a level art coursework examples

How to get an A* at A-level Art

So this is a step by step tour of my A-level coursework sketchbook where I explain throughout, I also include pictures of art I did outside my book.

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A-level Art and Design

7201, 7202, 7203, 7204, 7205, 7206

• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Summary of subject content
• 3.2 Overarching knowledge, understanding and skills
• 3.3 Art, craft and design
• 3.4 Fine art
• 3.5 Graphic communication
• 3.6 Textile design
• 3.7 Three-dimensional design
• 3.8 Photography

Scheme of assessment

• Non-exam assessment administration
• General administration

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

The specification is designed to be taken over two years with all assessments taken at the end of the course.

Assessments and certification are eligible for submission for the first time in May/June and then every May/June for the life of the specification.

All materials are available in English only.

Synoptic assessment

Synoptic assessment in Art and Design involves students in:

• drawing together the knowledge, understanding and skills learned in different parts of the course
• selecting and presenting work which demonstrates their strengths across the areas of knowledge and the range of skills described and shows their ability to sustain their own lines of enquiry
• a stimulus or issue
• a design brief or problem
• a task which specifies an image, object or other outcome to be achieved.

There is synoptic assessment in both components of the A-level that provide stretch and challenge opportunities for students as follows:

In Component 1, students develop work based on an idea, issue, concept or theme leading to a finished outcome or a series of related finished outcomes. Practical elements should make connections with some aspect of contemporary or past practice of artist(s), designer(s), photographers or craftspeople and include written work of no less than 1000 and no more than 3000 words which supports the practical work.

In Component 2, students respond to a stimulus, provided by AQA, to produce work which provides evidence of their ability to work independently within specified time constraints, developing a personal and meaningful response which addresses all the assessment objectives and leads to a finished outcome or a series of related finished outcomes.

Courses based on these specifications should encourage students to develop:

• intellectual, imaginative, creative and intuitive capabilities
• investigative, analytical, experimental, practical, technical and expressive skills, aesthetic understanding and critical judgement
• independence of mind in developing, refining and communicating their own ideas, their own intentions and their own personal outcomes
• an interest in, enthusiasm for and enjoyment of art, craft and design
• the experience of working with a broad range of media
• an understanding of the interrelationships between art, craft and design processes and an awareness of the contexts in which they operate
• knowledge and experience of real-world contexts and, where appropriate, links to the creative industries
• knowledge and understanding of art, craft, design and media and technologies in contemporary and past societies and cultures
• an awareness of different roles, functions, audiences and consumers of art, craft and design.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all A-level Art and Design specifications and all exam boards.

The assessments will measure how students have achieved the following assessment objectives:

• AO1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.
• AO2: Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.
• AO3: Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress.
• AO4: Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

Weighting of assessment objectives for A-level Art and Design

The assessment objectives are equally weighted within each component. The table shows the approximate weighting of each of the assessment objectives across all components.

Quality of making

The ability to handle materials, techniques and processes effectively, skilfully and safely underpins all the assessment objectives. It is important in enabling students to develop a personal language, to express ideas and to link their intentions to outcomes in a confident and assured manner.

Assessment criteria

The assessment criteria must be applied to the assessment of students’ work for all components. The assessment objectives are equally weighted in each of the components. The Assessment criteria grid indicates the levels of response which would be expected for the award of marks in the ranges shown. It should be noted that the ranges have been drawn up to assist teachers in identifying individual levels of response and do not, in themselves, constitute grade descriptions.

Each component is marked out of a total of 96 marks. As the assessment objectives are equally weighted in each of the components, there is a maximum of 24 marks for each of the assessment objectives. The marks, out of 24, for each assessment objective must be added together to produce the total mark out of 96.

You are required to provide a mark for each of the assessment objectives separately in accordance with the assessment criteria and a total mark out of 96 must be provided for each component. The assessment grid must be used to identify the student’s level of performance in relation to each of the assessment objectives.

Six mark band descriptors are provided, with a range of marks for each of the four assessment objectives.

A Candidate record form must be completed for each student for each component. When completing the Candidate record form the teacher should decide which mark band descriptor best describes the student’s performance for each assessment objective, then circle the appropriate mark. These marks should be transferred to the ‘mark awarded’ row and added together. This total should be entered in the ‘total mark’ box to the right of the grid.

Four marks are available for each mark band in each assessment objective. The lower mark indicates that the student has just met the requirements described in that particular band, the next mark indicates that evidence is adequate , the next that evidence is clear and the higher mark indicates that evidence is convincing but that the student has just failed to meet the requirements set out in the next band.

Assessing the Personal investigation

This is a practical component supported by written material. The practical work and written material must be assessed as an integrated whole. The practical work and the written material must be assessed together using the assessment grid to select which of the six mark band descriptors for each assessment objective best describes the student’s overall performance.

The written material and practical work must each show evidence of meeting all four assessment objectives.

Once the mark band has been selected the mark qualifiers ‘just’, ‘adequately’, ‘clearly’ or ‘convincingly’ should be applied to determine the specific mark within the band.

For further guidance on assessing the Personal investigation refer to the online exemplification materials at the start of the course. Please also see section Teacher standardisation for more information about Teacher standardisation meetings.

Assessing to the correct standard

Work submitted for assessment for A-level components is assessed at a standard that can be reasonably expected of a student after a full A-level course of study, 360 guided learning hours (GLH).

If your school or college offers the Art, craft and design title alongside endorsed titles, evidence of an area of study for the Art, craft and design title must be assessed to the same standard as it would for the relevant endorsed title.

• all teachers delivering the course must access the on-line example materials (provided on Centre Services at the start of the course
• a senior representative from your school or college, with responsibility for conducting internal standardisation, must also attend a teacher standardisation meeting in the autumn/spring term.

For more information on attendance at Teacher standardisation meetings and Internal standardisation refer to sections Teacher standardisation and Internal standardisation

Assessment criteria grid

The grid further expands on the assessment objectives. It should be used to mark students’ work and to complete Candidate record forms.

Assessment weightings

The marks awarded will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

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A-Level Art Sample Essay

Subject: Art and design

Age range: 16+

Resource type: Unit of work

Last updated

13 August 2020

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A* sample essay of A2/ A-Level Art Essay, which goes alongside coursework. This student focuses on the theme of sunlight and researches into historic and contemporary artists throughly. Exam board: AQA

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Pathways to Art (RFERT001)

The art and design Level 1 programme is a one-year course which is designed to teach you the basics of art and design. The course is ideal for people who have an interest in art, but have no qualifications in an arts related subject.The aim of the course is to provide motivation and inspiration so that you can develop your art and design skills in a wide range of media and materials learning new techniques and processes. You will be supported by specialist staff that will encourage learning and develop your skills leading to independent thinking.

You will study a range of topics including: Gain knowledge and understanding of different techniques and processes including drawing, painting, mark making, 3D design, fashion and art history Work individually and as part of a team for an external client Develop your awareness of the world of art and design through practical work and visits Develop an understanding of the employment opportunities in the creative sector Produce work of a high standard for our end of year exhibition

On this course you will work with industry-standard facilities and be taught by a range of industry professionals in art and design You will have access to professional standard art, 3D and fashion studios and equipment You will work on a range of exciting, dynamic and challenging briefs, which will encourage you to think creatively and build your skills and confidence across a wide range of art and design subjects You will produce work for external agencies, such as working with local care homes to create exciting artwork and resources for residents.

There are no formal requirements but you will need a keen interest in the subject.

You can apply using our online application form and clicking the Apply Now button at the top of this page. For more information support with your enquiry or application please contact Student Services by emailing [email protected] or by calling 01709 362111 .

UAL Level 2 Diploma in Art, Design and Fashion

16-18 year olds do not need to pay course fees Those aged 19 or over may not need to pay fees depending on their circumstances. Find out if you qualify here . If you need further advice or guidance please contact the Enquiries Team on 01709 362111.

Students are asked to purchase an art kit and to contribute to the cost of gallery visits.

“Coming to college has allowed me to develop more confidence to help prepare me for my next step in life.” Georgia Whitbread Level 3 Art and Design, Former student at Rawmarsh Community School

We make every effort to ensure information within our online course directory is accurate and a true representation of the courses we are offering in 24-25. However, we do reserve the right to make changes if necessary.

Start an exciting career in Art, Graphic Design and Fashion

The art and design sector is ideal for those who have a creative spark, passion for art and want to pursue a colourful career.

Graphic Designer

Graphic designers create visual branding, adverts, brochures, magazines, website designs, product packaging and displays.

Discuss requirements with clients and come up with creative ideas, work out budgets and deadlines, produce rough drafts and present your ideas, prepare designs using specialist software, make presentations to clients for feedback and approval, keep up with design trends and developments in software tools.*

You could work in a creative studio, in an office, at a client’s business or from home.*

*Information from nationalcareers.service.gov.uk

Fashion Designer

Fashion designers use creative and technical skills to design new clothing and fashion ranges.

Work to design instructions, analyse or predict trends in fabrics, colours and shapes, produce designs by hand or by using computer-aided design (CAD), estimate costs for materials and manufacture, make in-house presentations, for example to finance departments and merchandisers.*

You could work in a workshop or in a creative studio.*

In-demand skills that commonly appear in job descriptions for roles within the art and design sector include** :

Communication | Detail Orientated | Time Management | Creativity | Innovative

**Information from EMSI 2024

What our students say

“College has allowed me to focus on something I am passionate about and helped me gain a better understanding of the art industry.” Eddie Barlow Level 3 Art and Design Former student at Oakwood High School

A2 Art Personal Study: A Beautiful Illustrated Essay

Last Updated on April 2, 2023

This Personal Study was completed by Mary Faber , while studying A Level Art (CIE 9704) at ACG Strathallan College in 2004. A simple, yet elegant ‘book’ presentation, Mary’s Personal Study focuses upon the painting techniques, processes and compositions of New Zealand artist Russell Hollings , gaining an overall grade of 91%.

Mary began her study by completing an Outline Proposal Form . This was submitted to CIE for feedback at the end of April, once her A2 Coursework project was well underway. This meant Mary was able to clearly establish how her Personal Study might assist and link to her Coursework before she began. (It is no longer a requirement that the Personal Study relates to the Coursework project – although it can be advantageous if it does).

NOTE: Outline Proposal Forms are available through the CIE Teacher Support site , which is password protected (teachers have access to this) and can be submitted to the examiners electronically; alternatively, forms can be photocopied from the back of the 9704 syllabus booklet).

Within the Outline Proposal Form, Mary describes her intentions as:

To thoroughly analyse the painting processes and techniques of Russell Hollings, from initial preparation of a painting surface, through to final application of paint. I will discuss the effect of various marks and brushstrokes and how such a painting style conveys mood and meaning. Links will be made to well known international artists who use similar painting techniques. Finally I will discuss how these painting processes and techniques can be used in my own painting.

READ NEXT: How to make an artist website (and why you need one)

Presentation is a crucial aspect of the Personal Study and must be given considerable thought. Mary created a square ‘book’, bound along the left-hand edge with a black spiral bind. Pages are cut from lightweight A3 sheets of reddish-brown card. This colour was selected as it echoes the hues used throughout Russell Hollings’ paintings and thus visually links the presentation together.

Text has been printed onto high quality cream paper, which is also used as the backing mount for illustrations. This allows Mary to combine hand-crafted illustrations with computer generated text in a tidy, cohesive way.

A skilful, creative and articulate A Level Art student, Mary is now an exceptional typography designer .

If you would like more information about this topic, please read the Student Art Guide introduction to the A Level Art Personal Study .

Amiria has been an Art & Design teacher and a Curriculum Co-ordinator for seven years, responsible for the course design and assessment of student work in two high-achieving Auckland schools. She has a Bachelor of Architectural Studies, Bachelor of Architecture (First Class Honours) and a Graduate Diploma of Teaching. Amiria is a CIE Accredited Art & Design Coursework Assessor.

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