A 12-year spiral journey from craft-based construction to engineering prototypes to research-grade innovation — the same design process revisited every year at increasing sophistication, so skills compound instead of resetting.
IAP in Model Making takes students on a 12-year spiral journey — from craft-based construction to engineering prototypes to research-grade innovation projects. Each grade revisits the same design process at increasing sophistication, so skills compound year over year instead of resetting. The programme sits within SDICI's Model Making & Prototyping category and feeds directly into the school's Rapid Prototyping, Engineering Model Design, and Product Development Lifecycle courses at the senior level.
Every project at every grade level — from a Grade 1 paper house to a Grade 12 disaster-response prototype — runs through the same five-step cycle. Only the depth, tools, and rigor expected at each step increase with grade level.
| Stage | Grades | Focus | SDICI Course Mapping |
|---|---|---|---|
| Foundation | 1–2 | Observation & Creativity | IAP in Model Making (Foundation) |
| Exploration | 3–5 | Science Around Us | IAP in Model Making (Foundation) → IAP in Scientific Model Making |
| Discovery | 6–8 | Applied Science & Engineering | IAP in Engineering Model Design • IAP in Architectural Model Making |
| Innovation | 9–10 | STEM & Real-World Systems | IAP in Rapid Prototyping • IAP in Scientific Model Making |
| Research & Entrepreneurship | 11–12 | Advanced Models & Innovation Projects | IAP in Product Development Lifecycle • IAP in Prototype Development |
A parallel capability track ensures each stage is tied to a measurable skill gain, not just a new topic.
Ask → Imagine. Can describe an idea and build a recognisable representation using paper/clay with adult guidance.
Imagine → Plan. Can take basic measurements (±5mm), label a diagram, and explain one scientific principle behind a model.
Plan → Create. Can use hand tools safely, explain force/structure/energy concepts, and identify a real-world problem to prototype.
Create → Improve. Can size a component to a real load, read a basic datasheet, and build a working/semi-working model.
Full Cycle, Independently. Can conduct research, document methodology, cost a prototype, and pitch a business model.
| Grade Band | Permitted Tools | Supervision Level |
|---|---|---|
| 1–3 | Round-tip scissors, glue stick, clay, cardboard | Direct supervision, 1:6 ratio |
| 4–5 | Craft knives (teacher-handled), basic hand drills, wood glue | Direct supervision |
| 6–8 | Glue guns, hand saws, low-voltage circuits (< 12V) | Direct supervision, trained aide |
| 9–10 | Soldering irons, power tools, Arduino/sensor kits | Trained facilitator, lab protocol |
| 11–12 | 3D printers, laser cutters, live electronics, workshop machinery | Certified lab access only |
Schools adopting this programme should plan capital investment against this staged roadmap rather than building a full fabrication lab on day one.
Paper, clay, basic supplies — classroom-based, no dedicated capital spend.
Hand tools, glue guns, simple circuit kits — one shared maker lab per campus.
Arduino/IoT kits, soldering stations — dedicated lab plus trained facilitator.
3D printer, laser cutter, workshop bench — capital investment, shared across senior grades.
| Stage | Concept Clarity | Craftsmanship / Function | Presentation | Research & Documentation |
|---|---|---|---|---|
| Foundation (1–2) | 40% | 35% | 25% | — |
| Exploration (3–5) | 30% | 35% | 25% | 10% |
| Discovery (6–8) | 25% | 35% | 20% | 20% |
| Innovation (9–10) | 20% | 30% | 20% | 30% |
| Research & Entrepreneurship (11–12) | 15% | 25% | 20% | 40% |
| Grade Band | Documentation Expected |
|---|---|
| 1–2 | One photo of finished model + one-line caption (teacher-assisted) |
| 3–5 | Photo + 3–4 sentence description of what the model shows and how it was built |
| 6–8 | One-page write-up: problem, materials, process, one improvement made |
| 9–10 | Structured lab-style report: hypothesis/goal, build process, testing notes, results |
| 11–12 | Full research report + cost analysis + Business Model Canvas + viva presentation |
Grades 1–5 emphasise individual or paired work to build core fine-motor and conceptual skills. From Grade 6 onward, projects shift to team-based work to build collaboration, division of labour, and peer review — reflected in the Term 3 "Innovate" team-project window each year.
Demonstrations, mini model activity.
Individual model making, skill workshops.
Team projects, design-thinking challenge.
Model exhibition, STEM fair, community presentation.
These themes link Model Making to the school's science, sustainability, and technology curricula across every grade band.
Atal Tinkering Labs / national maker-space networks — equipment grants and mentorship.
National & state-level STEM/science fairs — external validation and competition exposure.
SkillEdu Patent Cell — direct handoff for Grade 11–12 projects into IAP in Patent Thinking.
Local industry/startup mentors — guest reviewers for the Grade 12 Innovation & Entrepreneurship showcase.
SDICI Performing Arts & Visual Arts wings — joint showcase events, e.g. set/model design for theatre productions.
By Grade 12, a student completing this programme carries a 12-year documented portfolio spanning craft, science, engineering, and research-grade prototypes — positioning them directly for SDICI's Patent Thinking and Innovation Entrepreneurship tracks, or for allied SkillEdu schools in AI, Engineering, Agriculture, and Sustainability.
IAP in Model Making is offered under School 19 · SDICI, part of the SkillEdu IAP 150+™ ecosystem.