[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-208432-en":3,"doc-seo-208432-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},208432,18829141979164,"Cart","https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",4,"Exam","GCSE Art & Design - Frequently Asked Questions","GCSE Art & Design portfolio and externally set assignment frequently asked questions explain how both units are structured, assessed, and administered. The guidance covers how personal work and choice of titles operate, why motivation and starting points matter, and how teachers support coherent learning while avoiding a fixed “house style.” Assessment objectives AO1–AO4 and their equal weighting are clarified, along with expectations for evidence, balance of processes and outcomes, breadth of media, use of annotation, and options for fully digital portfolios.","Frequently asked questions  \nQ 1. How many units are there?  \nTwo: Unit 1: Portfolio (60%)  \nUnit 2: Externally Set Assignment (40%)  \nQ 2. Who sets what?  \nThe Portfolio unit consists of personal work developed from assignments, briefs or themes that are determined internally by the student and/or the Centre. The choice of  \n15 Externally Set Assignments is provided by WJEC.  \nQ 3. How important is personal interest and motivation?  \nThe Portfolio must motivate the personal interests of each student and at the sametime relate appropriately to worthwhile educational experiences in art, craft & design.  \nQ 4. What about starting points?  \nWhile some internally set assignments, briefs or themes may be common for all students in a group it is nevertheless expected that individual lines of enquiry and different personal responses will be developed by each student. The development of a‘house style’ should be avoided if work is to meet the assessment objectives more successfully.  \nQ 5. What are the assessment objective headings for the Portfolio unit?  \nAO1 Critical understanding  \nAO2 Creative making  \nAO3 Reflective recording  \nAO4 Personal presentation  \nQ 6. Are the assessment objectives the same for the Externally Set Assignment?  \nYes, they apply equally across both units and each assessment objective is equally weighted.  \nQ 7. Who designs the curriculum for the Portfolio?  \nThe Teacher. It should be designed as a coherent mix of experiences of varying difficulty and style.  \nQ 8. Should teachers help the student to select work for the Portfolio and Externally Set Assignment?  \nStudents are expected to develop, as a part of their studies, an ability to select, edit and present their work for assessment.  \nQ 9. How long do assignments, tasks, projects and themes need to be to make up the Portfolio?  \nAssignments, tasks, projects and themes can be of any duration – from brief practical exercises to extended investigations or analyses.  \nQ 10. What should the Portfolio take account of?  \nIt should show evidence of:  \n• Meeting all the assessment objectives equally;  \n• Appropriate content for the entered title;  \n• Appropriate balance of both processes and outcomes;  \n• Suitable breadth and depth of media, techniques and processes relevant to the chosen title  \n• Integration of critical, practical and theoretical studies;  \n• Exciting, challenging, coherent and meaningful learning experiences includingthe intelligent use of drawing and appropriate use of annotation.  \nQ 11. How much time should be spent on producing the Portfolio?  \nThere is no specified period of time but normally the work in the Portfolio will be selected from that produced between the beginning of the course and the end of December prior to the examination.  \nQ 12. How much work should be included in the Portfolio (Unit 1)?  \nThe emphasis should be on Quality rather than Quantity. The key question will be‘How well has the student addressed each of the four assessment objectives?’  \nQ 13. Can the portfolio be purely digital?  \nYes, the portfolio can be entirely digital if this is appropriate for the work undertaken and enables the student to fully and successfully address all aspects of the Assessment Objectives. It is essential that full regard is given to  \ndocumenting each significant stage in the creative process, as this is often a weak element in digital submissions. Suitable software can be utilised to allow the addition of annotation to digital images. Drawing can be included, for example, through the use of a stylus and graphics tablet or by simply scanning hand-drawn sketches.  \nQ 14: Is Critical and Contextual Studies important within this qualification?  \nYes. It has two roles:  \n• as an important element of all titles especially in relation to AO 1;  \n• as the free-standing Critical and Contextual Studies title.  \nQ 15. What are the GCSE titles for Art & Design?  \nEach of the following seven titles is recognised as a distinct GCSE qualification: ","cbCaimks3KFDW3Io","https://ap.wps.com/l/cbCaimks3KFDW3Io","pdf",562781,1,18,"English","en",105,"# Frequently asked questions\n## Portfolio and externally set assignment structure\n## Assessment objectives and evidence requirements\n## Curriculum design and teacher/student roles\n## Portfolio scope, timing, and digital options\n## GCSE titles for Art & Design","[{\"question\":\"How many units are there in GCSE Art \\u0026 Design?\",\"answer\":\"There are two units: Unit 1 Portfolio (60%) and Unit 2 Externally Set Assignment (40%).\"},{\"question\":\"Who sets what for the Portfolio and the Externally Set Assignment?\",\"answer\":\"The Portfolio consists of personal work developed from assignments, briefs or themes determined internally by the student and/or the Centre. 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