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The planner emphasizes personal candidate development through a quarter of the course devoted to candidates’ own idea generation and development. 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We do this by focusing a quarter of the course on ideas and their development. These ideas, which are all the candidates’ own, fuel their creative journeys, and drive their personal ambitions and interests.  \nThe simplest way to look at the demands of the specification is to break it down into its basic elements. For Edexcel this is easy, as the demands of the qualification are very straightforward. For each of the two components candidates normally respond to themes, or assignment/project titles, for example, a generic theme such as “Structures”. Candidates will then narrow this theme down, to their personal particular area of interest. This interest could follow any path, such as the following examples human anatomy, mechanical structures, organic landscape or man-made landscape.  \nThe course is normally run over two years, typically years 12 and 13 in UK Centres, but this is not prescriptive, and students of any age can take the qualification. Some complete it in a single year depending on the individual circumstances of each Centre.  \nThe theme for Component 2 is set by the examination board and is available on 1 February of the second year of the course. The candidates then have until about mid-May to develop this theme and produce an outcome in response to it. Candidates sitting the course in a single year will take the February theme for that year.  \nComponent 1’s theme is set by the Centre. Many Centres use one of the old exam paper themes, as they contain many resources and starting points to inspire and focus candidates. Component 1 can be built from one or several themes, depending on each Centre’s course structure and resources.  \nCentres must use the specification as a scaffoldingfor their course design. It is necessary to encourage candidates to go on journeys of creative exploration and produce responses that realise their own personal intent. Naturally, candidates will eventually be assessed to determine their levels of success and achievement. In light of this, the assessment criteria provide a useful set of targets for the candidates to strive to achieve.  \nCourse planner  \nSo, a good course will be designed to enable the candidates to develop the skills necessary to achieve these goals and fulfil the assessment criteria. Therefore, the assessment criteria somewhat determines the structure.  \nFor Edexcel these targets are defined as four Assessment Objectives, each one describing attributes we feel a committed Art and Design candidate should possess.  \nCandidates demonstrate their knowledge, understanding and performance abilities through scoring on an Assessment Grid. This scoring is established by a set of criteria at different levels from 1 to 6. 1 represents the minimum requirements to gain an award, 6 represents candidates that have gone beyond the expectations of this award.  \nAs can be seen the Assessment Objectives actually play a large part in determining the course structure. Here is an explanation why:  \nThere are 4 Assessment Objectives, AO1, AO2, AO3 and AO4 .  \nMost important is that they all generate equal marks. Each one represents 25% of the qualification and the total mark.  \nThis means that effective courses teach the candidates how to address each one equally in their submissions. So let us look at these in turn and what they are actually looking for.  \nAssessment Objective 1  \n“Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and criti","cbCaifyyMNQ2vJsi","https://ap.wps.com/l/cbCaifyyMNQ2vJsi","pdf",781903,11,"English","# Course planning guidance\n## Specification requirements and candidate development\n## Course structure over two years\n## Component themes and timing\n## Scaffolding the course and assessment criteria\n## Assessment objectives and the assessment grid\n### Assessment Objective 1\n### Assessment Objective 2","[{\"question\":\"How does the course planner connect course structure to the specification requirements?\",\"answer\":\"It stresses that successful course design depends on understanding specification demands and the criteria candidates must fulfil for recognition. The planner breaks the specification into core elements and uses assessment targets to shape the structure.\"},{\"question\":\"What emphasis does the planner place on personal candidate development?\",\"answer\":\"It dedicates a quarter of the course to candidates’ own ideas and their development. These ideas fuel creative journeys and support candidates’ personal ambitions and interests.\"},{\"question\":\"How do assessment objectives influence teaching and course design?\",\"answer\":\"The planner explains that there are four assessment objectives (AO1–AO4) that contribute equally to marks. Effective courses teach candidates to address each objective fairly, using an assessment grid with levels from 1 to 6.\"}]","A level Art and Design - COURSE PLANNER - Guidance on planning your course | PDF",1792466435,28]