Dates for your Diary

Three-Dimensional Design

Intent

At Barnwell students are taught to develop their creativity and ideas and increase proficiency in their development. We encourage them to develop a critical understanding of artists, architects, and designers, expressing reasoned judgements that can inform their own work. We aim for students to develop a range of technical skills and knowledge which they are then able to use in the development and manufacture of products throughout KS3,4 and 5.

As an Art, Design and Technology department we follow the AQA Exam Board for GCSE and A Level, as we believe the content of the course allows students to be independent in their exploration as they develop as young artists and designers. We feel the value of analysis and critical understand underpins the value of practical elements of the course and naturally reinforces the course. We feel that this process is vital for our students at Barnwell, as they thrive in a vocational setting, therefore gaining a deeper and richer knowledge overall.

Within our Art, Design and Technology curriculum we embody some of the highest forms of human creativity. A high-quality Art, Design and Technology education should engage, inspire, and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own designs and products.

The national curriculum for art, design and Technology aims to ensure that all students:

Produce creative work, exploring their ideas and recording their experiences.
Become proficient in drawing, modelling and other design and communication techniques.
Evaluate and analyse the creative work of others’ and use this is the design and development of their own products.
Know about renowned artists and designers, take influence from and be able to incorporate these using user-centred design into creations of their own.
Be able to test and refine their ideas and products taking into account the views of the intended users.
To use a range of techniques to record their observations in sketchbooks and other media, such as CADCAM as a basis for exploring their ideas.
Understand the responsibility placed upon designers and the impact of design on society.

Learning Journey

The learning journey may be downloaded by clicking the image.

Curriculum Maps

Year 7 Content – 3D Design: Door Knocker Project

KS3	Key Areas/Tasks	Year 7 Key Assessment
	Pupils will create a Door Knocker through design and bring it to life through us of resistant materials. This will be a hand-crafted project where students will have the opportunity to learn about how to use various hand tools safely and effectively along with learning how to design using 3D software. This exciting opportunity allows pupils to individually create their own Door Knocker.
	Throughout this project, pupils will be learning the following: Workshop Health & Safety. Introduction into mechanisms and motions. How to use different hand tools and workshop machines such as: Coping Saws, Hand Files, Sandpaper, Pillar Drills and the Sand Belt. Introduction to Material Properties, what they are used for and why. Understanding how to design using CAD.	Written Midterm Review of practical End of Project assessment Summative end of rotation quiz

Year 8 Content – Product Design: Cubism-inspired Acrylic Clock

KS3

Key Areas/Tasks

Year 8 Key Assessment

Pupils will create a Cubism-inspired Acrylic Clock through design and bring it to life through working with resistant materials and learning about product design.

This will be a hand-crafted project where students will have the opportunity to learn about how to use various hand tools safely and effectively.

In addition, pupils will have the opportunity to understand how to design from inspirational art movements and how to still create their own individual work.

This exciting opportunity allows pupils to individually create their own working Acrylic Clock.

Throughout this project, pupils will be learning the following:

Workshop Health & Safety.
Introduction to understanding Technical Drawings and how to draw them.
How to use different hand tools and workshop machines such as: Coping Saws, Hand Files, Sand Belt, Wet & Dry Paper and the Pillar Drill.
Material Properties and what they are used for and why.
Introduction to Thermosetting Setting Plastics.
Introduction to Systems and Controls.

Written Midterm Review of practical
End of Project assessment
Summative end of rotation quiz

KS3	Y9 Content	Y9 Key Assessment
Rotation 1	Topic title: Pencil Case Project: Wood types Reading orthographic drawings Workshop hand tools and manufacturing methods Gluing Jointing Surface finishing Veneering and vacuum forming.	Assessed project work at the end of the unit.
Rotation 2	Desk lamp Project: Drawing and communication including Google SketchUp. Modelling to scale Tools and workshop processes CAD and Laser cutting CAM manufacturing processes Jointing methods Finishing methods LED lighting.	Assessed project work at the end of the unit.
Students will complete these two projects over the course of the year, rotating between them with their other chosen specialism within Design and Technology.

KS4

Y10 Content

Y10 Key Assessment

Autumn 1

Autumn 2

Topic title: Portfolio Foundation Skills and Project Work. Component 1

Introduction – Recording Skills + Themed Product

Design Projects (TBC)

· Drawing, sketching and application Colour /rendering

· Properties of materials/plastics/working with plastics, card, modelling materials, foam

· Google SketchUp/CADCAM developments

· Laser Cutting Drawing/Observation/Imagination + Critical Analysis exploring artists methods + Exploring + developing ideas using a range of media + processes

Formative Task:

Ongoing progress checks on portfolio.

· Developing ideas and contextual studies

· Review and refining ideas

· Exploring materials and methods

· Recording observations and insights

· Presenting informed and intended responses

· Realisation of outcome

Spring 1/2

Summer 1

Summer 2

Topic title: Sustained Project

Component 1

· Personal independent project – internally set theme(s)

· Combination of starting points revolving around natural forms, Architecture, Lighting, Sculpture

· Development of modelling skills, Maquettes, modelling materials

· Research, develop + refine final chosen idea(s)

· Realisation of 1st final outcome

· Refined final outcome (if necessary)

· Present Personal Portfolio

Formative Task:

Ongoing progress checks on portfolio.

· Developing ideas and contextual studies

· Review and refining ideas

· Exploring materials and methods

· Recording observations and insights

· Presenting informed and intended responses

KS4

Year 11 content

Yr 11 Key Assessment

Autumn 1

Autumn 2

Topic title: Sustained Project Component 1

· Personal independent project – internally set theme(s)

· Combination of starting points revolving around natural forms, Architecture, Lighting, Sculpture

· Development of modelling skills, Maquettes, modelling materials

· Research, develop + refine final chosen idea(s)

· Realisation of 1st final outcome

· Refined final outcome (if necessary)

· Present Personal Portfolio

· Component 1 submitted for assessment

Formative Task:

Ongoing progress checks on portfolio

· Developing ideas and contextual studies

· Review and refining ideas

· Exploring materials and methods

· Recording observations and insights

· Presenting informed and intended responses

· Realisation of final outcome

Spring 1

Spring 2

Externally Set Assignment

· Theme assigned by AQA exam board

· Theme issued in the first week of term

· 8 weeks to produce preparatory work studies to support given theme

· Research, record, develop, review, refine

· produce FINAL outcome (10 hours’ practical exam in exam conditions)

· Developing ideas and contextual studies

· Review and refining ideas

· Exploring materials and methods

· Recording observations and insights

· Presenting informed and intended responses

Summer 1

Presentation of portfolio + Externally Set Assignment Exhibition

Further details of the AQA GCSE Art & Design: 3D Design course can be found here. Please go to section 3.8: Three Dimensional Design.

KS5 Course: 3D Design	Y12 Content	Y12 Key Assessment	Y13 Content	Y13 Key Assessment
Autumn 1	Nuts about Jewellery	students are introduced to metal work by designing and developing a ring from a Brass M10 nut. This will involve observational drawing, working with the metal lathe, understanding how to anneal, file and shape the metal to create the desired form. The students then work on the Polishing Mops to finish of the ring.	A Level Component 1	Continue with Personal Investigation
Autumn 2	3D Natural Forms	3D Natural Forms: Students are introduced to ceramic work based on nature/the natural world. The students investigate a range of sources from artist to designers and existing work. Through various forms of research via visuals and drawings, students develop a design influence by nature that they will create through ceramic work using materials and processes such as: Clay, Modroc, Clay casting, wire work etc	A Level Component 1	Continue with Personal Investigation
Spring 1	Interior Design and Perspective	Students will be designing the interior of a room, developing its original use to something else. The choice of room is determined by the teacher. Students are also challenged with various drawing tasks. Drawing a room Drawing a city scene – 1 point perspective Developing and learning how to draw to scale in 1 point perspective. Designing areas and layouts using 2D elevation drawings Using Photoshop and 2D design to create digital views/renderings. Based on these skills, the students will then survey the room for measurements, create several design ideas based on the concept and then model the final out come through a scaled model.	A Level Component 2 – Externally set Assignment	This is a 15 hour design and make exam. Design briefs will be written and provided by the exam board usually around the February 1^st. Following receipt of the paper students should consider the starting points and select one. Students will have a set period for their Preparatory work which should be presented in any suitable format, such as mounted sheets, design sheets, sketchbooks, workbooks, journals, models and maquettes. Following the preparatory period, students must complete 10 hours of unaided, supervised time where they build/construct/create their final answer to their chosen brief informed by their preparatory work.
Spring 2	A Level Component 1	The students will begin to focus on an area of design. This is the first major part of their A Level and will continue through to the middle of yr13. This project is called “Personal Investigation” and should demonstrate the student’s ability to sustain work from an initial starting point to a realisation. It should include evidence of their ability to research and develop ideas and link their work in a meaningful way to relevant critical/contextual materials. This is all organised in a portfolio	A Level Component 2 – Externally set Assignment	Preparation period for their 15hour exam
Summer 1	A Level Component 1	Continue with Personal Investigation	A Level Component 2 – Externally set Assignment	15 hour exam is usually sat in May. After this is completed the course is complete.
Summer 2	A Level Component 1	Continue with Personal Investigation

Extended Independent Reading

The Art, Design and Technology extended reading list may be downloaded here.