UAL Awarding Body Chief Examiner's Report 2017/18 Art and Design - Qualification Titles

Page created by Perry Taylor
 
CONTINUE READING
UAL Awarding Body Chief Examiner's Report 2017/18 Art and Design - Qualification Titles
UAL Awarding Body
Chief Examiner’s
Report 2017/18
—

Art and Design
Qualification Titles
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
UAL Awarding Body Chief Examiner's Report 2017/18 Art and Design - Qualification Titles
‘Abstract Me’ by Conor McGuiness, Bedford College
UAL Awarding Body Chief Examiner's Report 2017/18 Art and Design - Qualification Titles
Contents
—

Introduction                                         4

Chief Examiner Summary                               5

Section 1: Overview of Qualifications                8
Section 2: Centre Type, Approval and Registration   10
Section 3: Qualification Support                    17
Section 4: Equal Opportunities                      22
Section 5: External Moderation                      29
Section 6: Commentary on Assessment Evidence        31

Conclusion                                          38

Actions and Recommendations                         40

Benchmark Data and Statistical Analysis             43
  Level 1 Diploma in Art, Design and Media          45
  Level 2 Diploma in Art and Design                 52
  Level 3 Diploma in Art and Design                 59
  Level 3 Extended Diploma in Art and Design        67
UAL Awarding Body Chief Examiner's Report 2017/18 Art and Design - Qualification Titles
UAL                                        UAL Awarding Body
                                           believes in transformative
Awarding                                   education. We design and
Body                                       award creative qualifications
                                           that empower and inspire
—                                          educators to help students
                                           reach their potential.
Qualifications that
reward creativity.                          UAL Awarding Body is regulated by Ofqual,
                                            CCEA and Qualifications Wales. We currently
                                            offer qualifications in art and design, fashion,
                                            creative media, music and performing and
                                            production arts. We are also the UK’s leading
                                            provider of the Diploma in Art and Design –
                                            Foundation Studies. Our qualifications have
                                            high retention and achievement rates because
                                            they are flexible, responsive and relevant
                                            to industry needs, and facilitate student
                                            progression.

                                            University of the Arts London (UAL) is Europe’s largest
                                            specialist art and design university, comprising six
                                            renowned Colleges:

                                            Camberwell College of Arts
                                            Central Saint Martins
                                            Chelsea College of Arts
                                            London College of Communication
                                            London College of Fashion
                                            Wimbledon College of Arts.

                                            www.arts.ac.uk/awarding

                          Art and Design
                          —
4   U AL Awarding Body   Chief Examiner’s Annual Report 2017/18
UAL Awarding Body Chief Examiner's Report 2017/18 Art and Design - Qualification Titles
Chief Examiner
Summary
—
                          Level 1, 2 and 3 Art and Design qualifications       UAL Awarding Body have also tabled
                          continue to go from strength to strength. Centres    an Entry‑Level 3 Creative Arts course for
                          nationwide continue to consolidate and refine        development in 2019/20. After discussion
                          existing provisions, or add further Art and          with centres, it was felt that an Entry‑Level 3
                          Design qualifications to their existing suite.       qualification would allow more students to be
                          We continue to see large numbers of centres          able to access a Creative Arts education. The
                          making applications for approval to deliver UAL      course will offer a range of creative arts skills to
                          Art and Design qualifications.                       allow students to understand creative arts and
                                                                               to move towards a specialism, be that Art and
                          The report notes the positive and negative           Design, Creative Media, Performance or Music.
                          feedback received from centres around
                          the delivery of qualifications as well as the        A Level 2 Certificate in Applied Drawing
                          effectiveness of Art and Design qualifications       qualification has also been developed that can
                          to offer a positive and progressive learning         be delivered from September 2019. This is an
                          experience for the students navigating               exciting and innovative opportunity for many
                          the specifications. Highlights of this               more students to be involved with the act of
                          feedback include:                                    drawing. The Applied Drawing qualification
                                                                               allows students from a wide range of disciplines
                          > Centres continue to develop innovative delivery   to experience drawing.
                             models that support the individual learning
                             progression of students                           This year has seen consistent growth of the
                          > Increased numbers of specialist vocational        UAL Level 3 Art and Design provision. Centres
                             pathways being designed and implemented           have been expanding their offers through a
                             underpinned by UAL Art and Design                 greater range of specialist pathways that focus
                             specifications                                    on specific vocational roles and developments
                          > New and existing centres find the holistic UAL    within the creative industries. Centres are
                             specifications an invigorating and revitalising   responding to an increased desire from students
                             approach to delivery                              and parents to have a clear career trajectory into
                                                                               employment.
                          This year UAL Awarding Body has commenced
                          the development of certificate‑sized                 Continued growth in centre numbers running
                          qualifications at Level 1. This is in direct         Games Design qualifications from the Level 3
                          response to demand from our centres. In              Art and design specification have been seen
                          the complex arena that is Further Education          this academic year. Centres have utilised the
                          and with all students undertaking a Program          versatility of the specification to develop wide
                          of Study, the more flexible approach that is         ranging programmes of study that blend a
                          offered through implementing a variety of            mixture of concept art skills with technical
                          smaller qualifications will allow centres to         coding knowledge. Games design continues
                          develop considered pathways for their individual     to be an ever more popular choice of study
                          student’s needs. This allows more centres to         programme with FE students in the UK.
                          deliver UAL Awarding Body qualifications.

                          Art and Design
                          —
5   U AL Awarding Body   Chief Examiner’s Annual Report 2017/18
UAL Awarding Body Chief Examiner's Report 2017/18 Art and Design - Qualification Titles
UAL Awarding Body’s work to create the most
                          effective lines of communication continues
                          through the implementation of ‘Super Users’
                          at each centre. The Super User role is to
                          behave as a conduit for UAL Awarding Body
                          correspondence and disseminate information to
                          the relevant centre teams. Alongside this, UAL
                          Awarding Body continues to champion the role
                          of UAL Coordinator. The Coordinator will act
                          as additional layer of contact for UAL Awarding
                          Body communications at course‑specific level,
                          supporting internal standardisation and assisting
                          the flow of information to course teams.

                          UAL Awarding Body continues to be a reflective
                          and progressive organisation. To this end, we
                          have undergone an in depth and developmental
                          process of self‑analysis and activity to ensure
                          that we continuously improve our offer to
                          stakeholders, employees and customers in
                          the pursuit of excellence. We have made a
                          significant amount of personnel recruitment to
                          support key areas and continue to seek out
                          opportunities to refine and evolve our products,
                          practices and processes. UAL Awarding Body is
                          planning the review of key policy documents to
                          ensure clarity and usability for all customers.

                          Art and Design
                          —
6   U AL Awarding Body   Chief Examiner’s Annual Report 2017/18
UAL Awarding Body Chief Examiner's Report 2017/18 Art and Design - Qualification Titles
Student at Reading College. © Liz Carrington
UAL Awarding Body Chief Examiner's Report 2017/18 Art and Design - Qualification Titles
Section One
—
Overview of Qualifications

                          The qualifications have been designed to             The structure of the qualification, with units
                          incorporate essential components of vocational       linked to provide coherence, allows learners
                          learning to provide young people with the            to develop practical skills and theoretical
                          understanding, knowledge and skills identified       understanding and, through a process of
                          as necessary for future progression and              reiteration and reinforcement, develop effective
                          employment. This suite of qualifications offer       working practices that will provide support for
                          the broad transferable skills that will enable       creativity across a range of stimulating and
                          learners to demonstrate qualities of adaptability,   increasingly demanding activities. The final unit
                          self‑reliance, collaboration, dependability,         requires the learner to demonstrate the ability to
                          imagination and creativity.                          use their skills, knowledge and understanding
                                                                               to successfully complete an autonomous,
                          The qualifications deliberately draw upon            independently proposed and self‑directed
                          approaches to learning and teaching in Art           assignment that mirrors study at a more
                          and Design that have proven successful in            advanced educational level.
                          targeting students that enjoy and learn through
                          practical activity and have had difficulty with      UAL Awarding Body currently offers
                          prior academic learning. Through an immersive        specifications for Art and Design qualifications
                          and demanding curriculum, it will support the        ranging from Level 1 through to Level 3/4 that
                          transition from general to more specialised study,   can be interpreted as generalised Art and
                          delivered in a further education setting.            Design qualifications or applied to specialist
                                                                               pathways. The qualifications cover award,
                          Emphasis is placed on providing an experience,       certificate and diploma level value.
                          which draws on the realities of the creative
                          industries with students being treated as young
                          professionals and encouraged to take increasing
                          responsibility for their own learning. Study for
                          the qualification is not time constrained but will
                          normally be over a period of one year and is
                          likely to appeal to those seeking to complete a
                          period of practical study as an alternative to a
                          more academic study route.

                          Art and Design
                          —
8   U AL Awarding Body   Chief Examiner’s Annual Report 2017/18
UAL Awarding Body Chief Examiner's Report 2017/18 Art and Design - Qualification Titles
‘Improper’ by Rio Ordoyno, Nescot College.
 © Onphrame Stefano Masse
UAL Awarding Body Chief Examiner's Report 2017/18 Art and Design - Qualification Titles
Section Two
—
Centre Type, Approval and
Registration

                          Centres successfully approved to deliver UAL
                          Art and Design has risen again in 2017–18
                          showing the continued positive reputation
                          of the qualifications. Totals for new and all
                          centres read:

                          > New centres approved in 2017–18 (to run this
                             year) totaled 28
                          > All centres approved to run Art and Design
                             qualifications is 168 in total

                          Type of Centre
                          Overall registration data shows a continued rise
                          in students enrolled on UAL Awarding Body Art
                          and Design qualifications. The Level 1 Diploma
                          has seen an overall rise of +190 students across
                          all ages, the Level 2 Diploma +430, the Level
                          3 Diploma +1237 and the Level 3 Extended
                          Diploma +1141. This continued increase reflects
                          the flow of new centres choosing to deliver UAL
                          Awarding Body qualifications over other available
                          products.

                          Art and Design
                          —
10   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
Section Two
–
Centre Type, Approval and Registration

                                                        Level 1 Diploma Art, Design and Media

        Over 19                                                1500
       Under 19
                                  Number of Approved Centres

                                                               1200

                                                                900

                                                                600

                                                                300

                                                                 0
                                                                       2015 – 2016   2016 – 2017     2017 – 2018               2015 – 2016   2016 – 2017    2017 – 2018
                                                                            College of Further Education                                       School

                                                        Student Registrations

                                                                                         2015–2016                 2016–2017                        2017–2018
                          Centre Type                                 Age Band           Total              %      Total                %           Total             %
                     College of Further                                Over 19            115           11.9%       147             12.0%            180           12.7%
                            Education
                                                                      Under 19           852            88.1%      1074             87.9%           1232           87.3%
                                                                       Totals:               967                      1221                              1412
                               School                                 Under 19              0            0.0%         1               0.1%              0           0.0%
                                                                       Totals:                   0                         1                                0
                                                                       Totals:               967                      1222                              1412

                                                       Art and Design
                                                       —
11   U
      AL Awarding Body                                Chief Examiner’s Annual Report 2017/18
Section Two
–
Centre Type, Approval and Registration

                                                          Level 2 Diploma Art and Design

        Over 19                                                   4000
       Under 19
                                  Number of Registered Students

                                                                  3000

                                                                  2000

                                                                  1000

                                                                    0
                                                                          15–16

                                                                                  16–17

                                                                                          17–18

                                                                                                            15–16

                                                                                                                     16–17

                                                                                                                             17–18

                                                                                                                                             15–16

                                                                                                                                                     16–17

                                                                                                                                                                17–18

                                                                                                                                                                         15–16

                                                                                                                                                                                      16–17

                                                                                                                                                                                               17–18
                                                                             College of                         University or                    Sixth Form                       School
                                                                         Further Education                       HE Centre                        College

                                                          Student Registrations

                                                                                                  2015–2016                          2016–2017                          2017–2018
                          Centre Type                                    Age Band                 Total                  %           Total                     %        Total                          %
                     College of Further                                   Over 19                 343               12.1%             473               13.6%            522                  13.4%
                            Education                                    Under 19                 2374              83.8%            2867               82.7%           3220                  82.6%
                                                                           Totals:                   2717                               3340                                3742
                      University or HE                                    Over 19                   20               0.7%              18                    0.5%         21                  0.5%
                                Centre                                   Under 19                    1               0.0%              12                    0.3%           0                 0.0%
                                                                           Totals:                    21                                 30                                      21
                    Sixth Form College                                    Over 19                    2               0.1%               2                    0.1%           7                 0.2%
                                                                         Under 19                   78               2.8%              95                    2.7%         99                   2.5%
                                                                           Totals:                    80                                 97                                  106
                               School                                    Under 19                   16               0.6%               0                    0.0%         28                   0.7%
                                                                           Totals:                    16                                     0                                   28
                                                                           Totals:                   2834                               3467                               3897

                                                         Art and Design
                                                         —
12   U
      AL Awarding Body                                  Chief Examiner’s Annual Report 2017/18
Section Two
–
Centre Type, Approval and Registration

                                                             Level 3 Diploma Art and Design

        Over 19                                                      8000
       Under 19
                                                                     7000
                                     Number of Registered Students

                                                                     6000

                                                                     5000

                                                                     4000

                                                                     3000

                                                                     2000

                                                                     1000

                                                                       0
                                                                             15–16

                                                                                     16–17

                                                                                             17–18

                                                                                                       15–16

                                                                                                                   16–17

                                                                                                                           17–18

                                                                                                                                       15–16

                                                                                                                                               16–17

                                                                                                                                                         17–18

                                                                                                                                                                 15–16

                                                                                                                                                                          16–17

                                                                                                                                                                                  17–18

                                                                                                                                                                                              15–16

                                                                                                                                                                                                       16–17

                                                                                                                                                                                                               17–18
                                                                                College of              University or                    Sixth Form                      School                       Other
                                                                            Further Education            HE Centre                        College

                                                             Student Registrations

                                                                                                     2015–2016                                    2016–2017                               2017–2018
                             Centre Type                                    Age Band                 Total                         %              Total                  %                Total                        %
                     College of Further                                       Over 19                567                   10.3%                       577         9.5%                   628                  8.6%
                            Education
                                                                            Under 19                 4679                  85.3%                  5148           84.9%                    6411                 87.8%
                                                                              Totals:                    5246                                           5725                                 7039
                      University or HE                                        Over 19                    2                    0.0%                      6           0.1%                     0                 0.0%
                                Centre
                                                                            Under 19                   54                     1.0%                     168         2.8%                     43                 0.6%
                                                                              Totals:                      56                                            174                                   43
                    Sixth Form College                                        Over 19                  15                    0.3%                       8           0.1%                    12                 0.2%
                                                                            Under 19                  170                     3.1%                     142         2.3%                    169                 2.3%
                                                                              Totals:                     185                                            150                                  181
                                  School                                    Under 19                     0                   0.0%                       18         0.3%                     19                 0.3%
                                                                              Totals:                          0                                          18                                   19
                          Private Training                                    Over 19                    0                   0.0%                       0          0.0%                      1                 0.0%
                                 Provider
                                                                            Under 19                     0                   0.0%                       0          0.0%                      1                 0.0%
                                                                              Totals:                          0                                             0                                    2
                                    Other                                   Under 19                     0                   0.0%                       0          0.0%                     20                 0.3%
                                                                              Totals:                          0                                             0                                 20
                                                                              Totals:                   5487                                            6067                                 7304

                                                            Art and Design
                                                            —
13   UAL Awarding Body                                     Chief Examiner’s Annual Report 2017/18
Section Two
–
Centre Type, Approval and Registration

                                                             Level 3 Extended Diploma Art and Design

        Over 19                                                      6000
       Under 19
                                     Number of Registered Students

                                                                     5000

                                                                     4000

                                                                     3000

                                                                     2000

                                                                     1000

                                                                       0
                                                                             15–16

                                                                                     16–17

                                                                                             17–18

                                                                                                       15–16

                                                                                                                   16–17

                                                                                                                           17–18

                                                                                                                                       15–16

                                                                                                                                               16–17

                                                                                                                                                         17–18

                                                                                                                                                                 15–16

                                                                                                                                                                          16–17

                                                                                                                                                                                  17–18

                                                                                                                                                                                              15–16

                                                                                                                                                                                                      16–17

                                                                                                                                                                                                              17–18
                                                                                College of              University or                    Sixth Form                      School              Private Training
                                                                            Further Education            HE Centre                        College                                                Provider

                                                             Student Registrations

                                                                                                     2015–2016                                    2016–2017                               2017–2018
                             Centre Type                                    Age Band                 Total                         %              Total                  %                Total                       %
                     College of Further                                       Over 19                869                   20.0%                 1035            19.8%                    1213                19.1%
                            Education
                                                                            Under 19                 2667                  61.3%                  3615           69.3%                    4314                67.8%
                                                                              Totals:                   3536                                            4650                                 5527
                      University or HE                                        Over 19                  40                    0.9%                       21         0.4%                     37                0.6%
                                Centre
                                                                            Under 19                  587                  13.5%                       356         6.8%                   550                 8.6%
                                                                              Totals:                     627                                            377                                  587
                    Sixth Form College                                        Over 19                  22                     0.5%                      25         0.5%                     27                0.4%
                                                                            Under 19                  102                     2.3%                     107         2.0%                    102                1.6%
                                                                              Totals:                     124                                            132                                  129
                                  School                                    Under 19                     0                    0.0%                       0         0.0%                     50                0.8%
                                                                              Totals:                          0                                             0                                 50
                          Private Training                                    Over 19                    9                   0.2%                        9         0.2%                     13                0.2%
                                 Provider
                                                                            Under 19                   52                     1.2%                      52         1.0%                     55                0.9%
                                                                              Totals:                      61                                             61                                   68
                                                                              Totals:                   4348                                            5220                                 6361

                                                            Art and Design
                                                            —
14   U
      AL Awarding Body                                     Chief Examiner’s Annual Report 2017/18
Section Two
–
Centre Type, Approval and Registration

                                      National Benchmark Data

                                                           2015–2016                    2016–2017                   2017–2018
                                                     Ret       Ach        Suc     Ret       Ach      Suc      Ret       Ach      Suc
 Art & Design                              All    95.9%       85.8%    82.3%    96.3%      85.4%    82.3%   93.3%     86.3%     80.6%
     601/3266/8      UAL Level 1 Award in Art,    97.5%       88.5%    86.3%    99.2%      84.0%    83.3%   87.2%     83.0%     72.4%
                           Design and Media
     601/3267/X    UAL Level 1 Diploma in Art,    95.9%       81.3%    77.9%    94.8%      81.2%    77.0%   92.1%      82.2%    75.7%
                           Design and Media
     600/3738/6   UAL Level 2 Award in Art and    91.4%       81.9%    74.8%    88.1%      62.9%    55.4%   71.0%     89.0%     63.2%
                                       Design
     600/3807/X     UAL Level 2 Diploma in Art    97.3%       82.5%    80.3%    96.7%      81.9%    79.2%   94.0%     83.9%     78.9%
                                   and Design
     600/2827/0     UAL Level 3 Diploma in Art    96.6%       85.9%    83.0%    97.1%      85.7%    83.3%   93.6%      86.1%    80.6%
                                   and Design
     600/2826/9         UAL Level 3 Extended      93.8%      89.2%     83.7%    95.8%     90.0%     86.2%   94.6%     90.5%     85.6%
                    Diploma in Art and Design

                                      Art and Design
                                      —
15     U
        AL Awarding Body             Chief Examiner’s Annual Report 2017/18
‘Collections’ by Jasmsine Smail,
 Colchester Institute
Section Three
—
Qualification Support

                          Delivery Groups                                     > 96% of delegates rated Exceeded (73%) or
                          The Delivery group meeting was held in June at         met all (23%)
                          UAL’s High Holborn campus. The session was
                          well attended and delegates comprised of new        Written feedback from the Delivery group
                          and existing centres who intended expanding
                          their UAL offer. The delivery group event is        > Inspiring to understand both the freedom and
                          designed to support and consider innovative            support we can get through our first year of
                          development of delivery models, inform the             delivering UAL Awarding Body qualifications
                          planning for the academic year and help create      > Got the info I needed
                          engaging assessment materials. The event is         > Lots of information quick and direct. All the
                          also a chance for the attendees to network and         information I hoped to receive
                          share ideas, the day consisted of discussions       > The event was good, it has confirmed further
                          and workshops around the following topics:             what the expectations are
                                                                              > Really like being able to discuss possible
                          > Project based approach                               projects and teaching strategies
                          > Plan your first project
                          > Ongoing formative assessment                      Advisory visits
                          > Tracking progress                                 Senior External Moderators and Chief Examiners
                          > Yearly Planner                                    provided advisory visits for centres delivering
                                                                              Level 1–3 Art and Design qualifications for the
                          The feedback from attendees was very positive       first time and centres that needed additional
                          with structure, organization and expectations       support. Where possible, visits were scheduled
                          being rated at 100% and an overall feedback         during the first term to support centres during
                          rating of 100% good or excellent. Statistical       the final planning and initial delivery stages,
                          feedback included:                                  allowing for recommendations and actions to be
                                                                              completed prior to moderation.
                          > Well structured?
                          > 90% of delegates rated yes definitely (77%) or   The following points are sometimes overlooked
                             yes probably (13%)                               by new centres:
                          > Well supported (e.g. By UAL Awarding
                             Body staff)?                                     > The requirement to move planning
                          > 93% of delegates rated yes definitely (80%) or      activities from individual specialisms to
                             yes probably (13%)                                  holistic project‑based learning through all
                          > Our aim of this event was to discuss and            team planning
                             advise on delivery methods. Did we manage        > The requirement and ability to combine
                             to do this?                                         multiple units in single projects, linking
                          > 94% of delegates rated yes definitely (77%) or      assessment criteria and learning outcomes
                             yes probably (17%)                                  through related activities
                          > Following this event, do you feel supported      > The opportunity to refresh and challenge
                             and prepared enough to plan your own                current working practices. To take risks with
                             curriculum?                                         the design and implementation of new course
                                                                                 provision

                          Art and Design
                          —
17   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
Section Three
–
Qualification Support

                          > Benchmarking and team assessment activities      disposal while maximising the individual and
                             to support accurate grading decisions (and       team skill sets within the department. Staff
                             professional development) against UAL            greatly enjoy the liberating approach afforded by
                             grading matrixes                                 the specifications that allow for a greater scope
                          > Standardisation of assessment practices and      of approaches, a renewed focus on thematic,
                             related forms and resources across specialist    project‑based delivery, and an overriding faith in
                             pathways and levels                              the professional experience of those delivering.

                          Assessment                                          As course tutors’ confidence has grown through
                          > Assessment feedback is often holistic and        the delivery of the early units, a rising tide of
                             although it sometimes signposts each unit, in    reward from UAL Awarding Body’s focus on
                             many instances it does not map the individual    visual language and holistic creative practice
                             assessment criteria, making the feedback too     has resulted in staff feeling their professional
                             general.                                         skills as creatives as well as teachers is valued
                          > The language used in the feedback is not         and they are seeing a return to the dovetailing
                             always consistent with the outcome and           of practice and learning being at the core of the
                             sometimes acts only to list the evidence or      programmes.
                             lack thereof.
                          > On occasion, feedback terminology and            Standardisation events
                             language is not appropriately pitched to the     Standardisation events were held in 2018, with
                             comprehensive level of students. UAL grade       Level 1 & 2 represented by three colleges; City
                             descriptors and matrix terminology not always    College Norwich, South Devon College and
                             referenced.                                      Suffolk New College at Mary Ward House in
                          > Standardisation of assessment practices and      London and Level 3 Diploma and Extended
                             related forms and resources across specialist    Diploma held at City of Liverpool College and
                             pathways and levels                              Bsix Sixth Form College. These events were very
                                                                              well attended by new and existing centres along
                          Feedback from centres was extremely positive,       with UAL Awarding Body External Moderators,
                          with many saying that the visits improved their     Senior External Moderators and staff.
                          understanding of the qualification specification,
                          its delivery and assessment.                        The events offer attendees the opportunity to
                                                                              sample students work, discuss assessment
                          This was also confirmed in the external             methodology and feedback. Grades given by
                          moderation reports for new centres as follows:      the assessor to help inform their own practice
                                                                              and standardisation of assessment nationally.
                          Feedback captured in moderation reports             The samples are introduced by the assessors
                          documents an enthused approach to the               to communicate the context of the project and
                          planning and delivery of UAL Awarding               answer any questions during and after reviewing
                          Body qualifications. Tutors greatly enjoy the       the work and discuss the grades awarded.
                          opportunity of delivering an expansive and
                          wide‑ranging provision that capitalises on          The events were punctuated with excellent
                          the facilities and resources they have at their     presentations by the staff and students of the

                          Art and Design
                          —
18   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
Section Three
–
Qualification Support

                          respective centres. Staff members offered            > Would you recommend this event to others?
                          insight into their interpretations of UAL Awarding     100% rated yes definitely (95%) or yes
                          Body specifications and the strategies employed         probably (5%)
                          to develop engaging and challenging provision
                          for learners at each level. Examples of innovative   Qualitative feedback (a selection of replies):
                          practice in delivery, assessment and feedback
                          were also shared. For Level 3, the students          How did you rate the event overall? – 96% of
                          gave delegates an insight into their experiences     delegates said Excellent (71%) or Good (25%)
                          of learning and progression through the
                          courses, offering a first‑hand account of the        Please explain:
                          transformative power of creative education.          > Well organised, informative and constructive
                                                                                  for my teaching development
                          Art and Design Standardisation Event                 > Interesting to see Media work as I don’t
                          Feedback                                                normally teach it. Good range of portfolios
                          Feedback gathered at the events was positive            to compare.
                          with areas of structure, organization and            > Good to share views and see other examples
                          expectations rated at between 84–100%. 100%          > It was a great opportunity to discuss
                          of delegates who attended the event rated the           standardisation and practice with other
                          experience overall good or excellent.                   course leaders
                                                                               > It’s really useful to meet other centres and look
                          Quantitative feedback included:                         at the work! Share good practice
                                                                               > At the right pace and a good range of samples
                          Was the event you took part in:                      > Cleared up some questions about assessing
                                                                                  and articulating the learners’ journeys (i.e not
                          > Well organised                                       always needing written words)
                            100% of delegates rated yes definitely (84%) or    > Well organised and useful session
                             yes probably (13%)                                > Great opportunity to speak to others, network
                          > Well structured                                      and standardise
                            100% of delegates rated yes definitely (91%) or    > Helpful to look at other work and discuss
                             yes probably (6%)                                    standards
                          > In a suitable space                               > Useful to meet and discuss both level 1
                             92% of delegates rated yes definitely (89%) or       and 2 and view other work produced by
                             yes probably (3%)                                    other colleges
                          > Well supported (e.g. By UAL Awarding              > Best organised and delivered standardisation
                             Body staff)?                                         event I’ve been to
                            100% of delegates rated yes definitely             > Very good enables us to have other opinions
                          > Our aim with this event was to agree                 to hear what hons other work of their practice
                             standards. Did we manage to do this?              > A good opportunity to share ideas and
                             81% of delegates rated yes definitely (72%) or       discuss the standards
                             yes probably (9%)                                 > Very informative event, helpful clients.

                          Art and Design
                          —
19   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
Section Three
–
Qualification Support

                          > It was a fabulous opportunity to meet             Successful applicants gain the valuable
                             lecturers/leaders from other FE colleges and      experience of representing their institution as
                             discuss common themes                             they exhibit their work in a Central London
                          > Was very useful for a new UAL course              location. Origins provides students with the
                             leader to view work and get ideas from            unique opportunity to present their work to the
                             other lecturers                                   public and network with industry professionals.

                          Conference 2018                                      In 2018, Origins Creative Arts Festival took
                          Our annual conference takes place every              place at the Bargehouse, OXO Tower Wharf
                          February and provides staff from all UAL             and showcased over 160 pieces of student
                          Awarding Body Centres with the opportunity to        work from all of our disciplines. 56 Students
                          meet in London and hear more about our latest        studying our Art and Design qualifications
                          updates on creative education and how we can         exhibited their work at Origins. The exhibition
                          work together to achieve positive outcomes.          was complemented by a programme of music
                                                                               and performing arts. Performing arts students
                          Delegates have the chance to network with            were given the unique opportunity to participate
                          colleagues and learn about the latest regulatory     in a Barbican Box workshop facilitated by
                          and sector developments and hear about               Complicité and tutors had the chance to attend
                          innovative delivery models. Over the years we        a CPD event delivered in partnership with the
                          have had many high‑profile and inspirational         Design Museum.
                          speakers including Grayson Perry, Helen
                          Marriage, Posy Simmonds, Ofqual and Global           Works selected by the chief examiners for
                          Radio. Past UAL Awarding Body students               outstanding achievement, were awarded prizes,
                          are invited to the conference to share their         and included the following Foundation students:
                          experience of receiving a UAL Awarding Body
                          qualification and how it has helped them achieve     > Jake Kevlin, Reigate School of Art, Level 1
                          their creative ambitions.                              Art and Design, for sophisticated use of print
                                                                                  technique in their piece titled ‘Smile’.
                          Our last annual conference was held in 2018          > Rio Ordoyno, Nescot College, Level 2 Art and
                          and attended by over 430 delegates and is               Design, for fashion explored through textiles in
                          expected to continue growing to reflect the             their piece ‘Improper’.
                          increasing number of Centres we work with.           > Maya Edwards, Leeds Arts University, Level
                                                                                  3 Diploma and Extended Diploma in Art and
                          Origins Creative Arts Festival                          Design for her sophisticated and challenging
                          Our annual creative arts festival is a celebration      conceptual investigation in her piece titled
                          of the huge diversity of work UAL Awarding            ‘Index of Matter’, which was realised to a very
                          Body students have produced at their Further            high standard.
                          Education institutions. Students from UAL
                          Awarding Body Centres are invited to submit
                          work for the chance to exhibit or perform at our
                          festival in the summer.

                          Art and Design
                          —
20   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
‘Decisions’ by Albert Turner,
 Reigate School of Art
Section Four
—
Equal Opportunities

Student registrations by age

                                    Level 1 Diploma in Art, Design and Media

                                                              2015–2016              2016–2017           2017–2018
                          Centre Type      Age Band           Total             %    Total          %    Total          %
                     College of Further      Over 19           115           11.9%    147        12.0%    180        12.7%
                            Education
                                            Under 19           852           88.1%   1074        87.9%   1232        87.3%
                                             Totals:              967                   1221                1412
                               School       Under 19              0           0.0%      1         0.1%      0        0.0%
                                             Totals:                  0                      1                   0
                                             Totals:              967                   1222                1412

                                    Level 2 Diploma in Art and Design

                                                              2015–2016              2016–2017           2017–2018
                          Centre Type      Age Band           Total             %    Total          %    Total          %
                     College of Further      Over 19           343           12.1%    473        13.6%    522        13.4%
                            Education
                                            Under 19          2374           83.8%   2867        82.7%   3220        82.6%
                                             Totals:             2717                   3340                3742
                               School       Under 19            16            0.6%      0        0.0%      28         0.7%
                                             Totals:               16                        0               28
                    Sixth Form College       Over 19              2           0.1%      2         0.1%      7        0.2%
                                            Under 19            78            2.8%     95         2.7%     99         2.5%
                                             Totals:               80                    97                  106
                      University or HE       Over 19            20            0.7%     18        0.5%      21        0.5%
                                Centre
                                            Under 19              1           0.0%     12        0.3%       0        0.0%
                                             Totals:               21                    30                  21
                                             Totals:             2834                   3467                3897

                                    Art and Design
                                    —
22   U
      AL Awarding Body             Chief Examiner’s Annual Report 2017/18
Section Four
–
Equal Opportunities

                                       Level 3 Diploma in Art and Design

                                                                 2015–2016              2016–2017           2017–2018
                             Centre Type      Age Band           Total             %    Total          %    Total          %
                     College of Further         Over 19           567           10.3%    577         9.5%   628         8.6%
                            Education
                                               Under 19          4679           85.3%   5148        84.9%   6411        87.8%
                                                Totals:             5246                   5725                7039
                                    Other      Under 19              0           0.0%      0         0.0%     20        0.3%
                                                Totals:                  0                      0               20
                          Private Training      Over 19              0           0.0%      0         0.0%      1        0.0%
                                 Provider
                                               Under 19              0           0.0%      0         0.0%      1        0.0%
                                                Totals:                  0                      0                   2
                                  School       Under 19              0           0.0%     18         0.3%     19        0.3%
                                                Totals:                  0                  18                  19
                    Sixth Form College          Over 19            15            0.3%      8         0.1%     12        0.2%
                                               Under 19           170            3.1%    142         2.3%    169        2.3%
                                                Totals:              185                    150                 181
                      University or HE          Over 19              2           0.0%      6         0.1%      0        0.0%
                                Centre
                                               Under 19            54            1.0%    168         2.8%     43        0.6%
                                                Totals:               56                    174                 43
                                                Totals:             5487                   6067                7304

                                       Art and Design
                                       —
23   U
      AL Awarding Body                Chief Examiner’s Annual Report 2017/18
Section Four
–
Equal Opportunities

                                        Level 3 Extended Diploma in Art and Design

                                                               2015–2016             2016–2017           2017–2018
                          Centre Type       Age Band           Total             %   Total          %    Total          %
                  College of Further          Over 19           869         20.0%    1035        19.8%   1213        19.1%
                         Education
                                            Under 19           2667         61.3%    3615        69.3%   4314        67.8%
                                              Totals:             3536                  4650                5527
                    Private Training          Over 19             9          0.2%       9        0.2%      13        0.2%
                           Provider
                                            Under 19             52          1.2%      52         1.0%     55        0.9%
                                              Totals:              61                    61                  68
                              School        Under 19              0          0.0%       0         0.0%     50        0.8%
                                              Totals:                  0                     0               50
                 Sixth Form College           Over 19            22          0.5%      25         0.5%     27        0.4%
                                            Under 19            102          2.3%     107         2.0%    102        1.6%
                                              Totals:              124                   132                 129
                   University or HE           Over 19            40          0.9%      21         0.4%     37        0.6%
                             Centre
                                            Under 19            587         13.5%    356         6.8%    550         8.6%
                                              Totals:              627                   377                 587
                                              Totals:             4348                  5220                6361

                                        Art and Design
                                        —
24   U
      AL Awarding Body                 Chief Examiner’s Annual Report 2017/18
Section Four
–
Equal Opportunities

Gender

                          Level 1 Diploma in Art, Design and Media

                                                     2015–2016             2016–2017           2017–2018
                                    Gender           Total            %    Total          %    Total          %
                                    Female           2913          67.0%   3584        68.7%   4384        68.9%
                                      Male           1378          31.7%   1626        31.1%   1964        30.9%
                                    Not Set            57           1.3%     10         0.2%     13         0.2%
                                      Total             4348                  5220                6361

                          Level 2 Diploma in Art and Design

                                                     2015–2016             2016–2017           2017–2018
                                    Gender           Total            %    Total          %    Total          %
                                    Female           1733          61.2%   2041        58.9%   2441        62.6%
                                      Male          1094           38.6%   1417        40.9%   1448        37.2%
                                    Not Set             7          0.2%       9         0.3%      8         0.2%
                                      Total             2834                  3467                3897

                          Level 3 Diploma in Art and Design

                                                     2015–2016             2016–2017           2017–2018
                                    Gender           Total            %    Total          %    Total          %
                                    Female           3701          67.5%   4142        68.3%   5087        69.6%
                                      Male           1765          32.2%   1917        31.6%   2198        30.1%
                                    Not Set            21           0.4%      8         0.1%     19         0.3%
                                      Total             5487                  6067                7304

                          Art and Design
                          —
25   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
Section Four
–
Equal Opportunities

                          Level 3 Extended Diploma in Art and Design

                                                     2015–2016             2016–2017           2017–2018
                                    Gender           Total            %    Total          %    Total          %
                                    Female           2913          67.0%   3584        68.7%   4384        68.9%
                                      Male           1378          31.7%   1626        31.1%   1964        30.9%
                                    Not Set            57           1.3%     10        0.2%      13         0.2%
                                      Total             4348                  5220                6361

BAME
                          Level 1 Diploma in Art, Design and Media

                                                     2015–2016             2016–2017           2017–2018
                                    Gender           Total            %    Total          %    Total          %
                                    Female            480          49.6%    576        47.1%    662        46.9%
                                      Male            486          50.3%   645         52.8%    745        52.8%
                                    Not Set             1           0.1%      1         0.1%      5         0.4%
                                      Total              967                  1222                1412

                          Level 2 Diploma in Art and Design

                                                     2015–2016             2016–2017           2017–2018
                                   Ethnicity         Total            %    Total          %    Total          %
                                      BME             565          19.9%    702        20.2%    570        14.6%
                                     White           1658          58.5%   1813        52.3%   2378        61.0%
                            Not Known/Not             611          21.6%    952        27.5%    949        24.4%
                                  Provided
                                      Total             2834                  3467                3897

                          Art and Design
                          —
26   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
Section Four
–
Equal Opportunities

                          Level 3 Diploma in Art and Design

                                                     2015–2016             2016–2017           2017–2018
                                   Ethnicity         Total            %    Total          %    Total          %
                                      BME             824          15.0%    875        14.4%    765        10.5%
                                     White          3396           61.9%   3773        62.2%   4635        63.5%
                            Not Known/Not            1267          23.1%   1419        23.4%   1904        26.1%
                                  Provided
                                      Total             5487                  6067                7304

                          Level 3 Extended Diploma in Art and Design

                                                     2015–2016             2016–2017           2017–2018
                                   Ethnicity         Total            %    Total          %    Total          %
                                      BME             673          15.5%   804         15.4%    923        14.5%
                                     White           3075          70.7%   3171        60.7%   4236        66.6%
                            Not Known/Not             600          13.8%   1245        23.9%   1202        18.9%
                                  Provided
                                      Total             4348                  5220                6361

                          Art and Design
                          —
27   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
‘All the Quilts I Never Made’ by Christine
 Williams, Leeds Arts University.
Section Five
—
External Moderation

                          With the UAL Awarding Body continuing to grow       appropriate. Centres were required to submit
                          rapidly, a new Chief Examiner took up post          proposed and confirmed grades online through
                          in 2018. Vicky Cull was appointed to lead the       Quartz, External Moderators were then required
                          Level 1 and Level 2 Art and Design courses with     to verify these grades also using Quartz and a
                          Matt Moseley heading up the Level 3 Art and         revised format for the EM report was submitted
                          Design and Short Courses. New moderators            within ten days of a centre visit via SmartSurvey.
                          were invited to attend an External Moderator
                          selection and training event in November,           External Moderators reported that the majority
                          followed by Senior External Moderators              of centres were moderation ready. The
                          accompanying and observing new moderators           administration and management of the visit by
                          during their first visit to ensure the quality of   the centres, including access to mark sheets for
                          moderation.                                         the selection of the sample was good and the
                                                                              sample was identified within the portfolios or
                          The 10 strong Senior External Moderation team       exhibition for easy access. Where centres had
                          for 2017/18 consisted of:                           not inputted the necessary proposed grades
                          > Penny Horsefield, Elspeth Mackie and             and/or supporting paperwork was unavailable,
                            Suzanne Archer (North region)                     External Moderators noted that time for full and
                          > Patrick Caines and Nel Davies (Central region)   purposeful moderation had to be extended
                          > Chris Roberts, Penny Glidewell, Matias           beyond the normal visit allocation time. This
                            Shortcook and Ian Parker (South East region)      needs to be addressed by all centres in time for
                          > Tansy Wilson (West region)                       the next moderation cycle.

                          Each Senior External Moderator takes                Feedback on moderation visits was very positive
                          responsibility for up to 11 External Moderators     with centres noting the helpful comments and
                          and provides them with a point of contact and       professionalism of the external moderation
                          support during and beyond the Level 1, 2, 3         teams. Centre responses confirmed that the
                          and FAD moderation period. Overall during the       External Moderators checked for quality,
                          2017–2018 moderation cycle UAL Awarding             consistency and accuracy internally, and
                          Body allocated 108 Art and Design External          where appropriate, were able to suggest
                          Moderators to Level 1–3 and FAD centre visits.      recommendations for internal change. External
                                                                              Moderators followed the correct procedure, with
                          External moderation of Levels 1–3 started in        team members reporting that they thought visits
                          May with the last centre moderation completed       had an ‘extremely positive impact’, helped build
                          in July. Every centre was required to make work     ‘strong relationships’ and were very ‘supportive’.
                          available at the point of external moderation.
                          The majority of external moderation teams
                          presented good, timely feedback and thorough
                          reports. These continued to note good practice
                          and highlighted areas for improvement where

                          Art and Design
                          —
29   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
‘Breaking the Silence’ by Daisy Newton,
The Manchester College
Section Six
—
Commentary on Assessment
Evidence

                          Context                                               At Levels 1 and 2, most centres set themes that
                          Good practice in this area has been captured          allowed all students to explore new and exciting
                          and highlighted through the external moderation       contextual referencing. Centres were supportive
                          visits and resulting reports produced. Building       of students’ needs by setting themes that could
                          on the strong practice observed last academic         encompass a range of learning styles and
                          year, it is evident that in higher‑level programmes   practical outcomes.
                          (Level 3 Diploma and Extended Diploma),
                          thematic enquiries proposed by students are           ‘At both Dip and Ed levels, where Project
                          wide ranging, sophisticated, personalised              Proposals were more ambitiously considered
                          and challenging. Students are consistently             had resulted in more structured and confident
                          supported to identify and propose enquiries            development of ideas and outcomes.
                          that allow them to develop industry relevant           In Graphics, learners were clearly encouraged
                          skills and understanding through individualised        to identify a meaningful context for the Project
                          investigations that explore distinctive cultural,      Proposal with content covering encouraging
                          social and political territories.                      young people to vote to Mental Health issues.’

                          Students who utilise a high‑level of project          Research
                          planning and evidence strong commitment to            Good practice in the areas of research has been
                          the outlining of their investigation, displayed       observed at a multitude of centres. Where wide
                          a higher level of confidence and quality in           ranging, challenging and sophisticated research
                          their outcomes. By making solid preparatory           methods and methodologies are utilised,
                          foundations to their project, students make           gathered and synthesized well by students,
                          more rapid progress through their contextual,         projects exhibit a consistent momentum and
                          conceptual and practical experimentations,            travel greater distances. Where research is used
                          producing projects that displayed a richer            effectively to support practical investigations
                          narrative and travel a greater distance.              and activities, outcomes show a much greater
                                                                                degree of sophistication, quality and finish.
                          In instances where students have approached
                          the project proposal as a reflective and              At Level 3, it is essential that students are shown
                          directional tool, identifying regular opportunities   how to research effectively as part of their
                          to measure project development and progress           programme of study, not only in preparation for
                          against their initial project outline, they enjoyed   their future progression to HE or employment,
                          a greater degree of success in the quality            but also in fostering the required levels of
                          and resolution of their outcomes. In some             independence and resilience of practice to
                          cases, projects that evidence a high standard         achieve the highest grades. Centres who value
                          of practical skills were awarded lower grades,        the importance of wide ranging research cast a
                          due to a lack of correlation between final            spotlight on the skills and knowledge required to
                          outcome and project proposal, making effective        research effectively and make it a priority early
                          evaluatory analysis problematic.                      on in the academic year to ‘upskill’ students

                          Art and Design
                          —
31   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
Section Six
–
Commentary on Assessment Evidence

                          to the standard expected. Students should be           Problem solving
                          encouraged to gather research from sources             Problem solving continues to be the criteria
                          including (but not limited to) interviews, site        most heavily discussed at moderation.
                          specific visits, focus groups, surveys, elaborate      Conversation centres around building an
                          and complex material play, case studies, blogs         improved understanding of how to identify
                          and peer reviews, complimenting the obvious            conceptual and practical problem solving in
                          sources of internet and book research.                 student portfolios submitted.

                          At levels 1 and 2 research tends to be centre          Students enjoying the greatest degree of
                          driven, nearly all of the centres set a theme for      success in this area use clear and concise
                          the Final Unit, this is a reflection of the students   methods of evidencing and tracking the
                          present academic ability. The very best students       practical and conceptual choices made to
                          demonstrated a clear ability for independent           solve a range of problems. Where centres have
                          research which they very effectively apply to the      developed visual diaries, gapped handouts and
                          centre set themes.                                     project booklets that encourage students to
                                                                                 constantly reflect and annotate where decisions
                          ‘In higher‑grade ranges within Photography             have been made and problems solved, a more
                           and Graphics it was notable that there was            consistent rate of high grade achievement was
                           consistent research and investigation to              observed.
                           inform the direction of work. Learners were
                           applying skills of analysis to improve the            A strong Final Major Project should have a
                           quality of practical development and had been         rich narrative. In projects where students have
                           well supported to develop a solid grasp of            effectively used and evidenced problem solving
                           the importance of thorough documentation.             to resolve a personalised creative investigation,
                           Stronger samples were able to thoroughly              problem solving has allowed students to
                           document its impact. In less convincing samples,      explore multiple solutions to a problem, making
                           this element was still present but learners had       sophisticated choices in the resolution of an
                           not recognised the function beyond a recording        issue. In these instances, problem solving is
                           of things looked at and had not applied their         consistent and thoroughly recorded in project
                           findings appropriately.’                              documentation, evidencing a clear correlation
                                                                                 to sustained research activities and reflective
                                                                                 analysis. These students have also used precise
                                                                                 project documentation and ‘flag‑posting’ to
                                                                                 identify where the key‑moments in the project
                                                                                 are situated, making marking and grade
                                                                                 awarding a much clearer and simpler activity.

                                                                                 Problem solving at Level 1 tends to be focused
                                                                                 on practical problem solving and the recording
                                                                                 of this journey. At Level 2, higher grade students
                                                                                 are more actively engaged with both practical
                                                                                 and theoretical problem solving.

                          Art and Design
                          —
32   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
Section Six
–
Commentary on Assessment Evidence

                          Where problem solving has not been used             Planning and production
                          effectively, projects become narrow and limited     Strong, well thought out and consistent
                          in distance travelled. Where students present       planning and production is absolutely key
                          only a single solution to a problem, or only        to the realisation of a successful and high
                          respond to their project proposal in a singular,    quality creative investigation. If used effectively,
                          linear way, high grade criteria cannot be           planning allows the student to develop the
                          achieved. In some instances, the assumption         sustained momentum to drive a project the
                          can be made that a student has solved               required distance with the appropriate range to
                          problems within their project, due to the quality   achieve high grades. Approaches to planning
                          or sophistication of outcome, however project       were evidenced in many forms from written
                          documentation makes no attempt to record or         diary/calendar tables, vlogs and visual diaries
                          analyse these experiences or thought processes.     to structured peer and tutor feedback/planning
                                                                              meetings. Students who use planning most
                          ‘The combination of experimentation with            effectively create a supportive scaffolding
                           materials and speculation in sketchbooks           through which they develop their project.
                           produced work that explored dynamic and
                           unique methods of the developmental process.        Space and opportunity to explore risk and
                           Sketchbooks were used fully to indicate choices    ‘happy accidents’ is left to fully capitalise and
                           and decisions show clear intentions and             play with ideas when they present themselves.
                           direction, and stages of development. Examples      Coherent and thorough planning allows the
                           of traditional and non‑traditional materials        student to be autonomous and independent in
                           were evident in both experiments and final          their approach to the practical investigation, as
                           work, demonstrating a flexible approach to this     well as being resilient when things may not go
                           process.’                                           as planned. Such skills are essential to progress
                                                                               to employment in the creative industries.
                          ‘The personal response to the unit enabled
                           students to identify a subject discipline they     Centres that positively support the lower levels
                           were interested in and to focus on subject         with structured planning documents/diaries are
                           conventions of working. The development and        to be applauded. These logs enable students
                           problem solving to refine ideas was therefore      to be organised, professional and consistent in
                           subject related and appropriate.’                  their planning and production goals, so enabling
                                                                              higher grade profiles to be achieved.

                                                                              High level planning also enables students to be
                                                                              consistently reflective and analytical towards
                                                                              their project. Using their planning as a marker of
                                                                              proposed progress and evaluating their current
                                                                              level of success against it. This, again, supports
                                                                              the notion of a rich and ranging narrative that
                                                                              maintains momentum and interest.

                          Art and Design
                          —
33   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
Section Six
–
Commentary on Assessment Evidence

                          ‘Some of the journals or sketchbooks                    afforded the range and autonomy to investigate
                           indicated where changes were made based                and experiment freely, developing a set of
                           on discoveries made in the developmental               transferable skills that will serve them well in the
                           process. Each sample had its own planning              pursuit of a career in the creative industries.
                           schedule within the journal which indicated
                           proposed work on a week‑by‑week basis.                 Student projects evidence the positive
                           Better examples noted where changes and                impact felt by all levels of learners accessing
                           amendments occurred with relevant reasoning            technical workshop resources that support
                           and explanation.’                                      the development of skills across a range of
                                                                                  analogue and digital areas.
                          ‘All students are provided with a basic time plan
                           template and use this to think about which             Specialist pathway (Graphics, Photography,
                           aspects of their project may need prioritising.        Fashion and so forth) evidence excellent levels of
                           Students are measured in their ambition and            industry relevant study and skills development,
                           realisation methodologies in this context.’            with students often working on live briefs set by
                                                                                  external clients. Students are often producing
                          Practical skills                                        work that will exist beyond the walls of the
                          Practical skills continue to be an area of              centre at which they are studying, and this forms
                          strength in delivery observed by moderators this        an excellent basis from which students can
                          academic year. Moderators’ reports evidence             vocationally progress.
                          a consistently high level of practical skills
                          understanding being fostered and utilised by            ‘The Fashion/Textiles pathway makes very
                          learners in the application of vocationally specific     good use of design sheets to compliment
                          technical skills and activities.                         the proposals. There is a particularly strong
                                                                                   emphasis on materials exploration as well as a
                          Students in the higher‑grade boundaries                  good input of technical skills. The quality of work
                          evidence a confident, independent autonomy in            is testament to the groundwork of skills given to
                          the application of practical skills and were able        the students over the course of the programme.’
                          to show strong development of industry relevant
                          skills. Projects show a versatile and dynamic           ‘The level of execution was generally very
                          approach to material, process and technical              good, with a wide variety of techniques and
                          decision making, developing a high degree of             approaches used. The final outcomes were
                          quality and control in practical experimentations        refined and utilised existing professional
                          and outcomes.                                            conventions to realise and produce. The final
                                                                                   exhibition was very strong with a good amount
                          Centres have supported the development of                of space being allocated to this course. There
                          strong practical skills across all levels by allowing    was evidence in the student’s sketchbooks of
                          students the opportunity to access a broad               display considerations and planning.’
                          range of technical areas, offering learners the
                          chance to build confidence and understanding
                          in vocationally dedicated areas. Students are

                          Art and Design
                          —
34   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
Section Six
–
Commentary on Assessment Evidence

                          Presentation                                           lauded so from this, students can clearly see
                          Presentation skills are well represented in            their progression pipeline.
                          student projects. The majority of students
                          across all levels are offered the opportunity to       ‘Fine Art was viewed as an end of year show
                          exhibit work; using their presentation as an            that gave an overall perspective of how the
                          opportunity to reflect upon the effectiveness           cohort had dealt with the FMP. Fashion/Textiles
                          of art and design work to communicate                   was set out in a specific space with care and
                          ideas, concepts and emotions to an identified           attention given to how the work could be
                          audience. The standard of exhibitions observed          moderated. Portfolios and supporting work was
                          by moderators was consistently high, with               also available to give a complete picture of the
                          students clearly developing relevant industry           journey through the projects.’
                          understanding of transferrable, vocational skills.
                          Students consistently evidence the ability to          ‘The strength of student’s blogs to support
                          make choices and decisions to solve problems            critical thinking and show alternative
                          in presentation techniques, evidencing a clear          presentation formats.’
                          desire to display work in a sophisticated and
                          professional manner.                                   Evaluation and reflection
                                                                                 Evaluation and reflection has been given a
                          On the whole, the exhibition or presentation           healthy focus by centres delivering across
                          of work punctuates the end of the Final Major          all levels of Art and Design specifications. In
                          Project investigation. Students would benefit          best practice, evaluation and reflection is used
                          from encouragement to document and reflect             consistently throughout projects, evidencing the
                          upon the exhibiting of work to a greater extent        student’s ability to actively analyse and evaluate
                          in project evaluation. Photographic evidence of        their progress against set or self‑negotiated
                          presented work accompanied with annotations            expectations. The most effective use of
                          and statements measuring the effectiveness of          evaluation and reflection by students is through
                          outcomes would enable students to fully reflect        consistent and personalised annotations or
                          on the overall effectiveness of their outcomes.        regular reflective statements that offer an insight
                                                                                 into the student’s decision making process and
                          In some cases centres have challenged the              help to clearly evidence problem solving.
                          preconceived notion of the final exhibition,
                          instead of opting for the traditional gallery based    A conscious effort has been made by Level 1
                          exhibition, exploring the opportunity for virtual or   and 2 delivery teams to support their students in
                          blog based presentations. In some cases, arts          the move away from descriptive annotations of
                          festivals have been facilitated, bringing together     materials and processes to a more personalised
                          work from across the creative arts specialisms,        reflection of visual language and effective
                          forming an exciting, cross‑disciplinary event.         communication. This is often challenging for
                                                                                 learners to access at lower levels, but extremely
                          It is encouraging to see more centres displaying       encouraging to see, as the ability to critically
                          all the levels of work undertaken for the Final        analyse will prepare students for the challenges
                          Major Project as one exhibition, this is to be         of higher level programmes.

                          Art and Design
                          —
35   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
Section Six
–
Commentary on Assessment Evidence

                          There has also been a greater degree of               ‘Evaluation and reflection skills are a real strength
                          experimentation with platforms for recording           throughout the sample. In the first weeks of the
                          reflection and analysis. Students have explored        FMP, all learners complete a SWOT analysis
                          the possibilities of audio recording, video/           to help inform their ideas and reflect on their
                          moving image and blogging as a means to                strengths and weaknesses. Peer assessment
                          capture analysis in a consistent and easily            takes place on several occasions which clearly
                          accessible manner.                                     informs and shares good practice.’

                          Centres who develop high level analytical and         Assessment methodologies
                          evaluative skills in their learners early on in the   Centres have been challenged to develop a
                          programme often enjoy a higher grade profile          rigorously tested and measured approach to
                          at the end. This is due to the student’s ability      assessment, both formative and summative,
                          to cut through unnecessary ‘waffle’ and make          in this climate of reduced resources in FE
                          concise and relevant judgements that impact,          Education. Centres have displayed great
                          direct and record decision making and the             aptitude and flexibility in their approaches to
                          creative narrative. Students who understand that      assessment. External Moderators have seen a
                          analysis is a tool to be used consistently rather     range of superb practices being embraced to
                          than summatively develop a higher standard of         maintain the quality and parity of measurement
                          work throughout.                                      that includes thorough and rigorous feedback to
                                                                                ensure students are supported in their continued
                          ‘The investment and reiteration in the value          development creatively and academically.
                           ongoing self‑analysis has seen all the students      Best practice is observed in centres that have
                           establish a confidence in undertaking the review     developed internal standardisation events for the
                           and evaluation. The higher grade students            final unit, across sites and/or specialist creative
                           critically evaluate their progress and provide       practices, exploring the language of assessment
                           commentary about positive and negative               criteria and their application/interpretation
                           developments whilst the lower graded student         against the different practices. This collaborative
                           merely documents process and development.            approach to the understanding of practices
                           It is noted that there is little evidence that       and interpretation of language has supported
                           the students have redressed or readjusted            the cross‑marking/blind‑marking process and
                           their aspirations, targets and/or their time         summative assessment.
                           tables schedules as a result of the review and
                           evaluation process.’

                          ‘The quality of analytical judgments by the merit
                           and distinction grade students in the journals
                           and blogs – The strength of student’s blogs to
                           support critical thinking and show alternative
                           presentation formats.’

                          Art and Design
                          —
36   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
Section Six
–
Commentary on Assessment Evidence

                          Once again, the following good practice              Medium Centre of less than 120
                          example structures should be noted:                  > Benchmarking process looked at a sample of
                                                                                  students’ work across all the grade bands.
                          Large centre 200+                                    > Assessment was carried out on the UAL
                          > All staff involved in summative assessment of       Awarding Body grade record sheet against the
                             Unit 7 across all pathways at Level 3                exemplification matrix.
                          > All students assessed twice, once by              > All students were first assessed (blind) by a
                             a pathway tutor and once by another                  member of staff outside their pathway.
                             non‑pathway tutor from the team against all       > All students were second assessed (blind) by
                             assessment criteria and matrix.                      pathway tutor.
                          > Where grades are not agreed a third staff         > Grades were collated and where
                             member internally verifies and grades the            discrepancies are evidenced on the tracking
                             student against all assessment criteria              sheet all three staff revisit and moderate to an
                             and matrix. This defining grade forms                agreed grade at the moderation meeting.
                             the rationale for grade to be moved up or         > one fifth of the cohort was internally verified.
                             down. IV commentary where there was               > Tracking of this process is recorded
                             an adjustment was made solely against                on a detailed spreadsheet that collates
                             the criteria where agreement could not be            all necessary statistics for external
                             reached in the first round of assessment.            moderation visit.
                          > Assessment commentary was perceptive
                             and reflective of the language embedded in        Small centre of less than 50
                             the assessment matrix, reinforcing the level      > All teaching staff take part in the final
                             of achievement and endorsing the grade               assessment.
                             decision.                                         > FMP assessment is launched with a
                          > Tracking of this process is recorded                 benchmark process that looks at predicted
                             on a comprehensive spreadsheet that                  pass, merit and distinction submissions.
                             collates all necessary statistics for external    > All students are blind marked by one assessor.
                             moderation visit.                                 > A second round of independent assessment
                          > All students who have been deemed ‘referral’         takes place of all students if staffing
                             were set a series of tasks reflective of the         levels permit.
                             failings in the profile of assessment evidence.   > Grades are collated and where there is not
                            Tasks are set out in point form with clearly          grade agreement a discussion ensues and
                             defined requirements to be completed within          the issues arising from the two rounds of
                             a set time period.                                   assessment are discussed and a grade is
                                                                                  agreed, this discussion is recorded and made
                                                                                  available to the EM.
                                                                               > Assessment was carried out on the UAL grade
                                                                                  record sheet against the exemplification matrix.
                                                                               > Where possible, standardisation of agreed
                                                                                  grades was carried out across the different
                                                                                  sites delivering the specification due to
                                                                                  the limited numbers on course. All grades
                                                                                  were agreed.
                          Art and Design
                          —
37   U
      AL Awarding Body   Chief Examiner’s Annual Report 2017/18
You can also read