Abstract
This study examines the components of Attainment Targets (ATs) and their assessment standards for Design and Technology (DT) in the 1999 revised National Curriculum in England and the relation between their assessment standards and its sequence according to pupils' age using the quantification IV statistical method. This study used a total of 56 sentences of all levels in their ATs as statistical variables for comparison with the assessment criteria for DT of the Edexcel examination board. In conclusion, (1) their ATs comprised five types of components concerning capabilities: 1) developing and communicating design proposals; 2) exploring problems and clarifying tasks; 3) planning manufacture; 4) product manufacture; and 5) testing and evaluating; (2) this study implicates the curricular scope and sequence of the study capabilities and fundamental data to develop ATs and their assessment standards for technology in the National Curriculum in Japan.
