Lesson Plan

• Describe key concepts of form, volume, scale and material properties in three‑dimensional design.
• Apply a systematic process to select, review and refine ideas for a personal three‑dimensional response.
• Produce technical drawings, material specifications and risk assessments to plan construction.
• Construct a stable three‑dimensional artwork that demonstrates a resolved personal response.
• Evaluate the finished piece against IGCSE criteria and reflect on areas for improvement.

• Sketchbooks and drawing paper
• Pencils, erasers, ruler and set square
• Cardboard, foam board, modeling clay, wood or metal scraps
• Glue, hot‑glue gun and cutting tools
• Safety goggles and gloves
• Digital camera or tablet for documentation
• Projector and worksheet with feedback table

Begin with a quick visual showcase of striking three‑dimensional artworks to spark curiosity. Ask students what makes these pieces feel personal and resolved, linking to prior knowledge of form and material. Explain that today they will move from idea to finished piece, with success measured by clear planning, stable construction and reflective evaluation.

1. Do‑now (5'): Sketch a rapid 3D concept from a prompt; share one idea with a neighbour.
2. Research & Inspiration (10'): Show exemplar works, discuss themes; students gather visual references on tablets.
3. Idea Generation (15'): Create small maquettes or digital models; teacher circulates to advise.
4. Selection & Review (10'): Groups present their strongest idea, record peer/teacher feedback on the worksheet.
5. Refinement Planning (15'): Produce technical drawings (front, side, top), material list and risk assessment; check for completeness.
6. Production (20'): Begin constructing the selected piece, focusing on structure, stability and finish; safety briefing included.
7. Evaluation & Reflection (10'): Compare final work to the brief, complete a self‑evaluation sheet and note next steps.

Recap the key stages of selecting, reviewing and refining a three‑dimensional response, highlighting how planning supports a resolved outcome. Students submit an exit ticket stating one strength and one area to improve in their work. For homework, they photograph their progress and draft a brief reflective paragraph for the portfolio.