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BTEC NG 2014 Unit7 Mark 15 Moderation Comments. The work presented comprises 7 A3 sheets. There are three initial drawings from three different primary.

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Presentation on theme: "BTEC NG 2014 Unit7 Mark 15 Moderation Comments. The work presented comprises 7 A3 sheets. There are three initial drawings from three different primary."— Presentation transcript:

1 BTEC NG 2014 Unit7 Mark 15 Moderation Comments

2 The work presented comprises 7 A3 sheets. There are three initial drawings from three different primary sources. There is a page using different mediums. A page of ideas, one page of development and a final page showing two views of the final selected idea. 15 Marks.

3 We assume this is a 3D design student but it could just as easily be a fashion student designing accessories. This candidate shows diligence and some knowledge of what is required in respect of the learning aims. Learning aim A: “Select and record from appropriate visual sources, based on the set brief”. An important aspect of this unit is that a candidate will understand that the approach to visual sources will differ according to discipline studied and intent. We would not, for instance, expect a visual arts candidate to approach the recording of primary sources in the same way as a visual communications learner, a photography candidate may well draw but would be equally entitled to take photographic images as would any candidate. N.B. there are no restrictions as to methodology or recording media. 15 marks indicates work at the middle of the L2 pass band.

4 This is the first sketch showing two views of a pine cone. 15 Marks. Here we see a reasonable attempt to draw from primary sources supplied by the centre. There is no attempt, however, to address the “give reasons” part of learning aim A. The following pencil drawings are sensitively made and show some understanding of the formal elements but they do not seek to interrogate or draw information from the objects other than what can be immediately seen.

5 This is the second object selected. 15 Marks. The criteria to “select” is evidenced by the drawings. But that selection would be enhanced by greater “diversity” as required by the distinction criteria, this would be supported by additional written evidence of reasons for selection and intention. This sits firmly in level 2A.P1

6 The lack of “reason/s” essentially means that it should be unclassified as it “does not meet the requirements of L1 criteria”, i.e. giving a reason or L2 reasons. This may appear severe but it is clearly stated in the specification/learning aims and in the assessment criteria. The reasons for selection could be predicted by teaching staff and a more objective approach to this aspect could be quickly taught. Use of appropriate vocabulary here would indicate knowledge and provide “justification” as required by the criteria for distinction. The candidate might then be more able to address this part of the learning aim and this evidence could readily be written in seconds. This is the third object selected. 15 Marks.

7 E.g. 1. I chose these because surface textures compared were different and I think they might give me some ideas for either the outside or shape of maybe bags or shoes, I want to design those. 2. I drew the pine cone and the strawberry because the difference in their shape and texture are different. I hope this will help with ideas and maybe the combinations will give me ideas. The rough cone and soft strawberry are like my foot inside my boot or my things in a bag, that gave me the idea of choosing the physalis. It is different. The soft parts are like a wrapper round the smooth fruit, it is a contrast. I like to design shoes and bags and hope this gives me more ideas for them. I tried to draw the outside of the strawberry which is smooth and bobbly, I think I have done that. The pine cone was difficult but I have done my best and I am pleased with it. The crinkliness and smooth interior gives more contrasts. Only part of the inside of the physalis can be seen like my foot in a shoe and I like that idea, I have tried to show this in the drawing, along with the veins of the wrapper.

8 We would hope to see comments such as “I chose this because I was interested in the surface texture and believed it might give me some ideas for either the surface or form of 3D objects, maybe bags or shoes in which I am interested”. We have no comments as to why the mediums above have been selected. This is a development into other mediums for each of the objects previously rendered in pencil. 15 Marks.

9 The candidate now moves immediately into using the images to design. 15 Marks. The aspect of reviewing and evaluating the previous material to inform creative intentions has been missed. Language used fails to show an understanding of the reviewing process. It is essentially descriptive.

10 We now have a development page from the bag idea on the previous page. 15 Marks. We are shown stringing used to secure the sections and a clasp. Again no words to inform us of thoughts, reviewing or the ability to evaluate the ideas and possibilities of them.

11 Two more drawings showing possible developments of the bag/pouch. 15 Marks. The visual information here helps to secure the mark, there is no information regarding the function of the clasp. We still have no information regarding materials or detail.

12 Does this sample satisfy L1 criteria? The learners will have selected a primary visual source from those provided for them and will be able to give a reason* for these choices. The studies that they produce will not be functional in enabling the demonstration of their creative intentions. The recording and generation of ideas will be limited and probably unrefined and whilst the response is methodical leading to realisation of intentions, outcomes may be superficial. Experimentation with media, materials, processes and techniques will be limited showing some development and skill. Learners will be able to describe their working process and creative intentions. A. Yes * Ignoring reason/s.

13 Does this sample satisfy L2 criteria or beyond? Level 2 Pass Marking Criteria Learning aim A: Select and record from appropriate visual sources, based on the set brief 2A.P1. Select visual sources, some of which will be appropriate to meet some requirements of the brief, giving reasons. 2A.P2. Record primary visual sources using selected materials, techniques and processes appropriately, reflecting on these to stimulate creative intentions. Learning aim B: Generate design ideas towards creative intentions, based on the set brief 2B.P3. Generate designs and ideas, outlining creative intentions, which respond to some of the requirements of the brief.

14 Does this sample satisfy L2 criteria or beyond? The notion of “demonstrated sustained engagement” (L2D) is not in evidence and so this cannot be a distinction sample. Further “most” (L2D) of the ideas would need to be developed, not just one. There has been an “appropriate selection” (L2P), but there is no evidence of why. We could reasonably argue that there has been an “engagement” (L2M), but there is no “further visual or written evidence to describe individual qualities, personal responses and the reasons for these” (L2M). There is some attempt to develop with a range of processes, materials and techniques (L2P), but not at a higher level than a mid band L2P. Recording of visual resources uses “appropriate visual techniques, formal elements and ideas; issues will be understood” (L2P). There is no evidence for L2M “Visual and written work will describe individual qualities, personal responses and the reasons for these. The recorded evidence of the processes and development of techniques will have been stated using a variety of different methods such as drawing writing, photography, storyboarding. The studies will demonstrate coherent levels of skill throughout the work. It may be multidimensional in that it will not follow a linear route, but will have several elements combining different areas and ideas”.

15 There is no regular reviewing, we may assume that some has taken place from the development but it is barely of L2 standard. Some of the original intentions are realised and the work was completed in time. There is evidence of engagement. For L2M we do not have evidence of a coherent level of skill, nor of review. The requirement for L2M “a range of ideas that they are considering to meet the requirements” are not evidenced. A. YES This is a L2P, where some of the work is weak and where other aspects e.g. the quality of recording are stronger. The evidence only allows this candidate to achieve in the middle of the L2 pass band.

16 How could this be improved? To achieve higher marks for learning aim A1, the selection should comply with the brief and the candidate should be able to “justify” the selection. Further, the images should show “diversity” i.e. there will be a variety of viewpoints, perhaps sectional drawings, perhaps selections of areas/close ups/work with a magnifying glass or rubbings, frottage if appropriate, etc. For learning aim A2 the candidate is required to record using materials, techniques and processes; N.B. plural not singular. This applies to all grades. Our candidate has used a variety of materials to record and the images are creative. We are not informed of how the images may be used “creative intentions” nor is there an attempt to review or evaluate. This then is indicative of a pass level. To move to a merit or distinction requires using the selected materials “coherently or imaginatively” (2AM/D2)whilst we do have evidence of imagination we have no evidence of coherence i.e. forethought and a purposeful approach, “step by step” perhaps or considering the process with reference to possible outcomes etc. We would expect more evidence of recording for merit or distinction, other than six images and whilst these show promise the learner fails to address the criteria which would allow the higher grades to be given.

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