7 th December 2015

1. 7th December 2015

2. 7th December 2015

3. GCSE 2016 New specification Evidence for Assessment Objectives AO3 Marking Activity Moderation Issues iGCSE Personal Portfolio Marking Activity ESA Marking Activity 7th December 2015

4. The GCSE reforms

5. The GCSE reforms • Updated content and assessment requirements from Department for Education and Ofqual

6. The GCSE reforms • Updated content and assessment requirements from Department for Education and Ofqual • Fully linear structure

7. The GCSE reforms • Updated content and assessment requirements from Department for Education and Ofqual • Fully linear structure • New 9–1 grading scale, where 9 is the top level

8. The GCSE reforms • Updated content and assessment requirements from Department for Education and Ofqual • Fully linear structure • New 9–1 grading scale, where 9 is the top level • A reduction in internal assessment, unless coursework or controlled assessment are the only valid ways of assessing the subject

9. The GCSE reforms • Updated content and assessment requirements from Department for Education and Ofqual • Fully linear structure • New 9–1 grading scale, where 9 is the top level • A reduction in internal assessment, unless coursework or controlled assessment are the only valid ways of assessing the subject • No change to guided learning hours

10. The Timeline • The last available assessment for the current GCSEs will be June 2017 • The reformed GCSEs will be reported in the 2018 performance tables

11. 9–1 Grading • Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above • Broadly the same proportion of students will achieve a grade 7 and above as currently achieve a grade A and above • The bottom of grade 1 will be aligned with the bottom of grade G

12. Key requirements for Art and Design from 2016

13. Key requirements for Art and Design from 2016 Students are required to:

14. Key requirements for Art and Design from 2016 • Students are required to: • submit evidence of using drawing to support the development process in both components

15. Key requirements for Art and Design from 2016 • Students are required to: • submit evidence of using drawing to support the development process in both components • use written annotation and appropriate specialist terminology

16. Key requirements for Art and Design from 2016 • Students are required to: • submit evidence of using drawing to support the development process in both components • use written annotation and appropriate specialist terminology • All GCSEs will comprise two components: a coursework component worth 60% and a controlled assessment component worth 40%

17. Summary of the changes

18. Summary of the changes • The structure of the qualification, and the component weightings, will remain unchanged: Component 1 Personal Portfolio will be worth 60% of the qualification and Component 2 Externally Set Assignment will be worth 40% of the qualification.

19. Summary of the changes • The structure of the qualification, and the component weightings, will remain unchanged: Component 1 Personal Portfolio will be worth 60% of the qualification and Component 2 Externally Set Assignment will be worth 40% of the qualification. • The 2016 GCSE will comprise 100% non-exam assessment, which means that all student work for both components is internally assessed by the centre and externally moderated by Edexcel, just as it is now.

20. Summary of the changes • The structure of the qualification, and the component weightings, will remain unchanged: Component 1 Personal Portfolio will be worth 60% of the qualification and Component 2 Externally Set Assignment will be worth 40% of the qualification. • The 2016 GCSE will comprise 100% non-exam assessment, which means that all student work for both components is internally assessed by the centre and externally moderated by Edexcel, just as it is now. • All students will have to submit evidence of using drawing to support the development process in both Component 1 and Component 2. Note that students will have to use drawing skills for different needs and purposes appropriate to the context, and that technical mastery of drawing skills is not required unless relevant to the chosen area of study.

21. Summary of the changes • The structure of the qualification, and the component weightings, will remain unchanged: Component 1 Personal Portfolio will be worth 60% of the qualification and Component 2 Externally Set Assignment will be worth 40% of the qualification. • The 2016 GCSE will comprise 100% non-exam assessment, which means that all student work for both components is internally assessed by the centre and externally moderated by Edexcel, just as it is now. • All students will have to submit evidence of using drawing to support the development process in both Component 1 and Component 2. Note that students will have to use drawing skills for different needs and purposes appropriate to the context, and that technical mastery of drawing skills is not required unless relevant to the chosen area of study.

22. Summary of the changes • The structure of the qualification, and the component weightings, will remain unchanged: Component 1 Personal Portfolio will be worth 60% of the qualification and Component 2 Externally Set Assignment will be worth 40% of the qualification. • The 2016 GCSE will comprise 100% non-exam assessment, which means that all student work for both components is internally assessed by the centre and externally moderated by Edexcel, just as it is now. • All students will have to submit evidence of using drawing to support the development process in both Component 1 and Component 2. Note that students will have to use drawing skills for different needs and purposes appropriate to the context, and that technical mastery of drawing skills is not required unless relevant to the chosen area of study. • All students will have to use written annotation and appropriate specialist terminology to record their ideas, observations, insights and independent judgements.

23. Ofqual requirementsAssessment Objectives

24. Our research: key findings

25. Our research: key findings • Current flexibility and choice should be retained

26. Our research: key findings • Current flexibility and choice should be retained • A need for clear guidance on drawing and written annotation

27. Our research: key findings • Current flexibility and choice should be retained • A need for clear guidance on drawing and written annotation • Assessment grid can be difficult to apply to student work

28. Our research: key findings • Current flexibility and choice should be retained • A need for clear guidance on drawing and written annotation • Assessment grid can be difficult to apply to student work • Language in the ESA paper could be made clearer to make the paper more accessible to all

29. Our approach

30. Our approach • Retain flexibility and choice

31. Our approach • Retain flexibility and choice • Prepare students to progress to AS and A level Art and Design

32. Our approach • Retain flexibility and choice • Prepare students to progress to AS and A level Art and Design • Give clear guidance on drawing and written annotation both in the specification and in support documents

33. Our approach • Retain flexibility and choice • Prepare students to progress to AS and A level Art and Design • Give clear guidance on drawing and written annotation both in the specification and in support documents • Provide a newly-designed assessment grid in response to teacher feedback and to give a consistent approach to assessment grids at GCSE, AS and A level

34. Our approach • Retain flexibility and choice • Prepare students to progress to AS and A level Art and Design • Give clear guidance on drawing and written annotation both in the specification and in support documents • Provide a newly-designed assessment grid in response to teacher feedback and to give a consistent approach to assessment grids at GCSE, AS and A level • An Externally Set Assignment paper which is visually engaging and accessible to all students

35. Our specification

36. Our specification • We will offer the following titles:

37. Our specification • We will offer the following titles: • Art, Craft and Design • Fine Art • Textile Design • Graphic Communication Endorsed titles • Three-dimensional Design • Photography

38. Our specification • We will offer the following titles: • Art, Craft and Design • Fine Art • Textile Design • Graphic Communication Endorsed titles • Three-dimensional Design • Photography • In both components, Art, Craft and Design students will have to create work associated with areas of study chosen from at least two of the five endorsed titles

39. Our specification • We will offer the following titles: • Art, Craft and Design • Fine Art • Textile Design • Graphic Communication Endorsed titles • Three-dimensional Design • Photography • In both components, Art, Craft and Design students will have to create work associated with areas of study chosen from at least two of the five endorsed titles. • In all endorsed titles, students can develop work in one or more area of study

40. Our specification • We will offer the following titles: • Art, Craft and Design • Fine Art • Textile Design • Graphic Communication Endorsed titles • Three-dimensional Design • Photography • In both components, Art, Craft and Design students will have to create work associated with areas of study chosen from at least two of the five endorsed titles. • In all endorsed titles, students can develop work in one or more area of study. • We will no longer offer a short course

41. Overview of new specification

42. Component 1 Personal Portfolio

43. Component 1 Personal Portfolio • Students create a personal portfolio of work in response to theme(s) set by the centre (in consultation with students)

44. Component 1 Personal Portfolio • Students create a personal portfolio of work in response to theme(s) set by the centre (in consultation with students) • Centres are free to devise any theme(s), project(s) or task(s) appropriate to their students and resources

45. Component 1 Personal Portfolio • Students create a personal portfolio of work in response to theme(s) set by the centre (in consultation with students) • Centres are free to devise any theme(s), project(s) or task(s) appropriate to their students and resources • Theme(s), project(s) or task(s) may each have a separate focus or be interconnected

46. Component 1 Personal Portfolio • Students create a personal portfolio of work in response to theme(s) set by the centre (in consultation with students) • Centres are free to devise any theme(s), project(s) or task(s) appropriate to their students and resources • Theme(s), project(s) or task(s) may each have a separate focus or be interconnected • Students’ work must comprise supporting studies and personal response(s)

47. Component 1 Personal Portfolio • Students create a personal portfolio of work in response to theme(s) set by the centre (in consultation with students) • Centres are free to devise any theme(s), project(s) or task(s) appropriate to their students and resources • Theme(s), project(s) or task(s) may each have a separate focus or be interconnected • Students’ work must comprise supporting studies and personal response(s) • Students’ work must show evidence of all four Assessment Objectives

48. Component 1 Personal Portfolio • Students create a personal portfolio of work in response to theme(s) set by the centre (in consultation with students) • Centres are free to devise any theme(s), project(s) or task(s) appropriate to their students and resources • Theme(s), project(s) or task(s) may each have a separate focus or be interconnected • Students’ work must comprise supporting studies and personal response(s) • Students’ work must show evidence of all four Assessment Objectives • All work is internally marked (and standardised) and a sample of work will be moderated by a visiting moderator

49. Component 2 Externally Set Assignment (ESA)

50. Component 2 Externally Set Assignment (ESA) • Students present personal response(s) to an externally set broad-based thematic starting point, set in the ESA paper released on 2 January