GCSE Art and Design 4200 - Frog

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GCSE Art and Design 4200 - Frog

Overview of unit requirementsUnit 1 Portfolio of WorkThe content of the portfolio will be determined bythe particular requirements of the course of studyundertaken. Subject advisers will be available toprovide guidance to centres. There is no restrictionon the scale of work produced.Candidates may submit in their portfolio:• For the Full Course and Short Course; a selectionof thoughtfully presented work that demonstratesthe breadth and depth of the course of study.• For the Full Course; more than one extendedcollection of work, or project which demonstratean ability to sustain work from initial startingpoints or project briefs to the realisation ofintentions and include evidence of research, thedevelopment of ideas and meaningful links withcritical/contextual sources.• For the Short Course; candidates are expectedto include one extended collection of work orproject in their portfolio submission.• Explicit evidence of the relationship betweenprocess and outcome presented in such formsas sketchbooks, visual diaries, design sheets,design proposals, preparatory studies, annotatedsheets and experimentation with materials,working methods and techniques.• Models, maquettes, prototypes, sculptures,ceramic forms and photographic records of suchoutcomes as transient constructions, and sitespecific installations.• Examples of video, film, animations, CD ROMsand PowerPoint presentations.• Critical and contextual work that could includevisual and annotated journals, reviews,reflections and evaluations, documentation ofa visit to a museum/gallery or experience ofworking with an artist in residence or in otherwork-related contexts.• Evidence of any collaborative work and theirspecific role in this activity• For the full course, it is recommended thatthe total portfolio submission will compriseapproximately 45 hours of work.Unit 2 Externally Set TaskFull Course and Short Course candidates arerequired to elicit a personal response from onestarting point or project brief within the paper forwhich they have been entered. They are expectedto develop their own work informed by theirpreparatory studies and in their total Externally SetTask submission, evidence coverage of all fourassessment objectives.Short Course candidates are expected to meetthe requirements of all assessment objectives intheir total submission, but it is expected that thepreparatory studies submitted for assessmentby Short Course candidates will be realisticallyproportionate to a course of study which is half ofthe full GCSE.Extracts taken from ‘GCSE specification Art andDesign 4200’Please refer to pages 8 and 9 of theSpecification for more information on UnitRequirements. Also see the ‘ControlledAssessment Leaflet’ under the TeacherResource Bank section of the Art and DesignGCSE pages of the AQA website. A link to thiscan be found on the CD.2


GCSE Art and Design 4200Teacher Standardisation Delegate Booklet 2011 – 2012MarkingThe assessment objectives andassessment criteriaAssessment Objectives (AOs)The assessment units will assess the followingassessment objectives in the context of the contentand skills set out in Section 3 (Subject Content) [ofthe specification].The assessment objectives detail those qualitieswhich can be demonstrated by candidates in theirwork and measured for the purposes of assessment.They are equally weighted. They are not presentedin any order of importance, neither is there anyimplied sequencing of activities. Candidates are freeto develop their own routes through requirements,either singularly or in combination.Candidates must evidence coverage of all of theassessment objectives in the Portfolio of Work andtheir response to the Externally Set Task.Candidates must demonstrate their ability to:AO1 Develop their ideas through investigationsinformed by contextual and other sourcesdemonstrating analytical and culturalunderstandingAO2 Refine their ideas through experimentingand selecting appropriate resources, media,materials, techniques and processesAO3 Record ideas, observations and insightsrelevant to their intentions in visual and/orother formsAO4 Present a personal, informed and meaningfulresponse demonstrating analytical and criticalunderstanding, realising intentions and whereappropriate, making connections betweenvisual, written, oral or other elementsThe assessment criteria grid is presented at theback of this guide.Extracts taken from ‘GCSE specification Art andDesign 4200’Please refer to pages 19 – 23 of the Specificationfor more information on Assessment Objectives.Also see the document ‘Interpreting AssessmentObjectives’ under the Teacher Resource Banksection of the Art and Design GCSE pages ofthe AQA website. A link to this can be found onthe CD.Internal standardisationCentres must standardise marking to make sure thatall candidates at the centre have been marked tothe same standard. One person must be responsiblefor internal standardisation. This person should signthe Centre Declaration Sheet to confirm that internalstandardisation has taken place.Internal standardisation may involve:• all teachers marking some trial pieces of workand identifying differences in marking standards• discussing any differences in marking at atraining meeting for all teachers involved in theassessment• referring to reference and archive materialsuch as previous work or examples from AQA’steacher standardising meetings.Our moderation procedure assumes that the centrehas carried out internal standardisation according tothe procedure described in the specification. Failureon the part of the centre to ensure this could welldisadvantage some, if not all, candidates at thecentre.Suggestions for how to run internalstandardisationUse a similar format to the TeacherStandardisation Meeting, ie organise the workinto rank order and then use the work on theCD as the ‘training sets’ to help inform your ownmarking.You could project the reminder notes ontoa screen so the work can be easily seen byeveryone involved in the internal standardising.Grade boundariesPrevious years Grade Boundaries can be found atthe following address:http://web.aqa.org.uk/over/stat_grade.phpRaw mark grade boundaries are determined eachyear after the awarding process. Therefore, we donot advise centres to use previous year’s gradeboundaries to inform marking. If centres choose touse them you must be aware that they are not fixedand can change to maintain standards.3


ModerationYou will automatically be allocated a visiting moderator for June 2012 unless you requested to attend an areamoderation meeting. If you have not requested to attend an Area Moderation Meeting, but would like to you mustcontact the Art Department ASAP. Please be aware that there may not be a meeting in your area.Administration ChecklistCandidate Record Forms*Centre Declaration Sheets*Centre Mark FormsLost CourseworkSecure storage of candidates workOne for each unit for each candidate, which must be signed by thecandidate and teacher, and available for the moderation visit/AreaModeration meeting.Each centre must complete a Centre Declaration Sheet for eachendorsement to indicate that internal standardisation has taken place,even if only one teacher did all the marking. Moderators will collectCentre Declaration Sheets at the visit/meeting.Sent to centres in April (one for each unit). The Centre Mark Formsmust be completed and posted to be received by AQA and yourmoderator by 31 May at the latest. The top (white) copy is to be sent toAQA and the remaining TWO (yellow/pink) copies to your moderator.Your moderator will return one copy to you with the sample indicated.If you are using EDI, please ensure you send two copies to themoderator.If work is lost or damaged due to no fault of the candidate then thecandidate should be given extra time to re-do the lost work. If it isnot possible for the work to be reproduced then the centre shouldcompleteJCQ Form 15 and send completed form to AQA.The centre must retain the work of all candidates, with CandidateRecord Forms attached and under secure conditions, from the timeit is internally assessed until at least Results Day, to allow for thepossibility of an enquiry about results. If an enquiry about results ismade, the work must remain under secure conditions until the outcomeof re-moderation. Please note that enquiries about results will not beaccepted if the work has been returned to candidates at any time.*The electronic version of this document, featured on the CD, contains web links to the above forms.The moderator will notify the centre of the names of the candidates in the selected sample in advance of the visit.Centres must ensure that the work for inspection by the visiting moderator is accessible and suitably organised.Within each endorsement, work submitted for the Portfolio of Work and the Externally Set Task should be easilyidentifiable. The work of all candidates must be available for inspection if required. Moderators will makecontact to set a mutually convenient date for the visit.As long as the work is clearly labelled and it is obvious how the units are separated, you can present work formoderation as an exhibition or in folders – it is up to you.As moderation is a very important and confidential process, please ensure that moderator is able to re-mark work inan area which is free from disruption.4


Further guidelines for area moderationBefore the meeting• Your moderator will send an Area Moderation Mark Sheet (MOD/AREA/A&D) to your centre with details ofthe selected sample. You will need to complete the form and send a copy back to your moderator before themeeting.• The centre will be responsible for taking the sample of work to the area moderation meeting to be re-marked.• On the Area Moderation Mark Sheet you will need to enter the requested sample as well as indicating thenumber of teachers that will be attending from your centre. A minimum of one teacher and a maximum of twoteachers may attend the Area Moderation Meeting.• If you are entering more than one endorsement it is recommended that two teachers per centre attend• A photocopy of the Area Moderation Mark Sheet must be sent back to the moderator within a few days ofreceiving the sample request.Day of the Meeting• You must bring your original Area Moderation Mark Sheet(s) to the Area Moderation Meeting. All work inthe sample will need to be brought to the meeting. If you are concerned about this, please contact yourmoderator or the Art Department.• Make sure you arrive in good time, and have all the work ready to view by the time the meeting is due to start.• Remember the marks agreed at the meeting may not be your candidates’ final marks!6


GCSE Art and Design 4200Teacher Standardisation Delegate Booklet 2011 – 2012Key datesSummer 2012 examination – Key DatesEstimated Entries – If you do not make EstimatedEntries you will not be sent any Question Papers.Question Papers – the summer 2012 question paperswill be sent to centres that have made EstimatedEntries. If you have made Estimated Entries and youhave not received question papers contact ExamsOffice Support 0844 209 6614.Candidate Record FormsOne for each unit for every candidate. Additional copiesfrom the AQA WebsiteCentre Declaration SheetOne to be completed per endorsementArea Moderation Application Form (if applicable)by 10 October 2011. Please contact the Entriesdepartment ASAP if you have not yet requestedentries.Despatched to centres in December 2011 (issued tocandidates from 1 January 2012)Despatched to centres in December 2011Final Entries By 21 February 2012Receive details of area moderation meeting (ifapplicable)The online form should be completed by midNovember each year. Please contact the ArtDepartment ASAP if you would like Area Moderationbut have not completed the form.April 2012Receive Centre Mark Forms April 2012Moderators contact centres to set dates for visits May 2012Send marks to AQA and moderatorCentre Mark Form – top copy to AQA, bottom twocopies to moderatorEDI – two printouts of marks to moderatorComplete Area Moderation Mark Sheet (if attending ameeting) and send copy to moderatorModeration visits and area moderation meetings June 2012By 31 May 2012 at the latestBefore area moderation meetingPublication of Results Thursday 23 August 20127


GCSE Art and Design FAQsQ. Can candidates complete the Full Course inone year if they want to?Yes, it is possible to do the Full Course in oneyear. Teachers should also be aware of the rule(applicable to all new GCSEs) that at least 40% ofthe assessment must be taken in the examinationseries in which the qualification is awarded, ie – atthe end of the course. Please see section 5.2 ofthe specification for more information on the 40%terminal rule.Q. If the school is teaching two endorsementscan candidates do the Externally Set Task forone of the endorsements at the end of year 10?Yes, it would be possible for candidates to beentered for one of the EST at the end of Year 10.As usual, the Exams Officer would need to submitEstimate of Entry information by the 10 Octoberdeadline. Teachers should, however, note the 40%terminal rule when planning their courses.Q. What effect may the introduction of linearGCSEs have on GCSE Art and Design?Please note the following statement from Ofqualregarding the timing of the introduction of LinearGCSE assessment.“Our advice to the Secretary of State was acceptedin full. As a result, we propose to implementreforms so that, for two-year GCSE coursesstarting in September 2012, all examinations willbe sat at the end of the course. (This also affectsthree-year courses starting in September 2011.)Re-sitting of units will then no longer be possible.Likewise, assessments from September 2012 inEnglish literature, geography, history and religiousstudies will need to include additional marks toreward candidates’ abilities in accurate spelling,punctuation and the use of grammar. (This alsoaffects the assessments for candidates starting twoyearcourses starting in September 2011.)” OfqualConsultation on GCSE Reform, Sept 2011. For moreinformation please see http://comment.ofqual.gov.uk/gcse-reform/This means if your Yr 9s are currently studying athree year course, starting in September 2011, theywill need to sit Unit 2 in June 2014 (papers availableJan 2014) and put their Unit 1 Portfolio work in formoderation the same year. If they are studying a twoyear course, ie aiming to certificate summer 2013,they can be assessed under the arrangements asthey stand currently. Please also note:• There is no January or November series for Artand Design.• The Spelling and Grammar policy does not applyto Art and Design.Q. When will the Externally Set Task (EST)papers be despatched to centres?The EST Papers will be despatched to centresin December. The papers can be distributed tocandidates from the 1 January. There is unlimitedpreparation time before the candidates start the 10hour period of ‘sustained focused study’.Q. What is the Short Course and how does itdiffer from the Full Course?The Short Course is worth half a Full Course GCSEand many centres offer it as a one year course.Candidates who are entered for the Short Coursecan still gain a full range of grades, A* to G. For theShort Course, candidates are required to submitone project or extended collection of work in theirportfolio. The Short Course is only offered in the Artand Design endorsement.Q. Is the approximately 45 hours of time thatcandidates should spend on the Portfolio (Unit1) a recommendation or a requirement? Whathappens if a candidate spends more or less than45 hours on the Portfolio?Ofqual recommends that candidates should spendapproximately 45 hours on Controlled Assessmentwhich makes up 60% of the total GCSE. Therefore,it is recommended that the total Portfolio submissionwill comprise approximately 45 hours of work. It isnot expected that this time should be monitoredor recorded by teachers, but is intended to offerguidance. There is an exemplar “Scheme of Work”as part of the TRB that teachers might find useful.Q. Do candidates have to keep a “time log” ofhow long they spend on the Portfolio?No, there is no requirement for candidates to recordhow long they have spent working on the Portfoliounit.Q. How much feedback can teachers give tocandidates during Unit 1, The Portfolio?Teachers will review work, provide advice and giveguidance on technical processes as part of theirteaching programme. They may also suggest broadareas for improvement. This regular monitoring ofwork is also important so that teachers are aware ofthe activities planned by candidates and that work isseen at each developmental stage. This is importantso that teachers are able to review and authenticatework, but, teachers should not give detailed andspecific advice to the extent that the candidate’swork could no longer be authenticated as theirown unaided work. If additional support has beenprovided, beyond that given to the class as a whole,this should be recorded on the Candidate RecordForm.8


GCSE Art and Design 4200Teacher Standardisation Delegate Booklet 2011 – 2012It is expected that teachers will provide feedback aspart of work in progress, but once the Portfolio hasbeen selected and submitted for final assessment, itshould not be revised.For more information about Controlled Assessmentin Art and Design see the “Controlled AssessmentGuidance for GCSE Art and Design” on AQA’swebsite.Q. Will raw mark grade boundaries stay thesame?For each specification, unit boundaries aredetermined by an awarding committee accordingto the regulators’ GCSE, GCE, Principal Learningand Project Code of Practice. The Code requiresthe awarders to inspect candidates’ work and totake account of statistical and technical evidence.Clearly, this cannot happen until after the moderationprocess, and before then it is impossible to predictwhat the unit boundaries will be. Therefore we donot know whether the grade boundaries will changeuntil after the awarding process. If centres use gradeboundaries to inform their marking they should beaware that the boundaries are not fixed and aresubject to change.Q. Will the assessment of written communicationin AO3 disadvantage lower ability candidates orthose who do not include written work in theirsubmissions?It is an Ofqual requirement that the quality of writtencommunication is assessed in GCSE specificationswhich require candidates to produce written materialin English. In Art and Design, this is assessed inAO3, but the assessment criteria descriptors at eachlevel include the statement ‘where appropriate’.Candidates’ quality of written communication shouldbe rewarded where it supports the work, but theyshould not be disadvantaged for not including writtenwork in their submissions. Candidates may also berewarded under AO1, AO2 or AO4 if they producewritten work as part of their submission whichevidences these assessment objectives.Q. Can anyone invigilate an art examination ordoes it have to be an art teacher?All the rules and regulations surrounding the conductof examinations are covered in the Joint Council forQualification (JCQ) document entitled “Instructionsfor Conducting Examinations”. There is a link to thisdocument on AQA’s website, http://www.aqa.org.uk/admin/p_conduct.php Section 6.4 in 2010 –11instructions states “The timed test should normallybe invigilated by an Art and Design teacher. As theArt and Design teacher may be required to givetechnical assistance to an individual candidate,additional invigilators may be deployed at the examsofficer’s discretion to ensure the supervision ofcandidates is maintained at all times.”Q. What is the candidate to invigilator ratio forthe 10 hours of supervised time in Unit 2?The JCQ document, “Instructions for ConductingExaminations” states that there should be “at leastone invigilator for each group of 20 candidates orfewer sitting practical examinations (Art, ICT andScience).” (2009/10 version, Section 6.3, page 17)Q. Can radios, iPods and MP3 players beused by the candidates during the 10 hours ofsupervised time?In this sense the Externally Set Task supervisedtime is like any other examination, the use ofradios, iPods, MP3 players, radios, mobile phonesetc is strictly prohibited. For more information seethe “Instructions for Conducting Examinations”document.Q. For the Photography endorsement, docandidates have to use traditional and digitalphotography, or can they just use one type?It is perfectly acceptable to just use traditionalmethods or just digital photography, or for studentsto work with both traditional and new technologies.Q. What support materials are available onAQA’s website? How can I order hard copies?AQA is committed to providing a high level of supportto teachers. Materials for the new specification havebeen sent to all schools. Support materials arepublished on our website (www.aqa.org.uk). Thisincludes the latest version of the new specification,specimen assessment question papers and theTeacher Resource Bank (TRB). The TRB featuresvarious documents including: a Resources List,Schemes of Work, Controlled Assessment guidanceand Exemplar materials for Units 1 and 2 withexaminer commentaries and an Interpreting theAssessment Objective document. Teachers wereasked to register to receive further updates (in hardcopy) when they received the new specification.Teachers can register their details now, to eitherreceive updates or order a hard copy of theSpecification and TRB at www.aqa.org.uk/gcseinfoIn addition to the TRB material there is also anAQA approved GCSE Art and Design candidatehandbook written by AQA senior examiners. Moreinformation is available on the Nelson Thorneswebsite www.nelsonthornes.com/aqagcse9


10Assessment criteriaFor further advice on Interpreting the Assessment Objectives see the following document on the AQA Website: http://store.aqa.org.uk/qual/newgcse/pdf/AQA-4200-W-TRB-IAO.PDFMarksAssessment Objective 1 Assessment Objective 2 Assessment Objective 3 Assessment Objective 4Develop their ideas throughinvestigations informed bycontextual and other sourcesdemonstrating analytical andcultural understanding.Candidate evidence:Refine their ideas throughexperimenting and selectingappropriate resources, media,materials, techniques andprocesses.Candidate evidence:Record ideas, observationsand insights relevant to theirintentions in visual and/or otherforms.Candidate evidence:Present a personal, informedand meaningful responsedemonstrating analyticaland critical understanding,realising intentions and whereappropriate, making connectionsbetween visual, written, oral andother elements.Candidates evidence:0 Work not worthy of any credit Work not worthy of any credit Work not worthy of any credit Work not worthy of any credit1 – 4 Minimal ability to develop ideasthrough investigations informedby contextual and other sources.Minimal ability to demonstratebasic analytical and culturalunderstanding.5 – 8 Some ability to develop ideasthrough investigations informedby contextual and other sources.Limited ability to demonstrateanalytical and culturalunderstanding.Minimal ability to refine theirideas through experimenting andselecting appropriate resources,media, materials, and techniquesand processes as their workprogresses.Some ability to refine ideasthrough experimenting andselecting appropriate resources,media, materials, techniquesand processes as their workprogresses.Minimal ability to record ideas,observations and insightsrelevant to intentions in visual;and/or other forms.Written communication to recordideas, where appropriate, is at avery basic level.Some ability to record ideas,observations and insightsrelevant to intentions in visualand/or other forms.Written communication, to recordideas, where appropriate, is at alimited level.Minimal ability to presenta personal, informed andmeaningful response whenendeavouring to realiseintentions.Minimal ability to demonstratecritical understanding whenattempting, where appropriate,to make connections betweenvisual, written, oral or otherelements.Some ability to present apersonal, informed andmeaningful response whenendeavouring to realiseintentions.Limited ability to demonstratecritical understanding whenattempting, where appropriate,to make connections betweenvisual, written, oral or otherelements.


9 – 12 A generally consistent ability toeffectively develop ideas throughinvestigations informed bycontextual and other sources.A generally consistent abilityto demonstrate analytical andcultural understanding.A generally consistent abilityto effectively refine ideasthrough experimenting andselecting appropriate resources,media, materials, techniquesand processes as their workprogresses.A generally consistent abilityto effectively record ideas,observations and insightsthat are generally relevant tointentions in visual and/or otherforms.Written communication to recordideas, where appropriate, isreasonably clear.A generally consistent ability toeffectively present a personal,informed and meaningfulresponse when realisingintentions.A generally consistent abilityto demonstrate criticalunderstanding and whereappropriate, make connectionsbetween visual, written, oral orother elements.1113 – 16 A consistent ability to effectivelydevelop and explore ideasthrough investigationspurposefully informed bycontextual and other sources.A consistent ability todemonstrate analytical andcultural understanding.17 – 20 A highly developed abilityto effectively develop andcreatively explore ideas throughinvestigations informed bycontextual and other sources.A confident and highly developedability to demonstrate analyticaland cultural understanding.A consistent ability to thoughtfullyrefine ideas through purposefulexperimentation and selectionof appropriate resources,media, materials, techniquesand processes as their workprogresses.A highly developed ability tothoughtfully refine ideas throughpurposeful and discriminatingexperimentation and selectionof appropriate resources,media, materials, techniquesand processes as their workprogresses.A consistent ability to skilfullyrecord ideas, observations andinsights relevant to intentions invisual and/or other forms.Written communication to recordideas, where appropriate, is clearand coherent.A highly developed ability tofluently and skilfully recordideas, observations and insightsrelevant to intentions in visualand/or other forms.Written communication to recordideas, where appropriate, isfluent and accurate.A consistent ability tocompetently present a personal,informed and meaningfulresponse when realisingintentions.A consistent ability todemonstrate criticalunderstanding and whereappropriate, make perceptiveconnections between visual,written, oral or other elements.A highly developed abilityto competently present animaginative, personal, informedand meaningful response whenrealising intentions.A highly developed abilityto demonstrate criticalunderstanding and whereappropriate, make perceptiveand discriminating connectionsbetween visual, written, oral orother elements.GCSE Art and Design 4200Teacher Standardisation Delegate Booklet 2011 – 2012


GCSE Art and Design 4200Teacher Standardisation Delegate Booklet 2011 – 2012Contact and supportArt Department:Senior Subject Manager:Subject Administrator:CPD(including site support visits)AQA Guildford, Stag Hill House, Guildford, Surrey,GU2 7XJe-mail: art@aqa.org.uktel: 01483 55 6244/ 55 6045fax: 01483 300152Seb RossLauren Byrnee-mail: cpd@aqa.org.uktel: 01423 534326Exams Office Support: 0844 209 6614Publications:Entries:e-mail: publications@aqa.org.uktel: 08440209 6614fax: 0161 953 1177e-mail: entries@aqa.org.uktel: 0161 455 5482fax: 0161 455 5408Subject AdvisersSubject Advisers are senior examiners/moderators who are allocated tocentres for each of our Art and Designspecifications. They can offer supportand advice via telephone or e-mailon specification content and givegeneral advice on course delivery anddevelopment. Please contact the ArtDepartment for details of your SubjectAdviser.Copyright © 2011 AQA and its licensors. All rights reserved.The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX.aqa.org.uk83068

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