Year 13 A' Level Art Handbook

Deyes High School A-Level Art & Design Course Handbook – Year 13

Art Department Ethos for ‘A’ Level

Our Aims

The A Level Art and Design course is designed to
encourage learners to develop skills, creativity,
imagination and independence based on personal
experience. The handbook provided should also
explain the concepts of the ‘A’ level course clearly
too all learners. Communicating the strong key
message that our teaching staff have high
expectations for them.

Our Art and Design A’ Level course offers students
many opportunities to get involved in their own
area of interest. We encourage students to work
across a number of specialisms as they develop
their ideas and creative identity.

Progression through the course

As they progress through the course we aim to
celebrate diversity, inspire creativity and
individuality through stimulating starting points for
producing and generating creative thoughts and
explorations. We will also encourage students to
develop skills and specific techniques using relevant
visuals and other artists work to stimulate
creativity. We strongly recommend visits to art
galleries where possible, as we believe that this will
enhance students understanding of the
interrelationships between art, craft and design
processes and an awareness of the contexts in
which they operate.

Our one-to-one discussions between student and
teacher help to build confident, creative students,
who become personally engaged with their studies
and independently direct their creative journeys.
Group lessons and discussions are pitched to all
levels of ability and aim to be inclusive.

Students who follow the A’ level courses with good
attendance throughout the course and meet all
deadlines are expected to reach their potential in
terms of grades.

Deyes High School A-Level Art & Design Course Handbook – Year 13

Aims and Learning Outcomes

Learners will develop: Our Aim:

 Intellectual, imaginative, creative and  To develop an interest in, enthusiasm for,
intuitive capabilities and enjoyment of art, craft and design

 Investigative, analytical, experimental,  To support you with a body of knowledge
practical, technical and expressive skills, that grows throughout the lifetime of the A
aesthetic understanding and critical level course
judgement
 To provide a range of teaching activities
 Independence of mind developing, refining that are selected as the best approach for
and communicating their own ideas, their particular needs of students
own intentions and their own personal
outcomes.  To provide a range of suggestions so that
students can select the best activity,
 Their experience of working with a broad approach or context.
range of media
 To give students the confidence to explore
 An understanding of the interrelationship different ways of working.
between art, craft and design processes and
an awareness of the contexts in which they  Provide opportunities for students to
operate explore and interact with a range of
materials, techniques and stimuli

 To provide an understanding of the
interrelationships between art, craft and
design processes and an awareness of the
context in which they operate.

 To provide clear marking criteria in order to
aid consistent application

Deyes High School A-Level Art & Design Course Handbook – Year 13

Deadlines

Deadlines are imposed both internally by the department and
externally by the examining board.
Internal deadlines are set so that:
 The course may proceed/function
 Sufficient work is produced to the required standard
 To prepare students for all-important external deadlines
imposed by the exam board

It should be noted that external deadlines are inflexible and
therefore cannot be adjusted. Only extreme circumstances like
severe illness (supported by a doctors certificate) will allow a
case for special consideration.
When internal deadlines are likely to be missed a note from
parent/guardian must be produced. Advance notice should
also be given to the teachers concerned where possible so that
they can provide the appropriate support.

Homework

Is to be used to research, investigate and collect. It is expected
therefore, that all material necessary for the production of
class work have been organised during this time.
Homework tasks include: written work, practical sketchbook
work, photographic studies for source material which involve
visiting locations, reading, using IT for source material and
visiting galleries.

Deyes High School A-Level Art & Design Course Handbook – Year 13

Introduction to the Course

The first part of the course focuses on the introduction of
Component 01: Personal Investigation and the two
elements that must be completed:
Element 1: Practical portfolio
Element 2: Related Study

 Students are expected to develop skills and
techniques through a personal response based on a
chosen theme within the students chosen specialism.

 Students are expected to produce work that displays a
high level of sustained and focused investigations in
response to their starting point.

 Students will need to be able to respond critically in
detail to their own work and the work of other
artists/designers.

 Students will critically review and refine their work as
it progresses

 Students will present all the research and design
development that they have created and show how
they relate to the work that they have studied.

 The workbook will record the ‘journey’ as student’s
progress through the course, concluding with
examples of final design ideas and a coherent
realisation/ outcome using materials and techniques
of your own choice.

 Students are expected to produce a related written
study in response to their chosen theme (minimum
1000 words)

Guide for students

 Start your workbook with a title page
 Experiment with the layout of your work and research
 Experiment, basing your work on the analysis of your

own and others’ work.
 Your analysis of work should always be detailed.
 Present your work as the project/theme develops.
 Produce design ideas for outcomes
 You should fill your workbook with exciting, energised

pages of imagery, research, analysis and
experimentation
 You should also produce design sheets for your
portfolio and an outcome piece.

Deyes High School A-Level Art & Design Course Handbook – Year 13

Summary of Specialisms an

Fine Art Students are required to choose one or more areas of study such
(H601) as:

 Portraiture
 Landscape
 Still life
 Human Form
 Abstraction
 Experimental Imagery
 Narrative
 Installation
 Working in a genre

Photography Students are required to choose one or more area(s) of study,
(H603) such as:

 Portraiture
 Landscape photography
 Commercial photography
 Still life photography
 Documentary photography
 Experimental imagery
 Editorial photography
 Photographic installation
 The photographic process
 Moving image
 Animation

nd Related Areas of Study

Students will be expected to demonstrate skills in the context of Fine Art.

 Understanding the use of space, composition, scale and structure in Fine Art
 Understanding and application of scale appropriate to the chosen work and

direction relevant to learners’ intentions
 Applying formal elements such as colour, line, tone, texture, shape and form

in relation to Fine Art
 Selecting, editing and developing ideas
 Use appropriate visual language and terminology within Fine Art
Understand and use relevant genres in Fine Art

Students will be expected to demonstrate skills in the context of Photography.

 Applying and using composition in Photography
 Understanding and application of scale appropriate to the chosen work and

direction relevant to learners’ intentions
 Applying formal elements such as colour, line, tone, texture, shape and form

in relation to Photography
 Selecting, editing and highlighting photographic images
 Use appropriate visual language and terminology within Photography
 Manipulate imagery
 Use appropriate visual language and terminology within Photography

Deyes High School A-Level Art & Design Course Handbook – Year 13

Textile Design Students are required to choose one or more area(s) of study,
such as:
(H604)

 Garments/Fashion
 Accessories
 Soft furnishings
 Printed and/ or dyed textiles
 Constructed textiles
 Textile installation
 Expressive textiles
 Digital textiles

Critical and Learners are required to choose one or more area(s) of study,
Contextual such as:
Studies
(H606)  Fine art and sculpture
 Design
 Craft
 Art theory
 The human form
 Landscape and natural forms
 Still life and designed objects
 Architecture and the built environment
 Art movements, styles and genres
 Curating exhibitions
 Art management and art in the community
 Cultural representations within art and design
 Multimedia, emerging technologies and their use in art.

Students will be expected to demonstrate skills in the context of Textile Design.

 Recording experiences and observations, using drawing, illustration, stitch,
materials or other appropriate forms

 Understanding and application of scale appropriate to the chosen work and
direction relevant to learners’ intentions

 Research and gather, select and organise a range of appropriate materials
and information.

 Applying and using composition in textiles
 Applying formal elements such as colour, line, tone, texture, shape and form

in relation to Textile Design
 Use appropriate visual language and terminology within Textile Design
 Use appropriate visual language and terminology within Textile Design

Students will be expected to demonstrate skills in the context of Critical and
Contextual Studies.

 Select and use materials such as web-based research, gallery or site visits,
books, journals, and other relevant resources

 Understanding and application of scale appropriate to the chosen work and
direction relevant to learners’ intentions

 Select, interpret and scrutinise research material with the use of relevant
subject terminology

 Understanding and using conventions when interpreting the impact/effect
of social, religious and cultural contexts and local and global trends

 Undertake critical analysis to ascertain and discuss appropriate historical,
social and political contexts

 Analyse materials and techniques used by artists such as application of
formal skills and construction techniques

Deyes High School A-Level Art & Design Course Handbook – Year 13

A’ Level Art Programme of Study

Autumn 1 Autumn 2

Introduction to A’ Level Art (H600 – H606) Component 1: Personal Investigation

Component 1: Personal Investigation Element 1: Practical Portfolio
Element 1: Practical Portfolio Element 2: Related Study

Year 13 Focus on: Focus on:
 Producing a personal response to a chosen  Exploring ideas and techniques
theme  Experimenting / exploring materials and
 Independently developing ideas through ideas
sustained and focused investigations.  Record and Present using appropriate
 Individual tutorials to give guidance on sources
direction for the Related Study / Personal  Analysis of own work and the work of artists
Investigation and suggestions for different and designers.
approaches.  Critical and contextual studies should inform
your research and outcomes.
 You will start a written ‘Related Personal
Study’. Minimum of a 1000 words

Spring 1 Spring 2

Component 1: Personal Investigation - Continued Component 2: Externally Set Task

Element 1: Practical Portfolio You will be given a choice of starting points from the
Element 2: Related Study exam board.

Year 13 You will finalise the body of work and related Focus on:
personal investigation.  Initial exploration of
ideas/materials/techniques /processes
Focus on:  Independent working
 Exploring ideas and techniques working to  Visiting a museum/gallery or exhibition
your strengths  Working from appropriate sources
 Experimenting / exploring materials and  Planning and preparation for the 15 hour
ideas controlled assignment.AS Externally Set Task
 Record and Present using appropriate continued
sources Analysis of own work and the work of
artists and designers.
 Critical and contextual studies should inform
your research and outcomes.
 Completing and presenting a written ‘Related
Personal Study’. Minimum of a 1000 words
 Produce a final outcome or series of work
which will be a culmination of independent
research and design development

Deyes High School A-Level Art & Design Course Handbook – Year 13

Summer 1 Summer 2

Year 13 Component 2: Externally Set Task

You will continue to work on your choice of starting
points from the exam board.

You will complete a 15 HR exam in which you will
produce an outcome based on research of your
chosen starting point.

Focus on:
 Complete all preparatory work
 Working from appropriate sources
 Independent working
 Planning and preparation for the 15 hour
controlled assignment.
 Finalising your final idea for 15 hour
controlled exam piece using a range of
techniques and processes

You will present a display before 1ST June of:

Components 1: Personal Investigation
Component 2: Externally Set Task

Within the Art rooms in preparation for internal and
external moderation.

Deyes High School A-Level Art & Design Course Handbook – Year 13

Art and Design ‘A’ Level – How will I be assessed?

Component 01: Personal Investigation - 120 Marks 60% of total A level

This component comprises two discrete but linked elements

Element 1: Practical Portfolio
You will be expected to complete a major project of your choice. The work produced should demonstrate
a greater maturity and depth, in the skills and knowledge developed during the ‘AS’ course. The work
should include Historical / Critical / Contextual elements and should provide evidence of how you have
developed your ideas to produce a final outcome. There are no restrictions on size of individual pieces,
appropriate materials and processes should be selected.

For the purposes of assessment, you will provide evidence of all the assessment objectives through the
careful selection and presentation of your work.

Element 2: Related study
You are required to establish through this written and where appropriate, illustrated component, the
related context in which their chosen practical portfolio exists. You can explore the genre, subject matter,
movement or historical framework of the over-arching start point.
For the purposes of assessment, the related study should be separate and clearly identifiable from the
contextual research embedded in the development of the practical portfolio. You should also highlight
your own work from the collected or transposed material. All source material and research should be
listed and acknowledged in a bibliography and should be clearly identifiable in the work presented for
assessment.

The two elements of the Personal investigation are marked using the relevant sections of the Personal
investigation marking criteria. You will provide evidence of all the assessment objectives through the
careful selection and presentation of your work.

Component 02: Externally set Task – 80 Marks 40% of A level

You will select one question from a range of themes provided by the exam board from 1st February. You
will be expected to research, plan and develop ideas for your own response to the option you have
chosen. The final response will be produced during a 15 hour supervised exam period. You are required
to provide evidence of all assessment objectives in response to your chosen starting point within your
preparatory work and final outcome. All selected work produced for this component, including the
research, planning and development work produced in the preparatory period must be submitted for
assessment.

The Externally set task is marked using the relevant marking criteria for the Externally set task. You will
provide evidence of all the assessment objectives through the careful selection and presentation of your
work.

Deyes High School A-Level Art & Design Course Handbook – Year 13

Assessment of OCR A Level in Art and Design

Assessment objectives (AO)

There are four assessment objectives in OCR’s AS Level in Art and Design. These are detailed in the table below. Learners
are expected to demonstrate their ability to:

AO1 Assessment Objective
AO2
AO3 Develop ideas through sustained and focused investigations informed by contextual
AO4 and other sources, demonstrating analytical and critical understanding.

Explore and select appropriate resources, media, materials, techniques and
processes, reviewing and refining ideas as work develops.

Record ideas, observations and insights relevant to intentions, reflecting critically on
work and progress.

Present a personal and meaningful response that realises intentions and, where
appropriate, makes connections between visual and other elements.

AO weightings in A Level in Art and Design

The relationship between the assessment objectives and the components is shown in the following table:

Component A01 A02 AO3 AO4 Total

Personal Investigation 15 15 15 15 60

(01)

Externally set task (01) 10 10 10 10 40

Total 25 25 25 25 100

Deyes High School A-Level Art & Design Course Handbook – Year 13

Component 01: Personal Investigation

Practical work and Personal Study/Personal Investigation of 1,000 to 3,000 words.
This will take the form of a sketchbook and portfolio of work containing a specific study and body of own work
developed from a chosen theme.
Final outcome Art work and a version of the study presented as a written response. Your work must be word
processed.

Summary of Component 01:

Element 1: Practical work - which may include: Element 2: A personal study – which may include:

 student-selected focus  appropriate research from a range of contextual
 appropriate research from primary and other sources, related to on-going practical work

sources and contexts  in-depth analysis and evaluation
 ideas development  exploration of different aspects of historical and
 media and process exploration
 sustained practical investigation and on-going contemporary art, craft and design
 a list of references
review
 a personal response, demonstrating You are required to establish through this written
and where appropriate, illustrated component, the
connections to contexts related context in which their chosen practical
 Include different time periods and cultures. portfolio exists. You can explore the genre, subject
matter, movement or historical framework of the
You will be expected to complete a major project over-arching start point.
of your choice. The work produced should
demonstrate a greater maturity and depth, in the For the purposes of assessment, the related study
skills and knowledge developed during the ‘AS’ should be separate and clearly identifiable from
course. The work should include Historical / the contextual research embedded in the
Critical / Contextual elements and should provide development of the practical portfolio. You
evidence of how you have developed your ideas should also highlight your own work from the
to produce a final outcome. There are no collected or transposed material. All source
restrictions on size of individual pieces, material and research should be listed and
appropriate materials and processes should be acknowledged in a bibliography and should be
selected. clearly identifiable in the work presented for
assessment.
For the purposes of assessment, you will provide
evidence of all the assessment objectives
through the careful selection and presentation
of your work.

Deyes High School A-Level Art & Design Course Handbook – Year 13

Component 01 Personal Investigation:

Written Element

Student Teacher

 The proposed areas of study  Identify problems
 The problem recognised and to be investigated  Ensure the proposed study is feasible
 Any line of argument being developed  Obtain a clear understanding of the student
 The type of evidence which exists and where it
intentions
may be found  Discussions at regular intervals
 The way in which time and resources will be  Record difficulties or progress

used.
 The methods which the student expects to

employ in order to obtain the information
necessary to complete the task selected.

The Overall structure of your Personal Investigation

 Overall introduction to whole essay
 Chapter one: first Artist/Designer 1000 words
 Chapter two: second Artist/Designer 1000 words
 Summary - (summarizing the argument in the study)

How the Artists/Designers studied compare to each other and how your own work developed through
the project, what you did and what you produced.
 Conclusion - (extent to which you believe the personal study has succeeded)
Possible indication of further work to reach a more satisfactory conclusion.
How own work outcomes related to the Artists studied.

Appendix A - Plan of Procedure

Appendix B1 - Primary Source Material
 List personal advice and information from the teacher
 List help received ruing the various stages
 List visit
 Meetings with individual specialists

Appendix B1 - Secondary Source Materials
 Comprehensive Bibliography
 Titles of books
 Titles of papers
 Materials referred to from these books

Deyes High School A-Level Art & Design Course Handbook – Year 13

How to start?

 Research various Artists’/Designers’ work from
books. Which 3 Artists’/Designers’ works appeal to you
the most? Record full references of all books you use.

 For each of the three Artists/Designers, create a page
of notes explaining what interests you about their work
(use ‘How to write about other Artists/Designers work’ to
help you with this).

 Choose one Artist/Designer that you want to
research and identify a piece of their work to explore;
think about the subject matter / meaning / ideology.

Introduction: 1000 words

Write the first draft of the Artist’s/Designer’s
background and how it affected their work.
Consider personal / biographical influences, as
well as social / historical / contextual influences /
effects.

In this essay I am investigating / exploring /
studying
Because
I chose to look at
Because
They lived … when / where
Time / historical context / cultural / geographical
context
Meant that
Things that are / were happening at the time / in
their world at the time
Things that had previously happened
effected the kind of work / art they produced /
their ideas by / they had because
Kinds of subject matter of their work
Kinds of media / technology used
Way media / technology used

Introduction 2 – more specific information on
personal life
Things that happened to them effected their art
/ photography in that

Deyes High School A-Level Art & Design Course Handbook – Year 13

Chapters One and Two: Main essay content You will be assessed on your ability to:

Relate to specific artworks and include colour Select and use a form and style of writing appropriate
pictures. to purpose and to complex subject matter
Detailed analysis of the work related to points made You will be assessed on your level of use of subject
earlier in introduction language and terminology.
Relate artworks to those of others – at time, before, Organise relevant material clearly and coherently
since ensure your work progresses logically,
How their work could inspire your / my own work Poorly organised work will be assessed accordingly.
Because…… You will also be assessed on your level of research and
specific references to things in / about their work personal insight into your subject choice.
and own requirements for work subject matter of Use specialist vocabulary where appropriate
the work Ensure writing is legible, with accurate use of spelling,
Because…… grammar and punctuation in order to make the
media and techniques used meaning clear.
Because….
possible / likely outcomes Your writing should be:
Relate to subject of study’s work, conclusions.
Continuous prose, notes and annotations do not
Conclusion count.
DESCRIPTIVE, EVALUATIVE and PERCEPTIVE.
Development of own work log / journal The finished study should meet and fulfil the aims
The process of production of your own work included in your introduction.
First hand experiences of the work of others, the Analyse works of art in depth.
contribution to the process Do not use fragmented sentences as this will appear
as a list of short comments.
You must identify and acknowledge all quotations
used.
You should aim for clarity and incisiveness in your
writing – DO NOT RAMBLE.

Evaluation All works of art should be clearly identified

Of their work, of your / own work e.g. The Cornfield by John Constable 1824. Oil on
How the ways you present own / your work is canvas. The National Gallery. London
relevant.
Illustrations

Must be clear, relevant to the study, properly labelled,
identified and referred to through the text.

Setting works of art into context

You should aim to look at the impact of each of these areas on a work of art:

Social Context Cultural Context Historical Context

Does the picture depict or relate Such as creative ideas, trends, For example, post events,
/ link to social issues of the time, training and education, religious evolving styles, progression
politics, important event, belief, time, genre, class, gender through time as one idea
economic issues, social trends, or patronage. transforms into the next.
pre occupations and
expectations?

Deyes High School A-Level Art & Design Course Handbook – Year 13

Your work must include a bibliography of books For electronic resources record:
 The date you accessed the source
Record:  The electronic address or email
 The author’s or editor’s name (or names)  The type of electronic resource (email,
 The year the book was published discussion forum, www page etc.)
 The title of the book
 The city the book was published in
 The name of the publisher

How to write about artists and designers work

Career Subject matter

Discuss the biographical details and historical context Describe the subject matter of the work and ask
of the artist/designer, for example, outline the yourself: “What is the artist/designer trying to
development of their personal life including birth, communicate?”
marriage, death etc. and describe what events were Describe the mood and atmosphere of the piece.
unfolding at the time, such as war, industrialisation, What feelings and emotions does it convey? For
unemployment etc. Discuss the effects these factors example, is it about joy, melancholy, passion,
had on their work. horror, anger, intimacy etc.?
Discuss the influence other art had on the What ideas and thoughts does it explore? For
artist’s/designer’s career. In what ways did their work example, is it about politics, class, nature, gender,
differ from what had gone before? society, consumerism etc.?
What art movements were the artists associated with? Or is the subject matter of the artwork the artwork
What were the aims of the movement? How did their itself: For example, is it just about line, colour,
work develop throughout their life? What artist did composition, texture, mark making, shape etc.
they influence?
Links with your own work
Technique
Describe why you have chosen this particular artist
To what extent has the subject matter been stylised? or designer. What do you like about their work?
Has it been set up? How does the subject and style compare with your
How has lighting affected the picture? own work?
What can you say about the depth of field? What would you like to learn from studying this
How is the distance organised? Close/Medium/Far? artist/designer?
Foreground/Background?
What has been included and what has been excluded Quotations
from the frame?
How is the picture composed in terms of blocks of Quote the artist’s comments on their own work
colour? and the work of others.
Are main lines (or vectors) in the picture vertical or Quote other artists’/writers’ comments about the
horizontal? artist’s work.
How much of the picture is filled with people or
objects? How much is empty? Deyes High School A-Level Art & Design Course Handbook – Year 13
Describe the use of colour. For example, is the colour
exaggerated or does it closely resemble the colours of
the actual subject:
Describe how colour is used to convey mood and
atmosphere. For example, describe the use of
complimentary colours, hot and cold colours etc.
Describe the composition. For example, are there
dramatic angles, it is made up of horizontal or vertical
shapes, is the subject being viewed from above, below,
eye level.

Key terminology used in A’ Level Art lessons

Account for Explain and examine the main points
Analyse
Comment on Examine component parts

Compare Identify and write about the main issues, giving your reactions based upon what
Contrast you have read or heard in lessons. Avoid purely personal opinion
Critically evaluate
Look for similarities/differences
Criticise
Set in opposition to bring out differences
Define
Describe Weigh arguments for and against something, assessing the strength of the
Differentiate/Distinguish evidence on both sides. Use criteria to guide your assessment of which opinions,
Discuss theories, models or items are preferable
Enumerate Make a judgement of facts or opinion, through reasoned discussion and supported
Evaluate with evidence
Examine Set down the precise meaning of words, phrase, topic

Explain Give a detailed account
Illustrate
Justify Look for differences between
Outline
Prove Investigate/examine through argument for and against; debate
Relate
Review List or specify and describe
Summarise
Make an appraisal of the worth of something
Put the subject ‘under the microscope’, looking at it in detail. If appropriate,
‘Critically evaluate’ it as well
Make plain; interpret the meaning of

Make clear and explicit

Show adequate grounds for decisions/conclusions
Give main features /general principles
Demonstrate truth/falsity with evidence

a) Narrate b) show connection between events/facts
a) Survey b) criticise
Make a concise account of the main points omitting detail and example

Trace Follow the development of the topic

Deyes High School A-Level Art & Design Course Handbook – Year 13

Framework for a ‘compare and contrast’ personal investigation

A ‘compare and contrast’ investigation is about looking at the similarities and the differences
between two things

Areas to be compared and Area 1 Area 2
contrasted

What are the similarities?




What are the differences?




What are the most important similarities?

What are the most important differences?

Conclusion – Do the similarities out-weigh the differences or vice versa?

Deyes High School A-Level Art & Design Course Handbook – Year 13

Linking words for essays and extended prose

Sometimes it is difficult to think of different words to use to link, expand, or list points etc. in an essay or extended prose.
Try to learn different words that can be used to link ideas other than ‘and’ & ‘therefore’. The table below shows common
linking words and different ways of saying these.

Usual Linking word Other ways to say this…….
However
Although despite nonetheless Though at the same
time
Also In addition furthermore besides similarly
As well as

For Example namely For instance Such as including In particular

On the other hand alternatively On the In comparison although rather
contrary
In that case With this in
In other words In view of this To look at this rather mind
another way Firstly finally
Secondly
Next additionally also another thirdly Because of
this
Therefore It can be seen As a result so then
In Conclusion that To sum up overall To summarise
thus
On the whole

Deyes High School A-Level Art & Design Course Handbook – Year 13



Deyes High School A-Level Art & Design Course Handbook – Year 13



Deyes High School A-Level Art & Design Course Handbook – Year 13

Component 02: Externally Set Task

Summary of Component 02:

80 Marks – 40% of total A level (Internally assessed and
externally moderated)

Externally Set Task (H600-H606):

Planning and preparation
 The early release paper will be issued on 1 February
and will provide you with a number of themes.
Within the themes, there will be a choice of written
and visual starting points, briefs and stimuli.
 A response should be based on one of the seven
themes and options provided.
 You will have a preparatory period of approximately
10 weeks leading up to the terminal 15 HR exam.
During this preparatory period, you will research,
plan and develop ideas for your own response to the
option you have chosen.
 Dates and deadlines for preparatory work and the
10- hour supervised time, will be decided by the
Learning Manager in conjunction with the Senior
Leadership Team in order to facilitate the
completion of marking and internal standardisation
required by the OCR set deadline of May 31st.
 You can continue to work on your preparatory work
until the first period of supervised exam time
commences. Students can refer to their preparatory
work during the supervised 15 HR period.
Preparatory work should not be amended or
developed further during or after the timetabled 15
hours supervised time.
 Preparatory work and outcomes should be kept
under secure conditions at all times.

Realising Intentions

 You will have 15 hours in which to independently produce a final outcome.
 The 15 hours can be divided into a number of sessions and timetabled to suit the Art department.

Sessions will ideally be timetabled in 2-3 hour sessions.
 There should be ‘discrete’ evidence of all 4 assessment objectives within the work you have produced.
 All selected work produced for the terminal exam, including the research, planning and development

work produced in the preparatory period must be submitted for assessment.
 The externally set task is marked using the marking criteria for the externally set task on OCR’s website.

Deyes High School A-Level Art & Design Course Handbook – Year 13



Deyes High School A-Level Art & Design Course Handbook – Year 13



Deyes High School A-Level Art & Design Course Handbook – Year 13

Career Progression Routes

FINE ART THREE DIMENSIONAL DESIGN

Painter Jewellery Designer
Sculptor Silverware Designer
Printmaker Potter – Studio / Commercial
Video / Film Maker Ceramic Designer
Art and Design Historian Furniture Designer – Wood / Metal / Plastics
Museum and Gallery Curator Product Designer – Engineering / Electronics
Picture Restoration / Conservation Industrial Designer – Stylist / Model Maker
Picture Research / Slide Librarian Automotive Designer – Transport
Community Artist Model Maker – Technical Draughtsman
Arts Administrator Design Technician
Film / T.V. Set Painter / Designer Interior Designer – Interior Decoration
Illustration Work – Fashion / Publicity Exhibition Designer
Teacher / Lecturer Display Designer
Art Therapist Theatre Designer – Film / T.V. Set Design
Related Design Work – Textile Design /
Photography / Architecture / Interior Design
Theatre

TEXTILE AND FASHION DESIGN GRAPHIC DESIGN

Fashion Designer Advertising / Publicity Designer
Lingerie Designer Art Director
Menswear Designer Art Editor – Publishing
Sportswear Designer Illustrator – Book / Magazine / Editorial
Millinery Designer Technical Illustrator – Medical / Scientific
Shoe Designer Typographer – Logos / Symbols. Information
Fashion Illustrator Layout Artist – Advertising / Publicity
Fashion Journalist Package Designer
Fashion Buyer Photographer
Pattern Designer Video / Film Maker
Fashion Technician Animator
Theatrical Costume Designer Television Graphic Designer
Film / Television Wardrobe Designer Information Designer – Visual Aids /
Costume Conservation / Gallery Assistant Educational
Knitwear Designer Copy Writer – Advertising
Woven Fabric Designer Model Maker – Film / T.V. / Advertising
Printed Textile Designer
Lace Maker / Designer Deyes High School A-Level Art & Design Course Handbook – Year 13
Carpet Designer
Surface Pattern Designer – Wallpaper /
Laminates / Ceramic