KS3 Design Technology (3D Design)

Intent

We hope to introduce students to a range of appropriate materials, processes and techniques reflecting the breadth of design and technology.

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.

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 and 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, Hegner 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/differentiated 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 comparables, explain influences etc.

Design Technology (Art & Design) Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2
KS3 Pinewood Derby Race Car Insect Hotel Theme Clocks Ecological speaker Desk Organiser Young Childs Toy

KS4 3D Design (GCSE)

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 and 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
GCSE 3D Design Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2
Year 10 Passive Phone Speaker Automata Castle Crashers (trebuchet) Desk Light Funky Frame Personal Project
Year 11 Magnify, Miniaturise or Modify Telling Stories  Personal Project  Personal Project Revision/Reflection Programme GCSE Exams

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.