1. Extract from pupils evaluations Task: On each table is an example of design work. Read the evaluations carefully and use the highlighters to annotate good and bad features of the evaluations. You have 3 minutes on each design. What grade is this work and why? How can it be improved? Starter Activity

2. What were the common good/bad features you saw in the evaluations? Key features of good/bad evaluations

3. First person. Correct use of punctuation. Technical language (varies according to topic – to be determined by teacher). Connective phrases: Although, however, on the other hand, despite this ……. Phrases of evaluation “I could have improved ….” “In the future, I would ….” “During this project my task was ….” “I made it because ….” “I have learned that ….” “The results showed ….” Meaningful and specific comments of evaluation (not vague and generally I did well). Detailed comments about your work. Each paragraph should have a topic sentence. All ideas in that paragraph, should link to the topic sentence. WRITING SPECIFICATION EVALUATIONS

4. Literacy Learning Objectives: Pupils will analyse existing design evaluations and apply levels using grades descriptors accurately. Pupils will identify key features of evaluation texts. Pupils will be synthesise this knowledge and write a reflective evaluation that successfully meets all of the literacy success criteria. Evaluation of Design Ideas Learning Outcomes: All - Pupils will be able to use a writing frame effectively to write a reflective evaluation that meets some/most of the literacy success criteria. Grade D/C Most - Pupils will be able to adapt the writing frame by synthesising two thinking dice to write a reflective evaluation that includes specific and detailed comments, meeting all the literacy success criteria. Grade B Some – ??? (Pupils will be able to independently develop their own writing and grade description). Grade A

5. My design brief was to design and make an evening dress reflecting traditional Chinese culture with modern street styles. My dress must suit teenagers and be suitable to wear to a school prom. I think my design does fulfil my design brief and specification. It is suitable for a teenage market audience because it is modern and is on trend for 2011, it is also suitable to wear to a school prom because of the materials and sequins. I also think my design shows Chinese culture due to the bright colours and shape of the dress. Although, I could test different methods of surface decoration to see which technique is most successful. On the other hand, I also could change the shape of the neckline to look more oriental. I feel that my consumer would like this design as the dress is short and pretty and would suit her petite figure. My design also includes a variety of pink colours which is my consumer’s favourite shade. On the other hand, my results from my questionnaire indicated that she does like simple designs and does not like too much decoration, so I may have to reduce the number of sequins I plan to use. … My design brief was to … Keywords: Design and make, special occasion, culture consumer I think that my design does/ does not fulfil my design brief and specification because … Although, I could have … Keywords: aesthetics, decoration, fastenings, materials I think my consumer will/ will not like it… On the other hand, they may prefer.. Keywords: style, colour, surface decoration, length Writing Frame and Evaluation How to use the writing frame? Topic sentence Connectives Phrases of evaluation

6. GradeDCBA Evaluation I am able to write using: First Person Some technical Vocabulary Some connectives relating to evaluation, for e.g. ‘however’ Some reflective phrases: ’I could have improved.’ Some comments about your work, some vague and general. Each paragraph has a topic sentence. Full sentences; capital letters and full stops correct. I am able to write using: First Person Specific technical Vocabulary. Connectives relating to evaluation, for example: ‘however’, ‘despite this’… Phrases of evaluation, for example: ‘During this project my task was…’, ‘I made it because…’, ‘The results showed …’ Specific and detailed comments about your work. Each paragraph should have a topic sentence. All ideas in that paragraph, should link to the topic sentence. Punctuation within sentences, e.g. commas, used correctly. I am able to write using: First Person Specific, sophisticated, technical Vocabulary. Connectives relating to evaluation. Phrases of evaluation, for example: ‘During this project my task was…’, ‘I made it because…’, ’I could have improved…’, ‘In the future I will…’, ‘The results showed …’ Specific and detailed comments about your work, not vague and general. Each paragraph should have a topic sentence. All ideas in that paragraph, should be developed in detail and link to the topic sentence. Full range of punctuation used. Independent ideas developed ??? Grade Descriptors Hint for Higher ????

7. Literacy Learning Objectives: Pupils will analyse existing design evaluations and apply levels using grades descriptors accurately. Pupils will identify key features of evaluation texts. Pupils will be synthesise this knowledge and write a reflective evaluation that successfully meets all of the literacy success criteria. Evaluation of Design Ideas Learning Outcomes: All - Pupils will be able to use a writing frame effectively to write a reflective evaluation that meets some/most of the literacy success criteria. Grade D/C Most - Pupils will be able to adapt the writing frame by synthesising two thinking dice to write a reflective evaluation that includes specific and detailed comments, meeting all the literacy success criteria. Grade B Some – (Pupils will be able to independently develop their own writing and grade description). Grade A