[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-623700-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-623700-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","fine-art-component-2-gce-a-level-practical-september-2016-total-mark-46-performance-level-descriptors","Fine Art - Component 2 - GCE A Level Practical - September 2016 - Total Mark 46 - Performance Level Descriptors","","GCE A Level Advanced Art and Design Fine Art Component 2 provides assessment guidance for practical work, using AO1–AO4 with performance level descriptors and a total mark of 46 out of 72. It details how candidates develop ideas through sustained investigation, explore and select resources and techniques, record observations and insights, and present a personal response connecting visual elements. An examiner commentary highlights work situated around mid to high Performance Level 4, with stronger marks in AO1 and AO3 and independent thinking linked to the theme 'Variation and Similarity'.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/fine-art-component-2-gce-a-level-practical-september-2016-total-mark-46-performance-level-descriptors/623700/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/fine-art-component-2-gce-a-level-practical-september-2016-total-mark-46-performance-level-descriptors/623700.png","ImageObject",300,407,{"name":42,"@type":43},"Blitz","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What are the assessment objectives (AOs) used in this Fine Art practical component?","Question",{"text":63,"@type":64},"The document uses AO1 (Develop ideas), AO2 (Explore and select resources and techniques), AO3 (Record ideas, observations and insights), and AO4 (Present a personal and meaningful response).","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does Performance Level 4 relate to the examiner commentary?",{"text":68,"@type":64},"The examiner notes the submission establishes assessment within mid and high positions of Performance Level 4 and that it begins to meet descriptors from Performance Level 5 in AO1 and AO3.",{"name":70,"@type":61,"acceptedAnswer":71},"What theme and creative intention does the examiner commentary describe?",{"text":72,"@type":64},"The candidate’s responses address the theme 'Variation and Similarity', aiming to explore inequality within the city and using contextual references to inspire experiments with drawing styles and digital manipulation.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},623700,1792502227,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":127,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","GCE A LevelAdvancedArt and Design  \n# Fine Art\n\nComponent 2FRAZERTotal Mark 46  \nAO1  \nAO2  \nAO3  \nAO4  \nRecord  \nRealise  \nDevelop  \nExplore and  \nSelect  \n11  \n12  \n12  \n11  \nMark  \nPerformance  \n4  \n4  \n4  \n4  \nLevel  \nTotal  \n46  \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   | 3  \u003Cbr>1  \u003Cbr>2   | 6  \u003Cbr>5  \u003Cbr>4   | 9  \u003Cbr>8  \u003Cbr>7   | 12  \u003Cbr>11  \u003Cbr>10   | 15  \u003Cbr>14  \u003Cbr>13   | 18  \u003Cbr>17  \u003Cbr>16   | AO1 total:  \u003Cbr>12   |\n|  | LIMITED   | BASIC   | EMERGING COMPETENT   | COMPETENT AND CONSISTENT  \u003Cbr>diverse,  \u003Cbr>purposeful,  \u003Cbr>informed  \u003Cbr>effective,  \u003Cbr>consistent  \u003Cbr>coherent  \u003Cbr>some perception  \u003Cbr>imaginative  \u003Cbr>contextual references inspire  \u003Cbr>creativity   | CONFIDENT AND ASSURED  \u003Cbr>independent   | 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   | 2  \u003Cbr>3  \u003Cbr>1   | 5  \u003Cbr>4  \u003Cbr>6   | 8  \u003Cbr>7  \u003Cbr>9   | 12  \u003Cbr>11  \u003Cbr>10   | 15  \u003Cbr>13  \u003Cbr>14   | 18  \u003Cbr>17  \u003Cbr>16   | AO2 total:  \u003Cbr>11   |\n|  | LIMITED   | BASIC   | EMERGING COMPETENT   | COMPETENT AND CONSISTENT  \u003Cbr>diverse,  \u003Cbr>skilful,  \u003Cbr>imaginative  \u003Cbr>contextual references inspire  \u003Cbr>creativity,  \u003Cbr>coherent,   | CONFIDENT AND ASSURED   | EXCEPTIONAL   |  |\n| A03  \u003Cbr>Record ideas,  \u003Cbr>observations and  \u003Cbr>insights relevant to ","cbCaiaxE2SmwRe6S","https://ap.wps.com/l/cbCaiaxE2SmwRe6S","pdf",4252210,"English","# Fine Art\n## Component 2\n## Assessment Framework (AO1–AO4)\n## Performance Levels and Mark Bands\n## Examiner commentary","[{\"question\":\"What are the assessment objectives (AOs) used in this Fine Art practical component?\",\"answer\":\"The document uses AO1 (Develop ideas), AO2 (Explore and select resources and techniques), AO3 (Record ideas, observations and insights), and AO4 (Present a personal and meaningful response).\"},{\"question\":\"How does Performance Level 4 relate to the examiner commentary?\",\"answer\":\"The examiner notes the submission establishes assessment within mid and high positions of Performance Level 4 and that it begins to meet descriptors from Performance Level 5 in AO1 and AO3.\"},{\"question\":\"What theme and creative intention does the examiner commentary describe?\",\"answer\":\"The candidate’s responses address the theme 'Variation and Similarity', aiming to explore inequality within the city and using contextual references to inspire experiments with drawing styles and digital manipulation.\"}]","Fine Art - Component 2 - GCE A Level Practical - September 2016 - Total Mark 46 - Performance Level Descriptors | PDF",1792469739,48]