Overview

Three-Dimensional Design is defined here as the design, prototyping and modelling or making of primarily functional and aesthetic products, objects, and environments, drawing upon intellectual, creative and practical skills.

The two year course consists of:

Component 1: Portfolio 60% of overall marks
Each student must select and present a portfolio representative of their course of study.

The portfolio must include both:
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.

Component 2: Externally set assignment 40% of overall marks
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.

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.

KS4 Intent Statement

Art, Design and Technology subjects at GCSE sit in the curriculum to extend our visual and oral literacy. At GCSE these begin to encompass the importance of person choice, further independence, self-discovery, and individualisation as the driving force of our broad curriculum areas. The diversity of our curriculum is wide and broad, allowing all students of all abilities to make personal informed choices for subject selection at GCSE in ADT. Careful support and guidance during the progression stage from KS3 to 4, are built into our ADT plan. Developing students and parents knowledge and understanding of what our subjects offer across ADT. Encompassing an outlet avenue to all students of all abilities ensuring they feel confident to perform successfully in one or more areas in ADT.
GCSE offers a new layer of self-awareness, social, cultural and moral diversity across ADT. In some of the Art and Design subjects, this is an outlet for personal projects and investigations that unpin the deeper conceptual thoughts, which can act as a layer of support to some of our more vulnerable students. Our curriculum is one that offers something for all, where diversity is celebrated and personal outlet is encouraged and embraced. ADT seeks to raise aspirations for students of all abilities, regardless of academic achievement. Independent skills learnt at KS3 are develop upon; time management and personal choice drive students’ independence and the smooth transition from learning at KS3 to GCSE. Written and visual language, use of subject terminology are key to success and understanding of the Assessment Objectives from KS3 to 4.
Refining skills and understanding the wider knowledge of a broader variety of ingredients, materials, styles and processes inform students’ choices whilst influenced by the wider world of Art, Design and Technology. Enhancing students’ opportunities to extend on basic use and understanding of techniques from KS3. E.g. Pencil use to graphite stick, watercolours to oil paints in Fine Art. Cooking pasta to making pasta in Food Preparation and Nutrition. Developing digital skills with subject specific software (adobe) in Graphics to designing functional products. Product Design casting to vacuum forming. Making fabric samples to garments in Textile Design. All subject areas Develop and extend on technical skills and knowledge taught at Key stage 3 to 4 , this is an integral part of students learning journey, which is embedded in our curriculum planning
Developmental work on personalisation of presentation skills in workbooks/ folders portfolios/sketchbooks, scale, size and time management are all-important learning focuses at KS4. Developing students own style in ADT subjects, drawing on personal interests, strengths and in some cases self-expression. Students have an opportunity to develop and share their interests through coursework-based work and sustained projects. Which lead to more opportunities for peer discussion and sharing of group ideas. There are opportunities to take personal experiences and apply them to real life world problems. Individual and holistic development is embraced and encouraged through celebration of all work from all students - in our end of year in our GCSE and A level exhibition. Celebration of work within the local community from invites to exhibitions, Residents’ afternoon tea, embeds our strengths in ADT.
Future aspirations in careers and educational experience and routes are enhanced at KS4, lead by subject assemblies with our ADT KS5 Ambassadors as role models. Outside agencies support our career pathways for example: Guest chef, Royal Navy chefs, workshops with Arts University, Elite Art group, clubs, gallery visits, trips, and our residential in Conway working with artist, all extended learning opportunities fuelling passions to the wider world of ADT. Key stage 4 supports the technical processes and life skills learnt at KS3, whilst extending on their visual, critical, emotional and personal development.

Qualification Details

Exam Board: AQA
Qualification Title: Three Dimensional Design
Qualification Specification Code: 8205
Qualification Webpage: Click here to visit the AQA webpage for the specification.

Why should I study this course?

If you have a genuine passion for working in the third dimension, with materials such as: clay, wood, card wire etc. and enjoy being creative and using your imagination, the 3D course is very versatile and extremely enjoyable.

What knowledge and/or skills will I need?

Students must demonstrate they have a genuine passion for Art and Design with an inquisitive, creative mind and the desire to further their knowledge and understanding within the subject. It is essential that they enjoy working in a wide variety of materials with the ability to take risks and work independently.

What will I study in this qualification?

How will I be assessed?

The exams and non-exam assessment will be measured on how students have achieved the following Assessment Objectives:
AO1: Develop ideas through investigations, demonstrating critical understanding of sources.
AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.
AO3: Record ideas, observations and insights relevant to intentions as work progresses.
AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Marks for both Portfolio and Externally Set Assignment are marked out of 96 marks.

Possible Career Paths

The skills learnt throughout the course will equip students for future creative career paths, such as: artist, ceramicist, architect, product designer, graphic designer, fashion designer, photographer or stage set designer are a few to mention. A CGSE in an Art and Design subject will also provide a sound background for other less obvious careers where the ability to think differently and creatively gives an individual the edge on the competition. Self-expression is actively encouraged throughout students’ artwork; the written work and discussion are all encouraged and important in the development of knowledge and understanding about the wider world of Art. These are valuable tools for all aspects of future life. The Art Department is committed to providing a diverse, innovative course/s, which will provide a rewarding and exciting element to student’s future creative pathways.