Art and Design

1. Online Training EventGCSE 2009- Delivering the new specification in September 2009 Art and Design

2. Aims for the training event • learn about the total package and how it will help you to continue with best practice • look at the impact of the changes to the new specification • develop a full understanding of controlled assessment and how Edexcel will support this aspect • understand the assessment implications of the new specification • have the opportunity to explore delivery strategies applicable to the new specification.

3. Why are we here? The QCA commissioned report on the effectiveness of coursework concluded that “changes should reduce markedly the overall burden of coursework on individual students without lowering levels of achievement” … and … “permit teachers confidently to confirm that the work they mark is the candidate’s own”; but continued good practice in the subject will mean that many aspects of the course stay the same, for example “the work that is assessed should, as far as possible, be embedded within the course of study”

4. Centre concerns? This evening’s training materials are derived from a ‘face to face’ package that has been offered to centres this year. Delegates have been asked to identify the main concerns raised, for them, by the new specification. What are your concerns? Please complete this first poll by selecting any that apply.

5. Overview of the current specification

6. About you and your centre….. A few polls to learn a little about this evening’s audience…. If you teach the current specification, how long have you been teaching it? Select the answer that best describes you and/or your department. If you teach the current specification, do you teach full and/or short course? Do you offer unendorsed or endorsed course(s)? Select as many answers that apply.

7. Overview of the new specification Spot the difference!

8. How will the changes affect Art & Design? From 2009 Revised Assessment Objectives Revised Assessment Grid and Guidance New terminology New ‘requirements’ for Controlled Assessment Short Course only available for endorsements More continuity between GCSE and GCE

9. Key changes Assessment Objectives Revised criteria emphasising: student personal creative development practical linked to critical and contextual GCSE September 2009

10. How will these changes affect Art & Design? Analyse and evaluate images, objects and artefacts showing understanding of context Current AO2 Develop their ideas through investigations informed by contextual and other sources, demonstrating analytical and cultural understanding AO1 from Sept 2009

11. How will these changes affect Art & Design? Develop and explore ideas using media, processes and resources, reviewing, modifying and refining work as it progresses Current AO3 Refine their ideas through experimenting and selecting appropriate resources, media, materials, techniques and processes AO2 from Sept 2009

12. How will these changes affect Art & Design? Record observations, experiences and ideas in forms that are appropriate to intentions Current AO1 Record ideas, observations and insights relevant to their intentions in visual and/or other forms AO3 from Sept 2009

13. How will these changes affect Art & Design? Present a personal response, realising intentions and making informed connections with the work of others Current AO4 Present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and (where appropriate) making connections between visual, written, oral or other elements AO4 from Sept 2009

14. From the Introduction to the specification….. Edexcel GCSEs in Art and Design have been designed to encourage an adventurous and enquiring approach to art and design.......there is continuity with current provision, which will allow use of existing resources…….(the new) specification….builds on strengths of the current specification.

15. How could the changes affect your GCSE Art & Design course? The new specification provides a valuable opportunity to stop and think about your current approach and how your candidates respond to the need to provide evidence for the assessment objectives!

16. AO1 2008 How will these changes affect Art & Design? Record observations, experiences, ideas, information and insights in visual and other forms, appropriate to intention. Run around like a headless chicken drawing and photographing what appear to be primary sources, writing next to the images obvious statements such as: this is a building.

17. AO1 2008

18. AO2 2008 Analyse and evaluate critically sources, such as images, objects, artefacts and text, showing understanding of purposes, meanings and contexts. Head off to the web and/or library and look up artists – making sure they are well known (dead ones are better) and if you do ‘skies’ so did they.

19. AO2 2008

20. AO3 2008 Develop ideas through sustained investigations and exploration, selecting and using materials, processes and resources, identifying and interpreting relationships and analysing methods and outcomes. Gather around you all available materials in the studio and do lots of versions of the same thing in different styles.

21. AO3 2008

22. AO4 2008 Present a personal, coherent and informed response, realising intentions, and articulating and explaining connections with the work of others. Do something worth framing that looks as if it was influenced by an artist (not you).

23. AO4 2008

24. In 2009 you and they are required to cover: In 2008 you and they were required to cover: develop refine record present record observations analyse sources develop ideas realise intentions Spot the difference!

25. Order out of chaos –Edexcel art encourages any order and any approach 2 3 4 1 4 1 2 3 1 1 2 3 1 4 1 4 3 2

26. About you and your centre….. A poll now to learn a little about how this evening’s centres approach teaching the current specification…. • I usually begin with a period of research with all my candidates • I usually begin with exploration of the context with all my candidates • I usually begin with experimenting with materials and techniques with all my candidates • I usually begin with mind mapping or discussing a range of ideas with all my candidates for a theme • I have a different approach for each project with all my candidates • My candidates work completely independently to devise their own pathway Select the best fit answer that applies.

27. Key changes Endorsements New Specification Art & Design Art & Design : Fine Art Art & Design : Three-Dimensional Design Art & Design : Textile Design Art & Design : Photography – Lens and light-based Media Art & Design : Graphic Communication NB Art & Design not available as an entry choice for short course GCSE Current Specification Art & Design (unendorsed) Art & Design : Fine Art Art & Design : Three-Dimensional Design Art & Design : Textiles Art & Design : Photography Art & Design : Graphic Design Spot the difference!

28. Key change Unit 2 Approximately 20 hours of controlled assessment for preparatory work + 10 hour sustained focus (timed test/ ESA) • Single theme (as now) • User friendly layout (candidates and teachers) • Images of artworks to support suggested starting points • More useful links to websites – artists, galleries and publications - specific to each starting point • Exemplars for all endorsements, where possible • Contextual references to cover other times and cultures and, where possible, an equal focus on gender

29. Key changes Terminology Current Specification Paper 1 Coursework Units 1 and 2 Authentication Work Journal Disciplines 10 hour Timed Test (supervised unaided work) Assessment Matrix & Taxonomy New Specification Unit 1 Personal Portfolio Controlled assessment Supporting Studies Optional disciplines 10 hour sustained focus (supervised unaided work) Assessment Guidance Grid Spot the difference!

30. Key matters in Controlled Assessment….. Student portfolios (Unit 1 coursework tasks) set by the centre and developed from students’ personal and/or given starting points. Produced under informal supervision – this means that….. The teacher ensures that that work submitted for assessment is authentic (ie produced by students without any unfair assistance from others, free of plagiarism). Limited guidance can be given to students with the aim of encouraging independence. Some work that aids the development of the submission may be completed without direct supervision. High level, formal supervision for the 10-hour sustained focus in Unit 2 only). This means that the student must work under supervision at all times. Spot the difference!

31. What is the significance of 45 hours of Controlled Assessment in Unit 1? This is an approximate time guide This broad guide refers to approximatetime spent producing work for assessment. It does not include preparation of workspaces or materials, clearing or storage of work etc. Try an experiment….. Spot the difference!

32. Controlled Assessment • What form do the controlled assessment tasks take? Centres decide this for Unit • When and how will the controlled assessment tasks be made available? Centres decide this for Unit 1 • Will there be a choice of questions available? Centres decide this for Unit 1 • Will more exemplar materials and guidance on marking be available? Yes

33. Controlled Assessment – reminders…. • Controlled Assessment = Authentic Evidence • How are the approximate45 hours of controlled assessment in unit 1 organised? Student portfolio/unit 1 coursework tasks are set by the centre and developed from students’ personal and/or given starting points - (informal supervision). • How are the 30 hours of controlled assessment in unit 2 organised? Approximately 20 hours of controlled assessment for preparatory work (informal supervision)+ 10 hour sustained focus with high level, formal supervision (this means that the student must work under supervision at all times).

34. Assessment implications

35. Assessment implications

36. Take notice of annual subject reports Delivery strategies • Consider the significance of the objectives for teaching and learning • Consider what could work best for you, your teaching team, your candidates, your resources • There are many ways to deliver a successful GCSE course

37. It is important to remember there are many ways to : Develop Refine Record Present Paint Draw Print Design Photograph Make Experiment Review Refine

40. supporting studies the Journey Art is about independent learning Journals should reflect the identity of the owner…but are too many precious objects in themselves – tea-stained pages, glitter, chicken-wire, bubble wrap etc? Could they actually be scrapbooks of misplaced energy?

41. change pen colour as you cross tissue edge (more marks)

42. ? Thinking about delivering the new specification

43. Feedback from the subject report 07/08 on Coursework The work of strong candidates given free reign can, undoubtedly, be persuasive and of high quality. However, the work of successful candidates across the ability range, seen in centres this year, was clearly nurtured best within a structured, albeit non-prescriptive framework, where there were ample opportunities to investigate and develop independent and personal responses

44. Feedback from the current specification Assessment Objective – AO1 • Ability to select and record information relevant to the project • Primarily a visual activity employing a variety of media and processes appropriate to intention • Wherever possible inspiring primary sources should be accessed • Less time and energy spent on photocopies or downloads • Starting points should focus on accessible and stimulating elements e.g. local environment, forms from man-made or natural sources, direct experience of the work of artists and designers e.g recording from sculpture architecture

45. Feedback from the current specification Assessment Objective – AO2 • Visits to galleries and exhibitions provide wealth of inspiring primary sources • Should be evidenced visually, or as an annotated visual response, or if appropriate supported by written work • Must be seen as fully integrated with ongoing personal practical work • Practical and contextual should form and inform each other • Investigations into artists’ ideas, approaches to materials and processes should be used to enrich and develop own creativity

46. Feedback from the current specification Assessment Objective – AO3 • Ability to generate and develop ideas exploring potential of media and processes relevant to the project • Encourage creative explorations and combinations of materials to: - Achieve different surfaces, effects and moods - Experiment with techniques employed by artists studied - Reinterpret styles and methods for own purposes • Evidence of review modify and refinement an essential process leading to successful outcome

47. Feedback from the current specification Assessment Objective – AO4 • Recognise the importance of the personaloutcome/s • Ensure connections made with appropriate contexts • Use of media need not be restricted - endorsements allow for flexibility and creative approaches • Significant time required for skilful achievement • AO4 should be developed and reviewed alongside AO1-3 • Aim for exciting, ambitious, sustained final work

48. Will moderation change? Effective and supportive Same procedures Agreed date

49. What are we doing to help you? Dedicated linesRegional Offices Stay alert e-Spec Published Resources GCSE Specification& Accessible Assessment Ask Edexcel CurriculumDevelopmentManagers Support for Controlled Assessment Ask the Expert expert@edexcel.com Training from Edexcel Ask edexcel

50. Thank you for taking part