Scheme of Work

Cambridge International AS & A Level

Art & Design 9479
For examination from 2019
Copyright © UCLES 2018
Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of
Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

UCLES retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we
cannot give permission to Centres to photocopy any material that is acknowledged to a third party, even for internal use within a Centre.
Contents

Introduction.................................................................................................................................................................................................... 4
Component 1 Coursework............................................................................................................................................................................. 8
Component 2 Externally Set Assignment..................................................................................................................................................... 23
Component 3 Personal Investigation........................................................................................................................................................... 26
Scheme of Work

Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You
can choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach
you could take and you should always check the syllabus for the content of your course.
Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there is
the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is
another possible area for differentiation.

Key concepts
This scheme of work is underpinned by the assumption that Art & Design is a practical discipline and, as such, is conducted using various art and design
approaches, materials and processes. Key concepts are essential ideas that help students develop a deep understanding of their subject and make links between
different aspects. Key concepts may open up new ways of thinking about, understanding or interpreting the important things to be learned. The key concepts
identified below, carefully introduced and developed, will help to underpin the course you will teach. You may identify additional key concepts which will also enrich
teaching and learning. Reference to the Key concepts is made throughout the scheme of work using the key shown below:
Key Concept 1 (KC1) – Communication
Key Concept 2 (KC2) – Creativity
Key Concept 3 (KC3) – Intention
Key Concept 4 (KC4) – Materials and processes
Key Concept 5 (KC5) – Critical reflection
Key Concept 6 (KC6) – Research and context

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 Scheme of Work
Assessment objectives

Assessment objectives

AO1 Record Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress

AO2 Explore Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops

AO3 Develop Develop ideas through investigations informed by contextual and other sources, demonstrating analytical and critical understanding

Present a personal and coherent response that realises intentions and, where appropriate, makes connections between visual and other
AO4 Present
elements

Guided learning hours

Guided learning hours give an indication of the amount of contact time teachers need to have with learners to deliver a particular course. Our syllabuses are
designed around 180 hours for Cambridge International AS Level, and 360 hours for Cambridge International A Level. The number of hours may vary depending on
local practice and your learners’ previous experience of the subject. The table below give some guidance about how many hours are recommended for each topic.

Topic Suggested teaching time (hours / % of the course)

It is recommended that this component should take about 90 hours/ 50% of the AS Level and 25% of the A Level
Component 1 Coursework
course

It is recommended that this component should take about 90 hours/ 50% of the AS Level and 25% of the A Level
Component 2 Externally Set Assignment
course.

Component 3 Personal Investigation It is recommended that this component should take about 180 hours/ 50% of the A Level course.

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Scheme of Work
Resources
You can find the endorsed resources to support Cambridge International AS & A Level Art & Design on the Published resources tab of the syllabus page on our
public website
Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. All textbooks
endorsed by Cambridge International for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning objective. In
addition to reading the syllabus, teachers should refer to the specimen assessment materials.

School Support Hub

School Support Hub is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen and past question papers,
mark schemes and other teaching and learning resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted
online. This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on the School Support Hub. If you are unable to
use Microsoft Word you can download Open Office free of charge from www.openoffice.org

Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only
the particular resources are recommended.

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 Scheme of Work
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge International AS & A Level Art & Design syllabus and it provides some ideas and suggestions of how to
cover the content of the syllabus. We have designed the following features to help guide you through your course.

Learning objectives help your learners by making it Suggested teaching activities give you lots of
clear the knowledge they are trying to build. Pass ideas about how you can present learners with
these on to your learners by expressing them as ‘We new information without teacher talk or videos.
are learning to / about…’. Try more active methods which get your learners
motivated and practising new skills.

Syllabus ref. and Assessment and

Suggested teaching activities
Key Concepts (KC) learning objectives

Independent
AO1 Gather  Continue to build on these initial ideas by taking photographs related to and exploringstudy (I) gives
images relating the topic. your learners
 the opportunity
Extension activities provide your to ‘Self’ These might directly link to the work previously seen on the PowerPoint or might be an
Explore a topic expansion and development of them. to develop their
more able learners with further
using photography
challenge beyond the basic content of  This could include photographs of special interests, friends, inside of handbag/ruck- own ideas and
sack, your home, parents, grandparents, brother/sisters, face, hands, gestures, meals, understanding
the course. Innovation and
places of special significance such as bedroom, tree house, sofa, my bathroom with direct input
independent learning are the basis of
these activities. cabinet, my shoe collection, my foot on the bike pedal, my reflection in the reversing from you.
mirror. (I)

Extension activity: Learners research a photographer or artist that links to some of the
photographs they have chosen to take.

Past and specimen papers

Past papers, specimen

Past/specimen papers
papers andschemes
and mark are available to download at www.cambridgeinternational.org/support (F)
mark schemes
are available for you to download from the School
Support Hub. Formative assessment (F) is on-going assessment
Using these resources with your learners allows you to which informs you about the progress of your learners.
check their progress and give them confidence and Don’t forget to leave time to review what your learners
understanding. have learnt, you could try question and answer, tests,
quizzes, ‘mind maps’, or ‘concept maps’. These kinds of
activities can be found in the scheme of work.

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Scheme of Work

Component 1 Coursework

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Course outline

Week 1 Understanding the Provide an outline of the one- or two-year course. This will depend on your learners, your school calendar, how
Course outline demands and many lessons a week your learners have for Art and Design and how much time is expected on independent
requirements of the study.
Understanding the course.
assessment Here are three example timelines. These examples use a start month of September and the June examination
objectives and the series, but can be adapted to suit the November or March examination series.
different components
Remember the question paper for Component 2 Extended Set Assignment is available from the 1 January for the
KC1 June series, and 1 July for the November series.

Example 1

AS Level only: Candidates take Component 1 Coursework and Component 2 Extended Set Assignment at the
end of Year 1.
Component 1
Coursework
Sept Oct Nov Dec Jan Feb
Component 2
Externally Set Assignment
Jan Feb March April

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 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Course outline

Example 2

The A Level is staged over two years. Candidates take Component 1 Coursework and Component 2 Extended
Set Assignment at the end of the Year 1, and Component 3 Personal Investigation at the end of the Year 2.
Component 1
Coursework
Sept Oct Nov Dec Jan Feb

Component 2 Component 3
Extended Set Assignment Personal
Investigation
Jan Feb March April May June
Component 3
Personal Investigation
Sept Oct Nov Dec Jan Feb March April

Example 3

The A Level is taken over two years, Components 1, 2 and 3 are taken in the same examination series, at the end
of the Year 2.
Component 1 Component 3
Coursework Personal
Investigation
Sept Oct Nov Dec Jan Feb March April May June
Component 3 Component 2
Personal Investigation Extended Set Assignment
Sept Oct Nov Dec Jan Feb March April

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Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Course outline

Activity: Learners discuss their prior experience of Art and Design and then whole class Questions and Answers.
Explain the requirements of each of the components and refer to the syllabus for more information.

Component 1 Coursework

Week 1 Go through the requirements of Component 1 and explain that it is made up of two parts, the portfolio and the final
Introduction to outcome. Refer to the syllabus for more information.
Component 1 (total
24 weeks) Explain that the first year will inform Component 1 Coursework. One approach could be to divide the work in this
first year into two projects, the first project could be set by the teacher and would introduce learners to the
content, structure and expectations of the course by taking them through the process of recording, exploring,
developing and presenting. Learners would select their own topic for the second project (with the guidance of the
teacher), building on the strengths, interests and ideas they developed in the first project. Alternatively learners
could attempt more than two projects which they have selected themselves with advice from the teacher.

Component 1
Coursework
Sept Oct Nov Dec Jan Feb

Project 1
Teacher led – 10 weeks

Project 2
Student led – 14 weeks

Introduction to Project AO1 Record ideas, Start Project 1 by introducing a theme. Keep it broad and one that allows opportunities to work from observation
1 (total 10 weeks) observations and and expansion into other topics. For example ‘Self’.
Suggested theme: insights
‘Self’ Create a PowerPoint showing a collection of artists whose work links to the theme of ‘Self’, for example:
AO3 Develop ideas  Frida Kahlo
KC5 through  Colin McCahon
KC6 investigations  Rita Angus
informed by  Cindy Sherman
contextual and other  Amrita Shergil

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 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Course outline

sources,  Robert Rauschenbough

demonstrating  Chris Ofili
analytical and critical  Francis Bacon
understanding  Ai Weiwei
(develop knowledge  Jenny Saville
of artists)  Nam June Paik
 Tracey Emin
 Damien Hirst
 Naum Gabo

Encourage a class discussion gathering ideas generated by these images and collect them by writing them on a
board. The class could combine ideas in small groups and feedback to the whole class.

Some informative websites that may be useful as inspiration throughout the course both for learners and for
teachers as support in gathering teaching resources include:
www.npg.org.uk
www.moma.org
www.portraitgallery.org
www.thephotographersgallery.org.uk
www.vam.ac.uk
www.aucklandmuseum.com
www.tate.org.uk
http://indiaart.com
www.louvre.fr/en
www.textileartist.org
www.worldofwearableart.com
www.studentartguide.com
www.slideshare.net

Week 2 AO1 Gather images Continue to build on these initial ideas by taking photographs related to and exploring the theme.
Gathering images relating to ‘Self’
related to theme These might directly link to the work previously seen on the PowerPoint or might be an expansion and
Explore a topic using development of them.
KC3 photography
KC6 This could include photographs of special interests, friends, inside of handbag/ruck-sack, home, parents,

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Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Course outline

grandparents, brother/sisters, face, hands, gestures, meals, places of special significance such as bedroom,
library, school, sofa, my bathroom cabinet, shoe collection, foot on the bike pedal, reflection in the reversing
mirror. (I)

Extension activity: Learners research a photographer or artist that links to some of the photographs they have
chosen to take.

Weeks 3–5 AO1 Expand on Introduce the candidates to the visual elements:
Investigation and gathering and Line Texture Colour Shape Size Pattern Form Movement Composition
recording recording using
observational Activity: Group work – hand out a series of artworks from your initial PowerPoint and ask candidates to identify
KC2 drawings these elements.
KC4
AO2 Explore and Over the following three weeks explain that you will demonstrate a new medium or technique focusing on each of
select appropriate the visual elements in turn
resources, media,
materials, techniques Explore the theme through gathering, recording and investigating using drawings and paintings
and processes,  Focus on observation from objects relating to the theme ‘Self’ that learners have brought in to class or you
reviewing and provide. (I)
refining ideas as  Ideas for these will have been generated from their investigations with photography and the initial class
work develops (use a discussion. The teacher may also bring in a collection of interesting objects and items such as clothing,
range of media) musical instruments and sport equipment.
 Each lesson the teacher should demonstrate a new medium or technique.
 Supply a variety of coloured paper and materials for the learners to choose from to draw on and with.
 Complete between two and three outcomes each week. Vary the scale and focus in each study.

Demonstrate how to annotate outcomes.

Demonstrate how learners should annotate their work, use past examples to explain how to outline the media
used, technique, characteristics of the process and the effect they give.

Suggestions for media use include pen, paint, wire, pastel, pencil, thread in order to explore line, colour, shape,
pattern, form, texture, composition. Some examples of activities are listed below.

Line
 Pen and ink, pencil, drawing with card or other objects (feather)

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 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Course outline

 Vary the weight of the line to explore the effects

 Explore different mark making techniques to convey tone, cross hatching /stippling
 Draw with wire
 Draw onto fabric using a sewing machine and thread.
Colour
 Use paint, pastel, coloured pencils, inks
 Examine the different colours in depth, mixing colours tones/tints/shades
 Explore harmonious colours/complementary colours - use this opportunity to demonstrate understanding
of the colour wheel
 Use colours to express mood and atmosphere
 Layer transparent coloured paper.
Shape
 Block colours, collage, line drawings
 Negative space
 Alter the shape of the object, distort it and photograph it.
 Outline objects with a variety of media such as string or wire.
 Repeat shapes using printing techniques.
Pattern
 Arrange objects in an interesting repetitive way
 Use reflective surfaces to create reflections and repetitive shapes
 Use light and shadow
 Look for surface pattern on objects
 Carve pattern into surfaces and take a print from it.
Form
 Use a variety of viewpoints to explore the three-dimensional qualities of the objects.
 Use light and/ or shadows to accentuate the form.
 Take casts of objects using clay or plaster.
Texture
 Look for similarities of texture to use as a background.
 Use textural contrast as a background to highlight the qualities of the object.
 Use mixed media, work on paper that has a texture such as corrugated card or torn layers of paper built
up to create a textured ground to draw on.
 Using media that has opposing qualities, such as oil pastel and watercolour together can help emphasise
texture.
Composition

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Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Course outline

 Consider the background and the placing of the object in the space
 Use photograms to explore composition and placement in 2D
 Think of scale and viewpoint.
 Use foreground mid ground and background
 Experiment with different formats of the ground you are working on, for example round, square, portrait
and landscape. Vary the dimensions to extremes.
 Consider negative space
 Use Photography to quickly capture a variety of arrangements
 Use lines in your composition- horizon/vertical/diagonal.

Learners should select at least three of these processes when gathering visual imagery, it will encourage them to
look closely at their subject matter and examine it fully. This in itself can lead to other ideas and objects they may
want to explore. (I)

Week 6 AO3 Develop ideas Artist copy

Complete an artist through  Learners select an artwork from one of the initial artists used in the PowerPoint. (I)
study and use this to investigations  Learners complete an artist study of the artwork, by taking a section that is of interest and making a
develop a range of informed by careful and accurate copy in appropriate media.
composition options contextual and other  Learners analyse the artwork- focus on describing how the artist has used the visual elements in their
sources, work, for example composition, subject matter, colour, line.
KC2 demonstrating
KC5 analytical and critical Extension activity: research an additional artwork to compare and contrast
understanding

Week 7 AO3 Develop ideas Developing ideas linked to the theme

Reflect on work to through  The more learners are able to gather in-depth and detailed images exploring the theme, the more options
develop ideas investigations they will have for developing them into a final outcome.
informed by  Learners use this artist research as inspiration for developing a composition for their final outcome. This
KC3 contextual and other could be in terms of subject matter, context, media use, and colour use.
KC5 sources,  Complete three thumbnail pencil sketches outlining different composition options.
demonstrating
analytical and critical Using peer / self-assessment to reflect on work completed so far
understanding  Teacher creates a checklist of tasks set so far which learners use to review their work, completing any
outstanding tasks.
AO2 Review and  Peer assessment – learners refer to the mark scheme to assess each other’s work done so far.

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 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Course outline

refine ideas as work  Learners review their own work and identify strengths in terms of media and process.
develops  Learners reflect on their work to identify the most successful option from the three thumbnail sketches in
order to select the one they would like to pursue further to develop their final outcome.

Annotate ideas and reflections making links to artists’ research where necessary.

Extension activity: Extend a study that they had found most interesting by developing it using a different media.

Weeks 8–10 AO2 Explore and Develop a final composition having identified areas of interest and areas of strength in media use
Complete a final select appropriate
outcome resources, media,  Learners carry out experiments with technique and processes in their chosen media, focusing on the
materials, techniques formal elements, line, form, colour and composition.
and processes,  Identify any new visual imagery that may need to be sourced for the final outcome and complete
reviewing and necessary studies. This may be from direct observation or it may be from second source material.
refining ideas as  Learners present a personal and coherent response that realises intentions and, where appropriate,
work develops makes connections between visual and other elements.
 Learners reflect on their investigation into their theme and complete a final outcome using ideas, media
AO4 Present a and processes, and the final composition sketch, to inform their work. They may adapt and change the
personal and work as it progresses and they should be encouraged to annotate and reflect on any changes during this
coherent response process.
that realises
intentions and, where
appropriate, makes
connections between
visual and other
elements

Week 11 AO1 Reflect critically Learners select their own theme for Project 2 based on strengths and interests identified in Project 1
Introduction to Project on work and
2 (total 12 weeks) progress Independent evaluation – learners review Project 1. (I)
Suggested activities:
Learner led  Identify strengths and interests from Project 1 and give reasons for these decisions.
 Identify two examples from Project 1 that could be used as a starting point for development in this second
KC1 project.
KC6

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Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Course outline

Peer evaluation: Learners answer the above questions regarding their peer’s work and share their observations.
Learners may want to continue with the theme introduced in Project 1. They may wish to select a theme that
builds on aspects of their studies from Project 1, for example local architecture relevant to them in some way
(school, home, spiritual, leisure) or their local landscape, or they may have been inspired to investigate a new
theme completely from artists work they have seen.

Week 12 AO3 Develop ideas Gallery, artist, museum or site visits

Artist research through
investigations Learners continue to explore options for their theme for this project. Gallery, museum and site visits can inspire
KC6 informed by and generate interest and create a sense of investigation and curiosity. It is important that learners get the
KC5 contextual and other opportunity to view the work of other artists first hand. This includes local architecture or crafts people at work.
sources,
demonstrating Learners complete the following tasks;
analytical and critical  Select one piece from the exhibition, museum or location site. (I)
understanding  Discuss and analyse their choice.
 Document the work by drawing, photographing or painting it and write a description of it. Imagine they are
describing it to someone over the phone and they have to visualise it.
 Present this work to the class.

From this study learners identify aspects of the work, e.g. media use, colour, content, composition, mood that are
of interest to them. (I)

Weeks 13–15 AO1 Record ideas, Learners complete at least eight observational studies investigating their chosen theme
Investigate theme by observations and
recording and insights relevant to Learners refer back to Weeks 3–6 of Project 1 and select a combination of three media to use to record and
gathering relevant intentions, reflecting gather images related to their chosen theme. The emphasis is recording from direct observation as in Project 1.
images critically on work and You may want to introduce new techniques to them, for example print making or clay.
progress
KC1 Introduce learners to different approaches to gathering images. The more able learners may be confident and
KC2 able to select objects for this investigation (I); others may need more guidance at this stage.
KC3
Here are a couple of examples of different approaches. As their teacher you may point them in the direction of
appropriate artists or designers to inspire them. Similarly you could introduce them to poems, newspaper articles,
ballet or music as sources for inspiration.

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 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Course outline

1. Use artists’ work to inspire ways of gathering images

Vanitas - Audrey Flack

[World war II (vanitas) 1976- 77 – Audrey Flack Bridgeman Images, CH1770544]

Concentrate on the symbolism of the object choice. Discuss vanitas and memorabilia.

The learner should gather several objects that are personal to them. Using three different media from the above
list they make careful detailed studies of the objects.

Next combine the objects in a variety of arrangements. Consider a number of light sources and viewpoints such
as seen from overhead, from below, through glass surface, reflected in a mirror.

Learners should experiment with the different ways to view the objects and how they are arranged.

2. Use a documentary approach

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Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Course outline

[Grock. Swiss clown, composer, portrait, in his dressing room before a show, alamy, CPG4GT]

Learners select a span of time over which they can record the changes experienced. For example, for the theme
‘Self’ they could document a short span of time, such as the journey to college or the two hours after returning
home, by describing objects or scenes they see, drawing quick sketches or by taking photographs. This could
include photographs of special interests, places of special significance, objects they use, people they pass,
observations on the street, train or bus as they travel.

Extension activity: Using their own artist research as inspiration, produce an alternative approach to recording
from direct observation.

Weeks 16–18 AO2 Explore and Learners develop ideas using media experiments
Media experiments select appropriate
resources, media, At this point in the course learners will be following a variety of interests, processes and using a range of media.
KC2 materials, techniques Try and direct learners to appropriate media choice that suit their interest. Continually referring back to artists for
KC4 and processes, inspiration is useful.
reviewing and
refining ideas as Learners should select an artist that relates to their choice of media and complete an artist study. This includes
work develops making a copy of a section of the work and analysing it as in Project 1, Week 6.

AO3 Develop ideas Learners should annotate their work to outline the media used, technique, characteristics of the process and the
through effect they give.
investigations
informed by Some examples of the way artist’s work can influence inspire and inform media experimentation:
contextual and other
sources Line
 Draw with wire (bend the wire to follow the outline of an object)
 Pen and ink, drawing with cut card, feathers
 Vary the weight of the line
 Draw onto fabric using a sewing machine and thread

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 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Course outline

[b/w photo of Fernand Leger, 1934, Limot, Walter. Bridgeman Images LIM992145]

Colour
 Use paint, pastel, coloured pencils, inks
 Examine the different colours in depth, mixing colours tones/tints/shades
 Explore harmonious colours/complementary colours - use this opportunity to demonstrate understanding
of the colour wheel
 Use colours to express mood and atmosphere
 Layer transparent coloured paper

[untitled, 1965, Rauschenbough, Robert. Bridgeman Images CH1771205]

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Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Course outline

Shape
 Block colours, collage, line drawings
 Negative space
 Alter the shape of the object, distort it and photograph it.
 Outline objects with a variety of media such as string or wire.
 Repeat shapes using printing techniques

[Untitled (kissing couple), 2003, (gold leaf, gouache, charcoal on paper). Ofili, Chris. Bridgeman Images CH1199415]

Pattern
 Arrange objects in an interesting repetitive way.
 Use reflective surfaces to create reflections and repetitive shapes
 Look for surface pattern on objects.
 Carve pattern into surfaces and take a print from it

20
 Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Course outline

[Koruru, gable mask, New Zealand 1800’s wood. Bridgeman Images, TEP445701]

Week 19 AO2 Review and Use peer / self-assessment to reflect on work completed so far and complete three thumbnail sketches of
Reflect on work refine ideas as work possible final outcome compositions (F)
develops
KC3  Learners review their own work and identify strengths in terms of media and process and consider ideas
KC5 for a final outcome. Share these with a peer explaining their concerns and problems they foresee.
 Peer assessment – learner’s review each other’s work to identify areas that they think have worked well
and that could be developed further.
 Annotate ideas and reflections making links to artists’ research where necessary.

Learners reflect on this review of their work and complete three thumbnail sketches of possible final outcomes.

Weeks 20–22 AO4 Present a Learners select the most successful composition option from the three thumbnail sketches and develop this into a
Create a final personal and final outcome using ideas, media and process from the previous weeks to inform their work. They may adapt and
outcome coherent response change the work as it progresses and they should be encouraged to annotate and reflect on any changes during
that realises this process.
KC2 intentions and, where
KC3 appropriate, makes
connections between
visual and other
elements

Weeks 23–24 AO4 Present a Select work from Project 1 and Project 2 for submission of Component 1 Coursework, to include a final
Select and present personal and outcome and a portfolio
work for submission coherent response
of Component 1 to that realises From the work completed in Project 1 and Project 2, learners select their best outcome; this could be a single
Cambridge intentions and, where response or a series of outcomes (if related).
appropriate, makes
KC1 connections between Learners select work from Project 1 and Project 2 that best demonstrates a personal and coherent process
KC3 visual and other leading to the production of the final outcome. Make sure there is evidence of work to cover all of the assessment
KC5 elements objectives and select work to be presented on up to a maximum of five sheets of A2 paper or card (learners may
use both sides if required).

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Scheme of Work

Syllabus ref. and

Learning objectives Suggested teaching activities
Key Concepts (KC)

Course outline

The portfolio should demonstrate that the learner has:

 Recorded ideas and observations form first-hand studies, such as drawings and photography, and
secondary imagery and sources
 Explored and experimented with different media, techniques and processes
 Carried out in-depth research into artists, designers and cultural influences to inform the development of
ideas
 Selected, reviewed and refined their work throughout the whole process to plan and produce a personal
and coherent outcome.

Use peer and self-assessment to review the selection. (F)

 Get learners to present their work to a peer and explain why they selected the pieces they did.
 In turn their partner can point out any areas they feel are not covered or communicated well.
 Learners should consider how the work has been placed on the A2 sheets and make sure links are made
between pieces either visually and /or written.
 Get the learners to complete a mark sheet that you create based on the mark scheme in the syllabus to
see if there are areas that need more communication or evidence.
 Time allowed for reflection and refining the selection.

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Component 2 Externally Set Assignment

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Key Concepts (KC) learning objectives

Component 2 Externally Set Assignment

Week 25 Introduce the Externally Set Assignment

Introduction to
Component 2 (total 8  Start Component 2 Externally Set Assignment, by explaining the process.
weeks)  Supporting studies – 7 weeks.
 15 hour supervised test – 1 week.
 Read through the question paper with the learners. Remind them that the question is to act as a starting
point.
 Make sure they understand that the supporting studies must be completed before the supervised test and
must be taken into the supervised test with them. They will use these to inform their final outcome.
Supporting studies must be mounted on up to a maximum of three sheets of A2 paper or card (learners
may use both sides if required). Refer to the syllabus and the Cambridge Handbook for more information
on presenting and submitting work to Cambridge.
 You will already have had access to the question paper and will have had time to create a PowerPoint
showing a collection of artists whose work relates in some way to the questions.
 Encourage a class discussion gathering ideas for each question generated by these images and collect
them by writing them on a board. The class could combine ideas in small groups and feedback to the
whole class.
 Learners select a question and use photography and second source images to gather initial images that
explore the question. (I)

Weeks 26-27 AO1 Record ideas, Explore the question through gathering, recording and investigating using drawings and paintings
Investigation and observations and
recording insights relevant to  Focus on observation from objects relating to the starting point that learners have brought in to class. (I)
intentions  Ideas for these will have been generated from their investigations with photography and the initial class
KC2 discussion. You may also bring in a collection of interesting objects and items that could relate to the
KC6 AO2 Explore and questions.
select appropriate  Supply a variety of coloured paper and materials for the learners to choose from to draw on and with.
resources, media,  Learners complete between two and three observational studies each week. Vary the scale and focus in
materials, each study. Use a range of media, refer back to Project 1 for ideas.
techniques and  Learners may work from second source images and own photographs as well as first hand sources.
processes, reviewing

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Key Concepts (KC) learning objectives

Component 2 Externally Set Assignment

and refining ideas as

work develops (use
a range of media)

Week 28 AO3 Develop ideas Artist copy

Complete an artist through
study investigations  Learners select an artwork from an artist that relates in some way to their question, for example because
informed by of subject matter, media choice or process.
KC5 contextual and other  Learners complete an artist study of the artwork, by taking a section that is of interest and making a
KC6 sources, careful and accurate copy in appropriate media.
demonstrating  Learners analyse the artwork- focus on describing how the artist has used the visual elements in their
analytical and critical work, for example composition, subject matter, colour, line.
understanding
Extension activity: Learners may visit exhibitions or galleries to view art work first hand.

Week 29 AO3 Develop ideas Developing ideas linked to the question

Reflect on work to through
develop ideas investigations  Learners use their artist research as inspiration for developing a composition for their final outcome. This
informed by could be in terms of subject matter, context, media use and colour use.
KC3 contextual and other  Complete three thumbnail pencil sketches outlining different composition options.
KC5 sources,
demonstrating Using peer / self-assessment to reflect on work completed so far and to inform development of final idea
analytical and critical (F)
understanding  Peer assessment – learners’ review each other’s work to identify areas that they think have worked well
and that could be developed further.
AO2 Review and  Learners review their own work and identify strengths in terms of media and process and consider ideas
refine ideas as work for a final outcome. Learners share these with a peer explaining their concerns and any problems they
develops foresee.
 Learners reflect on their work to identify the most successful option from the 3 thumbnail sketches in
order to select the one they would like to pursue further to develop their final outcome in the examination.
 Annotate ideas and reflections making links to artists’ research where necessary.

Weeks 30–31 AO2 Explore and Learners develop ideas using media experiments
Media experiments select appropriate  Explore and refine media use, processes and technical skills to develop the outline composition sketch
resources, media, they have selected.

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Key Concepts (KC) learning objectives

Component 2 Externally Set Assignment

KC2 materials,  Learners should annotate their work to outline the media used, technique, characteristics of the process
KC4 techniques and and the effect they give.
processes, reviewing  Learners should refer to their chosen artists work to influence, inspire and inform media experimentation.
and refining ideas as  Adapt and refine final composition, sketch and gather new images through drawings and photography if
work develops necessary.
 Learners present to you a plan for the exam. This should include a composition sketch/design outline,
media choice and a proposed plan for the 15 hour supervised test.

Week 32 AO4 Present a 15 hour supervised test

Create a final outcome personal and
coherent response  Learners take all of their supporting work that they have completed over the previous 7-8 weeks into the
KC1 that realises supervised test.
KC3 intentions and,  They complete a final outcome over the 15 hours in exam conditions.
where appropriate,  This is submitted along with the supporting studies to Cambridge International.
makes connections  Refer to the Cambridge Handbook for the year of examination to find examination guidelines.
between visual and
other elements

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Scheme of Work

Component 3 Personal Investigation

Syllabus ref. and Assessment and

Suggested teaching activities
Key Concepts (KC) learning objectives

Component 3 Personal Investigation

Week 1 Explain the requirements of Component 3 Personal Investigation

Introduction to
Component 3 Learners investigate a theme, idea, concept or process that is personal to them. It is marked by Cambridge
International and is made up of two integrated elements:
KC1
 Practical work
 Written analysis of between 1000 and 1500 words

Refer to the syllabus for further guidance.

Learners will need to select work from this year’s course that best demonstrates their ability to carry out
independent research from a starting point of their choice through to a fully realised and coherent conclusion.
Make sure there is evidence of work to cover all of the assessment objectives.

Learners can work on a larger scale or in three-dimensions throughout the course but they must submit
photographs of work that is larger, fragile or three-dimensional on sheets of A2.

Explain that the whole of this year will form Component 3: Personal Investigation, which is the A Level
component. The year may be divided into three units/projects:

 Unit/Project 1: Teacher led and will involve artists’ research, visits to local galleries and museums
exploring a range of artists, designers and crafts people. The focus will be on developing techniques and
ways of looking, analysing and discussing artists work.
 Unit/Project 2: Learners will select their own theme informed by an aspect of art and design, photography
or craft for the investigation and set themselves a specific brief which clarifies the content, direction and
research material to be explored. This will be with the guidance of the teacher. Learners will gather their
written research and analysis.
 Unit/Project 3 will focus on the learners’ practical work in response to their investigation.

Units/Project 2 and Project 3 will overlap each other and run alongside each other, as each will inform the other.

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Key Concepts (KC) learning objectives

Component 3 Personal Investigation

Week 1 Reviewing and evaluation of AS Level work

Reviewing and
evaluating work from Independent evaluation (I)
Component 1 and Learners reflect on their previous years’ work by considering the following questions;
Component 2  What are your strengths and interests in your work from Component 1 Coursework? Why do you think
this is?
KC1  What are your areas for development from Component 1 Coursework? Why do you think this is?
KC5  Identify a particular area of study for consideration for Component 3 Personal Investigation.
 Identify an artist, art movement or aspect of art and design, photography or craft of interest, for
consideration for the theme for Component 3 Personal Investigation.

Peer evaluation
In pairs, learners take it in turns to share their responses to these questions and explain their reasons, adding
and adapting ideas.

At this point learners will still be considering their theme for their personal investigation. They should keep this in
mind as they work through Project 1 and be open to adapting or changing their idea.

Explain that they will be expected to present their final theme by the end of Week 6.

Weeks 2–5 AO3 Develop ideas Visits to galleries, museums, artist studios, crafts people, local areas of interest, local architecture
Project 1 through
Teacher led investigations This will depend greatly on where you are based and what facilities are available. The important thing is that your
Gallery visits informed by learners see art, craft, design, and architecture of some kind first hand and you are able to lead them through
contextual and various strategies on how to analyse this work.
How to analyse artists critical understanding
work You may want to arrange more than one visit at this point if you have access to galleries and museums or it
Introduction to artists could be a visit to a local crafts person or building of significance in your local area (for example a place of
worship or historical interest). It is important that learners base their personal investigation on an aspect of art
Gallery visits and design that they have some access to first hand, but it may be that some of the research is from good quality
books and reproduction images.
Analysing artist work
You could do these tasks with a collection of images in the classroom if you have no access to museums or
Ways of looking at galleries and think it would be more relevant to the learners than to arrange a local visit somewhere. You may
artist work want to use virtual tours of well-known galleries such as the national gallery

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Scheme of Work

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Key Concepts (KC) learning objectives

Component 3 Personal Investigation

www.nationalgallery.org.uk/visiting/virtual-tours
Group work – Select
two aspects of art Comparing and contrasting with locally available resources such as buildings, artists and crafts that can be
and design to accessed at first-hand with those cannot is a useful way of approaching this component.
compare and
analyse Specialist vocabulary
Learners will be expected to use specialist vocabulary in their written analysis.

As a group activity, select several images for learners to look at and come up with as many art specialist words
as they can in their group. Share these back to the whole group and compile a glossary of art specialist
vocabulary and their meanings. You can add to this, make sure each learner has a copy and that they refer to it
throughout their Component 3 Personal Investigation.

Gallery visit
Before the planned visit, provide learners with back ground information.

Put the work into context and create a worksheet on how to look at artwork, which you should go through with
them before the visit.

Arrange learners into small groups. Try to arrange them so they are in groups who share similar interests in their
possible choice of theme for their personal investigation.

Remember this initial project does not have to relate exactly to their theme as you are simply demonstrating to
them how to analyse artwork and show best practise for gathering research. Learners are still considering their
theme for their Component 3 Personal Investigation.

Tasks during the visit

1. In small groups learners will be expected to identify and select two aspects of art and design for research,
these should have a link to each other of some sort, for example content, colour, age, scale, as the learners
will be making a comparative study of them.
2. They should make sketches of the work
3. They should write detailed notes using a worksheet of possible questions to guide them.
4. Make sure they are aware of specialist vocabulary for analysing the work.

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Component 3 Personal Investigation

Possible questions include;

 Initial reactions to the work, how does it make you feel, does it question your attitudes or beliefs in any
way?
 Does it have any connections to memories or past experiences you might have?
 Write a description of the work/object. Include the visual elements you see (line, form, tone, colour,
texture), what it is made of, the scale and position of it.
 What is the work about, does the title make you think differently about it or add anything new to your
understanding of it? Are there any symbols that you recognise? Does it relate to traditional genres of
such as still life, figure, landscapes, what is its theme?
 Context – where and when was it made? Are there connections to historical events that you are aware
of? (This may require more back ground research back in the classroom) If it was made a while ago,
what do you think people thought of it when it was first made?
 Does it relate to other cultures or times or to other subjects such as theatre, music, science, geography,
and maths?

Research work and preparation for presentation

 In groups learners discuss their initial research gathered during the visit. They should build on this
research and use books, magazines, radio and video pod casts, the Internet, to fill in gaps in their
knowledge and to build around the initial questions.
 Identify an area of focus for the comparative study. It may be necessary to select another artwork from
research on the Internet or books to act as a comparison, depending on the type of visit you were able to
arrange.
 Individual learners work into their initial sketches to illustrate the complete artwork using line only. (I)
 Annotate this with relevant information such as; measurements to indicate scale, written notes referring
to areas of interest, colours used, composition to describe their observations in more detail.
 Use specialist vocabulary.
 Collaborate as a group to gather and generate ideas on how the selected pieces relate, compare and
contrast to each other.
 Identify an aspect of the work of interest and make a detailed colour copy of it. For example, if it is a
painting that contains interesting brush marks, focus on an area that demonstrates this and aim to
reproduce the colours and mark making. It may be that each member of the group selects a different part
of the work for this task.
 Select the best work and nominate a spokesperson to present to the rest of the group.

Week 6 AO3 Develop ideas Presentation of the comparative study to the class

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Suggested teaching activities
Key Concepts (KC) learning objectives

Component 3 Personal Investigation

Presentations through
investigations In their groups learners present their research to the class.
KC1 informed by
KC6 contextual and Learners should feed back to the group after their presentation and tell them what they found interesting and
critical understanding informative about their presentation and what they would have liked to know more about. (F)

Presenting
comparative study to
class

Week 7 Learners decide on a Learners create a specific brief for Component 3: Personal Investigation.
Decide on a specific specific brief for their
brief for the Personal Personal Learners reflect on the review of their work from Week 2, as well as their experience of presenting a mini
Investigation Investigation in research project, and select an appropriate and achievable theme for their Personal Investigation.
consultation with the
KC1 teacher This could be carried out in their small groups, in pairs or individually. It is important that learners create a brief
KC3 that identifies aspects of art and design they will research, where they will get first-hand experience of this, and
what direction their research will take.

You may want to give some examples of briefs. However, it is important that learners work to their individual
interests and strengths, which may be linked directly to some aspect of their work from Component 1 and/or
Component 2, or they may want to work in a new direction.

Some ideas could be;

 A study into the use of light in still life paintings from the 17th century
 How have artists represented the advance of digital technology
 The use of architecture design to create a space of worship
 An analysis of sculpture informed by the local landscape/cityscape
 A comparison of the use of colour in portraits by Henri Matisse and Pablo Picasso (or two local artists).

Learners should present to you a plan that outlines the area of study, title and where appropriate, list of source
material to be consulted.

Outline proposal forms are no longer in use for this syllabus for entries from 2022 series onwards. As part of
teaching, you should give guidance and feedback to candidates on whether their coursework, essay or project

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Component 3 Personal Investigation

title is suitable.
For guidance on developing suitable titles for coursework, essays or projects go to our School Support Hub
For further information, see the Cambridge Handbook for the relevant year of assessment.

Weeks 8–10 AO1 Record ideas Gather research

Artist research observations and
insights relevant to Learners spend the following three weeks gathering research into their chosen theme. This will depend on the
KC1 intentions, reflecting theme of their Personal Investigation and will include research from primary sources such as visits to local
KC5 critically on work and galleries, studios or buildings or contact with local artist’s designers or crafts people. (I)
KC6 progress
Learners should explore art specific language and technical vocabulary relevant to their theme, for example if
AO3 Develop ideas they are researching elements of Photography they should be aware of terms and vocabulary such as aperture,
through exposure and depth of field as well as art specialist language describing the formal elements such as
investigations complementary, contrasting, harmonious or primary secondary tertiary when describing colour. Remind learners
informed by to use the glossary of art words produced in the first project and get learners to build on this, relevant to their
contextual and other chosen theme.
sources,
demonstrating critical 1. Identify key works for research from primary source
understanding During the initial research learners should select at least two pieces of work to analyse and research. When
viewing work first hand they should focus on recording and documenting what they observe.
Artist research  Sketches and photographs of the work analysing composition, structure, layout or any of the formal
learner led elements. Make studies showing use of colour, techniques and materials, or samples of processes such
as weaving, printing, or construction depending on the area of study
Written work 1500  Make written notes describing what they see
words  Make written notes recording initial observations and reactions to the work.

2. Building on initial research

Visual analysis
 Learners take a small section of each of the works and reproduce it using the same media, materials and
techniques.
 Annotate the studies, outline the technique, the characteristics of the process and the effect they give

Extension activity: Make at least two carefully observed studies from each of the works.

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Component 3 Personal Investigation

Written analysis
Technical analysis – learners analyse the technical qualities of the work. How has it been created; the media,
materials, processes and techniques used. They should include personal observations and reactions. Make sure
learners qualify comments such as ‘I like’ by explaining why.

Aesthetic qualities – learners analyse the aesthetic qualities of the work by describing how it has used the formal
elements. Provide learners with some examples of descriptive words they may want to use for describing the
visual elements in the work. Also refer to the specialist vocabulary glossary they already have. (I)

Line – straight, wavy, controlled, short, thick, thin, continuous, broken, dashed solid, heavy, meandering
Shape – 3D, flat, overlapping, distinct, indistinct, balanced, asymmetrical, distorted, exaggerated, hard edged,
soft edged.
Form – depth, height, width, light, heavy, imposing, organic, realistic, abstract, and natural.
Texture – flat, raised, smooth, rough, coarse, shiny, glossy, reflective, scratched, matt, satin, frosted, visible,
smooth, blended, impasto, washes, glazes, stippled, splattered, bold, timid, lively, layered.
Colour – warm, cool, flat, vibrant, luminous, saturated, transparent, translucent, opaque, mixed, muddy, pure,
blended, natural, earthy, subtle, complementary, harmonious, contrasting, monochromatic, polychromatic,
primary, secondary, tertiary
Tone – dark, light or mid, graduated, contrasting, flat, uniform, smooth, varied, constant, changing, shade, tint

Context
Using resources such as books, magazines, videos, pod casts and the internet, learners gather background
research into the artist/ designer as well as into the time, place and context that the work was created.
Make sure all sources are documented so that learners can list them in a bibliography.
Prompt questions such as:
 Where and when was the work made? By who?
 How might this have influenced the work?
 What was the work made for?
 Are there social and political histories that may have influenced the creation of the work?
 How is it viewed today?

3. Compare and contrast

Learners should compare and contrast the two pieces of work that they have researched.
 Ask learners to organise their observations in terms of aesthetic, technical and contextual similarities and
differences.

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Key Concepts (KC) learning objectives

Component 3 Personal Investigation

 Learners share these with a peer and justify their opinions.

Week 11 AO1 Reflecting Using peer / self-assessment to reflect on work completed so far and to inform development (F)
Peer and self- critically on work and  Peer assessment – learners’ review each other’s work to identify areas that they think have worked well
assessment progress and that could be developed further.
 Learners review their own work, identify areas of interest and consider ideas for practical work. Learners
KC1 Review refine peer share these with a peer explaining their concerns and any problems they foresee.
KC3 and self- assessment
KC5

Weeks 12–15 AO1 Record ideas, Produce two final outcomes in response to the research completed so far
Develop practical work observations and
in response to artist insights relevant to 1. Explore the medium, technique and process identified in the research.
study intentions, reflecting  Learners gather their own images relevant to the personal investigation using photography and drawings
critically on work and  Learners develop these images into a series of studies that experiment with the medium, technique and
KC2 progress processes that they have been analysing.
KC4  Annotate the studies; outline the technique, the characteristics of the process and the effect they give.
AO2 Explore and
select appropriate For example, if they are investigating the portraits of Matisse and the use of bold colours to create emotion, they
resources, media, could gather a range of portraits through their own photography or sketches and then develop these into colour
materials, techniques paintings using the same medium and technique they have identified in Matisse’s work.
and processes,
reviewing and They should keep in mind the brief that they set out in Week 7
refining ideas as
work progresses
2. Experiment more extensively with this style on their own images (I)
AO4 Present a  From these experiments and studies learners should select one composition to develop into a final
personal and outcome.
coherent response  They should produce one outcome for each artist/crafts person/designer they have researched.
that realises
intentions and,
where appropriate Extension activity: Make at least two final outcomes from each artist/crafts person/designer study.
makes connections
between visual and
other elements

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Scheme of Work

Syllabus ref. and Assessment and

Suggested teaching activities
Key Concepts (KC) learning objectives

Component 3 Personal Investigation

Week 16 AO2 Review and Using peer / self-assessment to reflect on work completed so far and to inform development (F)
Review and refine refine ideas as work
Peer and self- develops  Peer assessment – learners’ review each other’s work to identify areas that they think have worked well
assessment and that could be developed further.
 Learners review their own work, identify areas of interest and consider ideas for further artist research.
KC1 Learners share these with a peer explaining their concerns and any problems they foresee.
KC5  Identify how they will gather this research.

Weeks 17–20 AO1 Record ideas, Gather research

Artist research learner observations and
led insights relevant to  Learners spend the following four weeks building on their research into their chosen theme. This will
intentions, reflecting depend on the theme of their Personal Investigation.
Written work 1000– critically on work and  Learners should select two more artworks to research. These may be sourced from first hand, or they
1500 words progress may research from second images of the work.
 Consider their brief when selecting the work, it may be a comparison from a different period of the same
KC1 AO3 Develop ideas artist or it may be a different artist responding to similar themes or issues.
KC6 through  Learners should consider how they will be presenting the personal investigation and start to write up their
investigations research in an appropriate way.
informed by
contextual and other Written analysis
sources, Focus on the key areas for analysis:
demonstrating  Personal experience – learners should consider what they bring with them when they view the work.
analytical and critical Their past experiences, their identity and their prior knowledge/expectations of the work.
understanding  Content – research when, where and who made the work. Consider the reasons it was made and what
was happening in the local and wider world at the time. Influences and inspirations of the artist/ crafts
person/designer
 Subject – what impact or influence does the title have on the understanding or evaluation of the work,
does it come under a genre or explore a theme.
 Object – analyse the aesthetic and technical qualities of the work, its colour, shape surface, materials,
process, scale, composition, viewpoint.

Week 21 AO2 Review and Using peer / self-assessment to reflect on work completed so far and to inform development (F)
Review and refine refine ideas as work
Peer and self- develops Peer assessment – learners review each other’s work to identify areas that they think could be developed further
assessment in the practical work.

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Suggested teaching activities
Key Concepts (KC) learning objectives

Component 3 Personal Investigation

Learners review their own work, identify areas of interest and consider ideas for practical work. Learners share
KC1 these with a peer explaining their concerns and any problems they foresee.
KC5

Weeks 22–25 AO1 Record ideas, Produce two final outcomes in response to artist research (I)
Develop practical work observations and
in response to artist insights relevant to From the research undertaken so far, learners should develop their own ideas for their practical work. This could
study intentions, reflecting be as a response to the contextual research of the investigation so far, or it could be based on technical
critically on work and research, exploring media and processes.
KC2 progress
KC4 AO2 Explore and Experiment more extensively with ideas generated from their artist research to influence and stimulate
select appropriate manipulation of their own images.
resources, media,
materials, techniques Annotate all studies
and processes,
reviewing and Produce two final outcomes in response to artist research
refining ideas as
work progresses Extension activity: Make a further two final outcomes in response to the artist/crafts person/designer study.

Week 26 AO2 Review and Learners use the mark scheme to assess progress so far and identify any areas for improvement. (F)
Review and refine refine ideas as work
Peer and self- develops Focus on the four assessment objectives (AOs) and make sure work covers each of them.
assessment
AO4 Present a Refer back to the initial brief for their Personal Investigation and assess whether they have reached a conclusion
KC1 personal and to their study.
KC3 coherent response
KC5 that realises Make sure they consider how they intend to present the written element and the practical element so that they
intentions and, are integrated in a considered and meaningful way.
where appropriate
makes connections Learners should present their work to their peer and explain how their work has achieved the brief or if not,
between visual and identify what needs to be done.
other elements

Weeks 27–28 AO2 Explore and Based on the outcome from the previous week, learners should use these weeks to complete more research,
Artist research select appropriate gather more images, experiment with media and techniques or create more final outcomes, to make sure they

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Key Concepts (KC) learning objectives

Component 3 Personal Investigation

Learner led resources, media, have covered each of the four assessment objectives (AOs) in their work and achieved all that they had set out
Written work 1000– materials, techniques to achieve in their specific brief.
1500 words and processes,
reviewing and Learners need to consider how they are going to present their work and adapt their work to suit if necessary.
KC1 refining ideas as
KC5 work develops
KC6
AO3 Develop ideas
Or through
investigations
Studio work in informed by
response to artist contextual and other
study sources,
demonstrating
KC2 analytical and critical
KC4 understanding
KC5

Weeks 29–32 AO4 Present a Select work for Component 3 Personal Investigation, including practical work and written analysis of
Select and present personal and between 1000–1500 words (I)
work ready to submit coherent response
to Cambridge that realises Learners will select work from this year’s course work that best demonstrates their ability to carry out
intentions and, independent research from a starting point of their choice through to a fully realised and coherent conclusion.
KC1 where appropriate, Make sure there is evidence of work to cover all of the assessment objectives.
KC3 makes connections
between visual and Learners should present the two elements of written analysis and practical work into a cohesive and integrated
other elements submission and this should demonstrate that the learner has:
 Recorded ideas and observations form first-hand studies, such as drawings and photography, and
secondary imagery and sources.
 Explored and experimented with different media, techniques and processes.
 Carried out in-depth research into artists, designers and cultural influences to inform the development of
ideas.
 Selected, reviewed and refined their work throughout the whole process to plan and produce a personal
and coherent outcome.

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 Scheme of Work

Syllabus ref. and Assessment and

Suggested teaching activities
Key Concepts (KC) learning objectives

Component 3 Personal Investigation

Use peer and self-assessment to review the selection.

Learners present their work to a peer and explain why they selected the pieces they did. In turn their partner can
point out any areas they feel are not covered or communicated well.

Learners can work on a larger scale or in three-dimensions throughout the course but they must submit
photographs of work that is larger, fragile or three-dimensional on sheets of A2.

Learners should consider how the work has been placed on the A2 sheets and make sure links are made
between pieces either visually and /or written.

Get the learners to complete a mark grid that you create based on the mark scheme for Component 3: Personal
Investigation in the syllabus to see if there are areas that need more communication or evidence. (F)

Text should be written in continuous prose (which can be integrated with the practical work), use specialist
vocabulary and include a bibliography.

Refer to the syllabus for more information on the requirements of the written analysis and how the work should
be prepared for submission.

Past and specimen papers

Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.or/support

37
Cambridge Assessment International Education
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t: +44 1223 553554
e: [email protected] www.cambridgeinternational.org

Copyright © UCLES March 2018 (updated Nov 2022)