Year 8 3D Design

Unit Content

Unit 1

Pewter pendant

In this unit, students learn to use casting to create a pendent. They learn to draw inspiration from the work of others, to create a range of ideas in their sketchbooks, to select and refine their preferred idea, and to create a final design. Students realise their final design in pewter, using computer-aided design (CAD) and a variety of techniques and tools.

Key knowledge developed:

  • Understanding the principles of research, ideas generation and realisation
  • Knowing the work of relevant designers
  • Knowing the history and characteristics of the pewter-casting process

Key skills developed:

  • How to use computer-aided design (CAD)
  • How to annotate a design using the in-house conventions
  • How to cast using pewter
  • How to use a wide range of metalworking tools and machines safely

Assessment: Formative and summative assessment of learning are both organised around project-specific criteria, which are presented as a series of student-friendly checklists. Students receive regular feedback based on these checklists and they are encouraged to self- and peer-assess against them at every stage of the design process.

Unit 2 

Bauhaus clock

In this unit, students develop their making skills by creating a Bauhaus style clock from MDF and acrylic. They learn about the Bauhaus movement, create a range of ideas in their sketchbooks and refine an idea to create a final design. They build on what was learned in Unit 1, using a wide range of skills, safely employing appropriate tools and equipment.

Key knowledge developed:

  • Understanding the principles of research, ideas generation and realisation
  • Knowing the work of relevant designers
  • Understanding the conventions of orthographic design

Key skills developed:

  • How to draw in isometric projection
  • How to render a drawing with increasing accuracy
  • How to use a wide range of hand tools and machines safely
  • How to use appropriate vocabulary to describe key processes

Assessment: Formative and summative assessment of learning are both organised around project-specific criteria, which are presented as a series of student-friendly checklists. Students receive regular feedback based on these checklists and they are encouraged to self- and peer-assess against them at every stage of the design process.