This document outlines the specifications for Edexcel's GCSE qualifications in Art and Design, including the structure, content, assessment objectives, and units. It describes the knowledge, skills, and understanding students will develop in areas such as engaging with art and design works, developing creative and technical skills, and understanding contexts. The qualifications are comprised of Unit 1 (Personal Portfolio) and Unit 2 (Externally Set Assignment), which together provide evidence of students' art and design practice and critical skills.
This document provides information about preparing for the NATA (National Aptitude Test in Architecture) exam, which is required for admission to architecture programs in India. It discusses that NATA score is required for admission to most architecture colleges. It promotes sample/guess papers for NATA prepared by Ashok Goel to help students succeed on the aptitude test. It provides contact information for Ashok Goel's coaching academy, which offers both in-person and distance learning courses to prepare for the NATA exam.
The document discusses an education cooperation program between a university in Vietnam and a university in Switzerland. Specifically, it describes a 3+1 Bachelor of Science in International Management program. Students complete the first three years of study in Vietnam and then spend their fourth year studying at the Swiss university. The program aims to provide students with a high-quality international education while keeping tuition costs lower than a traditional 4-year program in Switzerland. Details are provided about course curriculum, requirements, schedules, and faculty.
The document outlines an art and design assignment given to students. It involved creating drawings or paintings based on three titles: "Rhythms in nature", "Suspended", and "A view of an entrance hall which includes some steps or a staircase". The document then discusses the intelligences and competences involved in the assignment such as visual-spatial, interpersonal, and intrapersonal intelligences as well as skills like free expression, using sources of information, and applying techniques. Another activity described was a fashion design project where students were asked to design costumes for performers at a company conference.
This document contains an assessment rubric for a GCSE Art & Design student's project. It evaluates the student on four main criteria across 20 sub-criteria: developing ideas, refining work, recording ideas, and realizing intentions. For each sub-criterion, the rubric assesses the student's ability as minimal/limited, generally consistent, consistent, or highly developed. Interim marks are recorded out of 80, with final marks and grades also given. Red text indicates areas not yet fully achieved, while green means the criteria are complete.
The document discusses several potential logos for a community outreach campaign. It considers using lowercase letters, bright colors, simplicity, and universal appeal to target audiences. Various logo designs are proposed and evaluated on factors like whether the design idea, imagery, and colors appropriately convey the campaign's themes of unity, peace, and bringing people together versus being misconstrued.
GCSE, I did this presantation to go along side my work and this shown my understanding of the task and products that I had to create and do, The work which I done is completley my own work, I think this demonstrates my capabilty and understanding of the project in sections and overall.
The document discusses how text is used in visual art to convey meaning and information. Text can help "anchor" the meaning of an image when accompanying it, similar to how an anchor holds a ship in place. Artists use text in various ways - as titles, embedded within images, or as "found text" in the environment - to direct interpretation, provoke viewers, or add deeper meaning to the work.
This document provides information about the GCSE Art and Design assessment objectives and exemplifies how they can be covered through two student projects. It outlines the four assessment objectives - AO1 to AO4 - and their strands. AO1 focuses on gathering information and recording observations. AO2 addresses responding to other artists' work. AO3 involves developing and exploring ideas and materials. AO4 is about realizing intentions. The document uses two sample student projects, one with a three-dimensional outcome and one two-dimensional, to demonstrate how each AO can be fulfilled through the creative process.
This document provides information about preparing for the NATA (National Aptitude Test in Architecture) exam, which is required for admission to architecture programs in India. It discusses that NATA score is required for admission to most architecture colleges. It promotes sample/guess papers for NATA prepared by Ashok Goel to help students succeed on the aptitude test. It provides contact information for Ashok Goel's coaching academy, which offers both in-person and distance learning courses to prepare for the NATA exam.
The document discusses an education cooperation program between a university in Vietnam and a university in Switzerland. Specifically, it describes a 3+1 Bachelor of Science in International Management program. Students complete the first three years of study in Vietnam and then spend their fourth year studying at the Swiss university. The program aims to provide students with a high-quality international education while keeping tuition costs lower than a traditional 4-year program in Switzerland. Details are provided about course curriculum, requirements, schedules, and faculty.
The document outlines an art and design assignment given to students. It involved creating drawings or paintings based on three titles: "Rhythms in nature", "Suspended", and "A view of an entrance hall which includes some steps or a staircase". The document then discusses the intelligences and competences involved in the assignment such as visual-spatial, interpersonal, and intrapersonal intelligences as well as skills like free expression, using sources of information, and applying techniques. Another activity described was a fashion design project where students were asked to design costumes for performers at a company conference.
This document contains an assessment rubric for a GCSE Art & Design student's project. It evaluates the student on four main criteria across 20 sub-criteria: developing ideas, refining work, recording ideas, and realizing intentions. For each sub-criterion, the rubric assesses the student's ability as minimal/limited, generally consistent, consistent, or highly developed. Interim marks are recorded out of 80, with final marks and grades also given. Red text indicates areas not yet fully achieved, while green means the criteria are complete.
The document discusses several potential logos for a community outreach campaign. It considers using lowercase letters, bright colors, simplicity, and universal appeal to target audiences. Various logo designs are proposed and evaluated on factors like whether the design idea, imagery, and colors appropriately convey the campaign's themes of unity, peace, and bringing people together versus being misconstrued.
GCSE, I did this presantation to go along side my work and this shown my understanding of the task and products that I had to create and do, The work which I done is completley my own work, I think this demonstrates my capabilty and understanding of the project in sections and overall.
The document discusses how text is used in visual art to convey meaning and information. Text can help "anchor" the meaning of an image when accompanying it, similar to how an anchor holds a ship in place. Artists use text in various ways - as titles, embedded within images, or as "found text" in the environment - to direct interpretation, provoke viewers, or add deeper meaning to the work.
This document provides information about the GCSE Art and Design assessment objectives and exemplifies how they can be covered through two student projects. It outlines the four assessment objectives - AO1 to AO4 - and their strands. AO1 focuses on gathering information and recording observations. AO2 addresses responding to other artists' work. AO3 involves developing and exploring ideas and materials. AO4 is about realizing intentions. The document uses two sample student projects, one with a three-dimensional outcome and one two-dimensional, to demonstrate how each AO can be fulfilled through the creative process.
This document provides instructions for a GCSE Art and Design: Graphics project on "Sherlock Holmes" that incorporates graphical techniques. Students are asked to create a large-scale collage using colored papers inspired by one of several listed graphical artists, such as Michael Craig Martin or Patrick Caulfield. The collage can be abstract or depict part of the student's drawing. Materials include colored paper, fine liners, and markers. Brief biographies of the artists are provided as examples of graphical styles to study, along with planning and deadline information.
This document provides information about visual art and design concepts and activities for a Grade 10 level. It includes three key points:
1) The activities will help learners develop knowledge around generating creative ideas in response to prompts and exploring signs and symbols from visual culture.
2) Learners will engage with their own experiences through exploring visual culture and the realization of concepts.
3) The importance of process is demonstrated in developing and realizing concepts, as well as exploring and resolving visual and conceptual challenges.
The document provides an introduction to the GCSE Art course at Beaumont School. It outlines that the course will require hard work, creativity, and a commitment to meeting deadlines and having the proper equipment for each lesson. Students will learn a range of disciplines and skills like drawing, painting, photography, and sculpture. It emphasizes punctuality, being fully equipped, and completing all work on time as student grades will depend on the work produced. An equipment list of essential supplies is provided.
This document provides an overview and expectations for a GCSE Art course. It includes the following key points:
- The course will be challenging but rewarding, requiring hard work, creativity and one's best effort to succeed.
- The EDEXCEL UNENDORSED ART, CRAFT AND DESIGN course will teach a range of disciplines like drawing, painting, photography and sculpture.
- Students must be punctual, well-equipped, meet all deadlines and complete all assigned work to the best of their ability, as this coursework determines their final GCSE grade.
- Resources like the school art blog and Pinterest will provide inspiration, examples and homework assignments. Students are expected to
This document contains exemplar sketch book pages that could be used for GCSE Art & Design coursework. The sketch book pages provide visual examples of drawings, paintings, annotations and reflections that students can include to demonstrate their creative process, experimentation and ability to meet the coursework requirements. In a concise manner, the exemplar pages aim to help students structure their sketch books to achieve success in the GCSE Art & Design course.
This document discusses typography and the history of the Helvetica font. It provides background that Helvetica was designed in 1957 by Eduard Hoffmann and Max Miedinger as an easy-to-read sans serif typeface called Neue Haas Grotesk. Hoffmann wanted it to be a modern version of Akzidenz Grotesk that could be used in various contexts without seeming inappropriate. The document then presents two tasks - the first asks designers to imagine distorting the letters of Helvetica for its 70th anniversary, and the second tasks researching an artist who incorporates text/numbers in their work.
This document provides information about the GCSE Art and Design: Graphic Design and Communication course. It outlines the key areas of study such as illustration, typography, advertising, and packaging. It describes the four assessment objectives and provides examples of course tasks and home learning assignments. These include creating a modified "Grungvetica" alphabet, researching artists who use text/numbers, designing a typeface from everyday objects, and compiling coursework onto an A1 display board. Guidance and examples are provided to help students complete the assignments, including facts about typographers like Eduard Hoffmann and Stefan Sagmeister.
This document provides information about the GCSE Art and Design course, which consists of portfolio work and a final exam project. The portfolio, accounting for 60% of the grade, includes work from years 10 and 11. Students select their best pieces for assessment. The exam project in year 11 accounts for 40% of the grade. Students will complete several projects exploring different mediums to meet the four assessment objectives: researching artists and themes, experimenting with materials, developing and presenting ideas, and creating a final piece. Regular homework and use of a sketchbook are required to document process and progress. Success requires annotating work to explain creative choices.
The document is a design brief for a cruise seat in the shape of a boat for children. Some key points:
- The boat seat will be large enough to fit 4 children and be decorated with a pirate theme.
- Materials will include MDF wood for the base and frame, pine wood for additional structure, and plywood planks for the body.
- The boat will have cushioned seats and a dark brown paint job to look realistic.
- Research on similar products found boat-shaped beds were a popular style for boys aged 4-8.
Emanuel Ologenau is an artist the student is researching to fuse with the theme of "FLIGHT" for their final piece. To fulfill Assessment Objective 1, the student needs to conduct research on Ologenau's photography, brainstorm ideas on the flight theme, create a mood board, experiment with print techniques like lino printing or working with clay or collage materials, and plan their final piece. The final piece can use lino printing with multiple colors, clay sculptures like small feathers, or a collage combining photos, prints, and found objects.
1. The document provides a design brief and specifications for designing and manufacturing a wooden candle holder using various techniques within a limited time frame.
2. Key requirements include that the design must be visually attractive and suitable for displaying a candle. A modular design, high quality finish, and powerpoint presentation are also specified.
3. Various manufacturing techniques like laminating, vacuum forming, and plug and yoke forming are listed that could be used to complete the project within the required timeline.
This document provides an overview of what to expect in GCSE Art. It emphasizes that art requires hard work, creativity, and a willingness to do well. Students will learn various disciplines and skills. They must be punctual, meet deadlines, and always have their sketchbook and equipment. The course covers research, experimentation, recording ideas, and developing a final piece while making connections to artists. Students are provided links to the art blog and Pinterest for inspiration and examples. Natural forms from nature are introduced as a topic to explore and document in their sketchbook by creating a spider diagram linking various ideas.
This document provides instructions for a student's "Collections" coursework project, which will last until February. It explains that the project involves collecting objects and creating artworks based on the collection. Students are encouraged to choose a collection that interests them and can be photographed and drawn in detail. Examples of famous artists like Andy Warhol who based work on collections are provided. Students must complete a spider diagram brainstorming collection ideas and choose a theme by a deadline in September.
The document provides guidance to students on developing their final ideas for a GCSE exam. It instructs students to create 2-3 final idea boards over the next few weeks that present potential designs and options for their final piece. The boards should include annotated sketches explaining how the ideas connect to their theme and medium used. Students are also encouraged to experiment further with materials and develop one chosen idea at a larger scale for their final exam.
The document discusses a design for a children's storage bench with a pirate theme for a classroom. It describes researching similar products available internationally and in the UAE to inform the design. Several potential clients are identified that could benefit from the product, including schools, hospitals, and families with young children. The design aims to provide functional storage while appealing to both boys and girls through its pirate-themed aesthetics.
This document provides the specification for the Pearson Edexcel Level 3 Advanced GCE in Art and Design. The qualification consists of two components:
1. Personal Investigation (60%): An internally-set, teacher-assessed component requiring students to produce a portfolio of development work and outcomes based on personal themes, along with a 1000-word personal study on contextual research.
2. Externally Set Assignment (40%): An externally-set, teacher-assessed component where students create preparatory studies in response to an external theme, followed by final outcomes produced in a 15-hour supervised session.
Both components assess students across four assessment objectives and are marked using common assessment grids. The specification provides
This document outlines the specification for AQA's GCSE Design and Technology course. It includes:
1. An introduction to the course and support available from AQA.
2. An overview of the course content covering core technical principles, specialist technical principles, and designing and making principles.
3. Details of the assessments, including a written exam and non-exam assessment (NEA) practical project.
The document provides concise yet comprehensive information on the structure and content of AQA's GCSE Design and Technology course.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of engineering diploma programs. It discusses the approach to curriculum design, including adopting a systems approach. It outlines the curriculum goals of developing various life skills and technological skills in students. It describes the domains of learning and levels of learning based on Bloom's taxonomy to guide objective-setting and assessment. Finally, it provides a two-dimensional framework for setting questions to evaluate students' knowledge and cognitive abilities.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of diploma engineering programs. It discusses the approach and philosophy used in revising the curriculum, including adopting a systems approach. Key changes to the curriculum are outlined, such as dividing basic science subjects into separate parts and renaming the life skills subject. The document provides objectives for the curriculum and describes the desired skills that students should gain, including both life skills and technological skills. It also gives details on lesson planning, assessments, assignments and conduct of practicals to support uniform implementation of the revised curriculum.
This document outlines the requirements and assignments for an Architectural Portfolio module. It includes two assignments: 1) a portfolio draft focusing on curating and presenting 4 projects, and 2) a 400-word personal design statement. Students must select projects from their academic program to represent their design direction and approach. They will create a layout for the projects in a customized format between A5-A3 size. They must also sketch an initial packaging concept. The final portfolio will be a bound compilation of the projects and design statement, completed with the latest studio work. It will be graded based on personal design statement, curation, composition, completion, and packaging.
This document outlines the module outline for Construction Technology 1, a core module for the Bachelor of Quantity Surveying programme. It details the module objectives, learning outcomes, assessment components, topics to be covered, lecture and tutorial schedule, and references. The module aims to provide understanding of building components, construction processes, and materials used in residential buildings.
This document provides instructions for a GCSE Art and Design: Graphics project on "Sherlock Holmes" that incorporates graphical techniques. Students are asked to create a large-scale collage using colored papers inspired by one of several listed graphical artists, such as Michael Craig Martin or Patrick Caulfield. The collage can be abstract or depict part of the student's drawing. Materials include colored paper, fine liners, and markers. Brief biographies of the artists are provided as examples of graphical styles to study, along with planning and deadline information.
This document provides information about visual art and design concepts and activities for a Grade 10 level. It includes three key points:
1) The activities will help learners develop knowledge around generating creative ideas in response to prompts and exploring signs and symbols from visual culture.
2) Learners will engage with their own experiences through exploring visual culture and the realization of concepts.
3) The importance of process is demonstrated in developing and realizing concepts, as well as exploring and resolving visual and conceptual challenges.
The document provides an introduction to the GCSE Art course at Beaumont School. It outlines that the course will require hard work, creativity, and a commitment to meeting deadlines and having the proper equipment for each lesson. Students will learn a range of disciplines and skills like drawing, painting, photography, and sculpture. It emphasizes punctuality, being fully equipped, and completing all work on time as student grades will depend on the work produced. An equipment list of essential supplies is provided.
This document provides an overview and expectations for a GCSE Art course. It includes the following key points:
- The course will be challenging but rewarding, requiring hard work, creativity and one's best effort to succeed.
- The EDEXCEL UNENDORSED ART, CRAFT AND DESIGN course will teach a range of disciplines like drawing, painting, photography and sculpture.
- Students must be punctual, well-equipped, meet all deadlines and complete all assigned work to the best of their ability, as this coursework determines their final GCSE grade.
- Resources like the school art blog and Pinterest will provide inspiration, examples and homework assignments. Students are expected to
This document contains exemplar sketch book pages that could be used for GCSE Art & Design coursework. The sketch book pages provide visual examples of drawings, paintings, annotations and reflections that students can include to demonstrate their creative process, experimentation and ability to meet the coursework requirements. In a concise manner, the exemplar pages aim to help students structure their sketch books to achieve success in the GCSE Art & Design course.
This document discusses typography and the history of the Helvetica font. It provides background that Helvetica was designed in 1957 by Eduard Hoffmann and Max Miedinger as an easy-to-read sans serif typeface called Neue Haas Grotesk. Hoffmann wanted it to be a modern version of Akzidenz Grotesk that could be used in various contexts without seeming inappropriate. The document then presents two tasks - the first asks designers to imagine distorting the letters of Helvetica for its 70th anniversary, and the second tasks researching an artist who incorporates text/numbers in their work.
This document provides information about the GCSE Art and Design: Graphic Design and Communication course. It outlines the key areas of study such as illustration, typography, advertising, and packaging. It describes the four assessment objectives and provides examples of course tasks and home learning assignments. These include creating a modified "Grungvetica" alphabet, researching artists who use text/numbers, designing a typeface from everyday objects, and compiling coursework onto an A1 display board. Guidance and examples are provided to help students complete the assignments, including facts about typographers like Eduard Hoffmann and Stefan Sagmeister.
This document provides information about the GCSE Art and Design course, which consists of portfolio work and a final exam project. The portfolio, accounting for 60% of the grade, includes work from years 10 and 11. Students select their best pieces for assessment. The exam project in year 11 accounts for 40% of the grade. Students will complete several projects exploring different mediums to meet the four assessment objectives: researching artists and themes, experimenting with materials, developing and presenting ideas, and creating a final piece. Regular homework and use of a sketchbook are required to document process and progress. Success requires annotating work to explain creative choices.
The document is a design brief for a cruise seat in the shape of a boat for children. Some key points:
- The boat seat will be large enough to fit 4 children and be decorated with a pirate theme.
- Materials will include MDF wood for the base and frame, pine wood for additional structure, and plywood planks for the body.
- The boat will have cushioned seats and a dark brown paint job to look realistic.
- Research on similar products found boat-shaped beds were a popular style for boys aged 4-8.
Emanuel Ologenau is an artist the student is researching to fuse with the theme of "FLIGHT" for their final piece. To fulfill Assessment Objective 1, the student needs to conduct research on Ologenau's photography, brainstorm ideas on the flight theme, create a mood board, experiment with print techniques like lino printing or working with clay or collage materials, and plan their final piece. The final piece can use lino printing with multiple colors, clay sculptures like small feathers, or a collage combining photos, prints, and found objects.
1. The document provides a design brief and specifications for designing and manufacturing a wooden candle holder using various techniques within a limited time frame.
2. Key requirements include that the design must be visually attractive and suitable for displaying a candle. A modular design, high quality finish, and powerpoint presentation are also specified.
3. Various manufacturing techniques like laminating, vacuum forming, and plug and yoke forming are listed that could be used to complete the project within the required timeline.
This document provides an overview of what to expect in GCSE Art. It emphasizes that art requires hard work, creativity, and a willingness to do well. Students will learn various disciplines and skills. They must be punctual, meet deadlines, and always have their sketchbook and equipment. The course covers research, experimentation, recording ideas, and developing a final piece while making connections to artists. Students are provided links to the art blog and Pinterest for inspiration and examples. Natural forms from nature are introduced as a topic to explore and document in their sketchbook by creating a spider diagram linking various ideas.
This document provides instructions for a student's "Collections" coursework project, which will last until February. It explains that the project involves collecting objects and creating artworks based on the collection. Students are encouraged to choose a collection that interests them and can be photographed and drawn in detail. Examples of famous artists like Andy Warhol who based work on collections are provided. Students must complete a spider diagram brainstorming collection ideas and choose a theme by a deadline in September.
The document provides guidance to students on developing their final ideas for a GCSE exam. It instructs students to create 2-3 final idea boards over the next few weeks that present potential designs and options for their final piece. The boards should include annotated sketches explaining how the ideas connect to their theme and medium used. Students are also encouraged to experiment further with materials and develop one chosen idea at a larger scale for their final exam.
The document discusses a design for a children's storage bench with a pirate theme for a classroom. It describes researching similar products available internationally and in the UAE to inform the design. Several potential clients are identified that could benefit from the product, including schools, hospitals, and families with young children. The design aims to provide functional storage while appealing to both boys and girls through its pirate-themed aesthetics.
This document provides the specification for the Pearson Edexcel Level 3 Advanced GCE in Art and Design. The qualification consists of two components:
1. Personal Investigation (60%): An internally-set, teacher-assessed component requiring students to produce a portfolio of development work and outcomes based on personal themes, along with a 1000-word personal study on contextual research.
2. Externally Set Assignment (40%): An externally-set, teacher-assessed component where students create preparatory studies in response to an external theme, followed by final outcomes produced in a 15-hour supervised session.
Both components assess students across four assessment objectives and are marked using common assessment grids. The specification provides
This document outlines the specification for AQA's GCSE Design and Technology course. It includes:
1. An introduction to the course and support available from AQA.
2. An overview of the course content covering core technical principles, specialist technical principles, and designing and making principles.
3. Details of the assessments, including a written exam and non-exam assessment (NEA) practical project.
The document provides concise yet comprehensive information on the structure and content of AQA's GCSE Design and Technology course.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of engineering diploma programs. It discusses the approach to curriculum design, including adopting a systems approach. It outlines the curriculum goals of developing various life skills and technological skills in students. It describes the domains of learning and levels of learning based on Bloom's taxonomy to guide objective-setting and assessment. Finally, it provides a two-dimensional framework for setting questions to evaluate students' knowledge and cognitive abilities.
This document provides guidance for teachers on implementing the revised environmental studies curriculum for the fourth semester of diploma engineering programs. It discusses the approach and philosophy used in revising the curriculum, including adopting a systems approach. Key changes to the curriculum are outlined, such as dividing basic science subjects into separate parts and renaming the life skills subject. The document provides objectives for the curriculum and describes the desired skills that students should gain, including both life skills and technological skills. It also gives details on lesson planning, assessments, assignments and conduct of practicals to support uniform implementation of the revised curriculum.
This document outlines the requirements and assignments for an Architectural Portfolio module. It includes two assignments: 1) a portfolio draft focusing on curating and presenting 4 projects, and 2) a 400-word personal design statement. Students must select projects from their academic program to represent their design direction and approach. They will create a layout for the projects in a customized format between A5-A3 size. They must also sketch an initial packaging concept. The final portfolio will be a bound compilation of the projects and design statement, completed with the latest studio work. It will be graded based on personal design statement, curation, composition, completion, and packaging.
This document outlines the module outline for Construction Technology 1, a core module for the Bachelor of Quantity Surveying programme. It details the module objectives, learning outcomes, assessment components, topics to be covered, lecture and tutorial schedule, and references. The module aims to provide understanding of building components, construction processes, and materials used in residential buildings.
This document outlines the module for Construction Technology 1, which is a core 4-credit module for Bachelor of Quantity Surveying students. The module aims to provide understanding of building components and their functions. Assessment includes assignments, a mid-term test, final exam, and portfolio. Students will be evaluated on their understanding of construction principles and practices, building definitions, material selection, and erection implementation.
This document outlines the module outline for Construction Technology 1, a core module for the Bachelor of Quantity Surveying programme. It details the module objectives, learning outcomes, assessment components, topics to be covered, lecture and tutorial schedule, and references. The module aims to provide understanding of building components, construction processes, and materials used in residential buildings.
This document outlines the module for the Architectural Portfolio course. The module aims to help students prepare and present their portfolios verbally and visually. It will cover various portfolio presentation approaches, skills for portfolio production and design, developing an individual design statement, and selecting materials for the portfolio. Students will create a draft portfolio, final portfolio, and Taylor's Graduate Capabilities Portfolio to demonstrate their acquired skills, design direction, and program learning outcomes. The course involves lectures, tutorials, workshops and assessments over 12 weeks.
The document discusses the implementation of Outcome-Based Education (OBE) in the Department of Civil Engineering. It outlines key aspects of OBE including vision and mission statements, program educational objectives, program outcomes, course outcomes, and levels of outcomes. It also describes the department's practices for defining outcomes, curriculum mapping, assessment, and using assessment results for continuous improvement. The department has implemented OBE principles through various processes like defining outcomes at different levels, developing assessment tools, conducting faculty training, and reviewing results to identify gaps and enhance teaching-learning.
The document provides information for students taking final exams in June 2021, noting there are changes to qualifications and instructing students to refer to a separate document detailing those changes. It also contains standard information about OCR qualifications and accreditation.
This document outlines the module outline for the Building Materials module. It includes 3 key points:
1. It provides an overview of the module which introduces various building materials, their properties, manufacturing processes, and typical uses. It aims to ensure appropriate material selection.
2. The module assessments are outlined which include a mid-term test, two assignments, and a final exam. The assignments involve material selection for a proposed building design.
3. The module schedule is presented, which covers 14 weekly topics on different building materials through lectures, tutorials, and self-directed study.
This document outlines the module for an internship training and report program for architecture students. The objectives of the module are to introduce students to the operations of an architectural practice and develop their understanding of building regulations and procedures. Through a full-time internship, students will gain experience in documentation, report writing, and appreciate the roles and responsibilities of an architectural assistant. Students will be assessed through weekly logs, a final report, and employer feedback to determine if they pass the module requirements.
Asu x72 trends in contemporary arts lecture 1-course introduction-23-9-2017Galala University
This document provides information about the ARC x72 Trends in Contemporary Art course offered at Ain Shams University in the fall 2017 semester. The course is a 2-credit hour course offered through the Environmental Architecture and Urbanism Program. It introduces students to allied arts and their relationship to architecture, focusing on understanding trends in contemporary and modern arts. Over the 15-week semester, students will participate in lectures, activities, assignments, and a group research project to develop their knowledge of art history and critical analysis skills and demonstrate an appreciation of visual arts. Students will be assessed through a midterm exam, research project, class activities, and a final exam.
The N level art syllabus aims to develop critical thinking and process skills. Students analyze and evaluate artworks without contextual knowledge. The examination consists of a coursework portfolio worth 60% and a drawing/painting paper worth 40%. The coursework includes investigation of a theme, artwork analysis, idea exploration, medium exploration, and a process diary leading to a final product. The drawing exam gives students 3 weeks to complete supporting studies and a final piece based on one of six themes. Good art results open options to continue art in junior college, polytechnic, or art institutions.
Outcome Based Education - Comsats Abbottabad - Civil Engineering.pptxAwais Marwat
This presentation introduces outcome-based education (OBE) and its implementation in the Department of Civil Engineering at COMSATS University Islamabad - Abbottabad Campus. It discusses key aspects of OBE including program educational objectives, program learning outcomes, Bloom's taxonomy, assessment and evaluation practices, and the importance of defining course learning outcomes. Examples of PEOs and PLOs are provided for the civil engineering program.
This document outlines the tentative scheme for the first and second semesters of the Electrical and Electronics Engineering stream for the 2022-23 academic year.
It lists the courses offered in each semester along with their codes, titles, teaching hours, credits, and examination details. Some key courses included are Mathematics, Physics, Chemistry, Engineering Science/Emerging Technology electives, Ability Enhancement courses, and more.
The document also provides definitions for credit allocation based on teaching hours, guidelines for student induction programs and activity points, and lists of optional courses to choose from for Engineering Science, Emerging Technology, and Programming Language categories. Subject codes with integrated theory and practical components are also marked.
This document outlines the module for Architectural Design Studio 2. The module introduces principles of architectural design through a series of studio projects. Students will learn about spatial composition, site analysis, and translating design concepts into architectural drawings and models. There are three projects of increasing complexity: analyzing architectural precedents, designing a pavilion, and designing weekend lodging. Students will be assessed through coursework, drawings, models and a portfolio demonstrating their skills and knowledge.
The document outlines the structure and syllabus for the Master of Commerce (M.Com.) program at Savitribai Phule Pune University in accordance with the National Education Policy 2020.
It details the objectives of the program which include equipping students to face challenges in the corporate world, developing research and analytical skills, and making students industry-ready. The course is two years with four semesters totaling 88 credits. Various course formats are provided for continuous internal evaluation and semester-end examinations across subjects.
This document outlines the module Construction Technology 3, which is part of the Bachelor of Quantity Surveying program. The module aims to provide an overview of construction practices and develop the ability to apply construction procedures and health and safety measures. It will cover topics like foundations, excavation, formworks and more. Students will be assessed through a midterm test, assignments, and final exam. The assessments will evaluate students' understanding of construction processes and ability to select suitable methods for different building types.
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Gcse art design_spec_2012
1. Specification
Edexcel GCSE in Art and Design (2AD01)
Edexcel GCSE in Art and Design: Fine Art (2FA01)
Edexcel GCSE in Art and Design:Three-Dimensional Design (2TD01)
Edexcel GCSE in Art and Design:Textile Design (2TE01)
Edexcel GCSE in Art and Design: Photography - Lens and Light-based
Media (2PY01)
Edexcel GCSE in Art and Design: Graphic Communication (2GC01)
Edexcel GCSE (Short Course) in Art and Design: Fine Art (3FA01)
Edexcel GCSE (Short Course) in Art and Design:Three-Dimensional
Design (3TD01)
Edexcel GCSE (Short Course) in Art and Design:Textile Design (3TE01)
Edexcel GCSE (Short Course) in Art and Design: Photography - Lens and
Light-based Media (3PY01)
Edexcel GCSE (Short Course) in Art and Design: Graphic Communication
(3GC01)
For first certification 2014
Issue 3
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