Component 1: During the first term in the Lower Sixth, students take part in fast paced workshops in drawing, printmaking, painting and sculpture. They are expected to make highly skilled responses to a theme in all four media, reviewing and refining their work with the aid of their teachers. Risk-taking is encouraged, trying new ideas is important and the ability to evaluate success and failure is essential. Alongside the practical outcomes, students are introduced to a range of artists, historic and contemporary, to help to inform their practical work. They are expected to develop their ability to talk and write about art, using appropriate vocabulary. During the third and second terms, students are expected to make more personal decisions about the direction of their work. By the first term of their second year, students are all working on a highly individual project theme, all the while referring back to the assessment objectives. Recent themes chosen by students have included 'Protest', 'Imaginary worlds' and 'Fragmentation'. They are expected to contextualise their own work in relation to those of others, and to evidence this they are required to write an essay of between 1000 and 3000 words. Component 2: The Externally Set Task is completed during the final two terms of the A level course. AQA release an examination paper with several themes. with advice from their teachers, students choose one of the themes from the paper. They have approximately 12 weeks to gather research and observations, experiment with materials and ideas, and create links between their work and others. The final outcomes to this body of work are made during a 15-hour timed examination.
Individual feedback and evaluation are ongoing throughout the course. This ensures that students maximise their attainment and that the requirements set out by the examination board are met fully. 60% of the marks are awarded for Unit 1: Personal Investigation, which starts at the beginning of students' Lower Sixth year and runs until February of their Upper Sixth year. The remaining 40% is awarded for Unit 2: Externally Set Assignment. Both these units are assessed according to the following four objectives: 1. Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding. 2. Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops. 3. Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress. 4. Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements. The specialist teachers hold regular group critiques and refer to these objectives when making suggestions for students' progression. The more personal a student's work, the higher they will be rewarded for it.
About Education Provider
| Region | East of England |
| Local Authority | Norfolk |
| Ofsted Rating | |
| Gender Type | Co-Educational |
| ISI Report | View Report |
| Boarding Fee | Unknown |
| Sixth Form Fee | £14,850 - £19,275 |
| Address | Langley Park, Langley, Norfolk, NR14 6BJ |
Component 1: During the first term in the Lower Sixth, students take part in fast paced workshops in drawing, printmaking, painting and sculpture. They are expected to make highly skilled responses to a theme in all four media, reviewing and refining their work with the aid of their teachers. Risk-taking is encouraged, trying new ideas is important and the ability to evaluate success and failure is essential. Alongside the practical outcomes, students are introduced to a range of artists, historic and contemporary, to help to inform their practical work. They are expected to develop their ability to talk and write about art, using appropriate vocabulary. During the third and second terms, students are expected to make more personal decisions about the direction of their work. By the first term of their second year, students are all working on a highly individual project theme, all the while referring back to the assessment objectives. Recent themes chosen by students have included 'Protest', 'Imaginary worlds' and 'Fragmentation'. They are expected to contextualise their own work in relation to those of others, and to evidence this they are required to write an essay of between 1000 and 3000 words. Component 2: The Externally Set Task is completed during the final two terms of the A level course. AQA release an examination paper with several themes. with advice from their teachers, students choose one of the themes from the paper. They have approximately 12 weeks to gather research and observations, experiment with materials and ideas, and create links between their work and others. The final outcomes to this body of work are made during a 15-hour timed examination.
Individual feedback and evaluation are ongoing throughout the course. This ensures that students maximise their attainment and that the requirements set out by the examination board are met fully. 60% of the marks are awarded for Unit 1: Personal Investigation, which starts at the beginning of students' Lower Sixth year and runs until February of their Upper Sixth year. The remaining 40% is awarded for Unit 2: Externally Set Assignment. Both these units are assessed according to the following four objectives: 1. Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding. 2. Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops. 3. Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress. 4. Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements. The specialist teachers hold regular group critiques and refer to these objectives when making suggestions for students' progression. The more personal a student's work, the higher they will be rewarded for it.