Cambridge

TECHNICALS

OCR LEVEL 3
CAMBRIDGE TECHNICAL
CERTIFICATE/DIPLOMA IN

ART AND DESIGN

3D PRODUCT DESIGN
D/504/0282
LEVEL 3 UNIT 43
GUIDED LEARNING HOURS: 60
UNIT CREDIT VALUE: 10
3D PRODUCT DESIGN
D/504/0282
LEVEL 3

AIM OF THE UNIT

By completing this unit, learners will understand how to
respond to the requirements of a brief or project for 3D
product design. They will be able to develop ideas for a
3D product, in response to a brief or project. Learners will
be able to plan the realisation of the final 3D product, and
be able to produce and present a scale model or final 3D
product for feedback.

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 3D product design Level 3 Unit 343

ASSESSMENT AND GRADING CRITERIA

Learning Outcome (LO) Pass Merit Distinction

The assessment criteria are To achieve a merit the To achieve a distinction
the pass requirements for evidence must show that, the evidence must show
this unit. in addition to the pass that, in addition to the pass
criteria, the learner is able to: and merit criteria, the
The learner will: The learner can: learner is able to:

1 Understand the P1 Learners investigate the

requirements of a 3D
product design brief
2 Be able to develop ideas
for a 3D product in
response to a client brief
3 Be able to use feedback
gained from a client on
3D product ideas
4 Be able to plan the safe
realisation of the final 3D
product
requirements of a client
brief for 3D product
design, including:
a) product purpose/
specification
b) target audience
c) timescales
d) budget and/or
costings
e) researching similar
existing 3D products
P2 Learners develop initial M1 Learners develop detailed
ideas for a 3D product and thoughtful ideas for
in response to the client a 3D product in response
brief to the client brief that are
suitable for the needs of
the target audience
P3 Learners present initial M2 Learners present D1 Learners analyse client
ideas to the client to their ideas clearly and feedback effectively. They
gain some feedback on knowledgeably. They ask use their analysis to inform
feasibility for realisation constructive and targeted their choice of idea, and
questions to generate further idea development
relevant feedback
P4 Learners choose one
idea to develop further
and create a plan for the
realisation of the final
3D product, including
relevant risk assessment

5 Be able to produce a P5 Learners produce a M3 Learners demonstrate D2 Learners demonstrate

maquette or final 3D
product to meet a client
brief, evaluating its
success against the client’s
original requirements
competent maquette,
or final 3D product,
that meets most of the
requirements of the client
brief
proficient skills in advanced skills in
producing a successful producing a well-
maquette or final developed maquette or
3D product, which is final 3D product, which
generally of a good is skilfully finished and is
quality generally of a high quality.
The final maquette or
3D product successfully
satisfies the client’s
original requirements

P6 Learners evaluate the

maquette’s or final 3D
product’s success against
the requirements of the
brief or project

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TEACHING CONTENT
The unit content describes what has to be taught to ensure that learners are able to access the highest grade.
Anything which follows an i.e. details what must be taught as part of that area of content.
Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply
relevant examples to their work though these do not need to be the same ones specified in the unit content.

Understand the requirements of a 3D product Ideas could be presented using sketches, digital visualisations,
models etc.
design brief
For example:
Be able to plan the safe realisation of the final 3D
a) application, function, purpose, possible materials
product
b) who is the product aimed at? how will they use it?
c) deadline for design submission to client Idea should be chosen with reference to feedback obtained
from client or tutor.
d) cost of materials/production, money available
Planning could take the form of:
The brief/project could be self-identified, set by a client or tutor
acting as client. • annotated sketches
For example, consider: • digital imaging
• products with similar application/function/purpose • material samples
• aesthetic qualities/practicality • costings
• materials the products are made from • timescales for realisation
• processes and techniques involved in making the products Consider risks associated with the project worked on, for
• product designers example:
• target audience • materials
• value for money. • equipment
• people

Be able to develop ideas for a 3D product in • clothing

response to a client brief
For example, consider:
• application/function
• target audience
• aesthetics qualities/practicality
• ergonomics
• innovative use of new materials, technologies
• reinterpretation of traditional designs in new materials
• influence of material properties and function on aesthetics
• researching sources of challenging ideas (e.g. contemporary
designers)
• health and safety considerations.
Be able to use feedback gained from a client on
• environment.
Be able to produce a maquette or final 3D
product to meet a client brief, evaluating it’s
success against the client’s original requirements
For example:
• safely use materials, processes and techniques
• matching scale model/final product with intentions
For example:
Evaluation could be based on feedback from client or tutor
on the outcome, in addition to personal opinion. Consider, for
example:
• the design and construction process
• realisation of product compared to intention

3D product ideas • comparison of your product with other similar products

• suitability for target audience
Initial ideas should be presented to client, or tutor for feedback
• how well the product works/could work
to inform development potential of ideas in relation to the brief
• aesthetics
or project.
• ergonomics

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 3D product design Level 3 Unit 343

DELIVERY GUIDANCE
This unit is centre-assessed and externally moderated. drawings, models, samples etc. and an evidence witness
sheet that gives feedback to the learner on the range of ideas
In order to achieve this unit, learners must produce a presented.
portfolio of evidence showing that they can meet all the pass
grading criteria.

Portfolios of work must be produced independently.

Portfolios put forward for moderation must be available
for the OCR Visiting Moderator to access freely during the
moderation visit, along with witness statements and any
other necessary supporting documentation.

Centres must confirm to OCR that the evidence produced by

learners is authentic.

In order to achieve this unit, learners must produce evidence

that meets all the pass grading criteria. There are no other
additional requirements for this unit.

In this unit the learner will respond to a 3D product design

brief or project by investigating and researching it for P1, in
order to generate and then develop initial ideas for P2/M1.
These will be presented to the client to gain feedback on
their feasibility for realisation in P3/M2/D1. The realisation of
a chosen idea will then need to be planned including a risk
assessment for P4, before production of a final 3D product
or scale model in P5/M3/D2. Finally the outcome will be
evaluated for P6.

The quality of the brief needs to be appropriate to this level

of study and if the opportunity exists to work on a ‘live’ brief
with a ‘real’ client, then this is ideal. More often the brief will
be generated by the teacher acting as the client and can be
specifically designed to allow the learner to work in an area
of personal interest. The 3D product design brief could be set
in any context and be carried out in any art, design or craft
discipline, material, process or technique.

Evidence will be in many forms and reflect the diversity

of briefs/projects set and ways of working but most final
presentations should be supported by annotated design
portfolios/sketchbooks etc.

Evidence of the initial range of ideas presented to the client

for P3/M2. D1could be in any suitable form e.g. a design
board or digital presentation, supported by annotated

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RESOURCES
This section provides suggestions of suitable resources. The list is neither prescriptive nor exhaustive, and learners should be
encouraged to gather information from a variety of sources.

Some suggested resources are intended for Tutor use. The resources in this section were current at the time of production.

Books
Clark, Paul. Design (A Crash Course)
Freeman, Julian. Watson Guptill
ISBN 0-8230-0983-1
Roqueta, Hector. Product Design
teNeues
ISBN 3-8238-5597-2
Byars, Mel. The Best Tables, Chairs, Lights: Innovation and Invention in Design
Products for the Home
Rotovision
ISBN 2-88046-832-9
Droste, Magdalena. Bauhaus
Taschen
ISBN 3-8228-2105-5
Tambini, Michael The look of the century
Dorling Kindersley
ISBN 0-7513-0338-0
Peterson, Susan. (2000) Contemporary Ceramics
Laurence King
ISBN 1 85669 188 8

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 3D product design Level 3 Unit 343

LINKS TO NOS
Creative and Cultural Skills – Design (2009)
DES7 Contribute to the production of prototypes,
models, mock-ups, artwork, samples or test pieces
DES9 Research, test and apply techniques for the design
of products
DES10 Create visual designs
DES18 Interpret the design brief and follow the design
process

ENTO – Health and Safety Standalone Units

HSS1 Make sure your own actions reduce risks to health
and safety
HSS6 Conduct a health and safety risk assessment of a
workplace

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