2015 a level art & design launch event - edexcel level/art and... · • academic skills:...
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2015 A level Art & Design launch event
Agenda
1. The changes
2. Our approach
3. Our draft specification
4. Supporting you through the changes
5. Contact information
6. Questions
The changes
Government view – all A levels
“I believe that the primary purpose of A levels is to prepare students for degree-level study. All students should have access to qualifications that are highly respected and valued by leading universities. Current A levels do not always provide the solid foundation that students need to prepare them for degree study.”
Michael Gove, Secretary for State, January 2013
HE view – all A levels A levels are generally seen as ‘fit for purpose’ in terms of content and preparing most students for HE study, however they highlighted issues with skills that undergraduate learners lack:
• Academic skills: research, finding sources, essay writing and referencing.
• Critical thinking skills: constructing balanced arguments from evidence, assessing validity and soundness of arguments.
• Synoptic learning skills: making links across different topics, analysis, solving more complex problems.
• Some students lack the required skills in academic English and Maths, i.e. reading, numeracy and literacy and oral skills are not at the right standard for undergraduate study.
Changes to all A levels • In new A levels the AS will be a separate, linear qualification
and the grade will not contribute to the overall A level grade.
• The content of the AS can be a subset of the A level content to allow co-teachability with the A level.
• HE/Russell Group involvement in subject content.
Timeline for Art & Design
2014 2015 2016 2017
Current specification
Summer series as normal
Summer series as normal
Final AS and A2 examinations
New specification
Specifications in centres
September - First teaching
First AS examinations
First A level examinations
Changes to A level Art subject criteria • The changes to the subject criteria for A level Art & Design are
small.
• Endorsements will now be called Endorsed Titles.
• Contextual references more integrated within each endorsed title to show critical thinking
• Students’ work can be 100% digital or non-digital.
• Students will need to produce a minimum of 1000 words continuous prose as part of their personal study.
• At AS level, if there is an ESA, the maximum period of sustained focus is 10 hours.
• At A level, all awarding organisations will have a 15-hour period of sustained focus.
Changes to assessment objectives
A
level %
AS level
% AO1 Develop ideas through sustained and focused
investigations informed by contextual and other sources, demonstrating analytical and critical understanding
20-30 20-30
AO2 Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops
20-30 20-30
AO3 Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress
20-30 20-30
AO4 Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements
20-30 20-30
Our approach
Our research • Teachers from a range of schools and colleges – in focus groups,
surveys, telephone interviews and face-to-face conversations – have provided feedback at each stage.
• Academics in UK universities have helped us understand how to build on the strengths of the current specifications and advised on how progression to undergraduate study could be improved.
• We have worked with other stakeholders including Tate, National Gallery, NSEAD, Cultural Learning Alliance and the Arts Council
• Commissioned and conducted our own research projects, including international benchmarking.
• Our specifications are aligned with Pearson’s World Class Qualification principles to ensure they are demanding, rigorous, inclusive and empowering.
Our focus in Art & Design • We have taken a minimal change approach to the
redevelopment.
• Retained the flexibility within specification
• Ensuring progression to Foundation courses and HE degrees
• A new format for the Externally Set Assignment which incorporates colour images.
• A newly-designed assessment grid in response to your feedback.
Our Draft Specification A level and AS level
Our suite of endorsed titles • The Pearson Edexcel AS and A level in Art & Design
continues to allow students to focus on a specialism throughout the course.
• Titles are available in:
o Art, Craft and Design (a broad-based course)
o Fine art
o Textile design
o Graphic communication
o Three-dimensional design
o Photography
• We are no longer offering a critical and contextual studies endorsed title.
Draft A level specification Content
Content summary What students create
Component 1: Personal
Investigation (coursework)
60% of
qualification
Students:
• generate practical work, ideas and research from sources
• experiment with media and processes, develop and refine ideas, and present outcomes
• Supporting studies
• Personal outcome(s)
• Personal study (minimum 1000-word continuous prose)
Component 2: Externally Set Assignment
40% of
qualification
Students respond to one externally-set, broad-based thematic starting point to encourage independence in developing ideas, intentions and response
• Preparatory studies
• Personal outcome(s) in 15 hours of sustained focus
Draft A level specification Assessment
Component 1
Personal Investigation Coursework (60%)
Component 2 Externally Set Assignment
(40%) Part 1 – practical work (44 marks)
• From personal starting points
• Students submit:
o supporting studies
o practical outcome(s)
Part 2 – personal study (11 marks)
• Students submit a piece of continuous prose of a minimum of 1000 words
Total marks available – 55 marks
• Theme released to teachers and students on 1 February
• Sustained focus period of 15-hour controlled assessment in which students create final response(s) to the theme
• Students submit:
o supporting studies
o practical outcome(s)
• Total marks available – 44 marks
Draft AS level specification Content
Content summary What students create
Component 1: Personal
Investigation (coursework)
50% of
qualification
Students:
• generate practical work, ideas and research from sources
• experiment with media and processes, develop and refine ideas, and present outcomes
• Supporting studies
• Personal outcome(s)
Component 2: Externally Set Assignment
50% of
qualification
Students respond to one externally-set, broad-based thematic starting point to encourage independence in developing ideas, intentions and response
• Preparatory studies
• Personal outcome(s) in 10 hours of sustained focus
Draft AS level specification Assessment
Component 1
Personal Investigation (coursework) 50%
Component 2 Externally Set Assignment
50% • From personal starting points
• Students submit:
o supporting studies
o practical outcome(s)
• 44 marks available
• Theme released to teachers and students on 1 January
• Sustained focus period of 10 hour controlled assessment in which students create final response(s) to the theme
• Students submit:
o supporting studies
o practical outcome(s)
• 44 marks available
Co-teaching AS and A level • We have designed our specification so that you can teach your AS and
A level students together in Year 12
• Work submitted for AS cannot be used towards the A level.
Sep 2015
Jan/Feb 2016
Jun 2016
Sep 2016
Jan/Feb 2017
Jun 2017
AS level Coursework component
ESA released 1 Jan
Enter for AS level
A level – option 1
Coursework component
Use ESA as coursework task
Mock using ESA
Coursework component
ESA released 1 Feb
Enter for A level
A level – option 2
Coursework component ESA released 1 Feb
Enter for A level
A level – option 3
Coursework component
ESA released 1 Jan
Enter for AS level
Build new coursework for A level
ESA released 1 Feb
Enter for A level
Enhanced ESA (Externally Set Assignment) • Made small changes based on your feedback
• We have retained the aspects you like with starting points for each endorsed title
• We have added pictures to make it more visually accessible
• We have removed some of the additional references of websites and artists from the document and will create an online version of useful links
Assessment grid - new approach • We have designed a new assessment grid in response to your
feedback and trialled it with live student work across a range of abilities and endorsed titles.
• What have we changed?
o put the grid on its side so it’s easier to follow
o separated out what should be assessed in each criterion
o made the language clearer
o introduced a separate criterion which allows you to give credit for the personal study at A level
o narrowed the mark bands to 3 marks so students can be positioned as high, medium or low within each band
o added a one-mark “outstanding” band
A level assessment grid
AS level assessment grid
Assessment grid – new approach • The new grid will help you to:
o place students accurately in each mark band and credit outstanding students
o understand which part of the work is marked under each criterion
o accurately award separate marks for the personal study (at A level)
• In focus groups, teachers marked student work within 2 marks using the new assessment grids (as opposed to within 8 marks using the old assessment grids).
• Tested with students who have found it easy to understand and apply to their own work
Visual examples to support the new assessment grid
• We are also producing a wide range of visual examples with commentaries across different ability levels and different endorsed titles to demonstrate how to apply the new assessment grid
• These will be available on our website before first teaching
Supporting you through the changes
Supporting you through the changes
• Planning and delivery
• Understanding the standard
• Personal support
• Training from Pearson
Planning and delivery We will provide you with:
• editable course planners, outlining different delivery approaches
• an editable scheme of work to save you time
• a Getting Started guide, with detailed guidance
• a student guide to help them understand their course.
Understanding the standard We will provide you with information and support to help you understand the standard:
• Comprehensive banks of exemplar student work and examiner commentaries derived from our trialling with centres.
o Exemplars for each endorsed title covering a range of achievements
o Each exemplar will include supporting studies and outcome(s) with a commentary explaining how the assessment grid has been applied.
• Training events to help you apply the assessment grid with examples of “real” student work across endorsed titles
Personal support Subject Advisor – Susan Young will keep you up to date about:
• training events and support materials
• news and government announcements affecting our qualifications
• key dates and entry deadlines
• new resources.
Curriculum and centre support
• Curriculum Development Managers are curriculum experts who provide information and guidance to senior management.
• Curriculum Support Consultants provide invaluable support to our existing heads of department.
www.edexcel.com/contactus
Training from Pearson Events in a timely manner to help you prepare to teach the new specification:
• Getting ready to teach events in early 2015.
• Professional development events with a focus on developing expertise to support good teaching and learning.
www.edexcel.com/training
Contact information
Contact information • [email protected]
• 0844 576 0032 (+44 (0) 207 010 2181 from outside UK)
• www.edexcel.com/subjects/Art-Design
• www.edexcel.com/contactus
• www.edexcel.com/learningforabetterfuture
Thank you Any Questions?