Intent
Our KS4 3D Design course allows students to build on the knowledge and skills developed at KS3, as they explore world of producing 3D design.
Through using a variety of different approaches such as CAD/CAM and traditional workshop tools, students will explore pioneering artists, draw inspiration from 3D structures all around them and create a variety of products in response to set briefs, whilst still allowing enough flexibility for an individual and creative response.
Through their own research and observational studies, students record ideas, observations and insights relevant to their intentions in 3D form. Students will develop a sketchbook for each theme as part of homework, which will support the development of larger coursework pieces completed during lessons. The sketchbooks and the range of 3D artifacts form the coursework component worth 60%. We aim to stretch and challenge students through the use emerging technologies and skills such as CAD/CAM, using new methods and techniques and students creating their own exciting 3D structures. Students refine work through experimentation and researching a variety of media, materials, techniques and processes. Students develop their ideas through research of other designers, demonstrating analytical skills and justified personal responses. They make connections between their work and that of others, through the style and development of student work.
During KS4 students develop their analytical skills, use subject specific terminology and start to successfully annotate and critique their own and others work, an essential skill at GCSE. They create work in sketchbooks and acquire presentation skills valuable for KS4. The homework projects extend the learning from the classroom, prepare students for new topics and improves students’ ability to work independently.
Learning Journey
Names of staff, roles and contact details
Mrs L Angell
Acting Head of Creative Arts
lal@baines.lancs.sch.uk
Mrs C Burns
Teacher of Product Design
cbu@baines.lancs.sch.uk
| Autumn Term | Spring Term | Summer Term | |
|---|---|---|---|
| Y10 | Introduction to Zoo Commission | Complete Zoo Commission | Introduction to Illumination project |
| Y11 | Complete Illumination project | Introduction to Examination question and preparation | Completion of Examination question (10-hour exam) |
How and when is my child assessed?
Twice a half term, teachers will mark a student’s ‘portfolio’; this will include any recent physical work and the student’s sketchbook.
Formal marking at these two stages will provide students with a 1-9 grade plus WWW/EBI. The 1-9 grade given should be an indication of where that student ‘is at’ based on the piece of work being marked, and the EBI provided should either inform the student of a target to meet in the next piece of work, or an action that can be applied immediately to improve the current piece of work. Furthermore, this ‘assessment’ window should involve teacher marking of student sketchbooks, again using WWW/EBI to identify next steps. In addition, teachers will appropriately identify areas for improvement with regards to literacy (e.g. Sp) and will use EBIs, so as to plug gaps, correct misconceptions and/or push students even further.
| Name of course(s) offered | Exam board | Link to spec | Nature of assessment |
|---|---|---|---|
| GCSE 3D Design | AQA | https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/subject-content/three-dimensional-design | Component 1: Portfolio (60%) - coursework to be completed in class Component 2: Practical Exam (40%) - 10 hour practical exam in response to a set brief |
Teaching Strategies
Challenge – all teachers will set high expectations of every student, setting a single goal for each lesson. Depending on student needs, teachers will then adapt their teaching and approaches accordingly to best support students on differing pathways as we all strive towards the aspirational outcome.
Regular literacy retrieval tasks at the start of lessons – focus on developing strong understanding and use of specialist subject terminology (tier 3 language), with tasks being a mixture of oral and written activities.
Expert teacher modelling – through live demo table setups, or use of a digital visualiser, teachers will draw on their subject expertise to model/demo key skills and knowledge required in lessons.
Teacher & Student WAGOLLs – teachers will make use of pre-made, excellent exemplars to give students clarity of what is expected of them. Whether it be a teacher prepared example or a high quality piece of student work by an earlier cohort, WAGOLLs (What A Good One Looks Like) will help support teacher explanation and student understanding of their learning journey.
Questioning – throughout lessons, whether it be a literacy retrieval starter and/or practical task, students will be called upon repeatedly to answer questions based on what is being taught. Teachers will direct questions at students, with the vast majority being delivered using a ‘no hands up’ approach.
Practical learning – learning time in this subject will be wholly practical based, with students taking on board a concept delivered by their teacher, and then independently trying to apply this knowledge and skill to their own work.
Homework – regular homework is set in line with whole school guidance that enhances classroom learning. On some occasions, this homework might be ‘flipped’ in nature, where students carry out learning ahead of covering the topic in class.
Resources
Last updated September 2023