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The introduction frames art study as an ongoing visual enquiry supporting AO1 development, AO2 refinement and experimentation, AO3 recording, and AO4 presenting. Term plans cover Foundation Skills & Knowledge, a Collections mini project with post-processing and inclusive digital/hand methods, and a Past, Present &/or Future sustained two-term project emphasizing evidence, refinement, and personal final outcomes.",{"@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/gcse-art-and-design-2016-component-1-personal-portfolio-teaching-and-learning-schemes-of-work/624112/",{"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/gcse-art-and-design-2016-component-1-personal-portfolio-teaching-and-learning-schemes-of-work/624112.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/msword","2026-11-05","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the document connect art study to the Assessment Objectives (AO1–AO4)?","Question",{"text":112,"@type":113},"It explains that observational study can cover AO1, while refinement and experimentation support AO2, recording aligns with AO3, and presenting supports AO4. The schemes are designed to evidence these strands throughout the terms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the focus of Term 1 in the photography scheme of work?",{"text":117,"@type":113},"Term 1 focuses on foundational photography skills through observation and experimentation of formal elements such as composition, line, colour, texture, form, and light. Students develop basic camera, ICT editing, and hand processing skills and complete a finished piece.",{"name":119,"@type":110,"acceptedAnswer":120},"What distinguishes Term 2, and how are students expected to use post-processing?",{"text":121,"@type":113},"Term 2 extends skills from Term 1 through a mini project emphasizing presentation of works and greater use of post-processing. 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Instead, it encourages innovative and imaginative responses from students in their interpretation of the requirements of the specification. The process of studying art is an ongoing visual enquiry that has an infinite number of creative possibilities. For example, creating an observational study from looking at something could and should be regarded as covering the Development of an idea (AO1); Refinement and Experimentation (AO2); Recording (AO3); and Presenting (AO4).\nThis document contains a structure of possible schemes of work that explores 4 Terms for Component 1: Personal Portfolio but they are provided purely as suggestions:\nTerm 1: ‘Foundation skills and knowledge’\nA focus on core skills in Photography including formal elements of composition, line, colour, texture and tone. This scheme of work aims to include a range of genres of Photography with techniques and processes from traditional to contemporary methods.\nTerm 2: ‘Collections’\nA mini project to extend knowledge of skills from term 1 with a focus on presentation of works and greater use of post-processing. This scheme of work aims to include processes of both digital and hand methods to be inclusive of students’ choices to enhance personal outcomes.\nTerm 3: ‘Past, present and/or future’\nThis is a sustained project, over two terms, that allows for countless opportunities in idea development, exploring a range of techniques, processes and materials, evidencing refinement of photoshoots, and creating personal final outcomes.\nAll schemes of work can be adapted or integrated into existing schemes of work to suit the needs of the centre and its students. The schemes of work could be used as ice breakers and / or starters to enable students to develop their knowledge and skills both in creating and presenting individual pieces and more developed bodies of work, allowing them to gain a better understanding of the inter-related Assessment Objectives.\nOne area of concern is understanding cultures and the work of others in order to inform and nourish the ongoing visual art work. The artists and cultures mentioned here are just a few of the possible places from which more knowledge can be gained. They are not intended to be the ‘correct’ contexts, and should be seen as starting points for further discovery and exploration. Where appropriate, relevant creative and cultural industries could be referenced to support the ongoing development of each student’s work.\nPlease note that the web addresses in this document are correct at the time of publishing. However, some web addresses may change, cease to exist or inadvertently link to sites with content that could be considered inappropriate. While we regret any inconvenience this may cause, we cannot accept responsibility for any such changes.\nScheme of work Term 1: Foundation Skills & Knowledge\nThis scheme of work aims to introduce a range of skills through observation and experimentation of formal elements in Photography: composition, line, texture, colour, form and light. This scheme of work aims to explore brief genres in Photography and create a repetition of knowledge to allow students to extend their experimentation with skills through a range of techniques traditionally through to contemporary styles of working.\nStudents will develop basic skills in Photography that extend to camera, ICT editing (Photoshop) and hand processing skills. These skills should be documented and, where appropriate, tested in their sketchbooks to show understanding and development. Students","cbCaiu4EPEDwDFoQ","https://ap.wps.com/l/cbCaiu4EPEDwDFoQ","doc",176640,14,"English","# Introduction\n## Scheme of work Term 1: Foundation Skills & Knowledge\n## Scheme of work Term 2: Collections\n## Scheme of work Term 3: Past, present and/or future\n## Learning objectives, Assessment Objectives, Resources, Homework\n## Further resources and references","[{\"question\":\"How does the document connect art study to the Assessment Objectives (AO1–AO4)?\",\"answer\":\"It explains that observational study can cover AO1, while refinement and experimentation support AO2, recording aligns with AO3, and presenting supports AO4. The schemes are designed to evidence these strands throughout the terms.\"},{\"question\":\"What is the focus of Term 1 in the photography scheme of work?\",\"answer\":\"Term 1 focuses on foundational photography skills through observation and experimentation of formal elements such as composition, line, colour, texture, form, and light. Students develop basic camera, ICT editing, and hand processing skills and complete a finished piece.\"},{\"question\":\"What distinguishes Term 2, and how are students expected to use post-processing?\",\"answer\":\"Term 2 extends skills from Term 1 through a mini project emphasizing presentation of works and greater use of post-processing. It includes both digital and hand methods to support inclusive student choices for personal outcomes.\"}]","GCSE Art and Design 2016 - Component 1 - Personal Portfolio - Teaching and Learning Schemes of Work | DOC",1792472937,35]