Presenting Final Projects

Lesson Overview

Unit: 3D Architectural Explorations
Lesson Number: 10 of 10
Duration: 60 minutes
Class Size: 25
Age Group: Year 10 (14-15 years)
Subject: Art and Design (3D Design focus)

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National Curriculum Links

This lesson aligns with the Art and Design Programme of Study for Key Stage 4, specifically focusing on the following elements:

• Respond to ideas, intentions and meaning in their own and others’ work
• Use critical understanding of sources to develop their own work
• Present a personal, informed and meaningful response demonstrating analytical and critical understanding

(Ref: The National Curriculum in England: Art and Design programmes of study, Key Stage 4)

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Learning Objectives (WALT)

• WALT confidently present and articulate their design work and creative process.
• WALT explain the influences, research, and design decisions behind their 3D architectural models.
• WALT engage constructively in peer critique, recognising strengths and areas for development.
• WALT reflect on challenges faced and problem-solving strategies employed during their project.

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Success Criteria

• Students clearly communicate their project narrative, including research and design evolution.
• Demonstrate understanding of architectural concepts and 3D design through verbal explanations.
• Provide and receive constructive feedback using respectful language.
• Show awareness of how their work meets design briefs and personal intentions.
• Participation in peer critiques is thoughtful and supportive.

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Resources Needed

• Students’ completed 3D architectural models and sketchbooks
• Projector or digital display to show supporting images/research
• Peer critique sheets (simple dyslexia-friendly format with bullet points and clear spacing)
• Timer/clock to keep presentations on track
• Feedback forms with sentence starters and prompts

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Lesson Structure

1. Introduction (10 minutes)

• Teacher sets the tone by welcoming students and introducing the lesson’s aims using WALT and success criteria displayed clearly on the board.
• Brief explanation of the importance of being able to verbally present design work, relating this skill to real-world creative professions.
• Introduce a “supportive critique” framework emphasising respectful, specific, and constructive feedback.
• Dyslexia-friendly handout summarising key points for giving and receiving feedback.

2. Student Presentations (40 minutes)

• Each student has 1.5 minutes to present their model and sketchbook.
• Students explain:
  • Their initial inspiration and research sources.
  • The design process with particular focus on 3D modelling techniques.
  • Challenges they encountered and how they overcame them.
• Audience roles: Active listening, note-taking on peer critique sheets.
• Teacher uses a timer to ensure all students have equal time.
• Differentiation:
  • For students with speech anxiety or EAL learners, presentations may include pre-prepared notes or slides they can refer to.
  • Use of visual prompts and keywords from their sketchbook to aid fluency.
• Extension for advanced learners: Encourage them to suggest alternative design ideas or additional materials that could improve their model.

3. Group Critique and Reflection (8 minutes)

• Groups of 5 (5 groups in total) discuss what they found effective and offer one positive point and one suggestion per peer.
• Teacher circulates, scaffolds conversations with questions like:
  • “What is the strongest aspect of this work?”
  • “How did this creator solve a problem in their design?”
• Plenary: One student from each group shares highlights from their discussion.
• Highlight the theme of resilience and adaptability in creative practice.

4. Closure and Self-Assessment (2 minutes)

• Students complete a quick self-assessment:
  • Did I meet the success criteria?
  • What did I learn about presenting my work?
  • One thing I want to improve next time.
• Teacher verbally summarises the achievements of the whole class and encourages continuation of this approach for future projects.

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Differentiation Strategies

• Provide dyslexia-friendly materials with clear fonts, bullet points, and increased spacing.
• Allow use of pre-written notes or cue cards for presentations to reduce cognitive load.
• Pair EAL students with supportive peers during critiques to facilitate understanding.
• Visual scaffolds: examples of sentence starters for presenting and critiquing.
• Alternative communication methods (e.g., video/audio-recorded presentation if needed).

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Extension Activities

• Advanced students can create a digital portfolio or presentation (e.g., slideshows) to accompany their verbal presentation in future lessons.
• Challenge to research a famous architectural critique and write a short reflective paragraph comparing their feedback style with that professional’s.
• Encouraged to explore 3D printing or digital modelling software as a next step beyond physical model making.

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Teacher Reflection and Assessment

• Use peer critique sheets and observation notes to assess communication skills and depth of understanding.
• Reflect on student engagement and confidence during presentations.
• Identify students needing additional support in verbal expression or reflective thinking for future lessons.

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This lesson provides a meaningful culmination to the "3D Architectural Explorations" unit, empowering students with valuable presentation and critical thinking skills fully aligned with the expectations of the National Curriculum for England at Key Stage 4.