igcse art & design - pearson

INTERNATIONALGCSEArt and Design (9–1)EXEMPLARS WITH EXAMINER COMMENTARIESComponent 1Pearson Edexcel International GCSE in Art and Design (4AD1)

Centre number: Title: Candidate name:

Subject code: Candidate number:

International GCSE assessment grid – you should use this assessment grid to assess all student work for both components and all titles

Assessment Objectives Level 1

LIMITED ABILITY

Insufficient knowledge, understanding and

skills; minimal evidence or, and lack of

structure in, the development and recording of

ideas

Level 2

BASIC ABILITY

Some knowledge, understanding and skills

demonstrated but they are simplistic and

deliberate; some structure and repetition

in the development and recording of ideas

Level 3

EMERGING COMPETENT ABILITY

Knowledge, understanding and skills are

generally adequate but safe

Level 4

COMPETENT AND CONSISTENT ABILITY

Knowledge, understanding and skills are secure and

cohesive throughout

Level 5

CONFIDENT AND ASSURED ABILITY

Knowledge, understanding and skills are

effective and focused throughout

Level 6

EXCEPTIONAL ABILITY

Knowledge, understanding and skills are in- depth,

perceptive and accomplished throughout

Just Mostly Fully Just Mostly Fully Just Mostly Fully Just Mostly Fully Just Mostly Fully Just Mostly Fully

AO1

Develop ideas through

investigations,

demonstrating critical

understanding of

sources

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

• Development of ideas through

investigations shows limited ability.

• The investigation process shows limited

critical understanding of the context of

own ideas and the sources that have

informed them.

• Limited attempts are made to analyse

and make connections.

• Development of ideas through

investigations shows basic ability.

• The investigation process shows

basic critical understanding of the

context of own ideas and the

sources that have informed them.

• Basic understanding of some issues

when analysing and making

connections.

• Development of ideas through investigations

shows emerging competence.

• The investigation process shows emerging

competent critical understanding of the

context of own ideas and the sources that

have informed them.

• Emerging competent consideration of

issues shown when analysing and

making connections.

• Development of ideas through Development of ideas

through investigations shows competent and

consistent ability.

• The investigation process shows competent and

consistent critical understanding of the context of

own ideas and the sources that have informed them.

• Competent and consistent judgements shown

when analysing and making connections.

• Development of ideas through investigations shows

confident and assured ability.

• The investigation process shows confident

and assured critical understanding of the

context of own ideas and the sources that

have informed them.

• Shows confident and assured understanding of

complex issues, heightened analysis, informed

connections.

• Development of ideas through investigations

shows exceptional ability.

• The investigation process shows exceptional

critical understanding of the context of own

ideas and the sources that have informed them.

• Exceptional analysis and

connections.

AO2

Refine work by

exploring ideas,

selecting and

experimenting with

appropriate media,

materials, techniques

and processes

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

• Limited ability to refine work, driven by insights

gained through exploration of ideas and

reflection. Ideas are consolidated too early and

not fully realised.

• Limited ability to explore ideas through a

process of experimentation and review.

• Limited ability to select and

experiment with media, materials,

techniques and processes

appropriate to personal intentions.

• Basic ability to refine work, driven by

insights gained through exploration

of ideas and reflection.

• Basic ability to explore ideas

through a process of

experimentation and review.

• Basic ability to select and

experiment with media,

materials, techniques and

processes appropriate to

personal intentions.

• Emerging competent ability to refine work,

driven by insights gained through exploration

of ideas and reflection.

• Emerging competent ability to explore ideas

through a process of experimentation and

review.

• Emerging competent ability to select and

experiment with media, materials,

techniques and processes appropriate to

personal intentions.

• Competent and consistent ability to refine work,

driven by insights gained through exploration of

ideas and reflection.

• Competent and consistent ability to explore ideas

through a process of experimentation and review.

• Competent and consistent ability to select and

experiment with media, materials, techniques and

processes appropriate to personal intentions.

• Confident and assured ability to refine work,

driven by insights gained through exploration of

ideas and reflection.

• Confident and assured and assured ability to

explore ideas through a process of

experimentation and review.

• Confident and assured ability to select and

experiment with media, materials, techniques and

processes appropriate to personal intentions.

• Exceptional ability to refine work,

informed by insights gained through

exploring and reflecting on ideas.

• Exceptional ability to explore ideas

through a process of experimentation

and review.

• Exceptional ability to select and experiment with

media, materials, techniques and processes

appropriate to personal intentions.

AO3

Record ideas,

observations and

insights relevant to

intentions as work

progresses

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

• Limited ability to record ideas,

observations and insights related to

personal work and the work of others

through visual and other methods.

• Limited ability to record

relevant to intentions.

• Limited use of skills and techniques

while recording from observation,

experience and ideas.

• Basic ability to record ideas,

observations and insights related to

personal work and the work of others


• Basic ability to record relevant to

intentions.

• Basic use of skills and techniques

while recording from observation,


• Emerging competent ability to record ideas,

observations and insights related to personal

work and the work of others through visual

and other methods.

• Emerging competent ability to record


• Emerging competent use of skills and

techniques while recording from

observation, experience and ideas.

• Competent and consistent ability to record ideas,

observations and insights related to personal work

and the work of others through visual and other

methods.

• Competent and consistent ability to record


• Competent and consistent command of skills and

techniques while recording from observation,


• Confident and assured ability to record ideas,

observations and insights related to personal work

and the work of others through visual and other

methods.

• Confident and assured ability to record


• Confident and assured use of skills and

techniques while recording from observation,


• Exceptional ability to record ideas, observations

and insights related to personal work and the

work of others through visual and other

methods.

• Exceptional ability to record relevant to

intentions.

• Exceptional use of skills and techniques while

recording from observation, experience and

ideas.

AO4

Present a personal and

meaningful response

that realises intentions

and demonstrates

understanding of visual

language

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

• Limited ability to produce a personal

and meaningful response.

• Limited ability to realise

intentions.

• Realisations demonstrate limited

understanding of visual language through

application of formal elements. Little

appreciation of aesthetic consideration in

personal style.

• Basic ability to produce a personal

and meaningful response with a

tendency to repeat ideas.

• Basic ability to realise

intentions.

• Realisations demonstrate basic

understanding of visual language

through application of formal elements.

A lack of technical competency frustrates

personal style.

• Emerging competent ability to produce a

personal and meaningful response.

• Emerging competent

understanding to realise

intentions.

• Realisations demonstrate emerging

competent understanding of visual

language through application of formal

elements. Demonstrates methodical

personal style.

• Competent and consistent ability to produce a

personal and meaningful response.

• Competent and consistent ability to realise

intentions.

• Realisations demonstrate competent and consistent

understanding of visual language through application of

formal elements. Demonstrates imaginative personal

style.

• Confident and assured ability to produce a

personal and meaningful response

• Confident and assured ability to realise

intentions

• Realisations demonstrate confident and assured


application of formal elements. Demonstrates

independence and exciting personal style.

• Exceptional ability to produce a personal and

meaningful response.

• Exceptional ability to realise intentions.

• Realisations demonstrate exceptional


application of formal elements.

Recording of marks for all International GCSE work Total marks out of 72 for

each component Component AO1 marks: indicate a mark out of 18 AO2 marks: indicate a mark out of 18 AO3 marks: indicate a mark out of 18 AO4 marks: indicate a mark out of 18

Component 1 Personal Portfolio AO1 mark

AO2 mark

AO3 mark

AO4 mark

Total COMPONENT 1

Component 2 Externally Set Assignment AO1 mark

AO2 mark

AO3 mark

AO4 mark

Total COMPONENT 2

Total

International GCSE Art and Design Taxonomy

How to use the Taxonomy in conjunction with the Assessment Grid

Both components in this qualification are 100% externally assessed, however centres will find it helpful to use the

taxonomy and assessment grid to provide feedback on student’s progress.

• When assessing work for each component, teachers should make a holistic judgement using the descriptors in the taxonomy, to

establish which performance band matches most closely the candidate’s work.

• Candidate’s work that falls between two performance bands must achieve all the keyword descriptors in the lower band and some in

the band above. Where this happens, teachers must use their professional judgement to decide which performance band is most

appropriate using a ‘best-fit’ approach.

• After a performance band has been established, the next stage is to use the assessment grid to decide a mark within the performance

band. Read through ‘Applying the Assessment Grid’ on page 41 of the specification prior to establishing a mark for each assessment

objective and total mark.

Performance

bands

BEL

OW

INTE

RN

ATI

ON

AL

GC

SE

STA

ND

AR

D (

0)

LIMITED

LIM

ITED

/ B

ASI

C

BASIC

BA

SIC

/

EMER

GIN

G

CO

MP

ETEN

T

EMERGING

COMPETENT

EMER

GIN

G C

OM

PET

ENT

/

CO

MP

ETEN

T &

CO

NSI

STEN

T

COMPETENT &

CONSISTENT

CO

MP

ETEN

T &

CO

NSI

STEN

T/ C

ON

FID

ENT

& A

SSU

RED

CONFIDENT &

ASSURED

CO

NFI

DEN

T &

ASS

UR

ED /

EXC

EPT

ION

AL

EXCEPTIONAL

Consider the

keyword

descriptors

to the right

carefully.

Has the

candidate

achieved all,

most or some

of the

descriptors?

No

rew

ard

able

mat

eria

l

Unstructured

Clumsy

Disjointed

Minimal

Crude

The

can

did

ate

has

ach

ieve

d a

ll o

f th

e ke

ywo

rd

des

crip

tors

in t

he

low

er b

and

an

d s

om

e o

f

tho

se a

bo

ve.

Deliberate

Methodical

Superficial

Partial

Unresolved

Simplistic

The

can

did

ate

has

ach

ieve

d a

ll o

f th

e ke

ywo

rd

des

crip

tors

in t

he

low

er b

and

an

d s

om

e o

f

tho

se a

bo

ve.

Reflective

Predictable

Broadening

Repetitive

Intentional

Adequate Th

e ca

nd

idat

e h

as a

chie

ved

all

of

the

keyw

ord

des

crip

tors

in t

he

low

er b

and

an

d s

om

e o

f

tho

se a

bo

ve.

Informed

Purposeful

Diverse

Sustained

Skilful

Effective

The

can

did

ate

has

ach

ieve

d a

ll o

f th

e ke

ywo

rd

des

crip

tors

in t

he

low

er b

and

an

d s

om

e o

f

tho

se a

bo

ve.

Advanced

Comprehensive

Perceptive

Exciting

In-depth

Fully resolved

Risk-taking

The

can

did

ate

has

ach

ieve

d a

ll o

f th

e ke

ywo

rd

des

crip

tors

in t

he

low

er b

and

an

d s

om

e o

f

tho

se a

bo

ve.

Highly skilled

Inspired

Intuitive

Sophisticated

Insightful

Powerful

Daring

Unexpected

Outstanding

0 1 – 12 marks 13 16 – 24 25 28 – 36 37 40 – 48 49 52 – 60 61 64 – 72 marks 14 marks 26 marks 38 Marks 50 marks 62 marks

15 27 39 51 63

marks marks marks marks marks

Fine Art Candidate A

68 marks were awarded.

Level 6

Exceptional Ability

Knowledge, understanding and skills are in-depth,

perceptive and accomplished throughout.

Preparatory sheet 1

Preparatory sheet 2

Preparatory sheet 3

Outcome sheet

Examiner commentary

The candidate was awarded 68 marks.

Keyword descriptors from the taxonomy: Highly skilled, Inspired, Intuitive, Sophisticated,

Outstanding

• The candidate develops ideas with a focused approach to research and investigation, demonstrating

mostly exceptional critical understanding of the context of their ideas and the sources which have

informed them.

• They refine their work through a convincing process of experimentation and ongoing review, using a

range of media, processes and techniques.

• They record ideas through personal observations and evidence insights about the work of others


• They present a mostly exceptional outcome through an understanding of visual language, evidenced in

their application of the formal elements within the discipline of Fine Art.

• To gain full marks in performance band six, the candidate’s approach would need to be more

insightful, unexpected, powerful, and daring.

AO Marks Performance Band

AO1 17 Mostly Exceptional ability




Total 68

Fine Art Candidate B


Level 3

Emerging Competent Ability

Knowledge, understanding and skills are generally adequate but safe.

Preparatory sheet 1

Preparatory sheet 2

Preparatory sheet 3

Outcome sheet

Examiner commentary


Keyword descriptors from the taxonomy: Reflective, Predictable, Repetitive, Intentional, Adequate

• The candidate’s development of ideas and investigations shows mostly emerging competence in

the critical understanding of their own ideas and the sources that have informed them.

• When refining work, the candidate shows fully emerging competent ability to experiment with a

variety of media, techniques and processes.

• When recording ideas, the candidate’s observations, skills and experiences evidence fully

emerging competent ability.

• The final outcome evidences mostly emerging competent ability to produce a personal response

which demonstrates a methodical style.

• To gain full marks in performance band three, the candidate would need to be more broadening

in approach.

AO Marks Level

AO1 8 Mostly Emerging Competent ability

AO2 9 Fully Emerging Competent ability

AO3 9 Fully Emerging Competent ability


Total 35

Graphic Communication

Candidate A


Level 6

Exceptional Ability

Knowledge, understanding and skills are in-depth,

perceptive and accomplished throughout.

Preparatory sheet 1

Paste images here.

Preparatory sheet 2

Preparatory sheet 3

Outcome sheet

Outcome sheet

Examiner commentary


Keyword descriptors from the taxonomy: Highly skilled, Inspired, Intuitive, Sophisticated,

Unexpected, Outstanding

• The candidate develops ideas with a focussed approach to research and investigation, demonstrating

mostly exceptional critical understanding of the context of their own ideas and the sources which have

informed them.

• They refine their work through a convincing process of experimentation and review using a range of

digital media and processes and techniques.

• They record ideas through personal observations and evidence insights about the work of others


• They present a mostly exceptional outcome, realising intentions within the discipline of Graphic

Communication

• To gain full marks in performance band six, the candidate’s approach would need to be more

insightful, unexpected, powerful, and daring.

AO Marks Level





Total 68

Graphic Communication Candidate B


Level 4

Competent and Consistent Ability

Knowledge, understanding and skills are secure and cohesive

throughout.

Preparatory sheet 1

Preparatory sheet 2

Preparatory sheet 3

Paste images here.

Outcome sheet

Examiner commentary


The candidate demonstrates fully competent and consistent ability in performance band four

across all the Assessment Objectives.

• The candidate develops ideas through investigations, showing critical understanding of the

context of their own ideas and the sources which have informed them.

• They refine, select and experiment with a range of media, materials techniques and processes.

• Their recording evidences a fully competent and consistent ability to record from observation,


• Presentation of the final outcome shows a fully competent and consistent ability to realise

intentions.

• To move into performance band five, the candidate would need to produce a more advanced,

comprehensive, perceptive, exciting, in-depth and fully resolved submission with an element of

risk taking.

AO Marks Level

AO1 12 Fully Competent and Consistent ability




Total 48

Photography Candidate A


Level 2/3

Basic/Emerging Competent Ability

Some knowledge, understanding and skills demonstrated but these are

simplistic and deliberate; some structure and repetition in the recording

and development of ideas/knowledge; understanding and skills are

generally adequate but safe.

Preparatory sheet 1

Preparatory sheet 2

Preparatory sheet 3

Outcome sheet

Examiner commentary


Keyword descriptors from the taxonomy: Adequate, Repetitive, Predictable

• The candidate demonstrates just emerging competent ability in the development of their own ideas

and the sources which have informed them.

• They refine their work at just emerging competent ability level through exploration of ideas and

reflection, using photography.

• They record ideas relevant to intentions demonstrating a just emerging competent ability level.

• They present a final outcome which realises their intentions and evidences a fully basic ability

level.

• To gain full marks in performance band three, the candidate’s approach would need to be more

reflective, broadening and intentional.


AO1 7 Just Emerging Competent ability



AO4 6 Fully Basic ability

Total 27

Photography

Candidate B


Level 3



Preparatory sheet 1

Preparatory sheet 2

Preparatory sheet 3

Outcome sheet

Examiner commentary



• The candidate demonstrates mostly emerging competent ability in the development of their own ideas

and critical understanding, and the sources which have informed them.

• They refine their work at mostly emerging competent ability level through the exploration of ideas

and reflection.

• They record ideas relevant to intentions at just emerging competent ability level.

• They present a final outcome which realises their intentions and demonstrates a just emerging

competent ability level.

• To gain full marks in performance band three, the candidate’s approach would need to be more

reflective, broadening and intentional.






Total 30

Textile Design

Candidate A


Level 5

Confident and Assured Ability

Knowledge, understanding and skills are reflective and focused

throughout.

Preparatory sheet 1

Research sheet 1

Preparatory sheet 2

Preparatory sheet 3

Outcome sheet

Examiner commentary


Keyword descriptors from the taxonomy: Comprehensive, Perceptive, Fully resolved, In-depth

• The candidate develops ideas through investigations showing their critical understanding of the

context of their own ideas and the sources which have informed them at mostly confident and

assured ability level.

• They refine, select and experiment with a range of media, materials techniques and processes at

mostly confident and assured ability level.

• The candidate evidences mostly confident and assured ability to record from observation,


• Presentation of the final outcome shows mostly confident and assured ability to realise intentions.

• To gain full marks in performance band five, the textile design candidate would need to be more

advanced, exciting and risk taking in approach.

AO Marks Performance band

AO1 14 Mostly Confident and Assured ability




Total 56

Textile Design

Candidate B


Level 3



Preparatory sheet 1

Preparatory sheet 2

Preparatory sheet 3

Outcome sheet

Examiner commentary



• The candidate demonstrates a mostly emerging competent approach to the development of their

ideas and critical understanding, and the sources which have informed them.

• They refine, select and experiment with a range of media, materials, techniques and processes at

mostly emerging competent ability level.

• The candidate demonstrates a mostly emerging competent ability to record from observation,


• The textile design candidate presents a personal and meaningful final outcome which is mostly

emerging competent in approach.

• To gain full marks in performance band three, the candidate would need to be more reflective,

broadening and intentional in approach.


AO1 8 Mostly Emerging Competent Ability




Total 32

Three-dimensional Design

Candidate A


Confident and Assured Ability

Knowledge, understanding and skills are reflective and focused

throughout.

Preparatory sheet 1

Preparatory sheet 2

Preparatory sheet 3

Outcome sheet

Examiner commentary


Keyword descriptors from the taxonomy: Advanced, Comprehensive, Perceptive, Exciting,

In-depth

• The development of ideas, investigations and critical understanding is fully confident and

assured.

• The candidate refines and explores ideas through a convincing process of experimentation and

review, using a variety of materials, techniques and processes at mostly confident and assured

ability level.

• When recording ideas, observations and insights related to their personal work and the work of

others, the candidate evidences fully confident and assured ability.

• In comparison to the initial research, when presenting the final personal response, the candidate

shows only just confident and assured ability.

• To gain full marks in performance band five, the candidate would need to produce a submission

which involved some risk taking and was more fully resolved.


AO1 15 Fully Confident and Assured ability


AO3 15 Fully Confident and Assured ability

AO4 13 Just Confident and Assured ability

Total 57

Three-dimensional Design

Candidate B


Level 4

Competent and Consistent Ability

Knowledge, understanding and skills are secure and cohesive throughout.

Preparatory sheet 1

Preparatory sheet 2

Preparatory sheet 3

Outcome sheet

Examiner commentary


Keyword descriptors from the taxonomy: Informed, Purposeful

• The candidate develops ideas through investigations showing critical understanding of the context

of their own ideas and the sources which have informed them at a mostly competent and

consistent ability level.

• They refine ideas using a range of media, techniques and processes at just competent and

consistent ability level.

• The recording of ideas is relevant to intentions at mostly competent and consistent ability level.

• Presentation of the final outcome is just competent and consistent.

• To gain full marks in performance band four, the candidate would need to be more, diverse,

sustained, and effective in approach.


AO1 11 Mostly Competent and Consistent ability

AO2 10 Just Competent and Consistent ability

AO3 11 Mostly Competent and Consistent ability

AO4 10 Just Competent and Consistent ability

Total 42

Notes for teachers:

• When presenting work on the 4 x A2 mountboards please be aware that work may be presented on

one side only.

• 3 of the mountboards are for the preparatory work and 1 is for the outcome/s.

• The preparatory boards 1 to 3 do not relate directly to the AOs 1 to 3.

• Work may be placed on the boards as a chronological work ‘journey’ and divided as appropriate to

include initial research/stimulus, ideas development and analysis, review and refinement of ideas.

• Work presented on the boards may not overlap, have flaps, mini-sketchbooks, etc. attached.

• To ensure fairness to all learners, centres are advised to follow the above guidelines.

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