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Introduction
In the unit 'Slippers' # learnt how products e.g. slippers were designed for a range of different purposes and people. ^ learnt that designers must address a range of needs when designing slippers e.g. appearance, safety, warmth and size. ^ learn about how to make an accurate pattern or templates and how to create detailed working drawings. ^ has developed ~ making and finishing skills in order to enhance the quality of ~ slippers. ^ learnt to evaluate ^ products critically against ~ design criteria and identify what to do to improve ~ slippers further.
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Investigation
Section 1: Investigative, disassembly and evaluative activities (IDEAs)

^ could relate the way slippers are designed for their intended user and purpose e.g. animal slippers are more suitable for young people, older people need a non-slip sole for safety, slippers need to be warm.
^ has evaluated a wide range of slippers and ^ has considered their appearance, function, cost and safety.
^ was able to distinguish between functional and decorative products.
^ is able to identify the different materials that have been used in a slipper and ^ could say why they had been chosen as suitable.
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PracticalTasks
Section 2: Focused practical tasks (FPTs)

^  understands that a pattern or template must be used to make a pair of slippers the same size.
^ has used a variety of sewing and decorating techniques and ^ successfully chose the appropriate techniques for making slippers.
^ has used a sewing machine to join or decorate ~ product.
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Making
Section 3: Design and make assignment (DMA) Design and make a slipper for a given purpose

# can apply what ^ has learnt during ~ investigations and practical tasks in ~ designing and making project.
# developed alternative ideas and could check that ~ ideas would work successfully by modelling them with paper.
^ demonstrated a clear idea of who would use ~ slippers and ^  was able to draw up an appropriate design specification.
^ made a working drawing.
^ worked independently and systematically using ~ step-by-step plan e.g. a flow chart to sequence ~ work.
^ joined the fabric parts and used a range of decorative techniques to achieve ~ aim of a well-constructed and finished slipper.
^  was able to evaluate ~ slippers critically against ~ original design specification.
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Comment 5

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Comment 6

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