1. GCSE Art and Design First teaching in 2016. First award in 2018.
Preparing to teach Spring 2016
Slide 1
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2. Context of today’s meeting
Following on from the face-to-face and online launch meetings, the purpose of today is to summarise the important issues contained in the accredited New Specification for first teaching in September 2016 (unless you run a three-year course), first award for all in summer 2018 and in doing so to address issues raised in the Launch meetings.
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3. Structure of the session
Activity 1 : General overview of the new GCSE specification
Questions and answers
Specification update: Summary of changes between draft and accredited specification
Activity 2 : Component 1 Portfolio
Sustained project and selection of further work
Evidence for assessment
Intervention strategies
Activity 3 : Component 2 Externally set assignment
Scenarios
Presenting evidence
Activity 4 : Drawing and written evidence
Purpose, specification requirements, evidence for assessment
Slide 3
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4. Objectives
To update key elements of the accredited specification structure, teaching content and assessment
To enable you to ask questions about the specification
To consider requirements for Component 1 and understand implications for teaching and learning through interrogation of student work
To establish practice for organising preparatory time and supervised sessions for Component 2
To explore general strategies to evidence drawing and written activity in both components
To consider resources and support available from AQA
Slide 4
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5. Agenda 01.00pm Registration 01.15pm Welcome and introduction
 01.20pm Activity 1: Questions, overview, summary of changes
   Activity 2: Component 1 Portfolio evidence
 02.40pm Coffee / Tea
 03.05pm Activity 3: Component 2 scenarios and presenting evidence
04.00pm Activity 4: The nature of drawing and written evidence
Plenary and Q & A
Close
Slide 5
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6. Activity 1
Questions:
By the end of today’s session we want you to be confident about teaching the new specification, so:
On the relevant page in your booklet, write any questions or issues that you’ve come to the session with, and any that occur to you as we go through the day, and delete them as we deal with them. If you have any questions left at the end of the day we will try to ‘mop them up’ or will send them to the CPD team for dealing with after the event.
Update of accredited specification:
Refer to your copy of the specification – you might wish to make notes on it too.
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7. Specification at a glance
Component 1
Portfolio
60%
96 marks
No time limit
How it’s assessed
Non-exam assessment (NEA) set and marked by the school/college and moderated by AQA during a visit.
Moderation will normally take place in June.
Component 2
Externally set assignment
40%
96 marks
An ESA paper with seven starting points.
Students respond to one starting point
A preparatory period followed by 10 hours of supervised time
How it’s assessed
Non-exam assessment (NEA) set by AQA and marked by the school/college.
Moderated by AQA during a visit.
Moderation will normally take place in June.
Slide 7
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8. Summary of minor changes from draft to accredited specification
Page 9 (12): Component 1, further information added to the descriptor for “A sustained project”
Page 9 (12): Component 2, further information added to the descriptor including the wording of an “extended creative response”
Page 10 (13): Reference to “unlimited” period of preparation time removed
Page 10 (13): Added information: no access to supervised work between 10-hour timed sessions
Page 11 (14): “Knowledge and understanding”, formal elements extended to include “shape” within “colour, line, form, tone and texture”
Pages 12 (15) & 13 (16): “Drawing” and “Written annotation” additional guidance added relating to attendance at Teacher standardisation to exemplify standards and requirements
Under all titles, “Areas of study”, “In Component 1 and Component 2” added to student requirements
Pages 28 (31) & 29 (32): Changes to wording of Assessment objectives:
mark band 5 to 8 “limited ability” changed to “some ability” (consistency)
Mark band 9 to 12 “generally consistent ability” changed to “moderate ability”
Page 31 (34): “Supervising and authenticating” students’ work section contains additional information and clarification
Visual exemplification of standards on the Secure Key Materials (SKM) AQA website summer 2016 and at Teacher Standardisation meetings 2017.
Slide 8
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9. Activity 2: Component 1 Portfolio – evidence required
Each student must select and present a portfolio representative of their course of study. The portfolio must include both:
1. A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions.
2. A selection of further work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.
Slide 10
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10. Activity 2: Component 1 Portfolio continued
Delegate activity:
In your groups:
Look carefully at the evidence presented in the portfolio submissions and answer the following questions.
Report your findings to the group.
1. How does the submission meet the requirements for Component 1?
2. Where is the evidence for each of the AO’s?
3. What intervention strategies (if any) might have improved this submission?
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11. Tea / Coffee
Slide 12
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12. Activity 3: Component 2 Externally set assignment
Establishing practice for preparatory period and supervised sessions:
Details of the specification requirements relating to the organisation of the ESA taken from the specification Pages 9 (12) and 10 (13), including distribution of ESA papers:
AQA information relating to Preparatory period – from 2 January
AQA information relating to Supervised time – 10 hours
Slide 13
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13. Activity 3: Component 2 Externally set assignment – scenarios
Delegate activity:
Scenarios. In your groups consider the scenarios and your response
Group discussion
Report findings with reasons for response
AQA guidance on scenario responses
Guide to presenting evidence for assessment and moderation purposes
Slide 14
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14. Drawing Activity
Students must provide evidence of drawing activity in both their portfolio submission and externally set assignment.
This activity can take different forms depending on intention.
It can feature as an element within the developmental process and/or explicitly in the realisation of intentions. Drawing activity could be demonstrated in students’ evidence for AO1, AO2 and AO4, but must feature in their evidence for AO3.
The particular value and significance of drawing activity should be determined by the ways in which it addresses purpose and need rather than the extent to which it demonstrates technical mastery, unless this is the explicit intention.
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15. Written Annotation
Written annotation must be explicitly evidenced in both Component 1 and Component 2.
Teachers should encourage students to understand where and how annotations can feature as an integral rather than ‘bolt-on’ aspect of the creative process.
When addressing the requirements of AO3, students must use written annotation to record their ideas, observations and insights using appropriate specialist vocabulary, as work progresses.
Written annotation can also contribute to evidence for AO1, AO2 and AO4.
Annotations can be presented in hand written and/or digital form as appropriate.
Slide 17
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16. Activity 4: The nature of drawing and written evidence
Delegate task:
In your groups, look carefully at the submission and respond to the questions below.
Report your findings to the group.
1. List the different ways drawing activity is evidenced in the submission. (sketches, plans, rendered)
2. In what ways is written annotation evidenced in the submission? (quick notes, extended writing, labelling)
3. Does the evidence of drawing and written annotation contribute to purpose and need in AO3? If so, how?
4. Does the evidence of drawing and written annotation contribute to AO1, AO2 and/or AO4? If so, how?
5. Does drawing / written annotation add value to learning experiences? If so, how?
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17. Activity 4 continued: “What happens if?”
Action to be taken in the event of a student submitting NO evidence of drawing activity or NO evidence of written annotation in either Component 1 or Component 2 or both.
Slide 19
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18. Plenary session Have the objectives been met?
To update key elements of the accredited specification structure, teaching content and assessment
To enable you to ask questions about the specification – revisit initial questions and check that they have been answered
To consider requirements for Component 1 and understand implications for teaching and learning through interrogation of student work
To establish practice for organising preparatory time and supervised sessions for Component 2
To explore general strategies to evidence drawing and written evidence in both components
To consider resources and support available from AQA (following slides)
Slide 20
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19. Ongoing support and resources
Slide 21
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20. Resources Teacher’s guide including guidance on:
interpreting the assessment objectives
art-based, craft-based and design-based practice
constructing a portfolio
presenting evidence
purposeful engagement with sources
managing non-examined assessment (NEA)
FAQs
Slide 22
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21. Resources contd.
Schemes of work: approaches to the delivery of Components 1 and 2 for each title to help you plan your course(s) with confidence.
Good practice guides: that will help you to inspire and challenge students to think creatively.
Exemplification materials: that showcase sets of marked students' work supported by examiner commentaries and guidance.
Training courses: to help you deliver AQA Art and Design qualifications.
Subject expertise: courses for all teachers, from newly-qualified teachers who are just getting started to experienced teachers looking for fresh inspiration.
Guide to written annotation
Guide to drawing for different purposes and needs
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22. Support
Teacher standardisation: to help you mark your students' work we offer over 100 free teacher standardisation half-day meetings nationally, using exhibitions of live work, covering all titles and a range of marks at each level.
Twilight sessions: after school meetings that showcase the exhibition of live students work, with additional curriculum development sets. These free of charge meetings are an opportunity to inform and inspire good teaching practice.
Art and design advisory service: each school or college is allocated a Subject adviser. You can contact them for one-to-one advice on any aspect of the subject, assessment and/or support with planning and delivery of course content.
Subject community: provides access to free resources and services offered by museums, galleries as well as from universities and art colleges
Support meetings: to help you with course delivery; offering practical teaching strategies and approaches that really work.
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23. Preparing for Assessment
past papers
Examiners’ reports on Component 1 and Component 2
a specimen Externally set assignment paper for each title
Slide 25
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24. E-AQA
Slide 26
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25. Contact points for more information and guidance
Customer Support Manager
Teacher Support and CPD Managers
AQA Website
Slide 27
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26. Thank you We are an independent education charity
and the largest provider of academic qualifications for all abilities taught in schools and colleges.
Our aim is to enable students to realise their potential
and provide teachers with the support and resources they need
so that they can focus on inspiring learning.
Slide 28
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