Edexcel GCSE In Art And Design - Pearson
Sample Assessment MaterialsEdexcel GCSEin Art and Design(2AD01) (2FA01) (2TD01) (2TE01) (2PY01) (2GC01)(3FA01) (3TD01) (3TE01) (3PY01) (3GC01)Inside this Sample AssessmentMaterials pack you’ll find: Supported controlled assessmentinformation including sample tasksand assessment criteria to sharewith students.
Welcome to the GCSE 2009Art and DesignSample AssessmentMaterialsThe sample assessment materials have been written to accompany thespecification. They have been developed to give you and your studentsa sample Unit 1 Controlled Assessment Activity and a Unit 2 ExternallySet Assignment so you can experience what they will encounter,providing a range of starting points and related artist help with research.We’ve worked hard to ensure the activities and assignments are easy tofollow with an encouraging tone so that the full range of students canshow what they can do.Used in conjunction with the guidance in the Teacher’s Guide, thesesamples will help you manage the assessment in your centre and helpstudents achieve their best.Our GCSE 2009 Art and Design qualification will be supported betterthan ever before. Keep up to date with the latest news and servicesavailable by visiting our website:www.edexcel.com/gcse2009
ContentsUnit 1: Personal Portfolio in Art and DesignSample Controlled Assessment Material3Unit 2: Externally Set Assignments in Art and DesignSample Controlled Assessment MaterialAssessment CriteriaEdexcel GCSE in Art and Design1123Sample Assessment Materials Edexcel Limited 20081
2Edexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 2008
Edexcel GCSEArt and DesignUnit 1: Personal Portfolio in Art and DesignSample Controlled Assessment MaterialTime: Approximately 45 hoursPaper Reference5AD01–5GC015FA03–5GC03You do not need any other materials.InstructionsThis paper is a sample task for teacher reference.The paper may be freely adapted by centres. Centres should provide controlledassessment activities for their students. Centres should ensure the activitiesdevised meet the assessment requirements of the unit.Resources are determined by the centre and should be appropriate to the work.2AD012FA01/ 3FA012TD01/ 3TD012TE01/ 3TE012PY01/ 3PY012GC01/ 3GC01GCSE in Art and DesignGCSE in Art and Design: Fine artGCSE in Art and Design: Three-dimensional designGCSE in Art and Design: Textile designGCSE in Art and Design: Photography – lens and light-based mediaGCSE in Art and Design: Graphic communicationTurn overN35705A 2008 Edexcel Limited.3/3/Edexcel GCSE in Art and Design*N35705A*Sample Assessment Materials Edexcel Limited 20083
Teacher guidanceThis activity consists of approximately 45 hours working under informallysupervised conditions, the candidates producing their own work in response to thetheme. During this time they may make use of their research to inform their work inprogress. For any work produced as part of a group candidates should clearly identifytheir contribution. The activity covers all four assessment objectives. The activity isinternally set, assessed, standardised and authenticated, and externally moderated.The teacher will support the candidate with discussion, direction and demonstrationsand with matters such as working space, materials and equipment. The time spent onthis will not be included in the 45 hour controlled activity, which is for the candidateto produce their personal response.The activities must be teacher led, may occur at any time during the course, mustfollow instruction in the specification for the Personal Portfolio and be completedunder supervision. The activities supplied here are for example only. Centres areexpected to adapt this activity (or provide their own activity), considering the needsof their students and the resources available locally.ResearchResearch produced by candidates during this period is an important part ofcontrolled assessment activity. Candidates may complete work without directsupervision to aid in their development towards outcomes. This work may be ofgreat value to the candidate as they develop their personal understanding throughresearch of the theme and associated knowledge, skills, processes, concepts andcontexts. Any sources used by candidates should be acknowledged.Work for assessmentCandidates should be encouraged to consider the work they select for submission,with due consideration for their personal response and in providing evidence tomeet the Assessment Objectives. The candidate work for assessment during thisstage should be produced in approximately 45 hours. This time should not includepreparation of workspaces or materials, clearing or storage of work or direct inputfrom the teacher. During this time, candidates should be recording, developing andrefining their ideas and producing final outcomes.The Controlled Assessment activity is worth 60% of the qualification.4Edexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 2008
Controlled Assessment activitySummary of the sample activityThis sample activity is a Controlled Assessment based on the theme of‘Transformation’. The candidates will undertake a series of activities, leading to thedevelopment and production of their personal responses to the theme. Increasinglyindependent study encourages the candidates to explore and synthesise theirinfluences and to experiment with techniques.The following sections could be taken in any order or be followed simultaneously,according to the needs of a given centre.Exploration and experimentationCandidates may explore different approaches to the development of their workaround the theme of transformation. They could evaluate and synthesise influences,and explore and experiment with techniques.Personal responsesThe theme of transformation may be explored with sequential drawings andphotographs of the figure in motion and plants or views recorded at different times.Candidates may be asked to: practise line and tone drawing on figures, plants and landscapesproduce photographs of figures in action, changes in plants or landscape viewsmake notes on the most effective sequences, groupings and compositionswork in a range of different mediaResources for observation may include: volunteers rotated from the art groupwooden artists’ figuresrehearsals in the Drama studiopractise in the Gym and Sports fieldplants in the art roomviews from the art studioExamples of broad generic forms may include: breaking up the picture surface, e.g. Cubists, Vorticists, Futuristschanging the human form, e.g. costume, fashion, make up, masks, camouflageseries paintings, Diptychs, Triptychs, e.g. Monet, Bosch, Bacon, Warholanimations, e.g. Norman McLaren, John Lasseter, Nick Park and Len LyeEdexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 20085
INFORMATIONEXAMPLEPicassoRobert AdamsDiptych(Anonymous,Ethiopia)Martin Chitty6Edexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 2008
INFORMATIONEXAMPLEJohn LasseterLen LyeRobe, Samarkand,UzbekistanHigh-speedphotographyEdexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 20087
INFORMATIONEXAMPLEJasper JohnsSequential aspects of the theme:Candidates may be encouraged to learn from historical or contextual examples,e.g. early animated cartoons, comic strips, zoetropes and phenakistoscopes, flashanimations, extracts from film and television, photostories, Jasper John’s numberpaintings, Rothko’s abstracts, artists’ depictions of storms, rain, wind, time lapsemotion and high speed photography.Comparing the work of othersCandidates may be encouraged to study artists with similar styles, ideas andapproaches, give opinions on what might have influenced these similarities andcontrast these with someone who works differently. Candidates could analyse thework under the headings of movement, sequence, shape, pattern, composition,texture, narrative, meaning and audience. They could also examine how each workembodies the theme of ‘transformation’.Example comparisons: the changes in Henri Matisse’s work from early Fauvist paintings to the lategouache cut-outscouture designs of Christian Dior and Balenciaga compared to Japanese streetfashionEdward Hopper’s depictions of Rural and City scenesthe changing light effects in Monet’s paintings of Rouen cathedral and Bernd andHilla Becher’s photographs of obsolete industrial artefactstime lapse motion in David Attenborough’s The Private Life of Plants and SamTaylor-Wood’s Still Lifethe use of natural light effects in Bill Henson’s photographs and the use of flash byWeegeeBacon’s triptychs and the photographs of Eadweard Muybridgechannel idents for BBC2 and film title sequencesPieter Brueghel the Elder’s paintings of the seasonsDuchamp’s Nude Descending a Staircase and Hokusai’s Thirty-six views of Mount FujiAs part of this activity, candidates could be asked to bring to school paired drawingsor photographs of people or places that had undergone some transformation.8Edexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 2008
Gallery visitsCandidates could visit a gallery to explore a range of approaches to the theme. Theycould use their sketchbooks to gather examples and make notes on the context ofthe work. If the visit is supervised, following the awarding body guidance, the workcan be part of the Controlled Assessment.Realisation of outcomesIn the final stage, candidates realise their outcomes. This may include drawingsfrom observation in a variety of media and photographic sequences, set up by thecandidates in the art studios. The teacher will monitor progress, providing supportwhere necessary while encouraging candidates’ creativity and independence.Possible media and activitiesDigital photographing or scanning a series of imagesassembling the sequence into animations at varying speedsediting these sequences using computer softwarepresenting these sequences as movies with soundtracks or in printed form, for atitle sequence, to evoke a feeling or idea or to present some informationPainting/Pastel/Batik paired paintingsan image with strong narrative contentabstract colour sequencesa series of drawings3D/Textiles a collection of clay pots, clothing or jewelleryset designs, costumes or props for a productionremodelling for a building, interior or environmentThis theme could be followed through any endorsement. The media and activitieslisted above could be applied in more than one endorsement.Edexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 20089
Useful websitesThe ArtchiveThe British MuseumCentre PompidouCrafts CouncilDesign MuseumGuggenheimIconeyeImperial War MuseumThe LowryThe Metropolitan Museum of ArtThe Minneapolis Institute of ArtsThe Museum of Modern ArtNational Galleries of ScotlandNational GalleryNational Museum of Photography, Film and TelevisionNational Portrait GalleryThe National TrustNatural History MuseumThe New Art Gallery WalsallNew British ArtistsThe Photographers’ GalleryPitt Rivers MuseumRoyal AcademySan Francisco Museum of Modern ArtScience MuseumTate OnlineVictoria and Albert MuseumWalker Art CenterThe Whitworth Art GalleryYorkshire Sculpture ukUseful publishersMitchell BeazleyThe Paragon PressPhaidonTaschenThames and HudsonV&A PublicationsUseful periodicalsArchitectural ReviewArchitectural RecordCeramic ReviewCrafts MagazineCreative ReviewDesign WeekModern PaintersNew DesignTextilesTate Etc Magazine10Edexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 2008
Edexcel GCSEArt and DesignUnit 2: Externally Set Assignments inArt and DesignPaper ReferenceSample Controlled Assessment MaterialPreparatory period: Approximately 20 hours 5AD02–5GC025FA04–5GC04Sustained focus: 10 hoursYou do not need any other materials.InstructionsThis paper should be given to the teacher-examiner for confidential referenceAS SOON AS IT IS RECEIVED in the centre in order to plan for the candidates’preparatory studies period. The paper will also be available on the Edexcelwebsite each year in January.The paper may be given to candidates as soon as it is received, at the centre’sdiscretion. Candidates undertake investigations and development, withapproximately 20 hours of informal supervision leading to a final 10-hoursustained focus, conducted under formal supervision. This time should notinclude teacher direction, demonstration, preparation of workspaces ormaterials, clearing or storage of PY012GC01/3GC01GCSE in Art and DesignGCSE in Art and Design: Fine artGCSE in Art and Design: Three-dimensional designGCSE in Art and Design: Textile designGCSE in Art and Design: Photography – lens and light-based mediaGCSE in Art and Design: Graphic communicationTurn overN35706A 2008 Edexcel Limited.3/3/Edexcel GCSE in Art and Design*N35706A*Sample Assessment Materials Edexcel Limited 200811
Teacher guidanceDuring the initial stages of the externally set assignment, teacher-examiners willbe able to teach, guide and support candidates to further the candidates’ personaldevelopment of their work and their fullest exploration of the externally setassignment. Teachers should allow sufficient time for the candidate to produce theirpersonal response. They should ensure that the contributions of individual candidatesare recorded and that they can establish the authenticity of the candidate worksubmitted for assessment.The preparatory periodAs candidates begin producing work for assessment (this process could begin oncethe paper is given to candidates), they will be encouraged to develop the theme in apersonal, creative way using a diverse range of resources and methods, as determinedby the centre.Candidates may complete work without direct supervision to aid in theirdevelopment towards outcomes. This work may be of great value to the candidatesas they develop their personal understanding through research of the theme andassociated knowledge, skills, processes, concepts and contexts. Any sources used bycandidates should be acknowledged.Candidates should be encouraged to consider the work they select for submission,with due consideration for their personal response and in providing evidence tomeet the Assessment Objectives. The candidate’s work for the assessment during thisstage should be produced in approximately 20 hours. This time should not includepreparation of workspaces or materials, clearing or storage of work or direct inputfrom the teacher. During this time, candidates should be recording, developing andrefining their ideas towards final outcomes produced during the period of sustainedfocus.The period of sustained focusThis consists of no more than ten hours working under supervised examinationconditions, in an appropriate studio setting, producing unaided work in responseto the theme. During this time candidates may refer to their preparatory studies,further developing and drawing together their personal response to the theme. Anymaterials required for this time should be made available through prior arrangement,during the preparatory period.During the ten-hour period, teacher-examiners will not be able to give candidatesfeedback about their work in progress or suggest how they might improve or developtheir outcome. Teacher-supervisors will be able to support candidates with matterssuch as working space, materials and equipment.The Externally Set Assignment is worth 40% of the qualification.12Edexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 2008
Candidate guidanceExploring and developing the themeThe theme this year is:Architectural FormsDiscuss the theme with your teacher and make sure that you produce evidence tocover the four Assessment Objectives. Remember that each Assessment Objectiveis worth 25% of your final mark for this paper. For example, your work might growfrom experimenting with materials and then move on to recording observations.Equally you could begin to develop your response to the theme by investigating andanalysing the work of artists and designers and then moving on to experiment withdifferent techniques.You will be assessed on your ability to: develop your ideas through investigations informed by contextual and othersources demonstrating analytical and cultural understanding refine ideas through experimenting and selecting appropriate resources, media,materials, techniques and processes record ideas, observations and insights relevant to your intentions in visual and/orother forms present a personal, informed and meaningful response demonstrating analyticaland critical understanding, realising intentions and where appropriate, makingconnections between visual, written, oral or other elementsThe theme Architectural Forms can be explored in many ways:Architecture art or science of buildingstyledesignstructureconstructionthe built environmentshelter or protectionForm shapearrangement of partsappearanceEdexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 200813
Starting pointsThese starting points are just suggestions. You could work from any one of them or,in consultation with your teacher, develop one of your own that helps you to exploreArchitectural Forms.PlacesInteriors and/or exteriors.Your surroundingsWhere you live is important in your life. How do you feel about your surroundings,the countryside, the city, town, village or house in which you live? In your localenvironment do built forms and nature go well together or do they clash?Unusual structuresIs there an unusual form or group of forms in a nearby place that you have visitedor hope to visit? Consider the architecture of fabrics, letterforms, objects, websites.Could this form a useful starting point for your work?Outside forcesThe appearance of architectural forms can be influenced by weather, time of day,decay, catastrophe or by an artist or designer. Could this provide inspiration for yourwork?Growing formsCould the temporary or evolving structures found in construction sites or in organicforms give you an interesting starting point?INFORMATIONEXAMPLEChristo JavacheffVicky AmberySmith14Edexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 2008
INFORMATIONEXAMPLEAnnabel RainbowPeopleHuman figureThe architecture of bones, joints, tendons and sinews allows our bodies to move.Our surface skin defines form and appearance. Could figure studies provide you withstarting points for work concerned with the architectural form of the human body?Buildings can provide shelter for people and clothing can be engineered to provideprotection for the body.Gathering placesPeople gather together deliberately or by chance for many reasons. Could a place ofworship or a place of safety (a hideaway, den, shelter or castle) provide you with astarting point from which to develop a response?INFORMATIONEXAMPLEHenry MooreDamien HirstEdexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 200815
Rei Kawakubo(Comme des Garçons)ObjectsCollectionsThe world is full of natural and manufactured forms. Could you make a collectionof objects and build an interesting structure from some of these forms? Stacking,arranging, piling or heaping your collection in different ways could give you startingpoints to describe, explore and develop your personal response to the theme.ShapesThe shapes of some buildings, Norman Foster’s Swiss RE building and Jorn Utzon’sSydney Opera House for example, remind us of natural forms. Could you researchnatural forms and use them as a starting point for your own art, craft or design work?INFORMATIONEXAMPLEAndy GoldsworthyFrank Gehry16Edexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 2008
Preah Khan,Angkor WatActivitiesJourneysA journey sometimes begins pauses, or ends in a special setting. Could the interiorand/or exterior structures and forms of a railway station, bus station, motorwayservice station, ferry terminal or airport, provide a starting point for your work?SpacesThere are places designed for particular activities and they take on distinctivearchitectural forms. Could you investigate the special interior or exterior appearanceand character of places associated with your personal interests?INFORMATIONEXAMPLELyonel FeiningerJock Kinneir andMargaret Calvert(British road signs)Edexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 200817
Machu PicchuImagination, memory and fantasyChange over timeCould you investigate built forms from the past and the present to explore anddevelop your ideas about structures of the future? Consider the use of advertising,signage, lighting, materials, colour.Dreams and fantasiesCould your imagination or subconscious help you to create a response containingbizarre or impossible built forms that would be more likely to be found in a dreamor fantasy than the real outside world? Many artists, designers, craftworkers, writers,poets and musicians have based their work on dreams and fantasies.INFORMATIONEXAMPLEM C EscherSnow crystals,scanning electronmicroscope18Edexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 2008
Advertising inShibuya, TokyoEdexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 200819
The following lists give examples of individuals and groups of artists, designers,craft workers and photographers who have produced work that falls under generalheadings.These examples may inspire you as you explore the theme or, discuss alternativeswith your teacher.AbstractFigurativeExteriorHelen FrankenthalerJasper JohnsJ. Meejin YoonKurt SchwittersJoan MiroFranz KlineWassily KandinskySonia DelaunayAnnette MorganFang SculptureLeon KossoffLeonardo da VinciPaul GauguinPeter BlakeJan VermeerCarel WeightHenri RousseauEdward BurraBoyle FamilyDavid HockneyThomas HetherwickToshiko MoriKatsushika HokusaiWalter SickertBernd and Hilla BecherThomas GirtinThe Haida PeopleInteriorLandscapeArtefactsRicardo PretoVincent van GoghJohn BratbyNelly SavovaEdward HopperRichard HamiltonEdouard VuillardSatyabrata RoutRené MagritteThe Architecture CrewPaul CézanneJoseph PaxtonCarol NaylorL S LowryRaoul DufyCapability BrownImhotepMartin ParrEduardo PaolozziRichard EstesSeymourPowellClaes OldenburgCharles and Ray EamesMichael Craig MartinJohn SaltLaura DufourGrayson PerryNatural formStill lifeHuman formMinor WhiteGeorgia O’KeeffeGreg LynnLisa MilroyJean ArpRichard LongRobin ParisElizabeth BlackadderAnish KapoorRobert FrankVincent van GoghJuan GrisPablo PicassoFernand LégerHenri MatisseMan RayGeorges BraqueChaim SoutineAlberto GiacomettiAlexander McQueenJenny SavilleYeohlee TengGustav KlimtRalph RucciBill BrandtHenri Cartier-BressonPaula Rego20Edexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 2008
Useful WebsitesThe ArtchiveThe Association of IllustratorsThe British MuseumCentre PompidouCrafts CouncilDesign MuseumGuggenheimIconeyeImperial War MuseumThe LowryThe Metropolitan Museum of ArtThe Minneapolis Institute of ArtsThe Museum of Modern ArtNational Galleries of ScotlandNational GalleryNational Museum of Photography, Film and TelevisionNational Portrait GalleryThe National TrustNatural History MuseumThe New Art Gallery WalsallNew British ArtistsThe Photographers’ GalleryPitt Rivers MuseumRoyal AcademySaatchi onlineSan Francisco Museum of Modern ArtScience MuseumSomerset HouseTate OnlineVictoria and Albert MuseumWalker Art CenterThe Whitworth Art GalleryYorkshire Sculpture ukwww.ysp.co.ukUseful PublishersMitchell BeazleyThe Paragon PressPhaidonTaschenThames and HudsonV&A PublicationsEdexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 200821
Useful PeriodicalsArchitectural ReviewArchitectural RecordCeramic ReviewCrafts MagazineCreative ReviewDesign WeekModern PaintersNew DesignRATextilesTate Etc Magazine22Edexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 2008
Assessment criteriaASSESSMENT GUIDANCE GRID for Unit 1 and Unit 2All four Assessment Objectives must be met in each unit. A mark out of 20 should be awarded for eachAssessment Objective. The four marks should then be added together to give a total mark out of 80 foreach unit. Written communication, where appropriate, should be assessed in an integrated way withother submissions. All creditworthy responses should be rewarded through a sufficiently flexibleinterpretation.AO1AO2AO3AO4Develop their ideasthroughinvestigationsinformed bycontextual andother sources,demonstratinganalyticaland culturalunderstandingRefine theirideas throughexperimenting andselecting appropriateresources, media,materials, techniquesand processesRecord ideas,observations andinsights relevant totheir intentions invisual and/or otherformsPresent a personal,informed andmeaningful responsedemonstratinganalyticaland criticalunderstanding,realising intentionsand, whereappropriate,making connectionsbetween visual,written, oral orother elements.Below GCSElevel (0)No rewardable workat this levelNo rewardable workat this levelNo rewardable workat this levelNo rewardable workat this levelLimited (1-4marks)Ideas from a givenstarting point arepartially developedwith attempts atresearching the workof others.Minimal explorationof resourcesand processesappropriate to ideas.Literal and hesitantexperimentaldevelopment.Inconsistent use ofvisual/other formsand any writingwhere included,with minimaluse of first handmaterials. Recordingshows elementaryconnection tointentions.Presentation ofevidence showslittle connectionto sources, withpartial realisation ofintentions through apersonal response.Straightforwardideas are consideredfrom a few startingpoints, informed byan emerging criticalunderstanding, inresponse to a rangeof sources.Adequate selectionand experimentation.Ideas show somerefinement throughmore appropriateuse of resources andprocesses.Some focus andrelevance tointentions withadequate use ofvisual/other forms.Recording of ideas,observations andexpression of anyspecialist terms oftenunrefined.Deliberate andmethodicalresponses lead toadequate realisationof intentions, thepersonal responseshowing superficialconnections withideas and sources.Own ideas providea starting pointand are developedusing sufficient skill,based on adequateresearch. Analysisof own and others’work shows adegree of able, selectionand experimentationwith a broadeningrange of resourcesand processes.Relevant selectionin recording fromsources, usinggrowing technicalcontrol, includingexpression ofspecialist termswhere included,to support andcommunicate theintention in theirideas with visual/other forms.Work presentedshows emergingindividual qualitiesand intentionsare appropriatelyrealised. Personalresponsesdemonstrateconnectionsbetween sourcesand contexts.MARKSThe followingare indicatorsof the attributesof a studentdemonstratinglimited ability.Basic (5-8marks)The followingare indicatorsof the attributesof a studentdemonstratingbasic ability.Competent(9-12 marks)The followingare indicatorsof the attributesof a studentdemonstratingcompetentability.Edexcel GCSE in Art and DesignSample Assessment Materials Edexcel Limited 200823
MARKSConfident (13-16marks)The followingare indicatorsof the attributesof a studentdemonstratingconfident ability.Fluent (17-20marks)The followingare indicatorsof the attributesof a studentdemonstrating fluentability.24AO1AO2AO3AO4Develop their ideasthroughinvestigationsinformed bycontextual andother sources,demonstratinganalytical and culturalunderstandingRefine theirideas throughexperimenting andselecting appropriateresources, media,materials, techniquesand processesRecord ideas,observations andinsights relevant totheir intentions invisual and/or otherformsPresent apersonal, informedand meaningfulresponsedemonstratinganalyticaland criticalunderstanding,realising intentionsand, whereappropriate,makingconnectionsbetween visual,written, oral orother elements.A diverse rangeof ideas is beingexplored withexciting andimaginativedevelopments.Personal, refinedjudgment conveysunderstandingof more complexissues.Effective, coherentselection,experimentationand explorationof the potentialand limitationsof processes andresources.Selecting andrecording fromsources ispurposeful, relevantand clear. Assureduse of visual/otherforms, consistentcommand of skills,techniques. Anyspecialist termsare expressedaccurately.Producesskilful, edge andunderstanding.Effectiveand diverseconnections aremade in realisingintentions ina coherentoutcome.Imaginativeideas supportedby sitive insightsare supported byskilful use of criticalunderstanding.Insightful andin-depth review,resu
2TE01/ 3TE01 GCSE in Art and Design: Textile design 2PY01/ 3PY01 GCSE in Art and Design: Photography - lens and light-based media 2GC01/ 3GC01 GCSE in Art and Design: Graphic communication N35705A 2008 Edexcel Limited. 3/3/ *N35705A* Art and Design Unit 1: Personal Portfolio in Art and Design Sample Controlled Assessment Material
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