[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-208425-en":3,"doc-seo-208425-105":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},208425,962085571259,"Putri","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",4,"Exam","WJEC Eduqas GCSE in Art and Design - Guidance for Teaching (2016)","Guidance for teachers delivering the WJEC Eduqas 9–1 GCSE in Art and Design from September 2016, with first assessment in Summer 2018. The document explains the purpose and importance of Art, Craft and Design, outlines how to support effective teaching and learning, and clarifies key differences between old and new specifications. It covers Assessment Objectives (AO1–AO4), the relationship between objectives and essential specification elements, course structure and component requirements, and practical notes on drawing, observational drawing, annotation and extended writing.","GCSE  \nWJEC Eduqas GCSE in ART AND DESIGN  \nACCREDITED BY OFQUAL  \nGUIDANCE  \nTeaching from 2016  \nFOR TEACHING  \nThis Ofqual regulated qualification is not available for candidates in maintained schools and colleges in Wales.  \nContents  \nPage  \n\n| Introduction | 3 |\n| --- | --- |\n| The importance of Art and Design | 4 |\n| Supporting good Art and Design teaching and learning | 6 |\n| What are the differences between the old and new specifications? | 7 |\n| What has changed and what is the same? | 7 |\n| What’s at the core of the new specification and what are its most essential parts? | 9 |\n| Getting to grips with the Assessment Objectives | 10 |\n| AO1: Critical understanding | 10 |\n| AO2: Creative making | 13 |\n| AO3: Reflective recording | 19 |\n| AO4: Personal presentation | 20 |\n| What is the relationship between the Assessment Objectives and the four essential elements of the specification? | 22 |\n| Assessment Objectives Checklist for Students | 23 |\n| GCSE Guidance for Indicative Content for each of the seven available titles | 23 |\n| Mark Schemes for each component | 23 |\n| Summary of GCSE Art and Design Assessment | 24 |\n| What are the features of the new course structure and their underlying rationale? | 24 |\n| What are the basic course contents of the GCSE Components? | 26 |\n| Component 1: Portfolio | 26 |\n| Component 2: Externally Set Assignment | 26 |\n| Why is the Externally Set Assignment presented with visual and written stimuli? | 26 |\n| How should Component 2 (Externally Set Assignment) be conducted | 27 |\n| What other changes have been introduced in the new specification? | 30 |\n| A note on drawing | 30 |\n| A note on observational drawing | 33 |\n| A note on annotation and more extended writing | 34 |\n| How do other teachers approach the implementation of foundation of KUS, drawing and annotation? | 35 |\n| Frequently asked questions | 40 |\n\nIntroduction  \nThis Guidance for Teaching offers practical, straightforward guidance and support for teachers who wish to devise courses that comply with the new Eduqas 9–1 GCSE Art and Design specification for first teaching from September 2016 and for first assessment in Summer 2018. It complements and extends the information available in the Art and Design Specification and in the Sample Assessment Materials (SAM) . Further information and exemplar materials are located on the Eduqas and lightbox websites. These provide a substantial  \neducational resource that is regularly updated.  \nThis guidance is a starting point for delivery of the specification and should be supported, whenever possible, by attending one of the annual GCSE CPD events that will showcase and review examples of ‘live’work as well as providing a vehicle for teacher networking and discussion on future developments and trends within GCSE Art and Design.  \nThe exemplar and other support materials in this guidance are designed to show the considerable flexibility that exists for teachers to develop their own courses to meet the requirements of the seven titles in this specification. Creative students need creative and innovative teachers; this specification is intended to provide inspiration, both for teachers and their students. It offers a high degree of freedom rather than imposing prescriptive constraints. One of the enviable successes of Art, Craft and Design teaching in the UK is that this area of the curriculum is characterised by creative and diverse teaching approaches. It follows that awarding bodies such as Eduqas have a responsibility to positively support and encourage such diversity by providing flexible frameworks within specifications so that lively, innovative teaching and learning can flourish. It is imperative that systems of assessment in Art and Design are such that they actively promote creative approaches and not constrain them.  \nThis new specification builds on the strengths of earlier versions of GCSE Art and Design and avoids unnecessary changes whilst responding positively to the su","cbCaifhyhPa3OZMl","https://ap.wps.com/l/cbCaifhyhPa3OZMl","pdf",2775634,1,56,"English","en",105,"# Introduction\n## The importance of Art and Design\n## Supporting good Art and Design teaching and learning\n## Differences between the old and new specifications\n## What has changed and what is the same?\n## Getting to grips with the Assessment Objectives\n## AO1: Critical understanding\n## AO2: Creative making\n## AO3: Reflective recording\n## AO4: Personal presentation\n## Assessment Objectives checklist for students\n## GCSE guidance for indicative content for seven titles\n## Mark schemes for each component\n## Summary of GCSE Art and Design assessment\n## New course features and rationale\n## Basic course contents of GCSE components\n## Component 1: Portfolio\n## Component 2: Externally Set Assignment\n## How Component 2 should be conducted\n## Other changes in the new specification\n## Notes on drawing, observational drawing, and annotation\n## FAQ","[{\"question\":\"What is the purpose of this teaching guidance for the Eduqas GCSE in Art and Design?\",\"answer\":\"It provides practical, straightforward guidance to help teachers devise courses that comply with the 9–1 specification and supports delivery from first teaching in September 2016 and first assessment in Summer 2018.\"},{\"question\":\"What are the Assessment Objectives for GCSE Art and Design?\",\"answer\":\"The specification uses four Assessment Objectives: AO1 Critical understanding, AO2 Creative making, AO3 Reflective recording, and AO4 Personal presentation.\"},{\"question\":\"How are the course components structured in the new GCSE Art and Design specification?\",\"answer\":\"The course includes Component 1 (Portfolio) and Component 2 (Externally Set Assignment), with Component 2 supported by visual and written stimuli and guidance on how it should be conducted.\"}]","WJEC Eduqas GCSE in Art and Design - 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