adapt  adjust  alter  apply  change  construct  choose  combine demonstrate  dramatize  employ  illustrate  implement  interpret  make  modify  operate  perform  plan  PRACTISE produce  reorganise  report  report  revise  schedule  sketch  solve  SUGGEST use

Construct a model to demonstrate how (it) works.   

Make a diorama to illustrate an event                                     

Make a scrapbook about the areas of study.                                                

Make a papier-mache map / clay model to include relevant information about…

Make a model using materials and joining methods that simulate the actual processes

Arrange a collection of photographs to demonstrate a particular point.                   

Make up a puzzle game.                         

Write a textbook, pamphlet, poster, display board, web-page, app about this topic for others.

Solve part of the problem using maths.

Use a research technique to produce useful information.

Apply a previously learnt skill to further your design.

Explore needs, wants and opportunities, in the context of designing for clients.

Use solutions to problems from the present, and other times and cultures, to inform your design thinking.

Recognise critical factors that need to be included as design criteria.

Product footprint: Select information sources, gathering and sorting data that will help with ideas for, and decisions about, the design. 

Comment on how effectively the information has been used.

Explore ideas in ways that show an understanding of their impact for the future.

Be prepared to take risks when generating ideas through a range of creative and critical thinking techniques

Manage some shorter tasks independently (e.g. focused practical tasks and product analysis  activities.) 

Share decisions about the task with teachers and/or others. 

Be aware of different roles within a group and adjust your behaviour accordingly.

Gather technical information on the materials and components available and use this  to inform decisions about suitability for purpose.

Decide on the main stages of making and the order in which they must be carried out. 

Predict time needed for a series of subtasks with the overall task. 

Reflect on and evaluate how time is used within an activity. 

Negotiate tasks with the teacher and/or others. 

Adopt given roles with a group.

Produce plans that allocate the time needed to carry out the main stages of making (e.g. across a number of lessons) 

Prioritise and reconcile decisions about materials, time and production. 

Choose to adopt an appropriate role within a group (e.g. leader, designer).

Review progress against plans at important stages of the task.

Match and select suitable materials considering their fitness for purpose.

Understand the need that a product is intended to serve and judge how well it meets that need