3D Design


The Intent of the Three-Dimensional Design Curriculum at St Luke’s C of E School is to develop students that: are confidentdesigners and makers, have the courage to try new things, use intuition as well as logic to make decisions and produce ideas, are expressive and willing to share what they feel and think, have a need to find solutions to challenging problems and are willing to test new ideas.  Three-dimensional design is defined as the design, prototyping and modelling or making of primarily functional and aesthetic products, objects, and environments, drawing upon intellectual, creative and practical skills.  Students will:

  • Have the opportunity to experience a balanced and varied curriculum allowing them to achieve their best by participate in a wide variety of activities through both design and practical lessons.
  • Develop a lifelong love of being creative, drawing and making using a wide variety of materials and techniques.
  • Understand that embracing Craft can alleviate the symptoms of anxiety, depression, loneliness and help heal the mind.
  • Use technical terminology with confidence accurately and precisely, building up an extended specialist vocabulary.
  • Apply their mathematical knowledge to their understanding of three-dimensional design, in means of marking out, preparing and use of materials. Working to scale and size manipulation.
  • Have the opportunity to attend extra-curricular practical clubs.
  • Have a sound understanding of a range of different techniques and the processes of how to complete them.
  • Make positive informed choices about their product use. 
  • Link the benefits of being creative to mental well-being. 
  • Develop their Leadership, Independence and Teamwork skills through practical work.
  • Develop transferable skills of problem-solving, organisation and time-management, planning and communication.
  • Are prepared to transition from KS3 to KS4 with the skills, knowledge and enthusiasm for the subject to excel in KS4.
  • Understand how to safely work within a workshop, following health and safety guidelines and expectations. 

The intent of our curriculum is implemented through: 

  • Studying a variety of skills and techniques – experiencing demonstrations, artist/designer workshops and museum/gallery visits.
  • Having the practical skills required to continue onto further education or begin a successful career within a creative industry (creative industry accounts for 6% of all jobs in the United Kingdom)
  • Celebrating successes and managing the challenges of defeat. 
  • Assessment of four main strands in KS3 link directly to the strands covered in KS4.
  • Lessons will be creative, experimental, practical, progressive and differentiated. They will be challenging whilst supporting the needs of all students.
  • Throughout years 7, 8 and 9 students are exposed to a wide variety of design and practical techniques. Embedding theoretical knowledge through practical outcomes. During each year, we embed four strands of knowledge, seen below. These strands will weave throughout KS3 and continue into KS4. Primarily, our ambition is to educate students in the world of design, construction and product development through exploring and being creative with a wide variety of materials and techniques. Encouraging students to take risks and put pencil to paper

The Impact of our curriculum will be:

  • Students develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
  • Students build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
  • Yearly survey shows high percentage of students enjoy and value Three-Dimensional Design lessons.
  • Students have high aspirations for their learning.
  • Increase in the number of students opting to take the subject for GCSE.
  • High quality of outcome when producing a practical piece.
  • Increase in the number of students attending revision sessions.
  • Students continue studying a creative subject at college – further education.
  • High percentage of students engage in extra-curricular activities.
  • Students leave school as creative, confident young people who can lead others.

Students learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. We believe a high-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

The big questions

The big questions posed by our curriculum are:

  • What do some of the symbols commonly found on totem poles mean?
  • How many kinds of bugs are there?
  • Why do humans crave sugary food?
  • Shouldn’t evolution lead us to crave healthy foods?
  • What is the strongest shape?
  • How are seashells made?
  • What is the difference between ceramics and porcelain?
St Luke’s is a wonderful place.
A school full of staff who are dedicated to improving the life chances of every student that attends the school.

Kealey Sherwood, Headteacher