Gce N Level Art Coursework

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SEAB syllabuses for GCE O/N-Levels and GCE A-Levels H1/H2 Art:

GCE N-Levels

GCE O-Levels

GCE A-Levels H1

GCE A-Levels H2

 

Objectives of tutors for respective levels

 

S1/S2 Art:

– Cultivate a basic sense of aesthetic skill and appreciation, such as colour sense, foreshortening, toning and shading, directional lighting, and organic/inorganic forms.

– Build a solid foundation in several mediums such as the essentials like pencil drawing, sketching and painting.

– Provide tutorship and guidance to whatever school art assignments students may have at hand.

GCE O/N-Levels:

*Notes*

Students of this level will typically have their basic aesthetic skill and appreciation secured, however if this is not the case, tutors would have to instil such skills and techniques before moving on to the more pertinent portfolio building for their Studio Practice component. There are also 2 alternative components which students have to take besides coursework for O Levels, which is either the Study of Visual Arts (2 hrs written paper), or Drawing and Painting (3 hrs drawing paper with 3 weeks’ worth of prep time before the exam). For N Level students, they only have the option of Drawing and Painting.

 

– Mentorship of Student’s Art coursework for their Studio Practice component. This includes:

1. Crafting of initial ideas and direction of the piece based on topic chosen.

2. Development of ideas and brainstorming.

3. Provide guidance for student’s preparatory boards for coursework. Ensuring quality and quantity making sure the five aspects are met:

~ Gathering and Investigation of Information

~ Exploration and Development of Ideas/Concepts

~ Aesthetic Qualities

~ Selection and Control of Materials and Technical Processes

~ Personal Response

4. Oversee the development of the final piece for coursework.

– Teach the relevant writing skills, visual and aesthetic literacy, as well as content required for the Study of Visual Arts paper. (SOVA)

– Help in the development of prep and ideas for the Drawing and Painting paper.

*Disclaimer: Tutors will not at any occasion help their students to do their prep work in their place, as this would be misrepresentation of the student’s abilities.

 

GCE A-Levels H1:

*Notes*

Students of H1 Art, as opposed to H2 students, only take a 3 hours long theory paper called Study of Visual Arts. (SOVA) There is no drawing or coursework component in the syllabus. If the student wants to improve his or her drawing skills and aesthetic fundamentals, additional fees may apply depending on the tutor.

 

– Teach the relevant writing skills, visual and aesthetic literacy, as well as content required for the Study of Visual Arts paper. (SOVA)

 

GCE A-Levels H2:

– Mentorship of Student’s Art coursework for their Studio Practice component. This includes:

1. Crafting of initial ideas and direction of the piece based on topic chosen.

2. Development of ideas and brainstorming.

3. Provide guidance for student’s preparatory boards for coursework. Ensuring quality and quantity making sure the five aspects are met:

~Gathering and Investigation of Information

~Exploration and Development of Ideas/Concepts

~Aesthetic Qualities

~Selection and Control of Materials and Technical Processes

~Personal Response

4. Oversee the development of the final piece for coursework.

– Teach the relevant writing skills, visual and aesthetic literacy, as well as content required for the Study of Visual Arts paper. (SOVA)

 

*Disclaimer: Tutors will not at any occasion help their students to do their prep work in their place, as this would be misrepresentation of the student’s abilities.

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The General Certificate of Education (GCE) Advanced Level, or A Level, is a main school leaving qualification in England, Wales, Northern Ireland, the Channel Islands and the Isle of Man. It is available as an alternative qualification in other countries.

A Levels require studying an offered A level subject over a two-year period and sitting for an examination at the end of each year (A1/S and A2, respectively), proctored by an official assessment body. Most students study three or four A level subjects simultaneously during the two post-16 years (ages 16–18) in a secondary school, in a sixth form college, in a further and higher education college, or in a tertiary college, as part of their further education.

A Levels are recognised by many universities as the standard for assessing the suitability of applicants for admission in England, Wales, and Northern Ireland, and many such universities partly base their admissions offers on a student's predicted A-level grades, with the majority of these offers conditional on achieving a minimum set of final grades.

History[edit]

A Levels were introduced in 1951 as a standardised school-leaving qualification, replacing the Higher School Certificate. The examinations could be taken on a subject-by-subject basis, according to the strengths and interests of the student. This encouraged specialization and in-depth study of three to four subjects. The A Level at first was graded as simply distinction, pass or fail (although students were given an indication of their marks, to the nearest 5%), candidates obtaining a distinction originally had the option to sit a Scholarship Level paper on the same material, to attempt to win one of 400 national scholarships. The Scholarship Level was renamed the S-Level in 1963.

Quite soon rising numbers of students taking the A-level examinations required more differentiation of achievement below the S-Level standard. Grades were therefore introduced. Between 1963 and 1986 the grades were norm-referenced:[1][2]

GradeABCDEOFail
Percentage10%15%10%15%20%20%10%

The O grade was equivalent to a GCE Ordinary Level pass which indicated a performance equivalent to the lowest pass grade at Ordinary Level.

Over time, the validity of this system was questioned because, rather than reflecting a standard, norm referencing simply maintained a specific proportion of candidates at each grade, which in small cohorts was subject to statistical fluctuations in standards. In 1984, the government's Secondary Examinations Council decided to replace the norm referencing with criterion referencing: grades would in future be awarded on examiner judgement[3] thus eliminating a possible inadequacy of the existing scheme.

The criterion referencing scheme came into effect for the summer 1987 exams as the system set examiners specific criteria for the awarding of B and E grades to candidates, and then divided out the other grades according to fixed percentages. Rather than awarding an Ordinary Level for the lowest pass, a new "N" (for Nearly passed) was introduced. Criticisms of A level grading continued, and when Curriculum 2000 was introduced, the decision was made to have specific criteria for each grade, and the 'N' grade was abolished.

In 1989, Advanced Supplementary (AS) awards were introduced; they were intended to broaden the subjects a pupil studied post 16, and were to complement rather than be part of a pupil's A-level studies. AS-Levels were generally taken over two years, and in a subject the pupil was not studying at A-Level. Each AS level contained half the content of an A-Level, and at the same level of difficulty.

Initially, a student might study three subjects at A-Level and one at AS-Level, or often even four subjects at A-Level.[citation needed] However, due to decreasing public spending on education over time, a growing number of schools and sixth form colleges would now arrange for their pupils to study for three A-Levels instead of four.[4]

A levels evolved gradually from a two-year linear course with an exam at the end, to a modular course, between the late 1980s and 2000. By the year 2000 there was a strong educational reason[clarification needed] to standardise the exam and offer greater breadth to students through modules[5] and there was also a pragmatic case based on the inefficiency of linear courses where up to 30% of students were failing to complete or pass.[6]

Curriculum 2000 was introduced in September 2000, with the first new examinations taken in January and June of the following year. The Curriculum 2000 reforms also replaced the S-Level extension paper with the Advanced Extension Award.

The Conservative Party under Prime MinisterDavid Cameron initiated reforms for A Levels to change from the current modular to a linear structure.[7] British Examination Boards (Edexcel, AQA and OCR) regulated and accredited by the government of the United Kingdom responded to the government's reform announcements by modifying specifications of several A Level subjects.[8]

Curriculum[edit]

Structure[edit]

Prior to Government reforms of the A Level system, A-levels consisted of two equally weighted parts: AS (Advanced Subsidiary) Level, assessed in the first year of study, and A2 Level, assessed in the second year of study. Following the reforms, while it is still possible to take the AS Level as a stand-alone qualification, those exams do not count toward the full A Level, for which all exams are taken at the end of the course. An AS course usually comprises two modules, or three for science subjects and Mathematics; full A Level usually comprises four modules, or six for sciences and Mathematics. The modules within each part may have different weights. Modules are either assessed by exam papers marked by national organisations, or in limited cases by school-assessed, externally moderated coursework.

Subjects offered[edit]

Main article: List of Advanced Level subjects

A wide variety of subjects are offered at A-level by the five exam boards. Although exam boards often alter their curricula, this table shows the majority of subjects which are consistently available for study.

Process[edit]

Studying[edit]

The number of A-level exams taken by students can vary. A typical route is to study four subjects at AS level and then drop down to three at A2 level, although some students continue with their fourth subject. Three is usually the minimum number of A Levels required for university entrance, with some universities specifying the need for a fourth AS subject. There is no limit set on the number of A Levels one can study, and a number of students take five or more A Levels. It is permissible to take A Levels in languages one already speaks fluently, or courses with overlapping content, even if not always fully recognized by universities.

Grading[edit]

The pass grades for A Levels are, from highest to lowest, A*, A, B, C, D and E. The process to decide these grades involves the uniform mark scheme (UMS). Under this scheme, four-module A levels have a maximum mark of 400 UMS (or 200 UMS each for AS and A2), and six-module A levels have a maximum mark of 600 (or 300 UMS each for AS and A2). The maximum UMS within AS and A2 may be split unequally between each modules. For example, a Physics AS may have two exam modules worth 90 UMS and 150 UMS, and a coursework module worth 60 UMS. The 'raw marks' i.e. actual score received on a test may differ from UMS awarded. On each assignment, the correspondence of raw marks to UMS is decided by setting grade boundaries, a process which involves consultation by subject experts and consideration of statistics, aiming to keep standards for each grade the same year on year. Achieving less than 40% results in a U (unclassified). For passing grades, 40% corresponds to an E grade, 50% a D, 60% a C, 70% a B, and 80% an A. The A* grade was introduced in 2010 and is awarded to candidates who average 80% UMS across all modules, with a score over 90% UMS in all A2 modules.[14] In Mathematics, which comprises six 100 UMS modules, only the C3 and C4 modules count towards this requirement. In Further Mathematics and Additional Further Mathematics, where more than three A2 modules can be taken, the three best-scoring A2 modules count. There is no A* grade at AS level.

International comparisons[edit]

Wales and Northern Ireland[edit]

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