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Subsidiary and Advanced GCE |\n| --- |\n| in Art and Design |\n| Art, Craft and Design, Fine Art,Graphic Communication, |\n| Textile Design, Three-dimensional Design, Photography |\n\nGetting Started:  \nGCE in Art and Design 2015  \nContents  \n1. Introduction 1  \n1.1 Research and key principles 1  \n1.2 Support for the new specifications 2  \n2. What’s changed? 3  \n2.1 How have AS and A level changed? 3  \nChanges to all AS and A level qualifications 3  \nChanges to subject content 3  \nChanges to Assessment Objectives 4  \n2.2 Changes to the GCE in Art and Design specifications 5  \nSpecification overview 5  \nChanges to specification content 6  \nChanges to assessment 6  \n2.3 A level overview 7  \nContent overview 7  \nAssessment overview 7  \n2.4 AS overview 9  \nContent overview 9  \nAssessment overview 9  \n3. Assessment guidance 11  \n3.1 How have the assessment grids changed? 11  \n3.2 Guidance on applying the new assessment grids 14  \n4. Content guidance 15  \n4.1 Guide to endorsed titles 15  \nAS and A levels 15  \n4.2 Supporting studies in the Personal Investigation 18  \n4.3 The personal study 18  \nWhat is the personal study? 18  \n4.4 Preparatory studies in the Externally Set Assignment 18  \n4.5 Drawing 18  \n4.6 Writing 20  \nWriting at A level 20  \nWriting at AS 20  \n4.7 Critical and contextual knowledge and understanding 20  \n4.8 Digital media 22  \n5. Planning 23  \n5.1 Planning and delivering linear AS and A level courses 23  \n5.2 Delivery models 23  \n5.3 Co-teaching AS and A level 23  \n6. Getting in touch 24  \n1. Introduction  \n1. Introduction  \n1.1 Research and key principles  \nOur new AS and A level Art and Design specifications are designed to support a range of student interests, learning styles and aspirations for progression .  \nThe specifications have been developed in consultation with the teaching community, higher education, learned societies, subject associations and other stakeholders. Teachers from a range of schools and colleges have provided feedback at each stage – through focus groups, surveys, telephone interviews and face-to-face conversations – which has helped us shape the specifications.  \nAcademics in UK universities have helped us understand how to build on the strengths of the 2008 A level Art and Design specification, and advised on how progression to undergraduate study could be improved.  \nWe have commissioned and conducted our own research projects, including international benchmarking. The specifications are also aligned with our World Class Qualification principles to ensure they are demanding, rigorous, inclusive and empowering, and appropriate for a range of students.  \nDrawing on feedback from all parts of the Art and Design subject community, the 2015 AS and A level specifications have been designed to support students in developing the following skills, which have been identified as key for progression in this subject:  \n● creative skills  \n● critical thinking skills  \n● research skills  \n● synoptic skills (and the ability to pull all skills, knowledge and understanding together to produce a final outcome )  \n● literacy skills.  \nThe 2015 specifications have been built on the following key principles .  \n● Retaining what you like. You told us you are happy with the current specification and we see lots of good practice, so we have retained the features you like and built on the strengths of our current specification .  \n● Flexibility. We have retained flexibility within the redeveloped specifications to allow you to continue to teach and deliver the course in the way that best suits you, your centre and your students.  \n● Newly designed assessment grids. You told us that the old assessment grid was difficult to use so we have designed new assessment grids which will help you place students accurately in each mark band.  \n● More integrated contextual references. Higher education was keen to see more integrated co","cbCaishlfYMU2DQf","https://ap.wps.com/l/cbCaishlfYMU2DQf","pdf",649819,27,"English","# Introduction\n## Research and key principles\n## Support for the new specifications\n# What’s changed?\n## How have AS and A level changed?\n## Changes to the GCE in Art and Design specifications\n## A level overview\n## AS overview\n# Assessment guidance\n# Content guidance\n# Planning\n# Getting in touch","[{\"question\":\"What is the purpose of the Getting Started guide for GCE in Art and Design 2015?\",\"answer\":\"It provides an overview of the new AS and A level specifications so teachers and students can understand changes to content and assessment and what the changes mean in practice.\"},{\"question\":\"What skills does the 2015 Art and Design specifications aim to develop?\",\"answer\":\"The guide lists creative skills, critical thinking skills, research skills, synoptic skills, and literacy skills as key for progression in the subject.\"},{\"question\":\"How will teachers be supported to implement the new specifications?\",\"answer\":\"A package of support is planned, including an editable course planner, editable schemes of work, mapping documents for transition, and a student guide, plus exemplar student work and examiner commentaries.\"}]","AS and A Level Art and Design - Getting Started Guide - GCE in Art and Design 2015 | PDF",1792466434,68]