1] I can demonstrate through my design and understand that designing is not about finding a single correct answer, but involves making creative and informed judgements about relative suitability, viability and usefulness of design proposals.
CREATIVE LEARNING
2] I can describe and model an idea (verbally, visually, graphically, physically or digitally and through a systems approach) in order to gain control over its development.
CREATIVE LEARNING
3] I can gain insight from a project and aim to improve and learn further documenting my development.
PERSONAL LEARNING
4] I can foresee and plan the implementation of my design ideas including basic provisions for health and safety precautions, lab safety and appropriately planned use of equipment available.
PRACTICAL
5] I can explore and be able to perform safely technological processes while relating to their technological application.
PRACTICAL
6] I can identify design problems in basic terms of needs, opportunities and feasibility.
COGNITIVE
7] I can reflect on developed ideas and make stated choices based on the criteria of the design specifications developed independently.
COGNITIVE
8] I can explore and communicate clearly the different roles of clients, users and designers and document a comprehensive context for a problem.
 COGNITIVE LEARNING
9] I am aware of and can take an entrepreneurship role in designing products and services that are desirable and can lead to product and market potential.
PRACTICAL
10] I can use tools for planning and coping with uncertainty including graphical charts and diagrams.
PRACTICAL
11] I can use my questions and analysis of a problem to derive basic specifications that can respond to needs, opportunities and lead to a feasible solution.
COGNITIVE
12] I can use inspirational research material as a starting point for generating my product ideas.
 CREATIVE LEARNING
13] I can iterate to and from solutions and problem to refine my design proposal independently.
 CREATIVE LEARNING
14] I can apply and document technology aspects into my design ideas, making way for innovative development and peer/social critique.
PRACTICAL
15] I am aware of and can document a project sequentially based on a design process while also work iteratively to accomplish the design goal.
COGNITIVE

1] I can use tools for evaluating my designs against performance specification criteria, production specification criteria and user response.
PRACTICAL
2] I can devise an end user evaluation of a prototype system.
PRACTICAL
3] I can use tools and strategies to assess the suitability of designs in terms of the type and scale of production required, the levels of operational accuracy needed, the nature of the user interface, and the prevailing economic factors.
PRACTICAL
4] I can make models/prototypes as work progresses and record the planning for continuous evaluation and testing.
PRACTICAL
5] I appreciate the limited availability of resources, how they are acquired and managed.
LEARNING TO KNOW
6] I can explain why dealing positively and creatively with risk and failure are implicit elements to the processes of successful design development and production.
PERSONAL
7] I can collaborate with others in a public event, showing ethical team spirit.
INTERPERSONAL
8] I can gain insights from peer and community opinions.
SOCIAL LEARNING
9] I can list the factors which influence the design of products.
10] I can describe the relationship between products, how and why they are produced, e.g. one-off, batch, continuous, and how this affects price, profit, consumers and environmental impact.
LEARNING TO KNOW
11] I can describe how technology is available to different groups and that some groups may be disadvantaged through lack of access.
COMMUNICATING FOR DIVERSITY
12] I can evaluate and analyse the general ecologic footprint of my project.
LEARNING TO DO
13] I can relate and am aware of relevant technology and design industries.

1] I can devise scientific investigations to inform my design decisions.
PRACTICAL
2] I can use data from investigations by others to inform my design decisions.
COGNITIVE LEARNING
3] I can use observation and recording, questioning and interviewing tools, e.g. questionnaires, feedback and observation, for collecting and selecting data about users.  
COGNITIVE
4] I can apply graphical and mathematical ways to process data to inform my design decisions with guidance.  
MANAGING LEARNING
5] I can use research tools, e.g. analysing, selecting and interpreting data, to identify appropriate and purposive needs, wants and opportunities without guidance.  
PRACTICAL
6] I can analyse design proposals and interpret them to inform my design decisions.
COGNITIVE
7] I can communicate graphically and verbally my interpretation of the project data with due consideration of ethical requirements in presenting data.
COMMUNICATION  
8] I can access and interpret Health and Safety data about equipment and materials being used.
PRACTICAL  

1] I can use a range of processes using hand tools, hand power tools and machine tools, and am aware of computer-aided design, manufacture (CAD / CAM) and additive manufacturing.
PRACTICAL
2] I can understand, identify and adopt health and safety aspects within particular D&T fabrication processes.
PRACTICAL
3] I can produce artefacts that enable the integration of systems and required usability features.
PRACTICAL
4] I can work with a range of mechanical and physical components and demonstrate how they might be joined permanently or temporary through the use of joints, bonds and fastenings, e.g. Glued joints, knockdown fittings, and screws.
PRACTICAL
5] I can refer to materials in their standard form of supply and classification, while making efficient use of material, taking care of wastages and availability restrictions, e.g. cost.
LEARNING TO DO
6] I am able to understand and describe the different properties, in terms of physical properties, of materials and how these can be used to inform my design decisions and selection of material. 
COGNITIVE LEARNING
7] I can show how available processes relate to industrial processes and how these may enable or restrict fabrication in school.
LEARNING TO KNOW

1] I can understand and use systems approach.
2] I can identify system components and re-organise sub-systems.
COGNITIVE
3] I can plan a system in terms of input process and output including power source and feedback.
COGNITIVE
4] I can predict the combined effect of two or more components.
COGNITIVE
5] I can represent systems in graphical, verbal and symbolic ways.
6] I can design, simulate and prototype a system.
PRACTICAL
7] I can identify the main characteristics of components, i.e. electrical, electronic and mechanical.
COGNITIVE
8] I can select and combine different components from the same domain to achieve a predetermined function.
PRACTICAL
9] I can select discrete components by their physical features and graphical symbols, considering the component values.
COGNITIVE
10] I can use CAD to design prototype system components ready for CAM. 
USE OF DIGITAL MEDIA
11] I can select materials and parts appropriate to support and assemble electrical and mechanical components in a system from a given set, e.g. wires, insulators, solder, circuit boards, ready made PCBs, mechanical members, ties, struts, fasteners, and casings.
COGNITIVE
12] I can apply two to three mechanical components including levers, pulleys, cams, cranks, gears, chain/sprocket, belts, rack and pinion, linkages, hydraulic and pneumatic components, in a design project/s.
PRACTICAL
13] I can choose a mechanical and electrical system component according to the particular behaviour required. 
COGNITIVE
14] I can apply electrical and electronic components in both the analogue and digital domain, e.g. of analogue components include circuit boards, resistors, diodes, batteries, capacitors, transistors, sensors, switches, etc.; and e.g. digital components include logic ICs, 555 timer/ oscillator, etc.
PRACTICAL
15] I am aware of the input/output features available in a microcontroller circuit kit, for example the existence of analogue or digital inputs and outputs.
16] I can choose electro-mechanical components by their physical features and graphical symbols, e.g. electric motor, speakers, actuator, relays.
COGNITIVE
17] I can measure circuit parameters such as supply, input and output current and voltage using a multimeter.
PRACTICAL
18] I can programme desired functions onto given programmable microcontroller devices through the use of graphic interface software simulators.
MANAGING LEARNING
19] I can set up the necessary interface for a microcontroller circuit to function properly with guidance.
PRACTICAL
20] I can simulate and analyse analogue circuit performance.
PRACTICAL
21] I can achieve circuit functionality through experimentation, following given diagrams, and trial and error.
PRACTICAL
22] I can organise and document how I set up my working area, including provisions for health and safety, components and plans for system production or assembly.
PRACTICAL
23] I can secure components avoiding undesirable interaction with other components and with users.
PRACTICAL
24] I can document and communicate the adequate health and safety precautions, equipment, tools and PPE used throuighout my project.
PRACTICAL
25] I can assemble models or prototypes of my systems including on prototype boards, strip boards, modular systems, electro - mechanical construction sets.
PRACTICAL
26] I can plan and document procedures for assembly of a system.
PRACTICAL
27] I can use suitable tools to handle, assemble, disassemble, replace, install, uninstall components safely, when constructing systems.
PRACTICAL
28] I can propose different energy sources for my systems and am able to select the appropriate values needed for a specific function.
COGNITIVE
29] I can discuss the need to tap on sustainable energy sources.
LEARNING TO DO
30] I can plan a sequence for assembly/disassembly or maintenance on circuit boards from given documentation.
PRACTICAL

1] I can work safely in the relevant technology lab following the embedded health and safety directions presented throughout the relevant technology area.
PRACTICAL