Art & Design: 3D Design
GCSE ART AND DESIGN AT UTC READING
Three-dimensional design involves the research, investigation, design and prototyping of products and objects using creative, innovative and practical skills.
The qualification gives students the opportunity to explore a range of three-dimensional design in both the product design and architecture fields, creating outcomes such as speakers, lamps and architectural models.
Topics covered
- Students will study four projects across the two year GCSE course. Component One counts for 60% of the GCSE grade and is made up of a speaker project, a lamps and lighting project and an architecture project. Component Two counts for 40% of the GCSE grade and the brief for this project is set by the examination board.
- Students will develop a portfolio of skills which showcase their best work from a starting point, through research, investigation, idea generation, development and modelling to a final outcome which is a personal response to the given brief.
Students will develop and enhance skills such as:
- Researching & analysing existing designers
- Understanding the inspirations of existing designers
- Personal investigations
- Primary research photography
- Observation
- Appreciation; critical analysis of the work of others
- Problem solving and communication
- Drawing and rendering skills
- Computer Aided Design
- Computer Aided Manufacture
- 3D Modelling
- Competent use of ICT
- Organisation and Time Management
- Creative Thinking
- Experimentation with a wide range of media and materials
- Evaluation
EXTERNAL EXAMINING BOARD LINKS
We use AQA as our examining body for this qualification.
CAREERS AND FUTURES IN THIS SUBJECT
We recognise that there is a whole world of exploration for future careers in Art and Design.
For further information click the links below
APPLY FOR
Year 10
APPLY FOR
Year 12
Georgina Craven
Executive Director of SEND (SENCo)
Georgina is an experienced SEND leader with over thirteen years specializing in supporting neurodiverse learners and leading SEND provision. Beginning her career as an LSA, she progressed through roles including Senior LSA, Teacher of Biology, Director of SEND, and now Executive Director of SEND. A qualified teacher with a Marine Zoology degree from Newcastle University, Georgina also holds a Master’s in SEND, specialising in SEMH and Autism, alongside the National Award for SEN Coordination and accreditation as an Access Arrangements Assessor. She has contributed to SEND practice at both school and local authority level, including sitting on EHCP panels and leading school‑wide implementation of SEND technology systems. As a Therapeutic Thinking trainer, she champions inclusive, neuroaffirming practice rooted in the social model of disability and strongly believes in celebrating the strengths that neurodiversity brings to education and the wider world.
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