3. Practical arrangements
• Emergency arrangements
• Cloakrooms
• Refreshment areas/times
• Please turn off mobile phones
• Pre-book taxi with venue staff
4. Course Aims & Objectives
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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
6. The OCR Art & Design Suite
YEAR 9
Entry Level Certificate
Foundation year for GCSE
One portfolio unit
One Set work
60% and 40%
YEAR 10
YEAR 11
GCSE
One Portfolio
One Set task
60% and 40%
YEAR 12
AS
One Coursework Portfolio
One Controlled Assignment
60% and 40%
YEAR 13
A2
One Personal Investigation
One Controlled Assignment
60% and 40%
9. 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.
10. 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.
11. 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’
12. Centres should be familiar with:
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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
13. 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
14. 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
15. 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.
17. Assessment Objective 1
DEVELOP
Candidates develop their ideas through
sustained and focused investigations
informed by contextual and other
sources, demonstrating analytical and
critical understanding
18. Assessment Objective 1
DEVELOP
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
20. 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.
21. 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
23. 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.
24. 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
26. 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
27. 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’.
29. 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
30. 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 Investigation
6. Presented for moderation
31. 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
33. 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
34. 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’
35. 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
36. Moderators will be aware of
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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)
37. Thanking Centre’s essential
contribution to this process
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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
38. Summary
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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.
