimentation and development work through a range of 2D/3D techniques (including CAD where appropriate).
Comprehensive development of at least one model.
Materials/components selected with some research into their working properties.
Some quality of graphical skill.


Prototype(s) shows an appropriate level of making/finishing skills ensuring most tolerances have been met.
Tools, materials and equipment (including CAM where appropriate) have generally been operated correctly and safely.
Prototype(s) shows some evidence of quality of manufacture.
Consistent Quality Control is evident throughout the manufacture of the prototype(s) but isn
Design brief produced in response to one of the contextual challenges, with detail showing some analysis and evaluation of their client's needs and wants.
Students will know processes, tools, equipment, ingredients and components that will be used and could be needed. Ability to share skills with peers and further their confidence and knowledge.
Grade 4Purposeful ideas have been developed, considering functionality, aesthetics and innovation with awareness of constraints.
Further developments made take into account some on-going research.
Little experimentation and development work through a range of 2D/3D techniques (including CAD where appropriate).
Prototype(s) shows some level of making/finishing skills that are appropriate ensuring most tolerances have been met.
Tools, materials and equipment (including CAM where appropriate) have generally been operated correctly and safely with little guidance.
Prototype(s) shows some evidence of quality of manufacture with little guidance.
Quality Control is evident throughout the manufacture of the prototype(s) but isn
Basic but clear design brief produced in response to one of the contextual challenges, with ideas showing some analysis and evaluation of their client's needs.
Some choices are justified with some links to the specification in relation to the design brief.
Little reference to modifications that is not always appropriate.
Justify the choices made through the manufacturing specification with few links to prototype(s), that are largely inaccurate.
Some evidence that iterations are a result of sound consideration linked to evaluation of the prototype(s).
Some reflection upon feedback received from third parties.
Some analysis and evaluation throughout.
Students will know tools, equipment, ingredients and components that will be used and could be needed. They have a clear use of keywords.
Grade 3Some design possibilities identified, with some depth/breadth of knowledge demonstrated.
Investigation into the user/client, with limited reference to the client
Design ideas have been developed with some reference to functionality, aesthetics and innovation with awareness of constraints.
Further developments made sometimes take into account basic on-going research.
Some basic experimentation and development work through a basic range of 2D/3D techniques (including CAD where appropriate).
Basic development of at least one model.
Some materials/components selected with basic research into their working properties.
Low quality of graphical skill.
Prototype(s) shows basic level of making/finishing skills that are not always appropriate with the main tolerances being achieved.
Tools, materials and equipment (including CAM where appropriate) have been operated correctly and safely but are not always appropriate and sometimes requiring guidance.
Prototype(s) of basic quality and manufactured with some guidance.
Inconsistent Quality Control is evident and is not always appropriate.
Basic evidence of the stages of making.
Basic design brief produced in response to one of the contextual challenges, with limited analysis and evaluation of their clientStudents apply their knowledge and understanding of material, ingredients and component and work with them with some accuracy. They have a good use of keywords
Grade 2More than one design possibility identified, with limited depth/breadth of knowledge demonstrated.
Investigation into the user/client, with limited reference to the client
Design ideas have been developed with some reference to either functionality, aesthetics or innovation.
Simple developments made sometimes take into account basic on-going research.
Simple experimentation and development work through a basic range of 2D/3D techniques (including CAD where appropriate).
Simple development of at least one model
Limited consideration of the materials selected.
Minimal quality of graphical skill.

Prototype(s) shows low level of making/finishing skills that are not always appropriate with some tolerances being achieved.
Tools, materials and equipment (including CAM where appropriate) have been operated correctly and safely but are not always appropriate and regularly requiring guidance.
Prototype(s) of low quality and manufactured with regular guidance.
Low Quality Control is evident and is not always appropriate.
Some evidence of the stages of making.
Simple design brief produced in response to one of the contextual challenges, with some analysis and evaluation of their clientStudents have understanding of some use of key words.
Grade 1A single design possibility.
Single user/client stated.
Identification of the work of others but not used to inform ideas or mainly irrelevant.
Minimal understanding of the impact on society.
Limited investigation.
Can create a simple specification.
Design ideas have been developed with limited or no reference to functionality, aesthetics and innovation.
Further developments are made but limited.
Development work is lacking in detail but a limited range of 2D/3D techniques (including CAD where appropriate).
Limited development of one model.
One consideration of the material selected.
No quality of graphical skill.
Prototype(s) shows limited level of making/finishing skills that are not always appropriate. Tolerances have not been adhered to.
Tools, materials and equipment (including CAM where appropriate) have been used but needed close supervision and guidance.
Prototype(s) is of poor quality and/or was manufactured with extensive guidance.
Evidence of Quality Control is minimal having little effect on the outcome.
Minimal evidence of the stages of making.
Minimal design brief produced in response to one of the contextual challenges, with no analysis or evaluation of clientStudents heard of words but with limited understanding.
GoldA design that needs refining to be possible.
Sometimes user stated.
Identification of the work of others with teacher support.
Impact on society yet to be considered.
Investigation with teacher support.
Needs help to create a basic specification.
Design not linked to one or more of: functionality, aesthetics, innovation.
Attempt made at further developments.
One 2D/3D technique used.
One model with a little or limited development.
One consideration of the material selected.
Graphical skill needs to be used.
Prototype needs further making/finishing. Tolerances need to be looked at again.
Some tools, materials and equipment are used with constant supervision and guidance.
Prototype needs to follow plans.
Prototype needs quality control.
Stages of making need revisiting.
Some design brief produced in response to one of the contextual challenges, with no analysis or evaluation of clientStudents have seen words but often cannot remember what they mean.
SilverA design that whilst interesting would be difficult to construct
User stated but not always linked to product.
Impact on society yet to be considered.
A little investigation with teacher support.
Needs constant intervention to create a basic specification.
Design not linked to two or more of: functionality, aesthetics, innovation.
Limited attempt made at further developments.
2D/3D technique considered but not always implemented.
One model. Development occasionally.
Material needs further thought.
Graphical skills need to be used.
Prototype needs making. Tolerances need to be understood and used.
One or two tools, materials and equipment are used with constant supervision.
Prototype needs to follow more detailed plans.
Prototype needs quality control.
Stages of making need revisiting.
Some design brief produced without analysis or evaluation of clientStudents may not have considered key words in relation to their project.
BronzeAn interesting design that needs more thought
User needs to be determined.
Impact on society needs to be determined.
Design without investigation.
Intervention helps create the start of a specification although this may not be complete.
There is a design but it needs to be linked to functionality, aesthetics and innovation.
Single one off design without developments.
2D/3D technique needs to be implemented.
One model.
Material needs reconsideration.
Graphical skills not evident.
Prototype needs making. Tolerances need to be understood and used.
One tool, material and piece of equipment are used with constant supervision.
Prototype needs construction.
Prototype needs quality control.
Stages of making need revisiting.
An attempt at a design brief may or may not have been produced.
Design specification may or may not have been produced.
Manufacturing specification may not have been produced.
There is a prototype but no iterations. No feedback received from third parties.
Prototype(s) lacks relevance to design brief or specification if it exists. The student may not be able to identify mistakes.
If there is evaluation, it is limited to a final summary at the end of the project. Very little evidence of either analysis or evaluation through the project.
Students may have been introduced to key words but have no recollection.

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