Unit 7 Developing and Realising Creative Intentions

PearsonBTEC Level 3 National inArt and DesignUnit 7: Developing and Realising Creative Intentions

SampleAssessmentMaterials (SAMs)For use with:• Diploma in Art and Design• Diploma in Photography• Diploma in Graphics• Diploma in 3D Design and Crafts• Diploma in Fashion Design and Production• Extended Diploma in Art and Design

First teaching from September 2016 Issue 2

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Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked.For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson

Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning.We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com

Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked.For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson

Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning.We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com

Pearson BTEC Level 3 Nationals in Art and Design – Unit 7: Developing and Realising Creative Intentions – Summary of Sample Assessment Material changes. Version 1. November 2017

Contents

Summary of Sample Assessment Material changes i Task 1Sample Mark Grid 15

Changes to rubrics

The rubrics in this Sample Assessment Material have been updated to provide clarity on the rules under which the task should be taken. Centres should read the Instructions for Teachers and Instructions for Learners sections carefully to understand the full detail of the changes. These changes have been summarised below for ease of reference:

Summary of Sample Assessment Material changes

Summary of changes made between previous issues and this current issue

Page number

5th paragraph and bullet A paragraph and bullets have been added to explain informal supervision. This is to give teachers more framework for organising research and preparatory work.

Page 2

5th paragraph The paragraph on centres timetabling the supervised assessment period has been removed. This is to increase the rigour of the task by ensuring all learners must take the assessment in the same timeframe.

Page 3

Maintaining SecurityBullets have been added to give teachers more information on how to maintain security for the task, including arrangements for supervised assessment, and for how the learners’ work and notes must be kept securely. These bullet points have been added to clarify supervising requirements for supervised assessment time.

Page 4

iPearson BTEC Level 3 Nationals in Art and Design – Unit 7 – Final Sample Assessment Materials Issue 2 – November 2017 © Pearson Education Limited 2015

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Level

3Write your name hereSurname Forename

*S50143A*Paper referenceXXXX/XXS50143A©2015 Pearson Education Ltd.

1/1/1/1/1/1/1/1/1/1/1/1/1

Art and DesignUnit 7: Developing and Realising Creative Intentions

Diploma/Extended DiplomaSample assessment material for first teachingSeptember 2016

Instructions

This booklet contains material for the completion of the set task.

This booklet is specific to each series and this material must only be issued to learners who have been entered to undertake the task in the relevant series.

This booklet must be given to learners as soon as it is received, so that learners can start the preparatory work in advance of the final supervised assessment period.

Centres are free to arrange the first 2 hours of supervised assessment how they wish provided that learners are supervised in accordance with the conduct procedures.

The final supervised assessment must be undertaken over 3 hours in the period of a week timetabled by Pearson.

Information

The total mark for this paper is 60.

Part

SMarks

Supervised hours

5

Pearson BTEC Level 3 Nationals

Turn over

Level

3Write your name hereSurname Forename

*S50143A*Paper referenceXXXX/XXS50143A©2015 Pearson Education Ltd.

1/1/1/1/1/1/1/1/1/1/1/1/1

Art and DesignUnit 7: Developing and Realising Creative Intentions

Diploma/Extended DiplomaSample assessment material for first teachingSeptember 2016

Instructions

This booklet contains material for the completion of the set task.

This booklet is specific to each series and this material must only be issued to learners who have been entered to undertake the task in the relevant series.

This booklet must be given to learners as soon as it is received, so that learners can start the preparatory work in advance of the final supervised assessment period.

Centres are free to arrange the first 2 hours of supervised assessment how they wish provided that learners are supervised in accordance with the conduct procedures.

The final supervised assessment must be undertaken over 3 hours in the period of a week timetabled by Pearson.

Information

The total mark for this paper is 60.

Part

SMarks

Supervised hours

5

Pearson BTEC Level 3 Nationals

1Pearson BTEC Level 3 Nationals in Art and Design – Unit 7 – Final Sample Assessment Materials Issue 2 – November 2017 © Pearson Education Limited 2015

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Instructions to Teachers/Tutors

This booklet must be given to learners in its entirety as soon as it is received.

Learners should undertake independent research on the theme.

Centres must issue this booklet at the appropriate time and advise learners of the timetabled sessions during which they can prepare. It is expected that scheduled lessons or other timetable slots will be used for some or all of the preparation.

There are five activities within this set task. Activities 2 and 5 must be completed under supervised conditions.

Activities 1, 3 and 4 can be completed under informal supervision, where:

ÂÂ work and resources can be brought in and out of the informally supervised environment, but these must be monitored so the learner’s final product can be authenticated.

The five activities are as follows:

Activity 1ÂÂ Produce an annotated log of the research and initial ideas in response to

the theme.

ÂÂ This can be produced under informal supervision.

Activity 2ÂÂ Produce a proposal explaining the planned response to the theme.

ÂÂ The proposal must be written up under supervised conditions.

ÂÂ Teachers must ensure that all notes learners use are their own work.

ÂÂ Once completed, the proposal must be stored securely until the time of submission with no further editing permitted.

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Activity 3 ÂÂ Produce a piece of art or design in response to a theme.

ÂÂ This can be carried out under informal supervision.

ÂÂ The art and design piece must have a clear purpose and be completed in a discipline of the learner’s choice.

Activity 4ÂÂ Produce a digital portfolio of between 16–20 pages that documents the

development and realisation process.


Activity 5ÂÂ Produce a written commentary to accompany each page of the

digital portfolio.

ÂÂ The written commentary must be carried out under supervised conditions.


For this task learners must complete their research, development and realisation process independently. It is expected that learners spend no more than 40 hours on Activities 1, 3 and 4.

Centres should schedule all learners at the same time or supervise cohorts to ensure there is no opportunity for collusion.

Teachers/tutors should note that:

ÂÂ Learners should not be given any direct guidance or prepared materials

ÂÂ Learners should not be given any support in writing or editing notes

ÂÂ All work must be completed independently by the learner.

ÂÂ Outcomes of Activity 1 will be retained securely by the centre after the supervised assessment period and may be requested by Pearson if there is suspected malpractice.

2 Pearson BTEC Level 3 Nationals in Art and Design – Unit 7 – Final Sample Assessment Materials Issue 2 – November 2017 © Pearson Education Limited 2015

The supervised assessment will take place in a period specified by Pearson.

2S50143A

Instructions to Teachers/Tutors

This booklet must be given to learners in its entirety as soon as it is received.

Learners should undertake independent research on the theme.

Centres must issue this booklet at the appropriate time and advise learners of the timetabled sessions during which they can prepare. It is expected that scheduled lessons or other timetable slots will be used for some or all of the preparation.

There are five activities within this set task. Activities 2 and 5 must be completed under supervised conditions.

Activities 1, 3 and 4 can be completed under informal supervision, where:

ÂÂ work and resources can be brought in and out of the informally supervised environment, but these must be monitored so the learner’s final product can be authenticated.

The five activities are as follows:

Activity 1ÂÂ Produce an annotated log of the research and initial ideas in response to

the theme.

ÂÂ This can be produced under informal supervision.

Activity 2ÂÂ Produce a proposal explaining the planned response to the theme.

ÂÂ The proposal must be written up under supervised conditions.


ÂÂ Once completed, the proposal must be stored securely until the time of submission with no further editing permitted.

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Activity 3 ÂÂ Produce a piece of art or design in response to a theme.


ÂÂ The art and design piece must have a clear purpose and be completed in a discipline of the learner’s choice.

Activity 4ÂÂ Produce a digital portfolio of between 16–20 pages that documents the

development and realisation process.


Activity 5ÂÂ Produce a written commentary to accompany each page of the

digital portfolio.

ÂÂ The written commentary must be carried out under supervised conditions.


For this task learners must complete their research, development and realisation process independently. It is expected that learners spend no more than 40 hours on Activities 1, 3 and 4.

Centres should schedule all learners at the same time or supervise cohorts to ensure there is no opportunity for collusion.

Teachers/tutors should note that:

ÂÂ Learners should not be given any direct guidance or prepared materials

ÂÂ Learners should not be given any support in writing or editing notes

ÂÂ All work must be completed independently by the learner.

ÂÂ Outcomes of Activity 1 will be retained securely by the centre after the supervised assessment period and may be requested by Pearson if there is suspected malpractice.


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Centres are responsible for putting in place appropriate checks to ensure that only permitted material is introduced into the supervised environment.

Maintaining security:ÂÂ During supervised assessment sessions, the assessment areas must only

be accessible to the individual learner and to named members of staff.

ÂÂ Learners can only access their work under supervision.

ÂÂ Any work learners produce under supervision must be kept secure.

ÂÂ Only permitted materials for the set task can be brought into the supervised environment.

ÂÂ During any permitted break and at the end of the session materials must be kept securely and no items removed from the supervised environment.

ÂÂ Learners are not permitted to have access to the internet or other resources during the supervised assessment period.

After the session the teacher/tutor or invigilator will confirm that all learner work had been completed independently as part of the authentication submitted to Pearson.

The set task is a formal assessment and must be conducted with reference to the instructions in this task booklet and the Instructions for Conducting External Assessments (ICEA) document to ensure that the preparatory period and supervised assessment are conducted correctly so that learners have completed their preparation validly and independently and submitted evidence that is their own work.

Outcomes for SubmissionEach learner must submit the following:

ÂÂ A proposal (Activity 2)

ÂÂ A digital portfolio that contains between 16 and 20 pages (Activity 4)

ÂÂ A written commentary (Activity 5)

Each learner must complete an authentication sheet.

Submission of images and portfolio ÂÂ Consideration should be given to the quality of the images selected for

the portfolio. These should be of sufficient size to show the quality of the work.

ÂÂ Work that is intended to be accessed digitally should be submitted as PDF documents.

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ÂÂ 3D and larger pieces must be photographed and include an indication of scale. No more than four photographs are allowed per piece (one image of the work in its entirety and three further images of different angles and/or details).

Instructions for Learners

Read the set task information carefully.

In this booklet you will be asked to carry out specific activities using the information in this booklet and your own research.

You will be given 40 hours to complete your research.

You will have access to a computer.

You must work independently throughout the supervised assessment period and should not share your work with other learners.

Your teacher/tutor may clarify the wording that appears in this task but cannot provide any guidance on completion of the task.

The supervised activities must be completed in timetabled sessions provided by your centre and it is likely you will be given more than one timetabled session to complete these activities up to a maximum of five hours.

Outcomes for submissionYou will need to submit the following:


ÂÂ A digital portfolio that contains between 16 and 20 pages (Activity 4)produced as a PDF.


You must complete a declaration that the work you submit is your own.


4S50143A

Centres are responsible for putting in place appropriate checks to ensure that only permitted material is introduced into the supervised environment.

Maintaining security:ÂÂ During supervised assessment sessions, the assessment areas must only

be accessible to the individual learner and to named members of staff.

ÂÂ Learners can only access their work under supervision.

ÂÂ Any work learners produce under supervision must be kept secure.

ÂÂ Only permitted materials for the set task can be brought into the supervised environment.

ÂÂ During any permitted break and at the end of the session materials must be kept securely and no items removed from the supervised environment.

ÂÂ Learners are not permitted to have access to the internet or other resources during the supervised assessment period.

After the session the teacher/tutor or invigilator will confirm that all learner work had been completed independently as part of the authentication submitted to Pearson.

The set task is a formal assessment and must be conducted with reference to the instructions in this task booklet and the Instructions for Conducting External Assessments (ICEA) document to ensure that the preparatory period and supervised assessment are conducted correctly so that learners have completed their preparation validly and independently and submitted evidence that is their own work.

Outcomes for SubmissionEach learner must submit the following:


ÂÂ A digital portfolio that contains between 16 and 20 pages (Activity 4)


Each learner must complete an authentication sheet.

Submission of images and portfolio ÂÂ Consideration should be given to the quality of the images selected for

the portfolio. These should be of sufficient size to show the quality of the work.

ÂÂ Work that is intended to be accessed digitally should be submitted as PDF documents.

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Instructions for Learners

Read the set task information carefully.

In this booklet you will be asked to carry out specific activities using the information in this booklet and your own research.

You will be given 40 hours to complete your research.

You will have access to a computer.

You must work independently throughout the supervised assessment period and should not share your work with other learners.

Your teacher/tutor may clarify the wording that appears in this task but cannot provide any guidance on completion of the task.

The supervised activities must be completed in timetabled sessions provided by your centre and it is likely you will be given more than one timetabled session to complete these activities up to a maximum of five hours.

Outcomes for submissionYou will need to submit the following:


ÂÂ A digital portfolio that contains between 16 and 20 pages (Activity 4)produced as a PDF.


You must complete a declaration that the work you submit is your own.


6S50143A

Set Task Brief

For this task you will produce a piece of art or design work which responds to the theme ‘Transformation’.

A document is provided on page 11 with a series of images, quotes, artists and designers that will provide starting points for the development of your ideas.

The art and design piece you produce can be in an art and design discipline of your choice and must have a clear purpose.

For example:

ÂÂ a piece of artwork for an exhibition

ÂÂ advertising or promotional material

ÂÂ interactive product

ÂÂ commercial design/product

ÂÂ functional object

ÂÂ fashion garment or accessory.

You will demonstrate the development and realisation of your art or design piece by producing an art and design portfolio.

Your portfolio will contain a selection of the drafts, samples and mock-ups of the developing work, evidence of your research into trends, contextual factors and artists and/or designers and images of your final art and design piece. This will be accompanied by a written commentary of the development and realisation process.

In this task you will demonstrate how you are able to:

ÂÂ develop a specific art and design idea against a theme for a clear purpose for which you will produce a proposal

ÂÂ realise your idea into a fully developed piece of art or design

ÂÂ demonstrate the design and realisation of the work through a digital portfolio and an evaluative record.

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Set Task

You must complete ALL activities within the set task.

Activity 1

Research and development of initial ideas

You must carry out significant research and preparatory explorations before beginning your art and design piece.

You must keep an annotated log of the research you carried out and the development of your ideas. This will ensure you have materials to select for your digital portfolio. The log should include samples and mock-ups of your work, evidence of your research into trends, contextual factors and artists and/or designers who inspire you. You must also keep written notes on your decisions and your refinements throughout the process.

Activity 2

You must complete this activity under two hours of supervision.

Produce a proposal explaining how you intend to respond to the theme.

The proposal must include details on:

ÂÂ your initial ideas for the focus of your art and design piece

ÂÂ the reasons for your choice of art and design piece

ÂÂ your research plan into contextual sources and trends

ÂÂ your initial ideas on the materials, techniques and processes you want to use

ÂÂ your plans to complete the work within the time

ÂÂ identification of the equipment and specialist expertise you may require.

You will be assessed on your:

ÂÂ explanation of ideas in relation to the theme

ÂÂ selection of research sources

ÂÂ explanation of the materials, techniques and processes you intend to use.


6S50143A

Set Task Brief

For this task you will produce a piece of art or design work which responds to the theme ‘Transformation’.

A document is provided on page 11 with a series of images, quotes, artists and designers that will provide starting points for the development of your ideas.

The art and design piece you produce can be in an art and design discipline of your choice and must have a clear purpose.

For example:

ÂÂ a piece of artwork for an exhibition

ÂÂ advertising or promotional material

ÂÂ interactive product

ÂÂ commercial design/product

ÂÂ functional object

ÂÂ fashion garment or accessory.

You will demonstrate the development and realisation of your art or design piece by producing an art and design portfolio.

Your portfolio will contain a selection of the drafts, samples and mock-ups of the developing work, evidence of your research into trends, contextual factors and artists and/or designers and images of your final art and design piece. This will be accompanied by a written commentary of the development and realisation process.

In this task you will demonstrate how you are able to:

ÂÂ develop a specific art and design idea against a theme for a clear purpose for which you will produce a proposal

ÂÂ realise your idea into a fully developed piece of art or design

ÂÂ demonstrate the design and realisation of the work through a digital portfolio and an evaluative record.

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Set Task

You must complete ALL activities within the set task.

Activity 1

Research and development of initial ideas

You must carry out significant research and preparatory explorations before beginning your art and design piece.

You must keep an annotated log of the research you carried out and the development of your ideas. This will ensure you have materials to select for your digital portfolio. The log should include samples and mock-ups of your work, evidence of your research into trends, contextual factors and artists and/or designers who inspire you. You must also keep written notes on your decisions and your refinements throughout the process.

Activity 2

You must complete this activity under two hours of supervision.

Produce a proposal explaining how you intend to respond to the theme.

The proposal must include details on:

ÂÂ your initial ideas for the focus of your art and design piece

ÂÂ the reasons for your choice of art and design piece

ÂÂ your research plan into contextual sources and trends

ÂÂ your initial ideas on the materials, techniques and processes you want to use

ÂÂ your plans to complete the work within the time

ÂÂ identification of the equipment and specialist expertise you may require.

You will be assessed on your:

ÂÂ explanation of ideas in relation to the theme

ÂÂ selection of research sources

ÂÂ explanation of the materials, techniques and processes you intend to use.


8S50143A

Activity 3

Produce a piece of art or design in a discipline of your choice and with a clear purpose.

Activity 4

Produce a digital portfolio that demonstrates your development and realisation process.

Photograph or scan selected pieces of development work and of the final piece to include in your digital portfolio.

ÂÂ Consideration should be given to the quality of the images selected for the portfolio. These should be of sufficient size to show the quality of the work.

ÂÂ Work that is intended to be accessed digitally, should be submitted as PDF documents.


You must produce between 16–20 pages for your digital portfolio. Each page can include a combination of images and written work.

You must:

ÂÂ select key pieces of your development work to include in your digital portfolio

ÂÂ select images of your final art and design piece

ÂÂ produce supporting written annotations explaining your development process

ÂÂ produce images of your final art and design piece.

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You will be assessed on:

ÂÂ your creative response to the theme

ÂÂ the use of contextual sources and influences in your work

ÂÂ your exploration of materials, techniques and processes in your development work

ÂÂ your ability to refine your work through review and evaluation

ÂÂ how well your portfolio shows the development and realisation processes

ÂÂ the quality of presentation of the portfolio.

Activity 5

You must complete this activity under three hours of supervised conditions.

Produce a written commentary of your development and realisation process to accompany each page of your digital portfolio.

This should include:

ÂÂ explanations of your development processes

ÂÂ explanations of how you achieved your final piece and how it responds to the theme

ÂÂ an evaluation of the development process and the final piece of work.

The commentary must be handwritten in the booklet provided.


ÂÂ the quality and clarity of your explanation

ÂÂ accurate use of spelling, grammar and subject-specific terminology.

END OF TASK TOTAL FOR TASK = 60 MARKS


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Activity 3

Produce a piece of art or design in a discipline of your choice and with a clear purpose.

Activity 4

Produce a digital portfolio that demonstrates your development and realisation process.

Photograph or scan selected pieces of development work and of the final piece to include in your digital portfolio.

ÂÂ Consideration should be given to the quality of the images selected for the portfolio. These should be of sufficient size to show the quality of the work.

ÂÂ Work that is intended to be accessed digitally, should be submitted as PDF documents.


You must produce between 16–20 pages for your digital portfolio. Each page can include a combination of images and written work.

You must:

ÂÂ select key pieces of your development work to include in your digital portfolio

ÂÂ select images of your final art and design piece

ÂÂ produce supporting written annotations explaining your development process

ÂÂ produce images of your final art and design piece.

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ÂÂ your creative response to the theme

ÂÂ the use of contextual sources and influences in your work

ÂÂ your exploration of materials, techniques and processes in your development work

ÂÂ your ability to refine your work through review and evaluation

ÂÂ how well your portfolio shows the development and realisation processes

ÂÂ the quality of presentation of the portfolio.

Activity 5

You must complete this activity under three hours of supervised conditions.

Produce a written commentary of your development and realisation process to accompany each page of your digital portfolio.

This should include:

ÂÂ explanations of your development processes

ÂÂ explanations of how you achieved your final piece and how it responds to the theme

ÂÂ an evaluation of the development process and the final piece of work.

The commentary must be handwritten in the booklet provided.


ÂÂ the quality and clarity of your explanation

ÂÂ accurate use of spelling, grammar and subject-specific terminology.

END OF TASK TOTAL FOR TASK = 60 MARKS


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Set Task Information

Briefing sheet

THEME

‘TRANSFORMATION’

You will explore and investigate the theme ‘TRANSFORMATION’ to produce creative outcomes. The theme is a starting point on which to develop your ideas. It will form the basis of your design ideas and contextual research into artists/designers/trends/movements that may inspire your work.

This document provides you with a series of images, quotes, artists and designers that will provide starting points for the development of your ideas.

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TRANSFORMATION

Nouna change or alteration, esp a radical one the act of transforming or the state of being transformed

Synonyms: change/ conversion/ alteration/ metamorphosis/ transmutation/ renewal/ revolution/ makeover/ re-brand/ transfiguration

Quote “As Gregor Samsa awoke one morning from uneasy dreams he found himself transformed in his bed into a gigantic insect.”Franz Kafka, The Metamorphosis

ARTISTS AND DESIGNERS

Roger Hiorns Jeff Wall

Raphael Hefti El Anatsui

Brian Detmar Liza Lou

Hussein Chaylayan Timorous Beasties

Alexander McQueen Grayson Perry

Vivian Westwood Jamie Reid

Issey Miyake Linder

Francesca Woodman John Stezaker

Gregory Crewdson Yinka Shonibare

Tim Noble and Elmgreen and Sue Webster Dragset


10S50143A

Set Task Information

Briefing sheet

THEME

‘TRANSFORMATION’

You will explore and investigate the theme ‘TRANSFORMATION’ to produce creative outcomes. The theme is a starting point on which to develop your ideas. It will form the basis of your design ideas and contextual research into artists/designers/trends/movements that may inspire your work.

This document provides you with a series of images, quotes, artists and designers that will provide starting points for the development of your ideas.

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TRANSFORMATION

Nouna change or alteration, esp a radical one the act of transforming or the state of being transformed

Synonyms: change/ conversion/ alteration/ metamorphosis/ transmutation/ renewal/ revolution/ makeover/ re-brand/ transfiguration

Quote “As Gregor Samsa awoke one morning from uneasy dreams he found himself transformed in his bed into a gigantic insect.”Franz Kafka, The Metamorphosis

ARTISTS AND DESIGNERS

Roger Hiorns Jeff Wall

Raphael Hefti El Anatsui

Brian Detmar Liza Lou

Hussein Chaylayan Timorous Beasties

Alexander McQueen Grayson Perry

Vivian Westwood Jamie Reid

Issey Miyake Linder

Francesca Woodman John Stezaker

Gregory Crewdson Yinka Shonibare

Tim Noble and Elmgreen and Sue Webster Dragset


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Every effort has been made to contact copyright holders to obtain their permission for the use of copyright material. Pearson Education Ltd. will, if notified, be happy to rectify any errors or omissions and include any such rectifications in future editions.


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Every effort has been made to contact copyright holders to obtain their permission for the use of copyright material. Pearson Education Ltd. will, if notified, be happy to rectify any errors or omissions and include any such rectifications in future editions.



Unit 7: Developing and Realising Creative Intentions - Sample marking grid

General Marking Guidance All learners must receive the same treatment. Examiners must mark the first learner in

exactly the same way as they mark the last. Marking grids should be applied positively. Learners must be rewarded for what they have

shown they can do rather than penalised for omissions. Examiners should mark according to the marking grid not according to their perception of

where the grade boundaries may lie. All marks on the marking grid should be used appropriately. All the marks on the marking grid are designed to be awarded. Examiners should always

award full marks if deserved. Examiners should also be prepared to award zero marks if the learner’s response is not rewardable according to the marking grid.

Where judgment is required, a marking grid will provide the principles by which marks will be awarded.

When examiners are in doubt regarding the application of the marking grid to a learner’s response, a senior examiner should be consulted.

Specific Marking guidance

The marking grids have been designed to assess learner work holistically. Rows within the grids identify the assessment focus/outcome being targeted. When using a marking grid, the ‘best fit’ approach should be used.

● Examiners should first make a holistic judgement on which band most closely matches the learner response and place it within that band. Learners will be placed in the band that best describes their answer.

● The mark awarded within the band will be decided based on the quality of the answer in response to the assessment focus/outcome and will be modified according to how securely all bullet points are displayed at that band.

● Marks will be awarded towards the top or bottom of that band depending on how they have evidenced each of the descriptor bullet points.

15Pearson BTEC Level 3 Nationals in Art and Design – Unit 7 – Final Sample Assessment Materials – Issue 1 – November 2015


Developing and Realising Creative Intentions Marking Grid: 60 Marks

Assessment Objectives Mark Awarded

AO1: Demonstrate an ability to generate ideas in response to a theme

Out of 10

AO2: Apply understanding of contextual sources to own work and practice

Out of 9

AO3: Explore materials, techniques and processes relevant to creative intentions

Out of 8

AO4: Demonstrate an ability to refine work and ideas by reviewing and evaluating throughout the development process

Out of 9

AO5: Realise creative intentions demonstrating ability to plan and carry out an effective creative process

Out of 12

AO6: Demonstrate an ability to present work which demonstrates development and realisation of final outcome, showing an understanding of professional practice

Out of 12

TOTAL

Out of 60

16 Pearson BTEC Level 3 Nationals in Art and Design – Unit 7 – Final Sample Assessment Materials – Issue 1 – November 2015

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pply

und

erst

andi

ng o

f co

ntex

tual

sou

rces

to

own

wor

k an

d pr

actic

e

Out

of 9

AO

3: E

xplo

re m

ater

ials

, te

chni

ques

and

pro

cess

es r

elev

ant

to c

reat

ive

inte

ntio

ns

Out

of 8

AO

4: D

emon

stra

te a

n ab

ility

to

refin

e w

ork

and

idea

s by

rev

iew

ing

and

eval

uatin

g th

roug

hout

the

dev

elop

men

t pr

oces

s

Out

of 9

AO

5: R

ealis

e cr

eativ

e in

tent

ions

dem

onst

ratin

g ab

ility

to

plan

and

car

ry o

ut a

n ef

fect

ive

crea

tive

pro

cess

Out

of 12

AO

6: D

emon

stra

te a

n ab

ility

to

pres

ent

wor

k w

hich

dem

onst

rate

s de

velo

pmen

t an

d re

alis

atio

n of

fin

al o

utco

me,

sho

win

g an

und

erst

andi

ng o

f pr

ofes

sion

al p

ract

ice

Out

of 12

TOTA

L

Ou

t of

60

Le

vel

Mar

k A

O1

: D

emon

stra

te a

n a

bil

ity

to g

ener

ate

idea

s in

res

po

nse

to

a th

eme

0

No

rew

arda

ble

mat

eria

l.

1

1–2

Bas

ic d

escr

iption

of id

eas

with

limited

con

nect

ions

mad

e to

the

the

me

Bas

ic s

elec

tion

and

use

of

sour

ces

and

prac

tica

l exp

lora

tion

to

gene

rate

idea

s

Sup

erfic

ial i

nitia

l ide

as w

hich

are

ten

tative

ly c

onne

cted

to

the

them

e

2

3–5

Com

pete

nt e

xpla

natio

n of

idea

s w

ith

gene

rally

sou

nd c

onne

ctio

ns m

ade

to t

he t

hem

e

P

artial

ly r

elev

ant

sele

ctio

n an

d us

e of

sou

rces

and

initi

al p

ract

ical

exp

lora

tion

to

gene

rate

idea

s

Sou

nd in

itial

idea

s w

hich

are

par

tial

ly c

onne

cted

to

the

them

e

3

6–8

Con

fiden

t ex

plan

atio

n of

idea

s w

ith

cohe

sive

con

nect

ions

mad

e to

the

the

me

Rel

evan

t se

lect

ion

and

use

of s

ourc

es a

nd in

itial

pra

ctic

al e

xplo

ration

to

gene

rate

idea

s

Effe

ctiv

e in

itial

idea

s w

hich

are

per

tine

nt t

o th

e th

eme

4

9-10

Com

preh

ensi

ve e

xpla

nation

of id

eas

with

insi

ghtf

ul c

onne

ctio

ns m

ade

to t

he t

hem

e

Perc

eptive

sel

ection

and

use

of

sour

ces

and

initi

al p

ract

ical

exp

lora

tion

to

gene

rate

idea

s

Flue

nt a

nd c

reat

ive

initi

al id

eas

whi

ch in

sigh

tful

ly e

ngag

e w

ith

the

them

e

17Pe

arso

n BT

EC L

evel

3 N

atio

nals

in A

rt a

nd D

esig

n –

Uni

t 7 –

Fin

al S

ampl

e A

sses

smen

t Mat

eria

ls –

Is

sue

1 –

Nov

embe

r 20

15


Developing and Realising Creative Intentions Marking Grid: 60 Marks

Assessment Objectives Mark Awarded

AO1: Demonstrate an ability to generate ideas in response to a theme

Out of 10

AO2: Apply understanding of contextual sources to own work and practice

Out of 9

AO3: Explore materials, techniques and processes relevant to creative intentions

Out of 8

AO4: Demonstrate an ability to refine work and ideas by reviewing and evaluating throughout the development process

Out of 9

AO5: Realise creative intentions demonstrating ability to plan and carry out an effective creative process

Out of 12

AO6: Demonstrate an ability to present work which demonstrates development and realisation of final outcome, showing an understanding of professional practice

Out of 12

TOTAL

Out of 60

16 Pearson BTEC Level 3 Nationals in Art and Design – Unit 7 – Final Sample Assessment Materials – Issue 1 – November 2015

Dev

elop

ing

an

d R

eali

sin

g C

reat

ive

Inte

nti

ons

Mar

kin

g G

rid

: 6

0 M

arks

Ass

essm

ent

Ob

ject

ives

M

ark

Aw

ard

ed

AO

1: D

emon

stra

te a

n ab

ility

to

gene

rate

idea

s in

res

pons

e to

a t

hem

e

O

ut o

f 10

AO

2: A

pply

und

erst

andi

ng o

f co

ntex

tual

sou

rces

to

own

wor

k an

d pr

actic

e

Out

of 9

AO

3: E

xplo

re m

ater

ials

, te

chni

ques

and

pro

cess

es r

elev

ant

to c

reat

ive

inte

ntio

ns

Out

of 8

AO

4: D

emon

stra

te a

n ab

ility

to

refin

e w

ork

and

idea

s by

rev

iew

ing

and

eval

uatin

g th

roug

hout

the

dev

elop

men

t pr

oces

s

Out

of 9

AO

5: R

ealis

e cr

eativ

e in

tent

ions

dem

onst

ratin

g ab

ility

to

plan

and

car

ry o

ut a

n ef

fect

ive

crea

tive

pro

cess

Out

of 12

AO

6: D

emon

stra

te a

n ab

ility

to

pres

ent

wor

k w

hich

dem

onst

rate

s de

velo

pmen

t an

d re

alis

atio

n of

fin

al o

utco

me,

sho

win

g an

und

erst

andi

ng o

f pr

ofes

sion

al p

ract

ice

Out

of 12

TOTA

L

Ou

t of

60

Le

vel

Mar

k A

O1

: D

emon

stra

te a

n a

bil

ity

to g

ener

ate

idea

s in

res

po

nse

to

a th

eme

0

No

rew

arda

ble

mat

eria

l.

1

1–2

Bas

ic d

escr

iption

of id

eas

with

limited

con

nect

ions

mad

e to

the

the

me

Bas

ic s

elec

tion

and

use

of

sour

ces

and

prac

tica

l exp

lora

tion

to

gene

rate

idea

s

Sup

erfic

ial i

nitia

l ide

as w

hich

are

ten

tative

ly c

onne

cted

to

the

them

e

2

3–5

Com

pete

nt e

xpla

natio

n of

idea

s w

ith

gene

rally

sou

nd c

onne

ctio

ns m

ade

to t

he t

hem

e

P

artial

ly r

elev

ant

sele

ctio

n an

d us

e of

sou

rces

and

initi

al p

ract

ical

exp

lora

tion

to

gene

rate

idea

s

Sou

nd in

itial

idea

s w

hich

are

par

tial

ly c

onne

cted

to

the

them

e

3

6–8

Con

fiden

t ex

plan

atio

n of

idea

s w

ith

cohe

sive

con

nect

ions

mad

e to

the

the

me

Rel

evan

t se

lect

ion

and

use

of s

ourc

es a

nd in

itial

pra

ctic

al e

xplo

ration

to

gene

rate

idea

s

Effe

ctiv

e in

itial

idea

s w

hich

are

per

tine

nt t

o th

e th

eme

4

9-10

Com

preh

ensi

ve e

xpla

nation

of id

eas

with

insi

ghtf

ul c

onne

ctio

ns m

ade

to t

he t

hem

e

Perc

eptive

sel

ection

and

use

of

sour

ces

and

initi

al p

ract

ical

exp

lora

tion

to

gene

rate

idea

s

Flue

nt a

nd c

reat

ive

initi

al id

eas

whi

ch in

sigh

tful

ly e

ngag

e w

ith

the

them

e

17Pe

arso

n BT

EC L

evel

3 N

atio

nals

in A

rt a

nd D

esig

n –

Uni

t 7 –

Fin

al S

ampl

e A

sses

smen

t Mat

eria

ls –

Is

sue

1 –

Nov

embe

r 20

15


Le

vel

Mar

k A

O2

: A

pp

ly u

nd

erst

and

ing

of

con

text

ual

sou

rces

to

own

wo

rk a

nd

pra

ctic

e

0

No

rew

arda

ble

mat

eria

l.

1

1–3

Bas

ic e

xplo

ration

of

cont

extu

al s

ourc

es w

hich

ten

tativ

ely

info

rm id

eas

Bas

ic u

nder

stan

ding

of

cont

extu

al s

ourc

es d

emon

stra

ted

Bas

ic a

pplic

atio

n of

con

text

ual u

nder

stan

ding

to

own

wor

k an

d pr

actice

2

4–6

Ef

fect

ive

expl

orat

ion

of c

onte

xtua

l sou

rces

whi

ch c

lear

ly in

form

ow

n id

eas

Com

pete

nt u

nder

stan

ding

of

cont

extu

al s

ourc

es an

d tr

ends

dem

onst

rate

d

Ef

fect

ive

appl

icat

ion

of c

onte

xtua

l und

erst

andi

ng t

o ow

n w

ork

and

prac

tice

3

7–9

Fo

cuse

d an

d co

mpr

ehen

sive

exp

lora

tion

of co

ntex

tual

sou

rces

whi

ch ful

ly in

form

ow

n id

eas

Pe

rcep

tive

und

erst

andi

ng o

f co

ntex

tual

sou

rces

dem

onst

rate

d

Fl

uent

app

licat

ion

of c

onte

xtua

l und

erst

andi

ng t

o ow

n w

ork

and

prac

tice

18Pe

arso

n BT

EC L

evel

3 N

atio

nals

in A

rt a

nd D

esig

n –

Uni

t 7 –

Fin

al S

ampl

e A

sses

smen

t Mat

eria

ls –

Is

sue

1 –

Nov

embe

r 20

15


Le

vel

Mar

k A

O2

: A

pp

ly u

nd

erst

and

ing

of

con

text

ual

sou

rces

to

own

wo

rk a

nd

pra

ctic

e

0

No

rew

arda

ble

mat

eria

l.

1

1–3

Bas

ic e

xplo

ration

of

cont

extu

al s

ourc

es w

hich

ten

tativ

ely

info

rm id

eas

Bas

ic u

nder

stan

ding

of

cont

extu

al s

ourc

es d

emon

stra

ted

Bas

ic a

pplic

atio

n of

con

text

ual u

nder

stan

ding

to

own

wor

k an

d pr

actice

2

4–6

Ef

fect

ive

expl

orat

ion

of c

onte

xtua

l sou

rces

whi

ch c

lear

ly in

form

ow

n id

eas

Com

pete

nt u

nder

stan

ding

of

cont

extu

al s

ourc

es an

d tr

ends

dem

onst

rate

d

Ef

fect

ive

appl

icat

ion

of c

onte

xtua

l und

erst

andi

ng t

o ow

n w

ork

and

prac

tice

3

7–9

Fo

cuse

d an

d co

mpr

ehen

sive

exp

lora

tion

of co

ntex

tual

sou

rces

whi

ch ful

ly in

form

ow

n id

eas

Pe

rcep

tive

und

erst

andi

ng o

f co

ntex

tual

sou

rces

dem

onst

rate

d

Fl

uent

app

licat

ion

of c

onte

xtua

l und

erst

andi

ng t

o ow

n w

ork

and

prac

tice

Leve

l M

ark

AO

3:

Exp

lore

mat

eria

ls,

tech

niq

ues

an

d p

roce

sses

rel

evan

t to

cre

ativ

e in

ten

tio

ns

0

No

rew

arda

ble

mat

eria

l.

1

1–2

Bas

ic e

xplo

ration

of

mat

eria

ls,

tech

niqu

es a

nd p

roce

sses

Bas

ic e

xplo

ration

whi

ch is

par

tial

ly r

elev

ant

to c

reat

ive

inte

ntio

ns

2

3–5

Com

pete

nt a

nd f

ocus

ed e

xplo

ration

of

mat

eria

ls,

tech

niqu

es a

nd p

roce

sses

Effe

ctiv

e ex

plor

atio

n w

hich

is r

elev

ant

to c

reat

ive

inte

ntio

ns

3

6–8

Com

preh

ensi

ve a

nd flu

ent

expl

orat

ion

of m

ater

ials

, te

chni

ques

and

pro

cess

es

Fl

uent

exp

lora

tion

whi

ch is

com

preh

ensi

vely

rel

evan

t to

cre

ativ

e in

tent

ions

19Pe

arso

n BT

EC L

evel

3 N

atio

nals

in A

rt a

nd D

esig

n –

Uni

t 7 –

Fin

al S

ampl

e A

sses

smen

t Mat

eria

ls –

Is

sue

1 –

Nov

embe

r 20

15


Leve

l M

ark

AO

4:

Dem

onst

rate

an

ab

ilit

y to

ref

ine

wor

k an

d i

dea

s b

y re

view

ing

an

d e

valu

atin

g t

hro

ug

hou

t th

e d

evel

opm

ent

pro

cess

0

No

rew

arda

ble

mat

eria

l.

1

1–3

An

inco

nsis

tent

pro

cess

of

revi

ew is

app

lied

thro

ugh

som

e of

the

dev

elop

men

t

Rev

iew

pro

cess

ten

tative

ly u

sed

to m

ake

basi

c ch

oice

s, le

adin

g to

lim

ited

refin

emen

t an

d de

velo

pmen

t of

wor

k an

d id

eas

Bas

ic d

escr

iption

of ch

oice

s m

ade

in r

elat

ion

to in

tent

ions

2

4–6

An

com

pete

nt p

roce

ss o

f re

view

is a

pplie

d th

roug

hout

the

dev

elop

men

t

Rev

iew

pro

cess

use

d co

mpe

tent

ly t

o m

ake

effe

ctiv

e ch

oice

s, le

adin

g to

coh

eren

t re

finem

ent

and

deve

lopm

ent

of w

ork

and

idea

s

Coh

eren

t ex

plan

atio

n of

cho

ices

mad

e in

rel

atio

n to

inte

ntio

ns

3

7–9

A c

ompr

ehen

sive

pro

cess

of re

view

is s

usta

ined

thr

ough

out

the

deve

lopm

ent

Rev

iew

pro

cess

use

d flu

ently

to m

ake

perc

eptive

cho

ices

, le

adin

g to

com

preh

ensi

ve r

efin

emen

t an

d de

velo

pmen

t of

w

ork

and

idea

s

Ex

cept

iona

l and

rea

sone

d ex

plan

atio

n of

cho

ices

mad

e in

rel

atio

n to

inte

ntio

ns

20Pe

arso

n BT

EC L

evel

3 N

atio

nals

in A

rt a

nd D

esig

n –

Uni

t 7 –

Fin

al S

ampl

e A

sses

smen

t Mat

eria

ls –

Is

sue

1 –

Nov

embe

r 20

15


Leve

l M

ark

AO

4:

Dem

onst

rate

an

ab

ilit

y to

ref

ine

wor

k an

d i

dea

s b

y re

view

ing

an

d e

valu

atin

g t

hro

ug

hou

t th

e d

evel

opm

ent

pro

cess

0

No

rew

arda

ble

mat

eria

l.

1

1–3

An

inco

nsis

tent

pro

cess

of

revi

ew is

app

lied

thro

ugh

som

e of

the

dev

elop

men

t

Rev

iew

pro

cess

ten

tative

ly u

sed

to m

ake

basi

c ch

oice

s, le

adin

g to

lim

ited

refin

emen

t an

d de

velo

pmen

t of

wor

k an

d id

eas

Bas

ic d

escr

iption

of ch

oice

s m

ade

in r

elat

ion

to in

tent

ions

2

4–6

An

com

pete

nt p

roce

ss o

f re

view

is a

pplie

d th

roug

hout

the

dev

elop

men

t

Rev

iew

pro

cess

use

d co

mpe

tent

ly t

o m

ake

effe

ctiv

e ch

oice

s, le

adin

g to

coh

eren

t re

finem

ent

and

deve

lopm

ent

of w

ork

and

idea

s

Coh

eren

t ex

plan

atio

n of

cho

ices

mad

e in

rel

atio

n to

inte

ntio

ns

3

7–9

A c

ompr

ehen

sive

pro

cess

of re

view

is s

usta

ined

thr

ough

out

the

deve

lopm

ent

Rev

iew

pro

cess

use

d flu

ently

to m

ake

perc

eptive

cho

ices

, le

adin

g to

com

preh

ensi

ve r

efin

emen

t an

d de

velo

pmen

t of

w

ork

and

idea

s

Ex

cept

iona

l and

rea

sone

d ex

plan

atio

n of

cho

ices

mad

e in

rel

atio

n to

inte

ntio

ns

Leve

l M

ark

AO

5:

Rea

lise

cre

ativ

e in

ten

tion

s d

emo

nst

rati

ng

ab

ilit

y to

pla

n a

nd

car

ry o

ut

an e

ffec

tive

cre

ativ

e p

roce

ss

0

No

rew

arda

ble

mat

eria

l.

1

1–3

Bas

ic a

bilit

y to

bri

ng t

oget

her

tech

nica

l and

con

cept

ual e

lem

ents

into

a f

inal

out

com

e

Li

mited

ach

ieve

men

t of

inte

ntio

ns,

dem

onst

ratin

g ba

sic

abili

ty t

o pl

an a

nd c

arry

out

an

effe

ctiv

e cr

eative

pro

cess

Bas

ic in

terp

reta

tion

of th

eme

com

mun

icat

ed t

hrou

gh fin

al r

ealis

atio

n

Bas

ic a

pplic

atio

n of

cho

sen

mat

eria

ls,

tech

niqu

es a

nd p

roce

sses

2

4–6

Com

pete

nt a

bilit

y to

bri

ng t

oget

her

tech

nica

l and

con

cept

ual e

lem

ents

into

a fin

al o

utco

me

In

tent

ions

are

par

tial

ly a

chie

ved,

dem

onst

rating

ade

quat

e ab

ility

to

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quat

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mun

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Com

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nt a

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tech

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3

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Con

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to

brin

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and

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into

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In

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mos

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Thou

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Effe

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plic

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mat

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tech

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4

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2

Fl

uent

abi

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to b

ring

tog

ethe

r te

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once

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tent

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are

ful

ly a

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dem

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o pl

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Sop

hist

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pplic

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tech

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21Pe

arso

n BT

EC L

evel

3 N

atio

nals

in A

rt a

nd D

esig

n –

Uni

t 7 –

Fin

al S

ampl

e A

sses

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t Mat

eria

ls –

Is

sue

1 –

Nov

embe

r 20

15


Le

vel

Mar

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:

Dem

onst

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an

ab

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dem

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Li

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Bas

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Com

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G

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Acc

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mm

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term

inol

ogy

22Pe

arso

n BT

EC L

evel

3 N

atio

nals

in A

rt a

nd D

esig

n –

Uni

t 7 –

Fin

al S

ampl

e A

sses

smen

t Mat

eria

ls –

Is

sue

1 –

Nov

embe

r 20

15



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Documents

Unit 7 Developing and Realising Creative Intentions