Lesson Plan

• Describe the four stages (intention, research, realisation, reflection) of the three‑dimensional design process.
• Explain how each stage informs the next and supports iterative development.
• Apply the process to plan, prototype, and evaluate a small sculpture.
• Analyse a finished work against its original brief using a reflection worksheet.
• Evaluate material and technique choices based on research findings.

• Projector and screen
• Design brief handout
• Research journal templates
• Recyclable materials (cardboard, tape, glue)
• Sketch paper and pencils
• Reflection worksheet
• Peer‑review checklist

Begin with a quick “value‑to‑form” prompt asking students to think of a personal value they could express in a sculpture. Review the previous lesson’s focus on basic 3‑D forms to connect prior knowledge. Explain that today’s success criteria are to create a clear brief, conduct focused research, produce a prototype, and complete a reflective evaluation.

1. Do‑now (5’): Students list a personal value and sketch a quick idea for a sculpture.
2. Intention (10’): Teach the brief‑writing stage; pupils write a concise design brief outlining purpose, audience, and measurable objectives.
3. Research (15’): In pairs, students investigate three artists working in their chosen medium, fill a research journal, and share key findings.
4. Realisation – Prototype (20’): Using recyclable materials, learners construct a low‑fidelity prototype, testing form and stability while documenting material choices.
5. Reflection & Peer Review (10’): Complete a reflection worksheet comparing the prototype to the original brief; conduct a peer‑review using the checklist.

Recap how intention, research, realisation, and reflection interlink to strengthen design outcomes. Students write one improvement they will make in their final piece as an exit ticket. For homework, they develop a detailed plan and material list for a finished sculpture, incorporating today’s feedback.