3d design gcse coursework

GCSE Art & Design: 3D Project Guidance

• Resource Type: Student Resource , Video
• Subject Area: Art & Design resources , Design & Technology
• Applications/Fields: Education

Increasingly schools are choosing to adopt the GCSE Art and Design Qualification in addition to or as a replacement for the GCSE Design and Technology Qualification, specifically because it offers a 3D design option. This resource has been developed and shared by Steven Moss, from Manchester Communication Academy , one of the CREATE Education Hub Schools.

This resource provides a series of exemplar project sheets with guidance notes for students to use when working on their Portfolio Sustained Project (assessment component 1) and also on their Non-Exam Assessment (assessment component 2). These guidance sheets are also accompanied by a video which serves as an introduction and a guide taking students through the process of producing their project work.

The following 3D Design GCSE Qualifications are available:

• AQA Art and Design (Three Dimensional Design) 8205
• EDEXCEL Art and Design (9-11) Three Dimensional Design 1TD0
• OCR Art and Design (9-11) Three Dimensional Design J175
• WJEC Art and Design (Three Dimensional Design) 3655

The final page of the exemplar sheet references the mark scheme for the AQA 8205 specification, however, this could be substituted if you are following any of the other exam board specifications.

Some examples of previous students’ project outcomes are shown below.

In The Classroom

The video that accompanies this resource can be used as an introduction when students are starting their portfolio project work , it is also useful for showing to students who are considering taking the 3D Design course during options presentations as it shows the type of work that the course covers. The Portfolio Guidance PDF can be shared with students or used as a classroom display to guide them through the different stages of their independent project work.

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Inspiration in Design

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GCSE – AQA A&D – 3D Design

Assessment Model

• Component 1 – Portfolio – 60% of GCSE
• Component 2 – Externally Set Assignment – 40% GCSE

==================================================================

Specification

Title: GCSE Art and Design (Three-dimensional design)

Specification code: 8205

QAN code: 601/8088/2

Link to AQA Examination Board GCSE A&D Page

Administration

Please always double check for any changes, updates and dates etc, with the examination board, the link above will take you to the appropriate page

______________________________________________________________________

Component 1 NEA – Portfolio

Dates – All marks to be returned to AQA

Check website for dates – Link below

External Set Assignment

Component 2 NEA – Externally set assignment

Further Administration

Previous Question Papers:

Examiner’s Report:

The above ‘Possible A&D 3D Design SoW Vr.2’ is in Microsoft Word Format

GCSE Mark Books

To help monitor and assess estimate grades etc.

In Microsoft Excel Spreadsheet Format

Produced by and made available by kind permission of D Ramsey

Art and Design: grade descriptors for GCSEs graded 9 to 1

Subject specific vocabulary

Command words – A&D GCSE

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Three Dimensional (3D) Design

If you have aspirations of becoming an Architect, Engineer or Designer then this is the course for you. 3D Design combines all the elements of Art and Design with exciting and tangible results. It is 100% coursework with no written exam however, students are required to evaluate and reflect on their work through out the course.

After a term of initial skill-building in Year 10, students continue to develop the formal elements of design (shape, line, texture, tone, colour and form) and combine this with the introduction of more complex workshop processes. Students begin their final project for Component 1 (which is worth 60% of their final grade), by exploring the needs and wants of those around them. They investigate existing products and the work of other designers both local and well known. Once they have determined their own individual pathway students explore different ideas through multimedia prototyping including both digital and physical modelling. By including STEM aspects within their projects students can design and develop ideas that are both functional and environmentally sustainable. After students have developed their ideas using a range of different techniques they are free to manufacture their design using all the tools and equipment available within the workshop. Throughout their portfolio students evaluate their work and progress which allows the students to explain and justify decisions through thoughtful insight and reflection.

Component 2 is an externally set assignment. The preparation period follows a similar structure to Component 1 however, this culminates in a final assessed 10 hour practical examination where students show an outcome from the work that they have prepared. This component is worth 40% of the final grade.

This course is recognized as the first steps to a career in the design, creative and engineering industries.

Examination board: AQA

GCSE 3D Design

Subject overview.

GCSE 3D Design is a broad ranging subject that explores a variety of processes and disciplines all with three dimensional outcomes. Students will explore architecture, product design, body adornment and jewellery together with more traditional sculpture forms.  

Course Information

During this GCSE, students work with Computer Aided Design (CAD) programs, which will build the basis of their work and area of exploration. They will then take these CAD images and re-create them into real 3D products or models of their chosen design using the technology suite in school.  

To help produce our students’ work we have an excellent 3D printer to transform our students’ designs into a real 3D form together with an industrial laser cutter. Students will also have the ability to work with wood, plastic, acetate, fabric and cardboard. 

Our GCSE in 3D Design at Castle Manor Academy is delivered by the AQA awarding body. The course is assessed 60% on a coursework element and 40% on the exam, the exam is a practical project based on set questions with plenty of time given to explore personal responses. 

Progression

GCSE 3D Design provides an ideal springboard for students who intend to study either A Level or vocational based design courses in architecture, product design or other craft-based subjects. 3D Design also provides a great starting point for apprenticeship routes, particularly those based on construction and manufacturing. 

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The Eduqas Art and Design GCSE is designed to provide engaging, challenging, coherent and meaningful learning experiences through a flexible structure that supports the sequential and incremental development of creative practice.  Our rewarding and immersive programme of study broadens experience, develops imagination and technical skills, fosters creativity and promotes personal and social development. The focus of the GCSE Art and Design specification is to nurture an enthusiasm for Art, Craft and Design and, through a broad introductory foundation programme, to develop critical, practical and theoretical skills that enable students to gain a holistic understanding of a range of practices and contexts in the visual arts, crafts and design fields. Advantages of the Eduqas GCSE Art and Design course include:

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• Our specification includes only one coursework component and the Externally Set Assignment paper offers an open choice of appealing themes, visual assignments or written briefs which are suitable for any art, craft or design discipline.
• We provide teachers with an extensive portfolio of marked exemplar work and a wealth of resources which are all freely available on the website .
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3D Design GCSE

Course summary.

This course is intended to develop understanding and ability within the subject area of 3 dimensional design.

The students will be set a range of exciting projects to develop creative and imaginative thinking. The course offers an exploratory approach to materials, techniques and processes associated with 3 dimensional design.

Each project is underpinned by visual research and design development across 2 and 3 dimensions. The projects provide a broad, structured learning experience whilst also preparing for the terminal exam (an extended candidate-initiated piece of work). Final assessment will be based upon an exhibition set up by the candidate.

In year 10 students begin the course with a condensed design and make furniture project. They are encouraged to embrace the design process and explore ideas freely. Within this project the use of natural form as a source of inspiration is used during the initial ideas and project development phase.  Students produce a scaled model as the final outcome for this project.

Following on from this year 10 students continue to develop skills in 3D Design through the first main project, Bridges. Here students learn about digital design, laser cutting and 3D printing, manual model making skills, sketching, layout and the presentation of ideas. They will critically analyse the work of existing artists and designers and use this analysis to generate ideas.  High quality 3D outcomes and a thorough sketchbook will help to form the final grade.

In the Summer term of year 10 the major project is launched.  Students develop a brief from the starting point of Architecture. As with the first project they will be evidencing a wide range of design and modelling skills to form a highly developed and well considered portfolio of work.  Outcomes will be both three dimensional and sketchbook based.  The Bridge and Architecture projects account for 60% of the overall GCSE grade.

There are two parts to the assessment:

• An exhibition of a candidate’s portfolio selected from work undertaken during the course of study (60%)
• An externally set task which has a period of preparation followed by a 10 hour sustained focussed study (40%)

Fashion and Textile Design GCSE

The Textile Design course is centred around investigation, understanding and manipulation of materials. An appreciation of fabric surface qualities, their modification and enrichment will be developed. The course encourages a lively creative approach, using drawings as initial starting points and this will enable students to express their ideas and feelings in a textile-based art form.

Themes across years ten and eleven include an introductory project on Balenciaga and the ‘one seam coat’, followed by a Cultures project, where we explore African Baroque jewellery and collars. Students will also look at Landscapes and surface and texture sampling, investigating current practising artists such as Cas Holmes and Shelley Rhodes. Techniques including appliqué, embellishment, hand and machine embroidery, transfer printing and batiking will be explored to produce work in both two and three dimensions. Students will also be encouraged to design and construct a garment, fashion accessory or wall hanging based on the above themes.

Fine Art GCSE

The aim of the Fine Art GCSE course is to provide students with a broad and creative insight into Fine Art as a form of artistic expression and visual communication in contemporary society.  The course will allow students to make informed decisions about their own creative practice in a culture of experimentation, exploration and critical reflection.

Students are expected to develop their own visual style, drawing upon the taught workshops experimenting with a wide range of techniques, processes and media including drawing, painting, collage, ceramics, photography, printmaking and any combination of these media exploring Fine Art practice.

Year 10 allows students to creatively develop their coursework portfolio and explore the work of artists and any other visual source in depth.  Year 11 involves the completion of the coursework Portfolio and the development of a personal response for the Externally Set Controlled Assessment unit.

Pupils will be working on a Natural Forms project consisting of a range of themes including, Aquatic Life, Botanical Forms, Birds and Anatomy. They will observe and record from a range of objects, such as seed pods, shells, vegetables and sheep skulls that display different surface qualities, exploring pattern, texture, shape, colour and form. Students will learn printing techniques, mark making skills, mix media and painting techniques. They will show development of ideas through visual work and written annotation, making connections between their work and between their own and other artists’ work. They will then produce a final outcome which relates to the theme Natural Forms and has good connections to the research work.

For the second project pupils will then investigate the theme of The Human Figure through the exploration of portraiture. Pupils will look at a variety of artists that have used distortion. They will explore line, tone, colour, shape and proportion before developing individual pieces based on distortion and the artists they have studied. Throughout the project students will have workshops on acrylic paint, inks, photography skills and planning techniques for large scale pieces of work.

• Assessment is over two units of work – Coursework Portfolio 60% and the Externally Set Controlled Assessment 40% of the final GCSE grade.
• The Externally Set Assessment involves a period of creative preparation in which the students independently develop their ideas followed by a 10 hour period of sustained focussed study.

Graphic Design GCSE

This course is taught by experienced subject specialists using industry and higher education standard software and hardware. The course explores the fundamental principles that underpin good and effective graphic design. Students will be set a range of projects to develop an ability to apply knowledge, skills and creativity to solving specific design and communication problems. Each project will follow the design process and offer an opportunity to experiment with a variety of media, including digital media, such as Adobe Photoshop, Adobe Illustrator and Indesign. The projects provide a broad, structured learning experience whilst also preparing for the final exam (an extended piece of work chosen and planned by the student).

Aspects of the course include: Designing for Digital Media, Advertising, Typography/Print, Illustration, Computer generated design, Animation, Photography and video.

Year 10 Playing Card Design – Students are given the brief to design a playing card. They will be introduced to the work of artist and illustrator David Hale. They will be given the chance to explore, drawing, pattern and print making and will learn the basics of Adobe Photoshop and Illustrator to create a final laser etched design.

Year 10 /11 Album Cover Design – Students will explore the idea of text as image to create an album cover for their chosen artist/band. They will research the work of contemporary typographers such as Mary- Kate McDevitt and Jay Roeder to inspire them. Students will experiment with hand-drawn lettering, painting, drawing, stitching, and digital media.

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GCSE Art and Design

8201, 8202, 8203, 8204, 8205, 8206

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• Introduction

Specification at a glance

• 3.1 Knowledge and understanding
• 3.4 Art, craft and design
• 3.5 Fine art
• 3.6 Graphic communication
• 3.7 Textile design
• 3.8 Three-dimensional design
• 3.9 Photography
• 3.10 Progression
• Scheme of assessment
• Non-exam assessment administration
• General administration

This qualification is linear. Linear means that students will sit all their exams and submit all their non-exam assessment at the end of the course.

Subject content

Students choose one or more of the titles below for study.

• Art, craft and design
• Graphic communication
• Textile design
• Three-dimensional design
• Photography

Assessments

Component details

Component 1: portfolio.

The content of the portfolio will be determined by the particular requirements and nature of the course of study undertaken. There is no restriction on the scale of work, media or materials used.

• A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study .
• A selection of further work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.

The work submitted for this component will be marked as a whole. Students should carefully select, organise and present their portfolio and must ensure that it provides evidence of meeting all four assessment objectives. They must identify and acknowledge sources which are not their own and provide evidence of drawing activity and written annotation .

Work selected for the portfolio should be presented in an appropriate format and could include: mounted studies, sketchbooks, visual diaries, journals, design sheets, design proposals, models, maquettes, prototypes, storyboards, video, photographic or digital presentations, records of transient and site-specific installations.

Component 2: Externally set assignment

AQA will provide a separate externally set assignment for each title, each with seven different starting points. Students must select and respond to one starting point from their chosen title.

The externally set assignment provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding in response to their selected starting point.

The extended creative response must explicitly evidence students’ ability to draw together different areas of knowledge, skill and/or understanding from initial engagement with their selected starting point through to their realisation of intentions in the 10 hours of supervised time.

Students must ensure that the total submission for Component 2 evidences coverage of all four assessment objectives and evidence of drawing activity and written annotation . Students must identify and acknowledge sources which are not their own.

Externally set assignments will be available to students and teachers from 2 January. They must be given to students in their entirety and must not be edited, changed or abridged in any way.

A preparation period which can begin on or after 2 January is followed by 10 hours of supervised unaided work in which students are required to realise their intentions. Students must not undertake any further preparatory studies once the first period of supervised time starts.

Preparatory period – from 2 January

• Students and teachers can access the externally set assignments on 2 January (or as soon as possible afterwards) but not before. It is at the discretion of schools to plan when their students start work on their assignments after 2 January.
• Following receipt of the externally set assignment paper, students should select one starting point from which to develop their own work.
• Students may discuss their starting points with the teacher.
• Preparatory work may be presented in any suitable two- or three-dimensional format such as mounted sheets, sketchbooks, journals, design proposals, models and maquettes, digital or non-digital presentations.
• Students must stop work on their preparatory studies as soon as the first period of supervised time starts.
• There is no restriction on the scale of work, media or material used.

Supervised time – 10 hours

• Following the preparatory period, students must undertake 10 hours of unaided focused study, under supervision.
• The first two hours of supervised time must be consecutive.
• Schools and colleges may timetable supervised sessions for the remaining eight hours at their own discretion.
• Students may refer to their preparatory work during the supervised time but must not add to it or amend it during the supervised time or between sessions.
• Students must not add to or amend work produced during the supervised time; either between sessions of supervised time or after the 10 hours of supervised time has been completed.
• Work produced in the supervised time must be clearly identified as such.
• Preparatory work and work produced during the supervised time must be kept under secure conditions between and following the supervised sessions. Work produced during the supervised time must be clearly identified as such.
• Only the preparatory work and the work produced within the 10 hours of supervised time can be submitted as assessment evidence for this component.

Students must not have access to the internet during the 10 hours of supervised time. Students are allowed access to web-based applications, eg Adobe Creative Cloud, but all other internet access must be disabled.

All work submitted for this component will be marked as a whole. Students may produce a single outcome or a series of related outcomes when realising their intentions in the supervised time. Outcomes may be evidenced in any two-dimensional, three-dimensional, digital or non-digital format. There is no restriction on scale of work, media or materials used.

The supervised time must take place under the guidelines set out in the document JCQ Instructions for the conduct of examinations .

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GCSE 3D Design

Exam board: ocr.

It is designed to encourage learners to develop a wide variety of practical skills from using hand tools, machines and computer aided design and manufacture. It provides an opportunity for learners to experiment and take risks with their work whilst developing their own style, showing creativity and imagination.  

They will learn how to: develop, refine and record their ideas in order to present a personal response that realises their intentions.    Students will develop knowledge and understanding of art, design in historical and contemporary contexts, societies and cultures to influence their practical work and outcomes.  

By studying Three-Dimensional Design, students will develop transferable skills including how to:

• Investigate a theme and explore the cultural, environmental, social or historic relevance.
• Cultivate a creative independence to make decisions.
• Building personal resilience to understand that not everything will work first time, experimentation and    mistakes build confidence.  

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series. Students will complete a 10hr practical exam across 2 days.  

Enrichment Opportunities

Guest speakers from Universities, past students, artists and industry professionals. Practical workshops outside of regular lessons to enrich knowledge and experiences. DT clubs that will cover a range of skills/projects throughout the year. 

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GCSE AQA 3D/ Three Dimensional Design Lamps and Lighting FULL Project

Subject: Art and design

Age range: 14-16

Resource type: Unit of work

Last updated

27 June 2022

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GCSE AQA 3D/ Three Dimensional Design Lamps and Lighting FULL Project.

Project Task: Students are asked to create a table lamp in one of the following themes Art Deco Art Nouveau Bauhaus Your lamp should include a range of materials and a pre-manufactured light component. Your lamp can be no bigger than 500mm by 500mm.

Project follows the design process.

Task Analysis Mood board Shape Sheet Product Analysis Designer Research Personal Research Design Ideas Computer Aided Design Tinker CAD Production Record Evaluation

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• GCSE 3D Design

Everything we use has to be designed, prototyped and built, be it a product, a mobile phone, a car or the room you are sat reading this website in.

Why do we teach this course?

Companies are increasingly looking for employees to have design and presentation skills and this course allows you to develop your skills, along with a portfolio of work that you can take to future employers.

The 3D Design course develops your creative and presentation skills. These vital skills will help you to present ideas and concepts and design creative outcomes for problems that you face. It has strong links with Engineering and Media Studies, develops your analytical and persuasive writing skills, as well as improving your spatial awareness which is key for maths and science.

What will you study?

You will complete projects where you are challenged to research, design and develop your own ideas based on different themes. We concentrate on Architecture and Product Design and have a hands on approach to these subjects. Drawing skills are an important part of the course and you will be supported to develop your drawings skills both hand drawing and using the computer.

You will have the opportunity to work with Computer Aided Design and manufacturing software and hardware including 3D printers, CNC milling machines and lathes and laser cutters.

Future prospects

• Product Designer
• Industrial Designer
• Smart Interior Designer
• Smart Interior installation
• Exhibition Designer
• Structural Engineer

There are two components in the GCSE Three-Dimensional Design qualification. 60% of your marks come from a portfolio of designs. You can choose to include work on Architectural Design, Product Design, Exhibition and Smart Interior Design. 40% of your marks will come from an externally set task which is made up of a preparatory period, followed by a 10 hour supervision period. During this time you will design and make a solution to a given problem. There is no written exam for this qualification as work is created as part of a portfolio.

You can continue your studies onto A-Level Design and Engineering courses at sixth form or College, or take up an apprenticeship.

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• Qualifications

GCSE Art and Design

• Key Documents
• Past Papers / Mark Schemes

The WJEC GCSE in Art and Design is designed to provide engaging, challenging, coherent and meaningful learning experiences through a flexible structure that supports the sequential and incremental development of creative practice.

This rewarding and immersive programme of study broadens experience, develops imagination and technical skills, fosters creativity and promotes personal and social development.

The focus of the specification is to nurture an enthusiasm for Art, Craft and Design and, through a broad introductory foundation programme, to develop critical, practical and theoretical skills that enable students to gain a holistic understanding of a range of practices and contexts in the visual arts, crafts and design fields.

This linear specification provides the flexibility and capacity to build and extend the breadth and depth of student’s creative practice and offers the choice of a broad-based general course, plus seven distinct title options :

 Art, Craft and Design

 Graphic Communication

 Textile Design

 Three-Dimensional Design

 Photography

 Critical and Contextual Studies

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Grade boundaries are the minimum number of marks needed to achieve each grade.

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