Larches High School – KS3 Three-Dimensional Design & Technology-2023/24
Intent
We hope to introduce students to a range of appropriate materials, processes and techniques reflecting the breadth of skills, design and technology that are required in this area.
We give them guidance as they explore and experiment and begin the process of developing knowledge, understanding and skills.
We do this via skills-based workshops and in class design sessions. Pupils develop and apply the knowledge, understanding and skills to ensure their work is clearly focused and relevant to three-dimensional design.
At this stage it is also pertinent to embed some fundamental principles in design, colour theory and drawing techniques for example as to aide their progression through to KS4. These will consist of smaller projects/exercises that that run alongside the main projects set out in the curriculum plan.
The use of Computing/IT is heavily embedded within the subject. Pupils will use the internet to research, find reference materials and explore current trends within markets. The production of presentations, digital drawings, CAD and three-dimensional modelling software is used. Digital photography and image manipulation is used in practically every project.
There is use of media and materials, as appropriate to students’ design ideas, for example, the use of drawing materials, wood, foam, metal, plastic, found and recycled materials.
Knowledge & understanding
The activities and project tasks selected will provide students with opportunities to develop craft and design knowledge, understanding and skills.
Students will use workshop machinery such as facing sanders, laser cutters, scroll saws, pillar drills, sublimation printers and a variety of small hand tools, saws, chisels etc, in order for them to construct their designed products.
All year groups projects are appropriately structured/scaled according to the groups profile e.g., for example, Year 7 will produce a few sketches before finalising a design, Year 9 will be required to look at comparable product or designs, explain influences etc.
Larches High School-KS3 Three-Dimensional Design & Technology-Topics/Curriculum Rationale
| Design Technology (Art & Design) | Autumn Term 1 | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 | Summer Term 2 |
| KS3-Topic | Pinewood Derby Car | Insect Hotel | ‘Art’ Clock | Desk Organiser | Funky Frame | Small Childs Toy |
| Knowledge/Skills to be developed/enhanced. | See specific Scheme of Work | See specific Scheme of Work | See specific Scheme of Work | See specific Scheme of Work | See specific Scheme of Work | See specific Scheme of Work |
| Curriculum Rationale | Design & Make
Health & Safety briefings in use of tools and equipment, hand tools/power tools etc.
Introduction of the research and comparatives process.
Introduction of Three-Dimensional Drawing types-Isometric, 1,2,3 point perspective and rendering.
Exploration of acrylics and sheet materials (shaping, polishing, drilling/countersinking, gluing, and sanding).
NB# All year groups projects are appropriately structured/differentiated according to the groups profile e.g.: Year 7 will produce a few sketches before finalising a design, Year 9 will be required to look at comparables, explain influences etc. |
Design & Make
Health & Safety briefings in use of tools and equipment, hand tools/power tools etc.
Manufactured and raw timber material use and their fine finishing techniques.
Use of stains and varnishes, abrasives, and engraving.
Inspiration from nature.
Design for different environments/situations/conditions.
Exploring and working with natural materials and their suitable finishes for exterior settings/treatments.
Measuring, marking out, use of jigs to create angles. |
Design and Make
Health & Safety (using the laser machine)
Design Briefs and client requirements.
Polymers/Timbers.
Use of maquettes/models in planning.
Tolerances Introduction of electronic elements and techniques.
Use of CAD–2D Techsoft.
Exploration of acrylics (shaping, polishing, drilling/countersinking, gluing, and sanding).
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Design & Make
Use of renewable and recyclable materials.
Use of market research within the initial planning of a design brief.
Use of maquettes/models in planning/prototyping.
Use of CAD–2D Techsoft.
Use of paper craft/origami.
Pupils use their observations, findings and analysis to develop, experiment and realise their personal response. They build upon ideas, experimentation and techniques previously explored in other projects. |
Design & Make
Recognising iconic designs and using to influence own work. Introduction of electronic elements and techniques. Planning a project . Soldering, using LED’s. CAD - 2DTechSoft. Acrylic, shaping and polishing/Drilling to countersink, Sanding, gluing. 6 R’s, Ecological and Social footprints. Role of sustainable designers.
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Design & Make
Health & Safety briefings (use of sublimation printer/embroidery machine).
Use of textiles and fabrics and joining techniques. Introduction into Photo editing/graphic design and packaging.
Refining ideas through development to produce a personal final outcome. Develop skills/ techniques in a wide range of artistic media. Develop the ability to discuss, reflect upon and refine work. |
How learning will be assessed
Formative Assessment
- Notes/comments in pupil portfolios/Informal discussions, guidance, verbal improvement targets in class
- Progress grades/Peer feedback
- D.I.R.T feedback, ‘directed improvement & reflection time’.
Pupil Self-Assessment
- Comparing work to others
- Critique of own work
- Target check lists
- Formal written self-evaluation
Summative Assessment
- Progress reviews/End of project teacher assessed grades
KS4 Three-Dimensional Design (GCSE Art & Design)
Three-dimensional design is defined as the design, prototyping and modelling or making of primarily functional and aesthetic products, objects, and environments, drawing upon intellectual, creative and practical skills.
Pupils develop and apply the knowledge, understanding and skills to ensure their work is clearly focused and relevant to three-dimensional design.
Knowledge & understanding
The way sources inspire the development of ideas relevant to three-dimensional design including:
- how sources relate to historical, contemporary, cultural, social, environmental and creative contexts
- how ideas, feelings, forms, and purposes can generate responses that address specific needs be these personal or determined by external factors such as the requirements of an individual client’s expectations, needs of an intended audience or details of a specific commission.
The ways in which meanings, ideas and intentions relevant to three-dimensional design can be communicated include the use of:
- figurative and non-figurative forms of representation, stylisation, simplification, exaggeration, the relationship between form and surface embellishment, constructional considerations and imaginative interpretation/
- visual and tactile elements such as colour, line, form, tone, texture, space, proportion, decoration, scale, structure, shape, pattern.
Skills
Within the context of three-dimensional design, students must demonstrate the ability to use three-dimensional techniques and processes, appropriate to students’ personal intentions, for example:
- model making
- constructing
- surface treatment
- assembling
- modelling
The syllabus that the pupils follow is the AQA Art and Design. This syllabus follows a logical course of research, planning and developing through experimentation to produce a final piece showing your ideas. Work must also be annotated to explain thoughts and ideas clearly.
All work completed in class will go towards your GCSE and, in the AQA exam, accounts for 60% of the total GCSE mark; this is alongside an exam in the form of a mini project set by the exam board.
In Component 1 (Class Work)-a ‘sustained project evidencing the journey from initial engagement to the realisation of intentions’ and a selection of further work undertaken during the student’s course of study and Component 2 (Exam) students are required to work in one or more area(s) of three-dimensional design, such as those listed below:
- architectural design
- sculpture
- ceramics
- product design
- jewellery and body adornment
- interior design
- environmental/landscape/garden design
- exhibition design
- 3D digital design
- designs for theatre, film and television.
They may explore overlapping areas and combinations of areas. As with KS3, computing skills are heavily embedded within all aspects of development and execution of work.
Course Year Plan
| GCSE 3D Design | Autumn Term | Spring Term | Summer Term |
| Year 10 | Passive Speaker | Dwellings | Personal Project |
| Year 11 | Natural Forms | GCSE Exam Preparation | GCSE Exam/Portfolio Completion & Improvement |
Assessment
The assessment of pupils work can take many forms in 3D Design:
Formative Assessment
- Notes/comments in pupil portfolios
- Informal discussions, guidance, verbal improvement targets in class
- Progress grades
- Peer feedback
- D.I.R.T feedback, ‘directed improvement & reflection time’.
Pupil Self-Assessment
- Comparing work to others
- Critique of own work
- Target check lists
- Formal written self-evaluation
Summative Assessment
- Progress reviews
- End of project teacher assessed grades
GCSE pupils work is marked against the following objectives:
| Assessment Objectives | What this actually means! |
| AO1-Develop ideas through investigations, demonstrating critical understanding of sources. |
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| AO2- Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. |
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| AO3- Record ideas, observations and insights relevant to intentions as work progresses. |
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| AO4- Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. |
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Cross-Key Stage Policies
Literacy & Numeracy statement of intent
We follow the whole school literacy policy as displayed in all classrooms, for example, staff read with groups, pupils read out loud etc and teachers will encourage pupils through displaying what they are reading. Relevant ‘New’ vocabulary is used within workbooks and in classroom displays at different tiers to encourage expanding knowledge of terminology generally and within subject area.
SMSC Statement
The personal development of pupils spiritually, morally, socially and culturally, plays a significant part in their ability to learn and achieve. Use of imagination and creativity in their learning; a willingness to reflect on their experiences and participate in a positive manner to artistic and cultural opportunities. ‘Awareness Days/weeks/months’ are used within the curriculum to celebrate and draw attention to significant relevant topics that enrich studies and allow for the development of a greater knowledge breadth and depth. Dates for 2023/2024 are:
- September 14th, Coloring Day
- October first Monday, World Day of Architecture
- October 25th, International Artist Day
- January 28th, Pop Art Day
- March 8th, International Womens Day
- March, third day of the third week, International 3D Designers Day
- April 15th, World Art Day
- April 27th, World Design Day
- June 4th, Drawing Day / Pencil Day
Throughout the design curriculum we aim to link what is taught in the classroom to careers and the world of work. When developing classroom materials, we try to embed, references to, discussions about, and experiences of a range of careers. The reasons for doing this includes, relating what is being taught to future career opportunities so students see their relevance, to challenging stereotypes within different careers and exploring different careers to widen students’ perceptions of the careers available within the discipline.
Within the curriculum we aim to embed British values by fostering an environment where students learn not only technical skills but also develop a deeper understanding of societal values. By promoting democracy and encouraging collaborative decision-making in design projects, this allows students to voice their opinions and participate in group discussions. Respect for the rule of law is instilled by emphasizing the importance of adhering to ethical guidelines and copyright laws in design work. Furthermore, teaching tolerance and mutual respect can be integrated by exploring diverse design styles and cultural influences. Finally, promoting individual liberty involves encouraging students to express their creativity freely while also considering the impact of their designs on others and the environment. By weaving these values into the curriculum, students not only enhance their design skills but also develop into responsible and conscientious citizens.
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