Our Vision for 3D Design 

We value the importance of practical subjects at Wasley Hills High School and ensure that all students are given the opportunity to foster a love for Design by allowing students to create, make and evaluate products that are relevant to their lives. Students develop a wide range of creative knowledge and practical skills that are transferable to an ever-expanding creative industry.  

Students are encouraged to be innovators. After being primed with the fundamentals skills to carry out their work, students initially explore their own design ideas by making drawing/sketching of their product. Taking into consideration target demographics and user needs, students are then given an opportunity to create a cardboard prototype to test their ideas. After evaluation, a ceramic end-product is then created for them to take home.  

The content of our curriculum for 3D Design 

At Waseley Hills, as well as delivering a basic national curriculum we also draw upon of specialist staff’s strengths and the facilities that are available to us when designing the 3D curriculum. This has resulted in us being able to offer a bespoke curriculum that gives students a hands-on approach to learning. Students are taught about the properties of materials and how to manipulate them using specialised tools and techniques. We aim to provide our students with the confidence to use tools and equipment with precision to refine the materials they are using to create work. 

The content covered at KS3 is sequential, meaning that the skills and knowledge taught in year 7 are then revisited and elaborated on during the subsequent years. This approach allows student to develop and refine their abilities when applying them to more complex outcomes. Within 3D Design, students learn to conduct research into both past and present artist/designers, by doing so, students can draw inspiration for their own ideas and broaden their understanding of the wider design world. Another Key aspect of 3D Design is the ability explore materials and techniques. Students will learn about the sustainability and structural properties of materials including cardboard and clay. They will predominantly use cardboard construction techniques to create prototypes of their ideas and then refine these ideas by creating a more substantial ceramic outcome. Draughtsmanship is another skill that underpins 3D Design; Students are taught how to create annotated sketches for them to better visualise their ideas. These skills are combined and allow students to create a project. Being able to begin with a simple idea, develop it and then arrive at the end point of physical product is the aim for our students.  

We currently offer an ‘Art and Design – 3D Design’ GCSE at KS4.  

KASE 

Technical knowledge is a key area of the national DT curriculum. Students are taught to understand and use the properties of materials and the performance of structural elements to achieve functioning solutions. Being able to understand the properties, capabilities and limitations of materials is vital to be able to arrive at a design solution.  

In 3D Design, students’ attributes are developed through experimentation and exploration of new materials and techniques. Students are encouraged to take risks and be reassured when an idea doesn’t always work out. In giving time to evaluate and self-assess, we aim to develop the resilience of our students. To become a good designer, one must be empathetic. Being able to understand the mind of a consumer will lead to successful products.  

3D Design offers opportunities to develop a vast amount of transferable skills including: Problem-solving, communication, collaboration, presentation, research, draughtsmanship, dexterity, logical thinking and self-evaluation. They will also develop subject specific skills including cardboard construction, using scissors/craft knives, applying adhesives, slab-building, the pinch-pot method and hand-building with clay.  

We aim to offer students at Waseley Hills an enjoyable experience of 3D Design to foster a lasting interest in the subject. By allowing students the autonomy of their personalised designs, we give them a chance to develop a sense of ownership and pride within their work.  

Inclusion 

We adapt our teaching to stretch and challenge students of all abilities and backgrounds. Design class sizes are smaller to create a safe learning environment that all students can thrive in. Specialist staff are able to give 1:1 support where necessary and we also have a dedicated Art and Design technician who provides technical support when needed.  

Overview and Assessment Information 

Please refer to the subject Curriculum and Assessment Overview document for an overview of specific topics and assessments.   

Assessment timeframes can be found in the subject Scheme of Assessment.