1. ADT Marking Criteria and Grade Descriptors
KS3/4

2. Year Group Food and Nutrition KS3 Descriptors: For Students7 8 9
FOOD, NUTRITION & HEALTH
FOOD CHOICE
FOOD PROVENANCE
FOOD SCIENCE & PREPARATION
FOOD SAFETY
Foundation
Grade 2
Grade 1
Limited
WT1
I can find information about nutrition and health with help
I know that some people eat different types of food.
I understand that food comes from animal and plant sources.
I can select equipment with help
I can cut my ingredients with help
• I can get myself ready to cook
• I can work safely with help
Developing
Grade 3
BRONZE
I can name two nutrients on the Eatwell guide
I can recognise some special dietary requirements.
I know that some different cultures eat different foods and have different dishes/recipes.
I understand and can explain where basic foods come from .
I know where and how some foods are grown.
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
•I can work safely on my own
• I can explain the words ‘hygiene’ and ‘food safety’.
Secure
Grade 4-5
SILVER
I can explain the Eatwell guide
I can discuss the 8 tips of a healthy balanced diet
I can suggest one special dietary need
I know that different cultures eat different foods and have different dishes/recipes.
I understand and can explain where some foods come from and how they are manufactured into foods.
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 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.
Excellence
Grade 6-7
GOLD
I can explain the function of macronutrients in the body
I can plan a menu for a person with a specific dietary need.
I know that different cultures eat different foods and have different dishes/recipes.
I know a little about 2 different international counties and also the UK.
I understand and 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 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.
Exceptional
Grade 8-9
HIGH FLIER
I can Identify nutrients and explain the dietary needs of people with special dietary requirements.
I can plan a menu for a person with a specific dietary need, stating the reasons for choice.
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 explain where specific ingredients are found. I know various food provenance issues.
I can demonstrate a range of preparation techniques
I can demonstrate a range of cooking methods
I can demonstrate and explain the science in food preparation
I can explain some of the symptoms of food poisoning and explain how it can be
prevented
I can explain the purpose of date marks on food products
I am able to explain the wide variety of dietary needs for the population who have special dietary requirements. I can independently plan a menu for a person with a specific dietary need stating reasons for choice.
I can plan a menu based around the country and the knowledge that I have.
I can explain where specific ingredients are found, how they are combined to make a product and how they ingredients work together to create a product.
I know and can explain various food provenance issues.
I understand that processing can effect the sensory and nutritional properties of ingredients.
I know that food is modified and understand the positive and negative effects of food modification.
I can follow a recipe and method or time plan independently.
I have practised or discovered how to undertake new techniques in advance of the practical lesson
I can explain how different cooking methods will alter the end result.
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 am able to recognise and explain why there is a wide variety of dietary needs for the population who have special dietary requirements.
I am able to produce a variety of menu’s for different dietary needs, explaining why the ingredients chosen are suitable
I know about 2 different international counties in detail and also the UK
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 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.
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.

3. Food and Nutrition KS4 Descriptors: For Students
FOOD NUTRITION & HEALTH
FOOD CHOICE
FOOD PROVENANCE
FOOD SCIENCE & PREPARATION
FOOD SAFETY
Foundation
Grade 1/2
Know that some people eat or avoid certain foods for different reasons.
Recognise that all food comes from plants or animals.
Know that people choose different types of food, based on who they are with, preferences, season, time of day, allergy/intolerance, religion, and occasion (including celebrations).
Recognise that all food comes from plants or animals.
Demonstrate an increasing range of food preparation skills.
Know how to store, prepare, and cook a variety of predominantly savoury dishes safely and hygienically.
Know that food safety means preventing contamination, spoilage and decay when handling and storing food.
Recognise the importance of preparing and cooking food safely and hygienically.
Developing
Grade 3
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
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.
Can explore the issues involved in food and drink choice and how this may be influenced by various factors .
Understanding the functions and sources of nutrients
Use a broad range of preparation techniques and methods when cooking.
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.
Secure
Grade 4/5
Use current healthy eating advice to choose a varied balanced diet for their needs and those of others.
know that food and drinks provide energy and nutrients in different amounts.
Know that a variety of food is needed in the diet (carbohydrate, protein, fat, vitamins, and minerals), water and fibre.
Understand the influence of food marketing, advertising and promotion on their own diet and purchasing behaviour.
Be aware that it is important to choose an appropriate portion size for their needs.
Consider the concept of sustainability and the impact of different choices on the environment. .
Modify recipes and cook predominantly savoury dishes that are based on current healthy eating messages.
Use equipment for consistency and accuracy
Understanding the science of food preparation such as aeration, shortening, enzymic browning.
Know about food poisoning, its symptoms, and preventative measures.
Understand the principles of cleaning, preventing cross-contamination, chilling, cooking food thoroughly.
Understand that some foods have a higher risk of food poisoning than others.
Excellence
Grade 6-7
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.
Understand the importance of energy balance and the implications of dietary excess or deficiency.
Be able to make informed choices based on food labels, ingredients, nutritional information and health claims.
Consider a wider range of factors when making food choices, e.g. seasonality, local food, sustainability.
Can investigate and apply knowledge of Food sources and can comment on these factors.
Understand the impact of food waste on the environment.
Be able to change recipes and dishes to make them healthier and more appealing by altering ingredients, and/or by using different cooking methods.
Apply skills and understanding competently to plan, prepare and safely cook dishes and menus for a healthy, varied, and balanced diet.
To know and understand the food safety principles when preparing and cooking food.
Be able to use equipment to test for safety e.g. temperature probes.
Exceptional
Grade 8-9
To know and understand nutritional modification and the fortification of food.
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.
Be able to analyse dishes using a nutritional programme and modify the product to meet the needs of other users.
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.

4. 3D Design KS3 Descriptors: For Students
Year Group
3D Design KS3 Descriptors: For Students 7 8 9
RESEARCH
IDEAS & DEVELOPMENT
PLANNING
MAKING
EVALUATION
Foundation
Grade 2
Grade 1
Limited
WT1
I can identify some user needs
I can generate some simple ideas.
I can improve an idea
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.
I can test my product and explain some differences between the design and the final product.
Developing
Grade 3
BRONZE
I can write down a simple specification including user needs.
I can generate a range of ideas.
I can develop my ideas to a final one.
I can put the process needed to make a product in order.
I can test my product and explain any differences between the design and the final product.’.
Secure
Grade 4-5
SILVER
I can create a simple design brief from a given problem.
I can generate annotated ideas including user needs and materials.
I can include the main stages to make a product including tools and equipment needed.
I can make simple products that are correctly assembled, working with a range of tools or processes, including CAM if appropriate.
I can produce a simple evaluation suggesting any improvements.
Excellence
Grade 6-7
GOLD
I can use my research to help explain part of my specification.
I can generate design ideas that satisfy a few of the specifications.
I can produce step by step plans including tools and equipment needed.
I can select a few of the materials based on some of their properties. My products have a reasonable finish, showing skills in a variety of tools or processes, including CAM if appropriate.
I can test at least one feature of my final product against the specification, including suitability for the user.
Exceptional
Grade 8-9
HIGH FLIER
My specification is detailed and is linked with relevant research.
I can show a degree of creativity that satisfies many of the specification points.
I can prepare detailed instructions for making a product, including time taken at different stages.
I can make products that show some challenge, with some quality control checks applied.
I can test at least a few features of my final product against the specifications.
My specification is detailed and justified, and is explained through relevant research
I can generate creative ideas that satisfy the specification, including social, moral, and environmental and sustainability issues.
I can evaluate my design ideas against the design criteria.
I can prepare detailed instructions for making a product that will meet each of the design criteria
I can assemble, make and finish demanding products. I can show how quality control checks were applied during making.
I can show that the product would be suitable for the target user.
I can explain how the outcomes of my research will influence my own designs and generate a detailed and justified specification.
My user has been profiled.
I can include detailed product analysis explaining the design features of related products.
I can show imaginative designs that that are explained in detail including social, moral, and environmental or sustainability issues. I can objectively evaluate my design ideas against the specification using scale models and/or CAD, making useful and effective changes during development.
I can prepare detailed instructions for making that could be used by a third party and meet each of the design criteria.
I can assemble, make and finish demanding products showing a good quality of finish that could be commercially viable with further development.
I can show how 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.

5. 3D Design KS4 Descriptors: For Students (1-5)
INVESTIGATE
DESIGN BRIEF + SPECIFICATION
DESIGN IDEAS
MANUFACTURING
EVALUATION
Foundation
Grade 1/2
I can do some research linked to the brief I can analyse some of the information I have collected I can think of some problems that may occur
I can do some research on the topic.
I can identify a couple of things I need to do.
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 use some tools and equipment to manipulate some materials in a basic way.
I can see how my ideas and product could be improved.
I can write a little bit about the things I think can be made better in an evaluation.
Developing
Grade 3
I can identify one opportunity for the possible development of designs within the prescribed context I can undertake little research and investigation, which is only partially linked to the context I can undertake a superficial analysis of information, with little or no consideration of the needs, wants and values of potential users I can identify a few problems/opportunities which are of little use in the development of possible design briefs.
I can focus on a single opportunity to produce a basic design brief. I can demonstrated a limited understanding of the task ahead, with little or no consideration of the needs, wants and interests of potential users. I can write a design brief with little or no reference to research and investigation. I can produce a small range of partially appropriate specification points.
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.
Secure
Grade 4/5
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 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.
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.

6. 3D Design KS4 Descriptors: For Students (6-9)
INVESTIGATE
DESIGN BRIEF + SPECIFICATION
DESIGN IDEAS
MANUFACTURING
EVALUATION
Excellence
Grade 6-7
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.
Exceptional
Grade 8-9
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.
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.

7. Year Group
Art and Textile Design Descriptors with direct links to OCR GCSE: For Pupils 7 8 9 10
and 11
A01 DEVELOP (research and links)
A02 REFINE (exploring / experimenting)
AO3 RECORD (observational work)
AO4 PRESENT (final response)
Foundation
Band 2
Grade 2-3
Band 1
Grade 1
Limited
Pre-GCSE
WT1
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.
Developing
Band 3
Grade 3-4
BRONZE
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.
Secure
Band 4
Grade 4-5
SILVER
I can copy a mind-map about my theme and add a few answers of my own. I can create a collage about my theme.
I can find pictures from relevant artists with help.
I can use three different techniques without help.
I can work on my NS targets with help.
I can comment on my drawings.
I can attempt a final piece that links to my theme.
Excellence
Band 5
Grade 6-7
GOLD
I can create basic mind-maps and collages about my theme.
I can find pictures and facts from relevant artists.
I can copy an artists work with help to choose the best media / techniques from a selection.
I can work on my NS targets.
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.
Exceptional
Band 6
Grade 7-8-9
HIGH FLIER
I can create a full page mind-map and collage about my theme, I have my own photos too.
I can find enriching facts and information about relevant artists.
I can choose relevant art materials / techniques on my own when studying artists work.
I can reflect on my work myself and improve or adapt it with help.
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.
I can create an independent mind-map and personal collage about my theme that includes my own photos.
I can describe the work of relevant artists and explain links to my theme.
I can choose relevant art materials / techniques when asked to work in the style of an artist rather than do a copy.
I can reflect on my work and improve or adapt it.
I can draw with accuracy.
The links to my theme are clear, but I don’t rely on the teacher tell me what to draw.
I don’t need help to identify WWW, EBI, and NS about my work.
I planned for my final piece and it worked!
I developed the skills and links needed across the project, and used my strengths.
My mind-maps have unusual and unexpected links, my collages have keywords and my own photos about my theme.
I can use a range of subject specific language when writing about relevant artists.
I can use a wide range of media / techniques without help – I understand the qualities of these well.
I show confidence through experimenting and exploring combinations in response to my findings as work progresses.
I can draw with detailed accuracy.
I am independent when drawing for my theme.
I confidently address WWW, EBI, and NS for my work.
I worked on my final piece independently, confidently and in a creatively linked way.
I can showcase my strengths.
My mind-maps and collages are jam packed with personal, independent, creative, and unusual responses.
I can compare and contrast the work of relevant artists.
I can use a full range of media / techniques without help – I understand the qualities of these excellently.
I can explore extensively and experiment with creative, unusual, and unexpected combinations, responding to findings as they emerge.
I can draw with impressive realism.
I draw for my theme with unusual connections.
I address WWW, EBI, and NS for my work in detail.
My final piece is imaginatively and creatively linked.
I worked independently and used my strengths.
I combined unexpected elements to get a very personal and unique outcome.