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• Demonstrate understanding of the use of visual
elements in a wide range of activities, e.g. drawing,
painting, sketching, constructing, still or video photography;
• evaluate ideas in response to a design brief;
• select the most appropriate one and produce
a prototype.
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• Demonstrate the ability to make a personal
response to concepts such as imagination and fantasy through
the use of visual elements;
• demonstrate the ability to tackle a simple
design problem/brief by working systematically through a
basic design process, using a variety of media, e.g.
investigating a reference source; developing at least two
ideas; determining a possible solution; constructing/creating
a solution; evaluating the outcome.
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Working within a framework of teacher support, pupils should
be gradually prepared for more independent decision-making
in the production of both 2-D and 3-D solutions.
The ability to visualise and imagine is basic to forming
views on how to proceed to new stages of a process and to
deal confidently with expressive ideas or design problems.
Pupils should be encouraged to select for themselves subject
matter, topics, objects and events which stimulate expressive
reaction and develop their sense of fantasy and imagination.
The use of imagination and fantasy can be developed through
a variety of teaching and learning strategies, e.g. encouraging
vivid recall of memory, detailed representation of personal
ideas, role play, visualising from unusual viewpoints, extreme
differences of scale, the forming of new imaginary objects
by blending different images or forms together, etc.
Pupils should be encouraged to produce their own design
briefs for chosen purposes, using models from the world
of professional design or from their own experience. In
creating and designing there is a place for reinforcing
innovation through brainstorming, spider diagrams, and individual
and group research.
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