Starter Activity
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?
Key features of good/bad evaluations
What were the common good/bad features you saw in the
evaluations?
WRITING SPECIFICATION
EVALUATIONS
• 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.
Evaluation of Design Ideas
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.
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
Writing Frame and Evaluation
Topic sentence
How to use the writing frame?
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
Phrases of evaluation
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.
Connectives
…
Grade Descriptors
Hint for Higher ????
Grade
Evaluation
D
C
B
A
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
???
Evaluation of Design Ideas
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.
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