OCR Nationals · Web viewAS Art Photography-light & lens based media: Unit 1 Coursework Portfolio Suggested teaching time - Topic Introductory techniques and ideas Topic outline Suggested

Support Material

GCE Art and DesignOCR Advanced Subsidiary and Advanced GCE in Art and Design

H160-H166 and H560-H566

This Support Material booklet is designed to accompany the OCR Advanced Subsidiary GCE/Advanced GCE specification in Art and Design for teaching from September 2008.

Contents

Contents 2

Introduction 3

Scheme of Work: 5

Lesson Plan 16

Other forms of Support 18

2 of 27 GCE Art and Design

Introduction

Background

A new structure of assessment for A Level has been introduced, for first teaching from September 2008. Some of the changes include:

The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that every young person has the opportunity to reach their full potential

The reduction or removal of coursework components for many qualifications – to lessen the volume of marking for teachers

A reduction in the number of units for many qualifications – to lessen the amount of assessment for learners

Amendments to the content of specifications – to ensure that content is up-to-date and relevant.

OCR has produced an overview document, which summarises the changes to Art and Design. This can be found at www.ocr.org.uk, along with the new specification.

In order to help you plan effectively for the implementation of the new specification we have produced this Scheme of Work and Sample Lesson Plans for Art and Design. These Support Materials are designed for guidance only and play a secondary role to the Specification.

Our Ethos

All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life current teaching practices and they are based around OCR’s revised specifications. The aim is for the support materials to inspire teachers and facilitate different ideas and teaching practices.

Each Scheme of Work and set of sample Lesson Plans is provided in:

PDF format – for immediate use

Word format – so that you can use it as a foundation to build upon and amend the content to suit your teaching style and students’ needs.

The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the teaching hours are suggestions only. Some or all of it may be applicable to your teaching.

GCE Art and Design 3 of 27

http://www.ocr.org.uk/

The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times, therefore, this Support Material booklet should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself.

A Guided Tour through the Scheme of Work


= Innovative Teaching IdeaAll the teaching idea contained in the SOW are innovative, but the icon is used to Highlight exceptionally innovative ideas.= Stretch & Challenge Activity This icon is added at the end of text when there is an explicit opportunity to offerStretch and Challenge.

= ICT Opportunity This icon is used to illustrate when an activity could be taught using ICT facilities.

= Innovative teaching idea = Stretch and challenge opportunity idea

= ICT opportunity

AS ART FINE ART: UNIT 1 COURSEWORK PORTFOLIO

SUGGESTED TEACHING TIME

- TOPIC INTRODUCTORY TECHNIQUES AND IDEAS

TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE

To improve and develop techniques appropriate to the endorsement.

To relate the students’ own work to the work of professionals.

A digital presentation on the use of paint by certain selected artists, paying particular attention to the painterly qualities of the work. A significant amount of the work will focus on figures.

A demonstration on the use of colour mixing in oils and of layering with acrylic paints.

The students to experiment with the use of paint.

Using water colours the students are to make a set of colour studies. The particular nature of water colour to be noted and explored.

Demonstrate dry brush and scrumbling techniques

Explore the potential of working on different coloured and textured grounds

The students to experiment with these techniques.

Continue with water colour experiments, use resist techniques involving oil pastel, wax, inks,etc.

A series of slides showing the work of a range of artists.

Oil and acrylic paints with appropriate media, painting surfaces and brushes.

A series of coloured objects to paint.

Different painting surfaces, fine brushes, rags, card strips for painting with, emulsions, white spirit,etc

The studies, at this stage, are quite brief and quickly produced.

The students are to be encouraged to document and present their sketches with appropriate annotations.

To record direct observation from primary sources.

Make some figure studies in a variety of painting media on a variety of grounds.

Investigate how professional artists have painted the figure with particular reference to their use of media. Document in a sketchbook.

A model

A variety of painting media and several different surfaces to work on.

A list of artists who might prove useful in this context would enable the students to quickly focus on the relevant issues.



= ICT opportunity

AS ART FINE ART: UNIT 1 COURSEWORK PORTFOLIO




To analyse their own work and the work of professional artists.

The students work in pairs and talk about the art work they have researched. They then relate this analysis to their own paintings.

A group exhibition will show the achievements so far.

The student work and the professional work will assist in the development of ideas for a more substantial figure painting.

Some oil or acrylic sketches of figures.

Space for a temporary exhibition of the work. The project could develop into a fuller study of the figure (as suggested here) or could change direction and look at the painting of landscape or still life. The emphasis would continue to be on experimentation and development of technique.



= ICT opportunity

AS ART GRAPHIC COMMUNICATION: UNIT 1 COURSEWORK PORTFOLIO




To develop ideas and techniques appropriate to the graphic communication endorsement.

To start to analyse both one’s own work and the work of others.

Show induction p/point on variety of type and work of different graphic designers.

Use a variety of found materials to make letter forms.

Work in groups, photograph the resulting design.

The students should analyse and discuss each others work.

Research 20th century typography and its use by graphic designers

Collection of appropriate imagery on digital presentation.

List of words to stimulate imagination

Found materials such as tape, twigs, string, wire, fabric, cable, etc.

The homework research should be organised into a sketchbook/workbook/

design sheet format.

The work should be completed fairly quickly, with an emphasis on experiment and a creative use of found materials.

To continue to develop skills and techniques

Individual designs using found materials.

Combine words to create sentences

Continue with the research into typography

Present some initial findings to the other members of the group.

Similar to last lesson plus paint, ink, markers, tissue, etc

Following on from the previous lessons, this work will be produced individually and make more use of art materials to enhance the found materials.



= ICT opportunity

AS ART PHOTOGRAPHY-LIGHT & LENS BASED MEDIA: UNIT 1 COURSEWORK PORTFOLIO




To record direct observation from primary sources

Research signs/symbols in immediate environment. Draw and photograph them in perspective.

Collect a series of images of signs and symbols. Annotate with comments on the success or otherwise of the images.

Paper/ sketchbooks and drawing materials.

Digital Cameras and computers.

Give some advice to students on suitable places to record signs/symbols.

Give some advice on drawing circles, squares, letters, etc in perspective.

To produce work appropriate to the intentions of the project

Recreate a graphic sign or symbol using a mixture of art and found materials

Complete analysis of professional graphic design.

This project could stop here and then move onto wider issues of layout and the use of visual imagery, perhaps continuing with the use of found materials to create letter forms ,etc. or it could develop and explore typography on book covers, CD covers, advertising, etc.

To develop ideas and techniques appropriate to the endorsement.

To learn to analyse their own work and the work of others.

Summarise the technical progress achieved so far with the practice and use of chemical, black and white photography.

Introduce a project brief that sets urban landscape as a theme.

Give a digital presentation that illustrates how selected professional photographers have approached the topic.

Examples of student work illustrating use of 35mm SLR cameras, black and white film and darkroom processing techniques.

Slides of professional photography.

It is assumed that the students will have spent some time learning and exploring the techniques of black and white photography.

At the beginning of an AS course the levels of experience of this may differ widely and the introductory project will help to establish a common skill level.



= ICT opportunity





Research the topic of Urban Landscape. Make notes on the work of others, collect reproductions of professional work.

Document the work into the workbook or journal.

Using the school/college library and internet facilities to research the subject of urban landscape.

The students can suggest possible sub themes, such as, traffic pollution, living in towns or cities, alienation in the urban evvironment,etc.

Continue the research into professional photography.

Identify possible interpretations of the theme.

Think about the technical and practical issues of a shoot in an urban environment.

The library could order, in advance, a set of appropriate reference material.

A resources sheet could provide book and magazine lists, web sites and the names of likely photographers

The students will need to be warned in advance of a group visit to a town or city to shoot a set of photographs.



= ICT opportunity





To record direct observation from primary sources.

Organise a photo shoot at a nearby town or city.

Select appropriate sites for an exploration of the theme.

Process the black and white film, producing negatives and contact prints.

Document these in the workbook.

35mm SLR cameras, Black and White film, student workbooks for notes,etc.

Some careful planning will be needed to organise this session. Health and Safety procedures will have to be followed. The choice of site could be negotiated with the students.

A gallery and museum could provide further contextual support.

To produce work that is appropriate to their intentions

Using the images captured on film, produce a series of prints using black and white, chemical technology.

Present the results of the topic for teacher assessment.

Present the finished prints on sheets of card.

The darkroom with enlargers, chemicals, dryers,etc.

The project could stop here but it could then progress to digital manipulation as the students could scan their black and white images onto the computer and then use appropriate software to explore and extend these images.



= ICT opportunity

AS ART TEXTILE DESIGN: UNIT 1 COURSEWORK PORTFOLIO


- TOPIC BOOK COVER BRIEF


To use some of the skills and techniques already covered to develop a personal and informed response.

Hand back student work journals and discuss the range and quality of work produced.

Hand out project brief and discuss ideas.

The students will need to start thinking and planning their work.

Plan a book to meet the brief. Collect appropriate imagery and list ideas that could be included in the book. Think how the information would help to shape and form the book cover.

The brief will ask students to design a book cover that reflects their own personality and experiences. The contents of the book can be chosen by the student. Only the cover is likely to be produced. The brief will ask them to make use of some of the skills and techniques used so far.

The student journal will have been completed during the first part of the course and will help to serve as an introduction to the endorsement.

This journal will contain samples and notes on techniques such as, batik, silk painting, transfer printing, felt making, crewel work, etc. as well as a write up of a visit to an exhibition.

To record direct from primary sources.

The students will organise source material that is relevant to the personal nature of the brief. They will draw and take digital photographs of the objects in a variety of media.

Continue with the visual research and planning. Collect images from the covers of autobiographies and biographies. Travel, lifestyle, music or cookery books could all reflect the life of the author.

The objects will need to collected and presented by the students.

A variety of drawing and painting material will be needed, such as, inks, pastels, water colours, etc.

The students will begin at this stage, as they produce visual research, to compose a cover which utilises several images with some text. They should also be encouraged to discuss the possible use of different techniques and media.

To further develop ideas and techniques so that a personal response is produced.

The possibilities of combining certain techniques is demonstrated and discussed.

The students present their ideas to the group and possible ways of attempting them are suggested.

Each student is to present a design sheet with clear notes, sketches and swatches, etc.

To continue the research into book covers and to document appropriately.

A range of materials and media and some practical advice on how they could be combined, exploited or developed.

After this lesson the students would then spend several lessons producing the work.

At the end of the project, each student will have a personal book cover design constructed from a range of materials and techniques. This could then be photographed and digitally manipulated into a book format. In addition, each student will have a set of primary and secondary research.



= ICT opportunity

ART AND DESIGN : AS UNIT 2 : CONTROLLED ASSIGNMENT F421-426


35 HOURS TOPIC PLANNING AND PREPARATION FOR THE EXAM


Introduction to the Exam Paper

Read through the exam paper together, look at the instructions, information and guidance for candidates.

Consider 5 sections and the titles.

Discuss and suggest, as a group, possible answers to the titles.

Encourage candidates to write ideas onto group flipcharts.

Use research facilities, such as libraries, resource centres and the internet for the research of themes and ideas.

Examination paper for each candidate

Flipchart/whiteboard/large sheets of paper

School/College library, Public Library, Gallery and Museum Education Departments or Resource Centres, Internet access.

Organise a pack of resources from the school/college library. These could include a range of visual art books and books with visual material on appropriate subject matter.

The suggested teaching time of 35 hours includes 5 hours for the exam.

The centre will need to make provisional entries at the correct time in order to ensure receiving the exam paper early.

It may be that some questions suit certain endorsements better, consider this.

Leave the flipcharts displayed during the preparation period and encourage candidates to add to them.

Book time for the candidates to make initial research visits.

Arrange internet access

Encourage further visits to libraries, etc.

Remind candidates to fully document all their research.

Candidate Expectation Independently develop

ideas through sustained and focused investigations.

A group discussion of ideas that have been generated so far.

In pairs, the candidates discuss their ideas, presenting possible solutions to each other and suggesting ways forward.

The candidates present their own ideas to a teacher for discussion and development.

Exemplar material showing how a candidate might develop an idea from a set starting point.

A digital presentation by a member of staff showing how ideas might develop and grow.

“Candidate Expectations” are to be found in unit description in new specifications. Each one is considered in turn, though it is recognised that the process of planning is not necessarily as linear as this, nor is always approached in this order. The following guide is a suggestion of a way forward.



= ICT opportunity





Make set times for meeting candidates to discuss their work.



= ICT opportunity





Candidate Expectation Work from direct

observation from primary sources.

The candidates are sent out with sketchbooks and cameras to record appropriate visual stimuli.

Each candidate is asked to bring an object or objects to the studio to draw and/or photograph. These objects will be appropriate for a particular question.

The candidates are asked to consider how their visual research informs the development of their ideas

A visit to a gallery or museum should generate a number of visual and written studies

Both the candidates and members of staff may provide appropriate visual stimuli

Organise a group visit to a local/regional /national or international gallery and museum. This may well need to be planned some time in advance, so some estimation of what might prove useful is necessary. The centre may not know the details of the exam paper when the visit is planned.

Encourage the candidates to make group or individual visits to galleries and museums.

A local point of interest may provide appropriate visual stimuli.

The candidates could create still life groups or installations for visual research. This could be done on a group or individual basis.

Candidate Expectation Document and record

from secondary sources.

The candidates will be shown good exemplar material that indicates ways of documenting research

Discuss, in groups and pairs how to annotate collected imagery in a useful and meaningful manner.

Make a series of studies of appropriate secondary sources. Identify the source material.

A collection of exemplar material from previous years

A collection of useful and stimulating secondary material.

Ensure that all candidates have suitable sketchbooks, workbooks, folders or adequate design sheets.

The exemplar material may well be presented digitally, making use of previous work from the centre or of examples supplied by the Board.

Emphasise the point that there are a number of ways of documenting and recording. A particular style may well suit an individual candidate.



= ICT opportunity





Candidate Expectation Experiment with a

range of media and materials.

Present a range of materials that the candidates could use to realise their ideas. Encourage experimentation and ask candidates to try something new to them.

The candidates bring in selected media to use in their preparation.

Present a range of interesting media and materials. Try to find something that is new or unfamiliar to the group. Demonstrate the use of some media.

Provide a set of images that demonstrate the professional use of different media. Discuss the use of the media.

The candidates could feedback information and research from gallery/museum visits, indicating their observations on the use of media and materials.

The candidates will be able to consolidate and extend some of the skills, acquired during unit one.

Candidate Expectation Produce work

informed by contextual and other sources

The candidates to demonstrate to teaching staff and other students how their ideas have been informed by the work of others.

Ask the candidates to provide evidence of how a professional artist/designer has influenced their work so far.

The candidates could bring visual material in the form of books, or digital presentations, or drawings and photographs.

Candidate Expectation Relate planning and

preparation into a coherent realisation or outcome

At a nominated date, prior to the 5 hour examination period the candidates will need to present their final ideas to a member of the teaching staff.

Exemplar material could show how previous candidates had realised their own ideas into a 5 hour exam format.

The candidates will need to be aware of the opportunities and limits of a 5 hour exam. The candidates are no longer asked to produce a piece of “focused planning”. The exam paper now asks for “a coherent realisation/outcome of your work”.

The candidates could present their work to the reminder of the group for discussion and analysis.



= ICT opportunity





Assessment Objectives Inform the candidates that work from the planning, preparation and realisation stages is assessed holistically across all the assessment objectives, but is weighted towards AO1(develop) and AO2(experiment).

Ask the candidates to consider the 6 bands of assessment. Reflect on their work as they approach the exam; is their work; partial, basic, competent, coherent, confident or mature?

Each candidate will need a copy of the assessment objectives.

A digital presentation of the assessment objectives, with appropriate notes and illustrations should assist understanding.

The Assessment Criteria will be found in an Appendix to the Specification. The criteria will already be familiar from the assessment of unit one.

Discuss the meanings of the key descriptors mentioned in the bands.

Encourage the candidates to consider how they can improve their work so that it may reach higher levels of the different assessment objectives.

The Final Examination Ensure that the candidates are well prepared for the final examination that they bring along all the preparation material and are fully equipped to complete their submission.

Ensure that conditions are appropriate for the correct operation of the exam

The centre will need to discuss with the candidate in advance their needs for the examination period. It may be a joint responsibility to ensure that the candidate has everything required for the day.

See Exam Board guidance for correct operation and management of the examination.

Further guidance, in respect of conditions peculiar to art, for example, the time necessary for drying ceramic work or silkscreen prints, can be found in the teachers’ guide.


Sample AS GCE Lesson PlanArt and Design : Fine Art (H 161)Unit 1 : Coursework Portfolio

Looking at Painting Technique.

OCR recognises that the teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.

Lesson length: Two Hours

Learning Objectives for the lesson

Objective 1 Students to experiment with a range of painting materials and techniques, reviewing and refining their ideas as the work progresses.

Objective 2 Students to observe and record a variety of figurative poses

Objective 3 Students to develop and extend their knowledge of the ways in which a range of artists have used paint to record the human figure

Recap of previous experience and prior knowledge

Show the students a digital presentation with examples of professional figurative work. Examples that illustrate different painting styles and techniques. Ask the students to analyse, comment and discuss the examples on show. Initially this could be done in small groups and then the discussion would be widened to all the class. The discussion will indicate at what level the students’ present thinking has reached.

Content

Time Content

10 minutes Show the digital presentation, perhaps 5/6 examples of a range of artists and techniques. Pose some questions with regards to the differing approaches of the artists.

10 Minutes Divide the class into small groups, ask each group to analyse one work.( a colour copy of the work could be given to each group). Encourage questions and possible answers to an analysis of the artist’s work.

15 minutes Students feed back to the class their comments on the work analysed, a class discussion of the work could be encouraged, with particular emphasis being placed on the painting techniques employed.


Time Content

15 minutes Using some of the techniques of the artists as a means of introducing a demonstration, the teacher will produce some quick figure studies with oil paint. Use oil mediums to improve and extend the handling of the paint. Show how tones and colour can be controlled by careful paint blending.

25 minutes The students create a number of quick figure studies, exploring the use of oil paint. Attention could be drawn to the variety of brush types available and alternative ways of putting on the paint, such as, sponges, rags and card strips. Different coloured grounds could be considered and the affect that they might have on the work noted.

5 minutes A quick initial discussion of the use of oil paints. The students, who are all more likely to be familiar with water based paint, are then asked to make a figure study in acrylic paint.

20 minutes One acrylic study of a figure, with some consideration of how the paint is applied. Differences between the two mediums noted.

10 minutes Display the lesson’s work and clear away materials

Consolidation

Time Content

10minutes Discuss the resulting student work with teacher and student comment. Note any observed differences in the handling of the two media (drying time and continuing with any work during the next lesson might be an issue). Refer back to the artists examined at the beginning of the lesson, note any connections that could be made with the work of the students.

Extension work Ask the students to look at one artist who has made figurative studies in water colour and then attempt their own figurative study from life using the same medium. Note the particular qualities of the medium.


Sample AS GCE Lesson PlanArt and Design: Graphic Communication(H 162)Unit 1: Coursework Portfolio

An introduction to Typography




Objective 1 Students to experiment with a range of materials to produce letter forms.

Objective 2 Students to record their work by making photographs of their designs.

Objective 3 Students to present their completed designs as a digital presentation.

Objective 4 Students to develop their knowledge of the use of typography by professional graphic designers.


Prior to this lesson ask the students to produce a sheet of interesting uses of different type faces by a range of identified graphic designers. A temporary exhibition of these sheets could be mounted at the beginning of the lesson. The work presented could be discussed by the group; each student could outline the reasons behind their choice of work.

Content

Time Content

15 minutes Mount an exhibition of student research. Analyse the work and comment upon its effectiveness.

15 minutes Show a digital presentation on the use of type by a range of graphic designers. The examples will probably centre on the 20th/21st century but could include earlier examples for comparison.

5 minutes Introduce the brief for the lesson, which is, working in groups create a range of letter forms using found materials.


Time Content

35 minutes Using items such as, tape, twigs, wire, string, fabric, cable, card, etc create a set of designs for words/phrases from a given list. The designs will probably be stuck to a suitable surface. Some consideration may be given to adding paints, inks or pastels

30 minutes The work should be digitally photographed and then enhanced/manipulated on a computer. Each group could aim to produce a digital presentation with a range of images generated by their practical work.

5 minutes Clear away materials

Consolidation

Time Content

15 minutes Present each group’s work electronically. Comment upon the results, encourage self and group appraisal.

Extension Work Collect (draw and/or photograph) images of Type from Information Signs around the School or College. Relate the style of the design to the function of the sign. Consider the message.


Sample A2 GCE Lesson PlanArt and Design: Fine Art (H561)Unit 3: Personal Investigation

Developing the Project




Objective 1 Students to develop their own project from the half way stage of the course. Ideas examined so far can be discussed and future directions for their work suggested.

Objective 2 Students to present their practical and written responses so far and to demonstrate critical understanding and awareness of their own and others’ work.


Each Student will assemble a presentation of their work so far. This could be in several forms and should include any finished and unfinished work as well as sketchbook research, photographs, models and pieces of written work. The time spent on display should be minimal for the aim of the activity is to quickly present the work so far accomplished.

Content

Time Content

15 minutes Each student will examine the work of another student.

20 minutes Each student will feedback to the group their observations on the work of their colleague. The group, including the original artist, can then discuss these findings.

15 minutes The teacher to summarise some of the discussion so far. Perhaps taking the work of one or two students the teacher can suggest ways how the projects might develop. Professional art work can be used to illustrate how ideas can be enriched and techniques improved.


Time Content

60 minutes Each student will then generate some written and visual proposals for the second half of their project. The visuals could be sketches, colour studies, collages, could involve some digital photography to illustrate ideas, or could involve some 3D models. Annotations will provide an insight to the students thinking. The students should also suggest possible visits to galleries and museums for research.

Consolidation

Time Content

10 minutes Each student to present their ideas to the colleague who looked at their work at the beginning of the lesson, with the intention of demonstrating how their work will be developed.

Extension Work Each student will make progress with some aspect of their project and bring it to the next lesson.


Sample A2 GCE Lesson PlanArt and Design: Photography (H 563)Unit 3: Personal Investigation

Introducing the Related Personal Study




Objective 1 Students to develop the critical and contextual understanding of the subject of photography and in so doing to generate ideas for a related personal study.

Objective 2 Record in visual and written forms their reaction to the work of a photographer.

Objective 3 Present a response demonstrating an analysis some aspect of professional photography.

Recap of previous experience and prior knowledgeAsk each student to bring a piece of their own work demonstrating a written and visual enquiry into the work of a photographer or group of photographers. This could have been produced for a GCSE or AS course. The students could then present their work to the group and indicate some of the findings of their studies.

Content

Time Content

15 minutes Each student to present a piece of critical studies that they have produced on a prior occasion. Some discussion of the work presented.

20 minutes The teacher to progress the discussion by indicating the need to relate the personal study to the A2 practical work of the student. Exemplar material of previous A2 practical work could be presented and suggestions made as to how related studies might develop.

5 minutes In order to develop the students’ critical awareness each member of the group could be given a named photographer to research. The students would be asked to provide some basic biographical background but to concentrate on analysing one or two photographs in some detail.


Time Content

60 minutes Each student will use internet/library facilities to research their named photographer. The written and visual research will be presented on a sheet of card.

Consolidation

Time Content

15 minutes Each student gives their work to another student for them to read. The pair of students will discuss the work.

5 minutes The students are asked to suggest some examples of personal studies that might relate to their own practical work.

Extension Work Each student will generate some proposals for their related personal studies. They will try to come up with some suggestions of how work might be seen first hand. They should also think about the ways in which their work might be presented.


Other forms of Support

In order to help you implement the new Art and Design specification effectively, OCR offers a comprehensive package of support. This includes:

OCR Training

Get Ready…introducing the new specifications

A series of FREE half-day training events are being run during Autumn 2007, to give you an overview of the new specifications.

Get Started…towards successful delivery of the new specifications

These full-day events will run from Spring 2008 and will look at the new specifications in more depth, with emphasis on first delivery.

Visit www.ocr.org.uk for more details.

Get ahead…understanding assessment

These full-day events will run from October 2008 and will look at the new Assessment Criteria and applying this to work.

Mill Wharf Training

Additional events are also available through our partner, Mill Wharf Training. It offers a range of courses on innovative teaching practice and whole-school issues - www.mill-wharf-training.co.uk.

e-Communities

Over 70 e-Communities offer you a fast, dynamic communication channel to make contact with other subject specialists. Our online mailing list covers a wide range of subjects and enables you to share knowledge and views via email.

Visit https://community.ocr.org.uk, choose your community and join the discussion!


https://community.ocr.org.uk/

http://www.mill-wharf-training.co.uk/

http://www.ocr.org.uk/

Interchange

OCR Interchange has been developed to help you to carry out day to day administration functions online, quickly and easily. The site allows you to register and enter candidates online. In addition, you can gain immediate a free access to candidate information at you convenience. Sign up at https://interchange.ocr.org.uk

Published ResourcesOCR offers centres a wealth of quality published support with a fantastic choice of ‘Official Publisher Partner’ and ‘Approved Publication’ resources, all endorsed by OCR for use with OCR specifications.

Publisher partners

OCR works in close collaboration with three Publisher Partners; Hodder, Heinemann and Oxford University Press (OUP) to ensure centres have access to:

Better published support, available when you need it, tailored to OCR specifications

Quality resources produced in consultation with OCR subject teams, which are linked to OCR’s teacher support materials

More resources for specifications with lower candidate entries

Materials that are subject to a thorough quality assurance process to achieve endorsement

Hodder Education is the publisher partner for OCR GCE Art and Design

Hodder Education is producing the following resources for OCR GCE Art and Design for first teaching in September 2008, which will be available in Spring 2008.

Ballantyne, S, Brindle, J, Tudge, M, Wingham, N, Walker, L, Adlem, K and Ball, M. OCR Art and Design for A level Student’s Book (2008) ISBN: 9780340967690

Ballantyne, S, Brindle, J, Tudge, M, Wingham, N, Walker, L, Adlem, K and Ball, M. OCR Art and Design for A level Teacher’s Book (2008) ISBN: 9780340967706

Approved publications

OCR still endorses other publisher materials, which undergo a thorough quality assurance process to achieve endorsement. By offering a choice of endorsed materials, centres can be assured of quality support for all OCR qualifications.


https://interchange.ocr.org.uk/

Endorsement

OCR endorses a range of publisher materials to provide quality support for centres delivering its qualifications. You can be confident that materials branded with OCR’s “Official Publishing Partner” or “Approved publication” logos have undergone a thorough quality assurance process to achieve endorsement. All responsibility for the content of the publisher’s materials rests with the publisher.

These endorsements do not mean that the materials are the only suitable resources available or necessary to achieve an OCR qualification. Any resource lists which are produced by OCR shall include a range of appropriate texts.


Documents

OCR Nationals · Web viewAS Art Photography-light & lens based media: Unit 1 Coursework Portfolio Suggested teaching time - Topic Introductory techniques and ideas Topic outline Suggested