Art, Craft & Design (Key Stage 4)

Year 10

Focus

Autumn	Spring	Summer
IDENTITY PROJECT Pupils are to explore using sketchbooks/design sheets/photography/mind maps. Assessment Objective 1 Develop ideas that are informed by investigative, contextual and cultural studies of historical and contemporary art, craft and design and other sources relevant to their selected areas of study in their own and other societies. • Explore a wide variety of work produced by artists, craftspeople and designers and the differences in their methods, approaches, purposes and intentions. • Provide evidence of analytical skills and critical and contextual understanding by appraising, comparing the work of relevant artists, craftspeople and designers and other historical and contextual sources, using this evidence to inform their own work. • Increase awareness of the wide variety of art, craft and design processes and outcomes and the differences between them, including the more utilitarian applications of art, craft and design forms.	PERSONAL DEVELOPMENT OF IDEAS Refine and reflect upon work as it progresses by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. Exercise skilful and safe application of these to maximise creative potential and produce quality outcomes. • Explore a stimulating and rich variety of resources to initiate and develop innovative ideas. Pay due regard to line, tone, colour, shape, texture and other visual elements and, where appropriate, use drawing to explore and communicate ideas. • Provide evidence of appropriate depth and breadth of study and employ sensitive control, for example, in refining detail in the design and production of ceramic pieces, or in using tone or colour accurately, or establishing relationships between typography and images. • Show discrimination in reviewing ideas as work develops. Establish a clear working relationship between working methods and outcomes by documenting significant steps so that final outcomes do not emerge without evidence of the creative process. AO3-Selecting -experimentation • Gather, select, organise and communicate information that is relevant to their personal interests through careful research and analysis of a rich variety of resources. • Record ideas, first-hand observations, insights and judgments by any suitable means, drawing, including for example, line, colour, tonal and textural studies, photographs and annotation in sketchbooks, study sheets and/or on tablets or other means, to support personal intentions. • Critically reflect on work as it progresses to review what has been learned, acquire deeper understanding and clarify purposes and meanings. • Consider opportunities, where appropriate, to transfer knowledge, skills and understanding to new contexts. For example, by adapting a small-scale ceramic form to a design for land art.	FINAL DESIGN IDEAS – BOARD/CANVAS WORK IDEAS • Present personal, imaginative final outcomes that, together with selective evidence of thinking and production processes, effectively realise the student’s stated intentions and demonstrate critical understanding of visual, tactile and, where appropriate, other forms of communication. • Make explicit connections, where appropriate, between the different elements of the submission, including contextual, practical and written responses, presenting work that is meaningful, well-informed and in a sequence that can be easily followed. • Consider different presentational formats and select the most appropriate for the submission. Due regard should be given to the purpose of the work and how it might engage the interest of an audience. For example, visuals and text can be used to show how an initial idea for a fine art piece could be developed into a poster for a music festival.

Year 11

Focus

Autumn	Spring	Summer
CONTINUED DEVELOPMENT & FINAL PORTFOLIO COMPLETION WITH FIRST HAND STUDY. • Present personal, imaginative final outcomes that, together with selective evidence of thinking and production processes, effectively realise the student’s stated intentions and demonstrate critical understanding of visual, tactile and, where appropriate, other forms of communication. • Make explicit connections, where appropriate, between the different elements of the submission, including contextual, practical and written responses, presenting work that is meaningful, well-informed and in a sequence that can be easily followed. • Consider different presentational formats and select the most appropriate for the submission. Due regard should be given to the purpose of the work and how it might engage the interest of an audience. For example, visuals and text can be used to show how an initial idea for a fine art piece could be developed into a poster for a music festival.	EA EXTERNALLY SET ASSIGNMENT Pupils produce preparatory studies and work in the sustained period of time before sitting the 10-hour controlled test. • The Externally Set Assignment materials will consist of a series of assignment choices, comprising broad themes and visual stimuli which are to be presented to the student at the start of the preparatory study period. • The student is required to select one of the assignments as a starting point from which to elicit their own independent creative response. • Responses are to be developed during the preparatory study period. They should take the form of contextual and practical research and supporting studies that inform the resolution of ideas in the 10 hours sustained focus study. • The start of the preparatory study period is defined as the date upon which the Externally Set Assignment materials are presented to the student. The preparatory study period may commence on or after 2 January. • The duration of the research and preparatory study period is determined by the centre. Following this research and preparatory study period, candidates will be allocated a period of 10 hours sustained focus study to realise their response unaided and under supervised conditions. • The preparatory study period finishes upon commencement of the sustained focus work. • The start and finish dates of both the preparatory study and the 10 hour sustained focus study periods are determined by the centre taking into account the May deadline for submitting all internally assessed marks to WJEC.	10 HOUR CONTROLLED ASSIGNMENT • Once the 10-hour sustained focus period has commenced, students must not have access outside the sustained focus period sessions either to their preparatory study and research work or to work produced during the sustained focus period. • At the end of each sustained focus session, all candidates’ work must be stored securely by the centre. • It is the responsibility of the centre to monitor the 10-hour sustained focus period sessions to ensure that no additional work is brought in or taken out of the designated workplace. • Once the 10-hour sustained focus period has concluded, students will not be permitted to conduct further work either on their preparatory/research work or on the work produced during the sustained focus period.

Exam Board

WJEC/EDUQAS

Component 1:

Portfolio 60% of the qualification Component 1 is internally assessed and externally moderated.

It will be marked out of 120: each of the four assessment objectives will be marked out of 30.

Component 2:

Externally Set Assignment 40% of the qualification Component 2 is internally assessed and externally moderated.

It will be marked out of 80: each of the four assessment objectives will be marked out of 20.

Revision Guides

Additional studio time. Students are always welcome to attend Art Clubs and Art Studios after school. Teachers will be able to guide students and set additional tasks linked to the objectives.

Teams -examples of marked work.

Portfolio examples