Gce a2 photography pd 2012 2013
Post on 21-Dec-2014
190 Views
Preview:
DESCRIPTION
Transcript
GCE A2 PHOTOGRAPHY
Techniques, Resources and Skills for Improved Delivery
2012 - 2013
Your trainer today is
Practical arrangements
• Emergency arrangements
• Cloakrooms
• Refreshment areas/times
• Please turn off mobile phones
• Pre-book taxi with venue staff
Course Aims & Objectives• This course will:• Examine the structure, content and assessment of
the GCE A2 Photography specification• Outline the Assessment Objectives with particular
reference to AO3 and AO4• Consider delivery models at A2 for each Objective• Explain moderation principles• Inform delegates of the additional support and
resources available from OCR• Share good practice
AGENDA
Session 1: 1.30 – 2.30 Improved delivery presentation
Session 2: 2.30 – 3.30 Exemplar StandsSession 3: 3.30 – 4.00 Question and Answer Session
The OCR Art & Design SuiteYEAR 9 Entry Level Certificate Foundation year for GCSE
One portfolio unitOne Set work60% and 40%
YEAR 10YEAR 11
GCSE One PortfolioOne Set task60% and 40%
YEAR 12 AS One Coursework PortfolioOne Controlled Assignment60% and 40%
YEAR 13 A2 One Personal InvestigationOne Controlled Assignment60% and 40%
Recent developments in GCE A2 Photography
OVERVIEW
This presentation will.........
• Reflect ‘good practice’ in terms of the delivery of the GCE A2 Photography qualification through the exemplar material collected during the 2012 moderation period. There is no preferred way to deliver the specification. However, it is strongly suggested that Centres adopt and incorporate such practices into their course structure. Indeed, the well being of the qualification needs all of our individual approaches.
This presentation will........
Give an overview of the delivery of the GCE A2 Photography specification and highlight successful delivery. Please ask questions about the content and principles outlined during the presentation. However, if you wish to raise a concern that is particular to your Centre’s moderation please ask specific questions after the conclusion of this meeting.
Evolve with Qualifications• All qualifications are organic by nature and in this
respect A2 Photography is no different. Specifications, units, requirements, assessment principles, moderation structures, digital applications and approaches to presentation all evolve over time.
• Teachers should modify delivery structures in response to change and certainly not ‘force’ previous practice into a ‘new’ qualification.
• Successful Centres embrace the ‘change’
Centres should be familiar with:
• Exemplar ‘Personal Investigation’ materials• Exemplar ‘Controlled Assignment’ materials• The ‘Report on the Units 2012’• A2 Assessment Objectives• The requirements for moderation displays - all available on the OCR website
Candidates should set themes that:
• Are accessible and can be resourced in a way that genuinely stimulates initiative, imagination, interpretation and independence
• Encourage a appropriate response to the A2 Assessment Objectives
• Consider potential outcomes• Promote an ongoing dialogue between teacher and
candidate• Builds on AS experience
Teacher support and guidance to candidates when setting themes.
• The selected theme can be resourced in a way that genuinely stimulates initiative, imagination, interpretation and independence
• The selected theme is within the teachers experience• The selected theme offers confident teacher
guidance, especially in AO1• Promote an ongoing dialogue between teacher and
candidate• Teachers highlight potential from the AS experience
Teacher support and guidance to candidates when setting themes.
The selected theme should show advanced level skills, research, understanding,
organisation, selection and achievement.
Effective management of the transition from AS to A2 required.
A2 ASSESSMENT
OBJECTIVES
Assessment Objective 1DEVELOP
Candidates develop their ideas through sustained and focused investigations
informed by contextual and other sources, demonstrating analytical and
critical understanding
Assessment Objective 1DEVELOP
DEVELOP: ‘Do’• Show ‘analytical’ and
‘critical’ understanding• Make relevant connections• Undertake first hand study• Review as work progresses• Cultivate ‘ideas’• Make a personal response• Understand the Related
Personal Study
DEVELOP: ‘Don’t’• Use unrelated sources• Give only ‘factual’
information• Rely solely on the INTERNET• Overlook links with personal
interests or popular cultural contexts
• Confine developmental study to the start
Develop ideas informed by relevant context
Assessment Objective 2 EXPERIMENT
Candidates experiment with and select appropriate resources, media,
materials, techniques and processes, reviewing and refining their ideas as
their work develops.
Assessment Objective 2 EXPERIMENT
EXPLORE: ‘Do’• Refine ideas through
practical work• Use ‘digital’ manipulation• Show a connection between
experimentation and outcome(s)
• Show skill and achievement• Show accuracy in content• Do understand ‘effective
experimentation’
EXPLORE: ‘Don’t’• Undertake lots of unrelated
activities• Just use popular ‘filters’• Select inappropriately• Confuse ‘participation’ with
‘achievement’• Allow repetition to be a
substitute for exploration
Explore and experiment to refine the idea
Assessment Objective 3 RECORD
Candidates record in visual and/or other forms, ideas, observations and insights
relevant to their intentions, demonstrating an ability to reflect on their
work and progress.
Assessment Objective 3 RECORD
RECORD: ‘Do’• Show skill in recording• Quality in photography• Understanding in written
work• Directly support ideas• Show insights• Show skill when using
materials or alternative media
RECORD: ‘Don’t’• Record without
consideration• Select subject matter that is
unrelated to intended outcomes
• Record without attention to detail
• Lose focus in interpreting observations or experiences
Record impacts directly into all the other AO’s
Assessment Objective 4 PRESENT
Candidates present a personal, informed and meaningful response
demonstrating critical understanding, realising intentions and, where
appropriate, making connections between visual, written, oral or other
elements
Assessment Objective 4 PRESENT
PRESENT: ‘Do’• Remember it is not just the
outcome• Consider the whole
submission• Consider how the outcome
relates to the preparatory work
• Select for assessment• Consider ‘quality’ not
‘quantity’
PRESENT: ‘Don’t’• Show the ‘good’ with the
‘bad’• Show a journey over ‘time’• Submit unrelated work to
accompany the work produced in response to the set ‘theme’
• Allow imbalance in meeting the AOs to impact upon ‘realisation’.
Select and present for assessment
Related Personal Study
1. Candidates select an overarching theme.
2. Quality of written communication.
3. Relates to rather than replace context for practical work.
4. Should support quality/understanding of practical work
Related Personal Study
1. Many approaches.2. Approaches evolving over
time.3. Supported by first hand
experience.4. Time considerations.5. Marked as part of the
Personal Investigation6. Presented for moderation
Key steps through the delivery of the A2 Photography specification
1. Candidates set a theme that opens a route through the AOs
2. Review and refine as work progress, especially AO3 and AO4.
3. Effective ‘select’ and ‘present’ for assessment
4. Establish a reliable rank order
5. Mark to the AOs
ASSESSMENT and
MODERATION
Centre Assessment
When marking teachers should.............
• Establish a reliable and accurate rank order
• Align rank orders where more than one teacher is marking
• Be objective - the candidate’s personality traits are not an Assessment Objective
When marking teachers should not...............
• Mark to grade boundaries• Mark holistically by ignoring
performance in each of the AOs
• Mark the course rather than individual candidates’ attainment
Preparation for Moderation
Preparation should• Ensure all paperwork is sent
to the moderator by the 31st May
• Respond to initial contact promptly
• Ensure the area for moderation display is private, quiet and secure
• Ensure all work is readily available should additional sampling be required
Preparation should not• Leave the candidate work as
disorganised collection of work
• Display for moderation in a noisy or public area of the Centre
• Compromise the moderation display for an end of year ‘Photography Exhibition’
Moderation
MODERATION WILL• Apply OCR national
standards• Use an OFQUAL sampling
system• Compare each sample to
the standards • Look for ‘trends’ and make
‘grouped’, ‘partial’ or ‘whole’ cohort recommendations to OCR
MODERATION WILL NOT• Change/Correct rank orders• Re-mark candidates• Place Special Consideration
candidates in the sample• Give numerical feedback in
the Centre or offer more than a brief verbal synopsis
• Provide mini INSET
Moderators will be aware of
• The complete range of marks• The compression or spread of marks• The number of candidates on a given ‘mark’• Clustering of marks• Teaching groups
Centres should recognise that:There is guidance and constraints on what moderators can and
cannot do (Ofqual, Code of Practice)
Thanking Centre’s essential contribution to this process
• Delivering courses that promote good practice• Candidates to achieve• Accurate and prompt administration• Effective and well-organised displays for moderation• Their co-operation in dispatching essential work for Award,
INSET and Training purposes• Continued support, suggestions and contributions to the
evolution of the Photography qualification
Summary
• Candidates undertake a GCE A2 Photography course under their teacher’s guidance and are selective in presenting the best of their work for Assessment.
• Teachers establish a course structure and timeframe that supports this principle.
• Projects set should cultivate knowledge and skills through the Assessment Objectives.
• Centre marking should accurately reflect individual achievement in response to the Assessment Objectives rather than participation in course activities.
• The focus at A2 is to show an advanced ability in the chosen area of study.
THANK YOU
top related