Year 11 Component 2 Checklist
The following list is intended to be a guide for the creation of sufficient evidence for Unit 2 of your GCSE Photography course. This is a minimum requirement and more successful candidates will certainly produce more than this. Quality is obviously the most important criteria for success but you should also be able to produce work of sufficient quantity to make the examiner’s judgement about your abilities secure.
Grade 5 candidates effectively develop and explore ideas through considered investigations. They analyse and evaluate images, artefacts and products with a clear sense of purpose. They demonstrate a suitably broad understanding of context and culture, which inform developing responses. They refine their ideas and select and employ a range of resources, media, material, techniques and processes appropriately. They combine their knowledge, skills and understanding in a generally appropriate and accomplished manner. They understand the relationship between process and product, and demonstrate growing ability to review, modify and refine their work as it progresses. They demonstrate the necessary skills to effectively record and respond to observations and experiences. They present ideas and the results of their research and enquiry competently in forms that are consistent with intentions. They make connections with the work of others, which inform personal responses and support the realisation of intentions.
Grade 7 and above candidates creatively develop and explore ideas through investigations. They sustain related activity perceptively and effectively analyse and evaluate images, artefacts and products. Responses, interpretations and subsequent developments are thoughtfully informed by an understanding of culture and context. They thoughtfully develop and refine their ideas through experimentation, confidently manipulating and exploiting a wide range of relevant resources, media, material, techniques and processes. They combine their knowledge, skills and understanding in resourceful, discriminating and purposeful ways. Significant relationships are established between process and product through continuing evaluation, planning and modification as their work progresses. They sensitively and skilfully record ideas and interpret observations and experiences. They present imaginative and personal responses, communicating the results of thorough research and enquiry in appropriate forms that clearly relate to and facilitate the realisation of intentions. They make perceptive and informed connections between personal lines of enquiry and the work of others.
CHECKLIST
AO1: Research & Ideas
AO2: Experimentation, refinements and development
AO3: Documentation of learning
Grade 5 candidates effectively develop and explore ideas through considered investigations. They analyse and evaluate images, artefacts and products with a clear sense of purpose. They demonstrate a suitably broad understanding of context and culture, which inform developing responses. They refine their ideas and select and employ a range of resources, media, material, techniques and processes appropriately. They combine their knowledge, skills and understanding in a generally appropriate and accomplished manner. They understand the relationship between process and product, and demonstrate growing ability to review, modify and refine their work as it progresses. They demonstrate the necessary skills to effectively record and respond to observations and experiences. They present ideas and the results of their research and enquiry competently in forms that are consistent with intentions. They make connections with the work of others, which inform personal responses and support the realisation of intentions.
Grade 7 and above candidates creatively develop and explore ideas through investigations. They sustain related activity perceptively and effectively analyse and evaluate images, artefacts and products. Responses, interpretations and subsequent developments are thoughtfully informed by an understanding of culture and context. They thoughtfully develop and refine their ideas through experimentation, confidently manipulating and exploiting a wide range of relevant resources, media, material, techniques and processes. They combine their knowledge, skills and understanding in resourceful, discriminating and purposeful ways. Significant relationships are established between process and product through continuing evaluation, planning and modification as their work progresses. They sensitively and skilfully record ideas and interpret observations and experiences. They present imaginative and personal responses, communicating the results of thorough research and enquiry in appropriate forms that clearly relate to and facilitate the realisation of intentions. They make perceptive and informed connections between personal lines of enquiry and the work of others.
CHECKLIST
AO1: Research & Ideas
- I have written a clear explanation of why I chose my exam theme at the top of my web page.
- I have created a Pinterest Board for my chosen question and added a hyperlinked screenshot to my web page.
- I have created a mind map for my chosen question and added a scanned version of it to my website.
- I have researched and analysed all the named artists in my chosen question (e.g. 6 or 8 images in a Gallery and at least a paragraph of general analysis).
- I have analysed in detail at least one image by each of the named artists in my chosen question (e.g. comments about genre, the Formal Elements, composition, depth of field, camera angle, techniques & processes, meaning etc.)
- I have researched at least 4 other artists/images (chosen by me) in detail related to my chosen exam question.
- I have explained my ideas at various points e.g. what I have learned from looking at the work of other artists - techniques, processes, compositions, subjects, mood/atmosphere, lighting etc.
AO2: Experimentation, refinements and development
- I have created a first photo shoot of at least 20 images related to my chosen theme.
- I have evaluated these images in detail WWW/EBI using specific photographic language.
- I have selected one or more of these images to edit and or sequence.
- I have written a clear explanation of why I chose to do this.
- I have created a second photo shoot of at least 20 images, showing how I have refined and developed my technique/ideas.
- I have evaluated these images in detail WWW/EBI using specific photographic language
- I have selected one or more of these images to edit and or sequence.
- I have written a clear explanation of why I chose to do this.
- I have created at least 2 more photo shoots and repeated the above process of evaluation and refinement.
- I have used at least two different processes/techniques to produce photographic images e.g. DSLR, iPod/iPhone, photogram, cyanotype, pinhole, scanning, collage, photomontage etc.
- I have created a step by step guide to the editing of one or more of my images, using screenshots or a sequence of photographs of work in progress
AO3: Documentation of learning
- I have used a range of visually appealing and imaginative techniques for presenting my work on my website
- I have checked the accuracy of my spelling, punctuation and grammar (ask someone else to help you with this)
- I have ensured that images are of an appropriate size to be seen clearly
- I have carefully printed some process images showing how I made my final outcome(s)
- I have carefully printed my final outcome(s)
- I have considered the display of my final outcomes and printed any related images
- I have typed out installation instructions where relevant
- My images/instructions are carefully labeled with my name and stored safely
- Any media products (e.g. video/sound files) have been saved in an appropriate format and shared with my teacher