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\nAO3  \nAO4  \nRecord  \nRealise  \nDevelop  \nExplore and  \nSelect  \n15  \n14  \n15  \n14  \nMark  \nPerformance  \n5  \n5  \n5  \n5  \nLevel  \nTotal  \n58  \nout of 72  \n| PERFORMANCE  \u003Cbr>CALCULATOR   | Level 1   | Level 2   | Level 3   | Level 4   | Level 5   | Level 6   |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| A LEVEL  \u003Cbr>PRACTICAL  \u003Cbr>-SEPT 2016   | LIMITED ABILITY   | BASIC ABILITY   | EMERGING COMPETENT ABILITY   | COMPETENT AND CONSISTENT  \u003Cbr>ABILITY   | CONFIDENT AND ASSURED  \u003Cbr>ABILITY   | EXCEPTIONAL ABILITY   |  |\n| Taxonomy   | partial,inconsistent,literal,  \u003Cbr>elementary,minimal,rushed,  \u003Cbr>sporadic,naive,little creative  \u003Cbr>intent,disjointed,pedestrian,  \u003Cbr>credible,lacks control over the  \u003Cbr>formal elements,vague aims   | straightforward,deliberate,just  \u003Cbr>adequate,methodical,superficial,  \u003Cbr>unrefined,crude visual language,  \u003Cbr>simplistic reflection,plays safe,  \u003Cbr>unresolved,contextual references  \u003Cbr>explored but lack relevance,  \u003Cbr>defines aims with some  \u003Cbr>understanding,developing control  \u003Cbr>over the formal elements   | predictable,broadening,makes  \u003Cbr>progress,relevant,description not  \u003Cbr>explanation,demonstrates  \u003Cbr>intentions,appropriate,sufficient  \u003Cbr>control,emerging individuality,  \u003Cbr>thorough,adequate control over  \u003Cbr>the formal elements,contextual  \u003Cbr>references inform journey,pursues  \u003Cbr>aims with understanding   | diverse,effective,purposeful,  \u003Cbr>consistent,skilful,coherent,  \u003Cbr>imaginative,informed,some  \u003Cbr>perception,satisfies creative intent,  \u003Cbr>engaged,consistent control over  \u003Cbr>the formal elements,contextual  \u003Cbr>references inspire creativity,  \u003Cbr>realises some aims,   | independent,realised,sensitive,  \u003Cbr>creative,sustained,highly  \u003Cbr>inventive,critical,perceptive,  \u003Cbr>comprehensive,in-depth,  \u003Cbr>insightful,original,genuine creative  \u003Cbr>journey,refined,in-depth  \u003Cbr>reflection,exciting,comprehensive  \u003Cbr>control over the formal elements,  \u003Cbr>contextual references shows some  \u003Cbr>personal insight,fully realises all  \u003Cbr>aims and objectives   | inspired,surprising,unique,  \u003Cbr>authoritative,genuine discovery,  \u003Cbr>adventurous,accepting of the  \u003Cbr>unexpected,challenging,fully  \u003Cbr>informed,questioning,dexterous,  \u003Cbr>erudite,highly intuitive,daring,  \u003Cbr>insightful and comprehensive  \u003Cbr>exploration of contextual  \u003Cbr>references,ideas synthesised into  \u003Cbr>highly sophisticated realisations,  \u003Cbr>goes beyond aims to produce  \u003Cbr>surprising realisations,control over  \u003Cbr>the formal elements demonstrate  \u003Cbr>fluent sensitivity and understanding   |  |\n| AO1  \u003Cbr>Develop ideas  \u003Cbr>through sustained  \u003Cbr>and focused  \u003Cbr>investigations  \u003Cbr>informed by  \u003Cbr>contextual and  \u003Cbr>other sources,  \u003Cbr>demonstrating  \u003Cbr>analytical and  \u003Cbr>critical  \u003Cbr>understanding   | 2  \u003Cbr>3  \u003Cbr>1   | 6  \u003Cbr>5  \u003Cbr>4   | 7  \u003Cbr>9  \u003Cbr>8   | 12  \u003Cbr>11  \u003Cbr>10   | 15  \u003Cbr>14  \u003Cbr>13   | 18  \u003Cbr>17  \u003Cbr>16   | AO1 total:  \u003Cbr>15   |\n|  | LIMITED   | BASIC   | EMERGING COMPETENT   | COMPETENT AND CONSISTENT   | CONFIDENT AND ASSURED  \u003Cbr>independent,  \u003Cbr>critical,  \u003Cbr>perceptive  \u003Cbr>insightful,  \u003Cbr>original  \u003Cbr>in-depth reflection  \u003Cbr>contextual references shows some  \u003Cbr>personal insight,  \u003Cbr>genuine creative journey,   | EXCEPTIONAL   |  |\n| AO2  \u003Cbr>Explore and select  \u003Cbr>appropriate  \u003Cbr>resources,media,  \u003Cbr>materials,  \u003Cbr>techniques and  \u003Cbr>processes,  \u003Cbr>reviewing and  \u003Cbr>refining ideas as  \u003Cbr>work develops   | 3  \u003Cbr>2  \u003Cbr>1   | 5  \u003Cbr>6  \u003Cbr>4   | 8  \u003Cbr>7  \u003Cbr>9  \u003Cbr>EMERGING COMPETENT   | 12  \u003Cbr>11  \u003Cbr>10  \u003Cbr>COMPETENT AND CONSISTENT   | 13  \u003Cbr>15  \u003Cbr>14  \u003Cbr>CONFIDENT AND ASSURED  \u003Cbr>independent,  \u003Cbr>perceptive  \u003Cbr>insightful,  \u003Cbr>original  \u003Cbr>in-depth reflection  \u003Cbr>contextual references shows some  \u003Cbr>personal insight,  \u003Cbr>comprehensive control over the  \u003Cbr>formal elements,   | 18  \u003Cbr>17  \u003Cbr>16  \u003Cbr>EXCEPTIONAL   | AO2 total:  \u003Cbr>15   |\n| ","cbCaiaRIFmSlz5gw","https://ap.wps.com/l/cbCaiaRIFmSlz5gw","pdf",6904918,33,"English","# Fine Art (GCE A Level)\n## Component 2 and total mark 58\n## Performance levels and taxonomy\n## Assessment objectives (AO1-AO4)\n## Examiner commentary","[{\"question\":\"What are the four assessment objectives for this Fine Art component?\",\"answer\":\"The document lists AO1 (Develop ideas), AO2 (Explore and select resources), AO3 (Record ideas and observations), and AO4 (Present a personal, meaningful response and connections).\"},{\"question\":\"How are performance levels described for awarding marks?\",\"answer\":\"Performance levels range from limited ability to exceptional ability, using descriptors such as analytical and critical understanding, control over formal elements, and the depth and relevance of contextual references.\"},{\"question\":\"What theme and title are discussed in the examiner commentary?\",\"answer\":\"The submission explores “order and chaos” in response to the title “Variation and Similarity,” with early, informed investigation and first-hand recording of the impact of “chaos” (graffiti) on the “order” of architecture (tower blocks).\"}]","Fine Art - A Level 2016 - Component 2 - Mark 58 | PDF",1792469824,83]