Beyond  the  Studio    2015   Level 1 Diploma in Art , Design and Media Level 2 Diploma in Art and Design Level 3 Diploma in Art and Design Level 3 Extended Diploma in Art and Design

Beyond  the  Studio    2015   Level 1 Art , Design and Media ●  New this year – ●  Delivered at 21 Centres - 352 students registered

Beyond  the  Studio    2015      

Level 2 Diploma Art and Design ●  2013-14

29 centres- 801 registered

●  2014-15 59 Centres - 2214 students registered

Beyond  the  Studio    2015   Level 3 Diploma Art and Design ●  2013-14

21 centres- 1459 registered

●  2014-15 57 Centres - 4017 students registered

Beyond  the  Studio    2015   Level 3 Extended Diploma in Art and Design ●  2013-14

 

17 centres- 1459 registered

●  2014-15  

44 Centres - 2485* students registered

Beyond  the  Studio    2015   2013-14 Chief Examiners reports and 2014-15 advisory visits.....key points; L1 - Where centres already have successful Level 2 provision Level 1 has a model to work with and this has mostly enabled a successful design and transition. L1 - Where level 2 and small cohorts of Level 1 are combined for delivery this has generally been successful but has caused some issues about differentiation and, possibly, progression.

Beyond  the  Studio    2015   L2 - Good supportive documents, prompts etc key in obtaining some of the finer criteria elements.  

 

L2 - Good link of the functional skills in with the project briefs.   L2 - Often missing evidence for Unit 4 criteria 'Intro to Communication Skills’....various ways of capturing this.   L2 & L3 ‘embedding’

Beyond  the  Studio    2015   L2 & L3 - Some Centres delivery structure was based around staff timetabling and not the Unit structure so the natural progression from introductory/exploratory to developmental was hindered. As was the ‘formal linking’ across the introductory units.   However some very good models and examples of the introductory units underpinning further developmental units.   L2 & L3 - Good practice assessment sheets that had assessed and fed back against each criteria to clearly evidence that the assessor had seen that particular evidence.

Beyond  the  Studio    2015   All levels- There are some very good assessment methods and processes. Blind/double marking and cross pathway, course and, in some cases, cross centre standardisation prior to summative assessment. There are still examples where a need for a more objective internal verification system should be implemented possibly using a tutor from a different course to assess the quality of feedback and grading decisions.

Beyond  the  Studio    2015   2013-14 Chief Examiners reports and 2014-15 advisory visits.....key points; L1 - Where centres already have successful Level 2 provision Level 1 has a model to work with and this has mostly enabled a successful design and transition. L1 - Where level 2 and small cohorts of Level 1 are combined for delivery this has generally been successful but has caused some issues about differentiation and, possibly, progression.

Beyond  the  Studio    2015           L2 & L3 - Some Centres were giving the students too many tasks to complete in the exploratory stage. Whilst this gives a broad range of experiences it does not always deliver the depth of experience and skills base.

Beyond  the  Studio    2015   L3 - Need to focus on ensuring students thoroughly evidence the impact of selections, evaluation and analysis within their body of evidence (culture and ethos)

L3 - Specialist courses and pathways need to ensure that sufficient opportunities for students to test their breadth of creativity and, that this process, is given the same value as technical skills.

Beyond  the  Studio    2015        Networking and sharing events successful and positive feedback. Give the opportunity for delivery staff to meet and share   Creative work shows a more immersive approach and understanding by the students and the flexibility and responsibility to use the outcomes and criteria by delivery staff and teams to design a creative learning journey for the students has been substantively embraced.

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