Module 3 — Applied Classroom Practice: Guiding teachers through Cambridge's portfolio assessment criteria, product design iteration documentation, and workshop safety standards.

1. What is the primary goal of extension tasks in the context of IGCSE Design and Technology?

2. Which command word is most associated with top-band performance in the portfolio?

3. How should CAD be used for high-attaining students?

4. What is a key benefit of providing tiered rubrics?

5. What should be the focus of material testing for top-band students?

6. Why is documentation essential for your teaching portfolio?

7. How does a 'constraint challenge' help a student?

8. What does the term 'iterative journey' imply in the design process?

9. What is the role of the teacher during extension activities?

10. Which of these is an example of a high-attaining task in CAD?

1. A student is performing well but consistently sticks to simple solutions. What is your best move?

2. You are moderating a portfolio and notice a student lacks evidence for material choices. What do you advise the student?

3. A high-attaining student finishes their CAD model early. What is the best extension?

4. How do you ensure your lesson plan evidences differentiation for the portfolio?

5. A student uses a specific command word incorrectly in their portfolio. How do you address this?

6. You are preparing your oral readiness review. What is the most important thing to emphasize?

7. What is the best approach when a student's design shows limited iteration?

8. A student claims they have reached the top band, but their portfolio lacks justification. How do you handle this?

9. During a moderation sprint, you find your assessment of a script differs from the standard. What should you do?

10. How do you handle a student who is struggling to move beyond descriptive writing?