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It lists AO criteria (AO1 Develop ideas, AO2 Explore and select resources, AO3 Record and reflect, AO4 Present a personal response) and performance level descriptors from limited ability to exceptional ability, with totals including mark 53/72. The examiner notes a Performance Level 5 middle assessment, confident and assured responses, early engagement with “Variation and Similarity,” and original connections to Marc Quinn, Pop Art, and 1960s graphic design, supported by inventive observation across multiple first-hand photoshoots.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gce-a-level-advanced-art-and-design-photography-component-2/623796/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gce-a-level-advanced-art-and-design-photography-component-2/623796.png","ImageObject",300,407,{"name":92,"@type":93},"Anna Hans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does AO1 require in this Photography component?","Question",{"text":112,"@type":113},"AO1 focuses on developing ideas through sustained, focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which contextual themes and artists does the examiner reference?",{"text":117,"@type":113},"The examiner references the theme “Variation and Similarity” and makes connections to Marc Quinn, Pop Art, and 1960s graphic design styles.",{"name":119,"@type":110,"acceptedAnswer":120},"What performance level does the examiner assign and why?",{"text":121,"@type":113},"The examiner places the submission in Performance Level 5 (“Confident and Assured”), citing early responses to the theme, confident original ideas, insightful contextual analysis, and an ongoing creative journey through inventive observation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},623796,1792502203,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","GCE A LevelAdvancedArt and Design  \nPhotographyComponent 2  \nIZZY  \nTotal Mark 53  \nAO1  \nAO2  \nAO3  \nAO4  \nRecord  \nRealise  \nDevelop  \nExplore and  \nSelect  \n13  \n14  \n13  \n13  \nMark  \nPerformance  \n5  \n5  \n5  \n5  \nLevel  \nTotal  \n53  \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,lteral,  \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>simpistic 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>2  \u003Cbr>1   | 5  \u003Cbr>6  \u003Cbr>4   | 7  \u003Cbr>9  \u003Cbr>8  \u003Cbr>EMERGING COMPETENT   | 12  \u003Cbr>11  \u003Cbr>10  \u003Cbr>COMPETENT AND CONSISTENT   | 15  \u003Cbr>14  \u003Cbr>13  \u003Cbr>CONFIDENT AND ASSURED  \u003Cbr>independent,  \u003Cbr>creative  \u003Cbr>highly inventive  \u003Cbr>insightful  \u003Cbr>original   | 18  \u003Cbr>17  \u003Cbr>16   | AO1 total:  \u003Cbr>14   |\n|  | LIMITED   | BASIC   |  |  |  | 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>1  \u003Cbr>3   | 6  \u003Cbr>5  \u003Cbr>4   | 9  \u003Cbr>8  \u003Cbr>7   | 12  \u003Cbr>11  \u003Cbr>10  \u003Cbr>COMPETENT AND CONSISTENT  \u003Cbr>consistent control over the formal  \u003Cbr>elements,   | 15  \u003Cbr>14  \u003Cbr>13   | 18  \u003Cbr>17  \u003Cbr>16   | AO2 total:  \u003Cbr>13   |\n|  | LIMITED   | BASIC   | EMERGING COMPETENT   |  | CONFIDENT AND ASSURED  \u003Cbr>independent,  \u003Cbr>original,  \u003Cbr>genuine creative journey,  \u003Cbr>exciting,   | EXCEPTIONAL   |  |\n| AO3  \u003Cbr>Record ideas,  \u003Cbr>observations and  \u003Cbr>insights relevant to  \u003Cbr>intentions,  \u003Cbr>reflecting critically  \u003Cbr>on work and  \u003Cbr>progress","cbCaifPT8Ih9EiCd","https://ap.wps.com/l/cbCaifPT8Ih9EiCd","pdf",13074802,62,"English","# Performance Levels\n## AO1 Develop ideas\n## AO2 Explore and select resources\n## AO3 Record and reflect\n## AO4 Present a personal response\n# Examiner commentary","[{\"question\":\"What does AO1 require in this Photography component?\",\"answer\":\"AO1 focuses on developing ideas through sustained, focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.\"},{\"question\":\"Which contextual themes and artists does the examiner reference?\",\"answer\":\"The examiner references the theme “Variation and Similarity” and makes connections to Marc Quinn, Pop Art, and 1960s graphic design styles.\"},{\"question\":\"What performance level does the examiner assign and why?\",\"answer\":\"The examiner places the submission in Performance Level 5 (“Confident and Assured”), citing early responses to the theme, confident original ideas, insightful contextual analysis, and an ongoing creative journey through inventive observation.\"}]","GCE A Level Advanced Art and Design - Photography - Component 2 | PDF",1792471613,156]