Y13 Department Analysis

Fine Art

This analysis is designed to show progress and achievement at both faculty and student level.

From this document you will develop a deeper understanding of how data can transform teaching & learning in order to cater for the individual as well as ‘groups’ of students.

By analysing past performance you should develop strategies for intervention for future students and student groups.

This document will contain analyses of the following:

Prior attainment Value Added Comparative data Ethnicity & ‘pupil groups’ Trends Review & evaluation

Introduction

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Prior Attainment of the Cohort

A2 Fine Art Edexcel: 9FA01Cohort: 22 (group 1: 7, group 2: 15)

Unit 3: Coursework (60%)Summer term 2010: Students were taken to a range of exhibitions including Rude Britannia at the Tate, Newspeak at the Saatchi and Jim Hodges at Camden Arts Centre. Visits were supported by practical workshops and research tasks. During this time students also prepared a presentation of three artists, craftworkers or designers who they admired or who they had been influenced by. This breadth of experience and research informed students in their choice of subject area for the two components of the coursework unit.

Component 1: DissertationA 3,000 word dissertation on an area of Art and Design chosen by the student. The extended study is an analytical piece of writing that requires students to use quotes, react to other theorists and discuss images. Dissertations have to be presented in a professional way.

Component 2: Practical CourseworkStudents create a brief specific to their area of study for their dissertation. For example if a student was writing about the representation of women in art from the onset of modernism to present day a suitable brief would be to create a meaningful and relevant representation of a women in 2011. Work must show recording from a range of sources, experimentation and develop through several stages. Developments must also be supported by research into the work of others and other relevant, non-art specific enquiries. The first part of the practical component finishes at Christmas when students are required to present a final outcome. Students then negotiate a development to this outcome with their teacher working towards another ‘final’ piece by February half term.

Unit 4: Exam (40%)Students were given the exam title: Exploration and Discovery in February 2011. They then had 10 weeks to develop their ideas towards a final outcome. (See project requirements above)

General:Many students in the cohort went on an Art study visit to BerlIn in October. This supplemented both elements of the coursework unit. In July students curated an exhibition of their work for examination.

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A B C E

Total 0.272727272727273

0.590909090909091

0.0909090909090909

0.0454545454545455

5.00%

25.00%

45.00%

65.00%

85.00%

Y13 Fine Art ALIS Expectations

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A B C E S

Total

0.27272727272727

3

0.27272727272727

3

0.18181818181818

2

0.13636363636363

6

0.13636363636363

6

5.00%25.00%45.00%65.00%85.00%

Y13 Fine ArtA2 Grades

Total

While it is encouraging that 4 students exceeded expectations it is disappointing that 4 underachieved. (Tom Lewin never completed A2- this data is a little confusing) There were also a number of students who should have exceeded the target provided by ALIS but failed to build on their success at AS level. As a result the cohort falls short of the 87% target of A*- B achieving only 69%.

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Comparative Data

Fine Art ALIS        

Actual A B C EGrand Total

S 1 2     3A 5 1     6B   6     6C   3 1   4E   1 1 1 3Grand Total 6 13 2 1 22

1 2 3 4 5 6 7 8 9 10111213141516171819202122

-40

-30

-20

-10

0

10

20

30

Fine ArtValue Added

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Average Value Added for Fine Art is -0.9

The two students who underachieved considerably were frequently absent, late and arrived to lessons poorly prepared. One of these has struggled with the demands of A level across all of his subjects.

A number of students who achieved the same as their predicted ALIS grade or who underachieved by one grade did not allowing enough time for Art and Design. Many of these students prioritised other subjects as they were pursuing these beyond A level. Several of these students rarely completed 5 hours of homework per week for the subject or followed the advice of their teachers. The department must take a stronger line with the lack of commitment some students show and refer to school policy regarding subject contracts earlier on.

The department is struggling against a tide of negativity regarding the validity of an Art A level. The perception of some influential members of the school community that art is a ‘soft’ subject is not only wholly incorrect but also very damaging in terms maintaining students’ engagement and enthusiasm.

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Student Groups

A B C E S

F 0.416666666666667

0.166666666666667

0.083333333333333

3

0.083333333333333

3

0.25

M 0.1 0.4 0.3 0.2 0

5.00%15.00%25.00%35.00%45.00%55.00%65.00%75.00%85.00%95.00%

Y13 Fine Art Gender

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Female students achieved 83% A*-B while male students only achieved 50% by comparison. Male students performed particularly poorly in relation to the higher grades achieving no A*s and only 1 A.

A contributing factor to this is male students’ lack of interest in evidencing their preliminary work in their sketchbooks. The tendency is for them to focus on the end-product rather than document the process.

While staff have made every effort to accommodate this way of working, helping students to document their development, the department must consider other, more appropriate ways of recording this. Art students could also create e-portfolios or create their own website as many students do within the A2 photography course. This would be particularly appropriate for students who work in animation or with film.

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A B C E S

ABAN 0 0 0 1 0

AOTH 1 0 0 0 0

BNGN 0 0 0 1 0

MWBC 1 0 0 0 0

OOTH 0.5 0 0.5 0 0

WBRI 0.166666666666667

0.333333333333333

0.166666666666667

0.0833333333333333

0.25

WIRI 0 0 1 0 0

WOTW 0.333333333333333

0.666666666666667

0 0 0

5.00%15.00%25.00%35.00%45.00%55.00%65.00%75.00%85.00%95.00%

Y13 Fine ArtEthnicity

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Analysis By Teaching Groups

Group 1:A*-B: 57%

The numbers of students who are not White British are comparatively very small, which may have skewed the figures. But there does appear to have been relative underperformance by students who are not White British.

This is a negligible figure that does not represent any particular trend or cause for concern. Neither of the students concerned were from ethnic backgrounds that have traditionally been shown to be at risk of low achievement, such as the Black and Caribbean community.

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A* A B C D EAll 43% 14% 29% 14%

Girls 3 1 1Boys 1 1

A group of 7 students that came from an amalgamation of two AS Art groups from last year. The small number made it difficult to have an energy and momentum about the lessons, however, there could have been more rigour in the teaching considering the small number of students.

Group 2:A*-B: 73%

A* A B C D EAll 20% 20% 33% 13% 13%

Girls 3 2 2 1Boys 1 3 1 2

A more cohesive pair of teachers. Many students in this group were progressing onto an art foundation or art related degree course. The working atmosphere was far better than in group 1. One teacher in particular used their knowledge of contemporary art and her own practice to push the top end to great effect.

Trends Analysis

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2009 2010 2011

Series1

67 61.1111111111111

68

525456585

A2 ADPercentage A/B

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Review and Evaluation

The department is pleased with the increase in A* and overall A*-B attainment. This is a result of:

Clearly planned and flexible curriculum which engages the students; High expectations and independence demanded of the students; Highly committed staff with a collaborative team approach; Numerous extra curricular opportunities encourage in-depth student

involvement with the subject beyond lessons; School organised gallery visits undertaken at key points in completion of

units and examination preparation; Programme of individual tutorials with students outside lesson time; Study visit to Berlin contributed significantly to success particularly in

supporting dissertation unit; Strong department involvement in students future plan, especially

through support during Art College applications.However, to achieve at least 70% A*-B the department needs to implement several strategies (see below). The department would also like to retain more students from AS into A2.

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Achievements:All students who applied for Art Foundation courses achieved a place on the course of their choice. Feedback from colleges commented on students having a breadth of study in their portfolios and evidence of strong life drawing. This is, in part, due to the extra curricular life drawing classes offered to all A2 students, portfolio building workshops and the hard work and commitment of the students and department. This program is ongoing.The A2 exhibition was a great success and reflected the hard work of the department and the pupils.Extra curricular activities and the study trip to Berlin helped to cement learning taking place during lessons and enabled A2 students to achieve beyond the constraints of the course units.

Interventions:Moderation across both groups throughout the course rather than just the end.More efficient use of IT to document the development of practical work.Clearer and tougher strategies in line with school policy to deal with failing students.A level ‘catch up’ for students who fail to work adequately outside lessons.Offer other skills workshops after school other than life drawing.Create more opportunities to work with practising artists, craftworkers, designers etc.

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