art a level coursework examples

COURSEWORK GUIDES

You have art coursework and need to research artworks for it. Where do you start? How do you find relevant inspiration? How have other artists approached the themes?Our thematic coursework guides provide ideas and inspiration to get you started. Try our 'Have A Go!' section at the bottom of our guides for activities to keep you motivated!

2023 Coursework Guides

Past coursework guides, we recommend, closeness and simplicity to nature coursework guide.

From the gardens and paradise to land art, discover the artworks in our collection that explore the themes of closeness and proximity to nature

Complex and simple movement coursework guide

From machines to humans, discover the artworks in our collection that explore the themes of simple and complex movement

Simple processes, complex outcomes coursework guide

From optical illusions and repeating forms to instructions, discover the artworks in our collection that explore the theme of simple processes, complex outcomes

Details and the uncanny coursework guide

From photoreal to dreams, discover the artworks in our collection that explore the themes of details and the uncanny

Layers Coursework Guide

From stacking and painting to collage and hidden layers, discover the artworks in our collection that explores the techniques of layering

Objects Coursework Guide

From the uncanny and personal to advertisement and politics, discover the artworks in our collection that explores the themes of object

Senses Coursework Guide

From touch and taste to sight and smell, discover the artworks in our collection that explores the themes of the senses

Reflection Coursework Guide

From mirror and glass to water and fractals, discover the artworks in our collection that explores the themes and techniques of reflection

Weather Coursework Guide

From sun worshipers, cloud gazers and storm chasers to artists who use the weather to explore broader themes and ideas

Materials Coursework Guide

From 'usual' to unlikely art materials: explore textures, qualities, techniques and symbolism of things artists use to make their work

Still Life Coursework Guide

Not just fruit and flowers, explore still lifes from realistic to abstract and familiar to unexpected

Dynamism and Movement Coursework Guide

Explore how artists use marks and colour to suggest motion or make kinetic, performance and video art to explore movement

Landmarks Coursework Guide

From art about landmarks to art that is itself a landmark: get some inspiration on the theme of landmarks

Diary Coursework Guide

From sketchbooks to video diaries and the everyday to big life events, explore how artists use diaries to record the world around them

Mark Making Coursework Guide

Explore the different ways artists use marks and expressive qualities

Outline Coursework Guide

Discover surprising ways artists use outlines in art from graphic to graffiti or abstract and animated

Clothing Coursework Guide

Explore art and fashion, from clothes and identity to shapes, patterns and textures of clothing inspired by art

Masks Coursework Guide

Explore how artists have used masks in their work, to protect, disguise, hide and amuse

Trees Coursework Guide

From atmosphere and symbolism to textures and abstract shapes, explore how trees have inspired artists

Memory Coursework Guide

Explore memories of the past, memories of people and fading memories to see how artists recall and reminisce in art

Food Coursework Guide

Can a humble bag of chips or slice of pizza become a masterpiece? Explore some tasty art about food

Colour Coursework Guide

Explore how different artists have used colour in their work and sketches

Form Coursework Guide

What exactly is form? And how can you explore it in your sketchbook?

Play Coursework Guide

What does play mean for you? Is it sports, or music? Perhaps it’s drifting into a personal imaginary world, or maybe it’s social – board games, card games, or just meeting others

Underwater Coursework Guide

About 70 percent of the Earth is covered in water. It’s probably the least-explored part of our planet - we’ve explored more of space than the oceans. But maybe because of that, for artists, water has been a theme, a subject and even a medium to work with

Line Coursework Guide

See how artists use the power of a line and try some ideas in your sketchbook

Tone Coursework Guide

Learn how you can use tone in your sketchbook

Transmission Coursework Guide

Discover works in which artists explore the complex ways humans spread thoughts and ideas

Isolation Coursework Guide

Recently we have all had to deal with long and short periods of isolation. How have artists explored the ideas of isolation in their work, and what can you learn from those experiences?

Mother and Child Coursework Guide

Discover tender images of new mums and babies and artists' in-depth explorations of mother and child relationships

Journeys Coursework Guide

From physical journeys and migration to journeys of self-discovery, get ideas and inspiration about journeys in art

Relationship Coursework Guide

Exploring relationships in art, as a connection or association between people, things or ideas

Letters and Words Coursework Guide

Discover how artists use letters and words in their art

Force Coursework Guide

From forces of nature and forceful feelings to force as a method, explore how artists have used force in art

Ritual Coursework Guide

What is a ritual? Discover how ritual has been used as a theme in art

Self-Image Coursework Guide

Explore how artists have represented themselves, and others, using portraiture

Transformation Coursework Guide

Explore how artists have transformed objects and ideas through their work

Details Coursework Guide

Explore the theme of details through works in our collection

Human Figure Coursework Guide

Explore people drawn, painted or sculpted from life and art that explores abstract ideas about being human

News and Event Coursework Guide

Look at artists responses to news, from headline-grabbing events and social or political issues, to stories of the extraordinary everyday

Light and Dark Coursework Guide

Look at artworks made from light and shadow to the symbolic use of light and dark to make powerful statements

Interwoven Coursework Guide

Explore art that interweaves materials, ideas, experiences and histories

Perspective Coursework Guide

From vanishing points to points of view, explore perspective in art

Spaces Coursework Guide

Busy crowded streets, eerie empty rooms, explore spaces in art

Habitats Coursework Guide

From art about home life to art that highlights the impact of climate change and pollution on natural habitats

Texture Coursework Guide

Explore textures in art from woven textures and textured fabrics and materials to gestural marks and patterns

Toys Coursework Research

From pop art to gender politics, see toys in a new light and get some inspiration for your coursework

Myths and Legends Coursework Guide

Be inspired by myths and legends – or create your own!

Changed Identity Coursework Guide

From changing their own identities to changing the identity of objects, how have artists explored the theme of changed identity?

Space Coursework Guide

From the space race to heavenly bodies, find some coursework inspiration

Plastics Coursework Guide

Explore plastic in art for some research inspiration

Old and New Coursework Guide

Uncover ways of thinking of Old and New in art

Circus Coursework Guide

Uncover ways of exploring the theme of Circus for coursework inspiration

Rhythm Coursework Guide

Explore artworks with rhythm for some coursework inspiration

Geometric Coursework Guide

Maths meets art to inspire your coursework

Moments in Time Coursework Guide

See how artists respond to moments in time to inspire your coursework

Crowded Coursework Guide

Pack in tightly for some inspiration for your coursework

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All about A level Art – course information

What’s a level art about.

A level Art allows you to develop an exciting and extensive range of creative and technical skills. You will also gain a strong understanding of historic and contemporary visual art practice, through supporting contextual studies. Unique to studying Art at A Level, you build up a very personal and continually evolving body of practical work, guided and supported by your teachers. Individual exploration and development of your personal skills and creative directions is a special aspect of this subject.

A level Art prepares you to produce two major pieces of assessed work. The first is a Personal Investigation, which allows you to devise and put together a personal body of creative coursework, including extensive practical work, a 3,000 word illustrated essay and a fully developed and resolved Final Piece Project. You do this without time limits, during the course

The second practical component is called the externally set Timed Test. On the 1st of February in your final year, the exam board publishes its Timed Test Paper which suggests a theme and possible starting points for you to work on. For the next three months you work extensively on your chosen theme, and you then sit a Timed Test, where you have a total of 15 hours under exam conditions to create and complete a personal, creative Final Piece.

Under the collective title of 'Art & Design', all the main exam boards offer a variety of Art A level specifications (syllabuses),  each with a different emphasis. The most popular are Fine Art, Art & Design, Photography, Graphic Communication, Textiles, and 3-Dimensional Design. The EDEXCEL board calls these 'pathways' . Whichever Art A level you take, the pattern of work and assessment is the same. The exam boards have four Key Assessment Objectives that recognise the range of creative and practical skills students develop and refine throughout the Course. 

What sort of work is involved?

All A level Art courses introduce you to a wide range of media and processes. These will always include drawing, whatever specialism you choose, but can also include a range of other techniques and processes: painting, printmaking, collage, photography, digital work, mixed media, sculpture, film and performance. The area you spend most time on will depend on the direction and focus of your chosen specialism. You will develop an extensive range of creative practical work, with some supporting 'contextual skills'.

Reading about Art & Design in books as well as on the web and in magazines is an important part of the contextual studies which underlie the development of your practical skills. The project work you do requires an exploration of the influences which inspired how you have tackled your chosen topic, and you need to explain how your own work has evolved over time. Artist research and visits to relevant exhibitions and galleries, are all part of reviewing, analysing, and developing your personal interpretations and directions in the creative work you do throughout the Art A level course.

What background do I need? 

Many students taking A level Art have a GCSE in Art (B or above) and enjoy the combination of practical, technical, creative, and contextual demands involved in such a practical, coursework-laden subject. Especially if they are international, students without an Art GCSE should have some equivalent experience, that reflects their creative and practical interests.

Most important, you should enjoy the process of developing your skills, ideas and understanding, as you progress through the course. Successful students are hungry to improve and diversify their expressive skills, supported by their teacher’s advice and guidance. You will need inspiration, perseverance, good time management, and independent working skills to realise your full creative potential.

Where can it lead?

Successful A level Art students can go on to study on a range of Art & Design foundation and degree courses, nationally and internationally, and train in their area of specialisation, before going on to become an Artist, Designer, Architect, or Arts Professional in a broad variety of specialist areas.

The creative and cultural Arts industries express and reflect the importance of creativity and culture in our society. All around us artists create the world we inhabit, and contribute to a thriving and important industry which has a vast range of exciting career options and choices. These can include working in Fine Art, Fashion Design, Graphic Design, or Architecture, for example, as well as many other possible creative Art & Design jobs and careers.

A strong Art training can also develop highly valuable transferable skills, including creative ideas development, problem-solving, contextual interpretation, and visual communication, as well as organisational, presentation, and team-working skills.

One year course?

Due to the considerable academic and creative challenges of the new syllabus and assessment pattern, you will find it tough to do well in Art and Design A Levels in less than two years of study. Developing your skills takes time to experiment and think, and isn't easily compressed into three terms.

As described above, your A level mark is decided by two major pieces of coursework: the Personal Investigation and the Timed Test. Both pieces of coursework are marked by your college according to a detailed 'taxonomy' of assessment objectives. In May the marks are go to the examining body, who send a Moderator to view the coursework and check your teachers' marks for accuracy. The Moderator submits his moderated marks and the results are announced in August. Component 1 (The Personal Investigation) provides 60% of the possible overall mark, Component 2 (the externally set Timed Test) 40% of the possible overall mark.

This article was written by Jonathan Parkhouse, Art Foundation Co-ordinator/Art & Design Teacher, DLD College London

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As and a level art and design - h200, h600.

If you are delivering this qualification, go to Teach Cambridge for complete planning, teaching and assessment support materials.

Our A Level Art and Design qualification develops students’ understanding of the value of art and design as well as their own skills and creativity. Its seven specialisms cover the breadth of art and design, both traditional and digital, to suit students’ particular skills and interests.

Specification code: H600—H606 Qualification number: 601/5088/9 This qualification is available in English only

Our one component AS Level Art and Design qualification has seven specialisms to suit students’ particular interests, each of which will help them to develop their own style and provide a foundation for their progression by improving their skills, creativity and understanding in their specialist area.

Specification code: H200—H206 Qualification number: 601/5087/7 This qualification is available in English only

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A-level Art and Design

7201, 7202, 7203, 7204, 7205, 7206

• Specification
• Planning resources
• Teaching resources
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• Introduction
• Specification at a glance
• 3.1 Summary of subject content
• 3.2 Overarching knowledge, understanding and skills
• 3.3 Art, craft and design
• 3.4 Fine art
• 3.5 Graphic communication
• 3.6 Textile design
• 3.7 Three-dimensional design
• 3.8 Photography

Scheme of assessment

• Non-exam assessment administration
• General administration

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

The specification is designed to be taken over two years with all assessments taken at the end of the course.

Assessments and certification are eligible for submission for the first time in May/June and then every May/June for the life of the specification.

All materials are available in English only.

Synoptic assessment

Synoptic assessment in Art and Design involves students in:

• drawing together the knowledge, understanding and skills learned in different parts of the course
• selecting and presenting work which demonstrates their strengths across the areas of knowledge and the range of skills described and shows their ability to sustain their own lines of enquiry
• a stimulus or issue
• a design brief or problem
• a task which specifies an image, object or other outcome to be achieved.

There is synoptic assessment in both components of the A-level that provide stretch and challenge opportunities for students as follows:

In Component 1, students develop work based on an idea, issue, concept or theme leading to a finished outcome or a series of related finished outcomes. Practical elements should make connections with some aspect of contemporary or past practice of artist(s), designer(s), photographers or craftspeople and include written work of no less than 1000 and no more than 3000 words which supports the practical work.

In Component 2, students respond to a stimulus, provided by AQA, to produce work which provides evidence of their ability to work independently within specified time constraints, developing a personal and meaningful response which addresses all the assessment objectives and leads to a finished outcome or a series of related finished outcomes.

Courses based on these specifications should encourage students to develop:

• intellectual, imaginative, creative and intuitive capabilities
• investigative, analytical, experimental, practical, technical and expressive skills, aesthetic understanding and critical judgement
• independence of mind in developing, refining and communicating their own ideas, their own intentions and their own personal outcomes
• an interest in, enthusiasm for and enjoyment of art, craft and design
• the experience of working with a broad range of media
• an understanding of the interrelationships between art, craft and design processes and an awareness of the contexts in which they operate
• knowledge and experience of real-world contexts and, where appropriate, links to the creative industries
• knowledge and understanding of art, craft, design and media and technologies in contemporary and past societies and cultures
• an awareness of different roles, functions, audiences and consumers of art, craft and design.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all A-level Art and Design specifications and all exam boards.

The assessments will measure how students have achieved the following assessment objectives:

• AO1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.
• AO2: Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.
• AO3: Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress.
• AO4: Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

Weighting of assessment objectives for A-level Art and Design

The assessment objectives are equally weighted within each component. The table shows the approximate weighting of each of the assessment objectives across all components.

Quality of making

The ability to handle materials, techniques and processes effectively, skilfully and safely underpins all the assessment objectives. It is important in enabling students to develop a personal language, to express ideas and to link their intentions to outcomes in a confident and assured manner.

Assessment criteria

The assessment criteria must be applied to the assessment of students’ work for all components. The assessment objectives are equally weighted in each of the components. The Assessment criteria grid indicates the levels of response which would be expected for the award of marks in the ranges shown. It should be noted that the ranges have been drawn up to assist teachers in identifying individual levels of response and do not, in themselves, constitute grade descriptions.

Each component is marked out of a total of 96 marks. As the assessment objectives are equally weighted in each of the components, there is a maximum of 24 marks for each of the assessment objectives. The marks, out of 24, for each assessment objective must be added together to produce the total mark out of 96.

You are required to provide a mark for each of the assessment objectives separately in accordance with the assessment criteria and a total mark out of 96 must be provided for each component. The assessment grid must be used to identify the student’s level of performance in relation to each of the assessment objectives.

Six mark band descriptors are provided, with a range of marks for each of the four assessment objectives.

A Candidate record form must be completed for each student for each component. When completing the Candidate record form the teacher should decide which mark band descriptor best describes the student’s performance for each assessment objective, then circle the appropriate mark. These marks should be transferred to the ‘mark awarded’ row and added together. This total should be entered in the ‘total mark’ box to the right of the grid.

Four marks are available for each mark band in each assessment objective. The lower mark indicates that the student has just met the requirements described in that particular band, the next mark indicates that evidence is adequate , the next that evidence is clear and the higher mark indicates that evidence is convincing but that the student has just failed to meet the requirements set out in the next band.

Assessing the Personal investigation

This is a practical component supported by written material. The practical work and written material must be assessed as an integrated whole. The practical work and the written material must be assessed together using the assessment grid to select which of the six mark band descriptors for each assessment objective best describes the student’s overall performance.

The written material and practical work must each show evidence of meeting all four assessment objectives.

Once the mark band has been selected the mark qualifiers ‘just’, ‘adequately’, ‘clearly’ or ‘convincingly’ should be applied to determine the specific mark within the band.

For further guidance on assessing the Personal investigation refer to the online exemplification materials at the start of the course. Please also see section Teacher standardisation for more information about Teacher standardisation meetings.

Assessing to the correct standard

Work submitted for assessment for A-level components is assessed at a standard that can be reasonably expected of a student after a full A-level course of study, 360 guided learning hours (GLH).

If your school or college offers the Art, craft and design title alongside endorsed titles, evidence of an area of study for the Art, craft and design title must be assessed to the same standard as it would for the relevant endorsed title.

• all teachers delivering the course must access the on-line example materials (provided on Centre Services at the start of the course
• a senior representative from your school or college, with responsibility for conducting internal standardisation, must also attend a teacher standardisation meeting in the autumn/spring term.

For more information on attendance at Teacher standardisation meetings and Internal standardisation refer to sections Teacher standardisation and Internal standardisation

Assessment criteria grid

The grid further expands on the assessment objectives. It should be used to mark students’ work and to complete Candidate record forms.

Assessment weightings

The marks awarded will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

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AS/A Level Art and Design

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The WJEC AS and A level specification in Art and Design has been designed to provide engaging and innovative creative learning experiences, where art, craft and design practice is meaningfully integrated with theoretical knowledge and understanding.

This unitised specification provides learners with opportunities to develop a broad foundation of critical, practical and theoretical skills at AS, which offers learners a holistic understanding of a range of practices and contexts in the visual arts, crafts and design fields, culminating in greater specialism and achievement at A level.

This course gives learners the opportunity to follow a programme of study which extends experience and personal response as well as developing imagination and critical and reflective thinking. The ability to innovate, adapt and work independently, which underlies all aspects of the specification, is valued by higher education and employers alike. Whichever title or combination of endorsed titles is followed, the specification encourages creativity, sustained investigation and analysis, experimentation, and design and making as a means of developing technical and expressive skills.

This programme of study offers the choice of a broad-based general course, plus seven distinct title options :

•  Art, Craft and Design
•  Graphic Communication
•  Textile Design
•  Three-Dimensional Design
•  Photography
•  Critical and Contextual Studies

Our professional learning experts are ready to answer questions on all our training courses.

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Grade boundaries are the minimum number of marks needed to achieve each grade.

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CS50: Introduction to Computer Science

An introduction to the intellectual enterprises of computer science and the art of programming.

Associated Schools

Harvard School of Engineering and Applied Sciences

What you'll learn.

A broad and robust understanding of computer science and programming

How to think algorithmically and solve programming problems efficiently

Concepts like abstraction, algorithms, data structures, encapsulation, resource management, security, software engineering, and web development

Familiarity with a number of languages, including C, Python, SQL, and JavaScript plus CSS and HTML

How to engage with a vibrant community of like-minded learners from all levels of experience

How to develop and present a final programming project to your peers

Course description

This is CS50x , Harvard University's introduction to the intellectual enterprises of computer science and the art of programming for majors and non-majors alike, with or without prior programming experience. An entry-level course taught by David J. Malan, CS50x teaches students how to think algorithmically and solve problems efficiently. Topics include abstraction, algorithms, data structures, encapsulation, resource management, security, software engineering, and web development. Languages include C, Python, SQL, and JavaScript plus CSS and HTML. Problem sets inspired by real-world domains of biology, cryptography, finance, forensics, and gaming. The on-campus version of CS50x , CS50, is Harvard's largest course. 

Students who earn a satisfactory score on 9 problem sets (i.e., programming assignments) and a final project are eligible for a certificate. This is a self-paced course–you may take CS50x on your own schedule.

Instructors

David J. Malan

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CS50's Understanding Technology

This is CS50’s introduction to technology for students who don’t (yet!) consider themselves computer persons.

CS50's Web Programming with Python and JavaScript

This course picks up where CS50 leaves off, diving more deeply into the design and implementation of web apps with Python, JavaScript, and SQL using frameworks like Django, React, and Bootstrap.

CS50 for Lawyers

This course is a variant of Harvard University's introduction to computer science, CS50, designed especially for lawyers (and law students).

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Programmes & Qualifications

Cambridge international as & a level art & design (9479).

• Past papers, examiner reports and specimen papers

You can download one or more papers for a previous session. Please note that these papers may not reflect the content of the current syllabus.

Unlock more content

This is only a selection of our papers. Registered Cambridge International Schools can access the full catalogue of teaching and learning materials including papers from 2018 through our School Support Hub .

Past papers

• -->June 2022 Mark Scheme Paper 1 (PDF, 174KB)
• -->June 2022 Mark Scheme Paper 3 (PDF, 176KB)
• -->June 2022 Mark Scheme Paper 2 (PDF, 174KB)

Examiner reports

• -->June 2022 Examiner Report (PDF, 1012KB)

Specimen papers

• -->2019 Specimen Paper 2 Mark Scheme (PDF, 122KB)

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2024-2025 Undergraduate Catalog Sample Plan of Study for Major in Geology, Traditional Sequence (B.S.)

Sample plan of study.

The requirements below pertain to this Undergraduate Catalog year and are intended as a guide for academic planning. Students should consult with their academic advisor to discuss their individual plan of study.

Min. of 120 total credit hours required, including 40 senior level hours (200-300 level)

GEO 395 is offered during the summer term. Please consult your academic advisor.

A2 Art Personal Study: A Beautiful Illustrated Essay

Last Updated on April 2, 2023

This Personal Study was completed by Mary Faber , while studying A Level Art (CIE 9704) at ACG Strathallan College in 2004. A simple, yet elegant ‘book’ presentation, Mary’s Personal Study focuses upon the painting techniques, processes and compositions of New Zealand artist Russell Hollings , gaining an overall grade of 91%.

Mary began her study by completing an Outline Proposal Form . This was submitted to CIE for feedback at the end of April, once her A2 Coursework project was well underway. This meant Mary was able to clearly establish how her Personal Study might assist and link to her Coursework before she began. (It is no longer a requirement that the Personal Study relates to the Coursework project – although it can be advantageous if it does).

NOTE: Outline Proposal Forms are available through the CIE Teacher Support site , which is password protected (teachers have access to this) and can be submitted to the examiners electronically; alternatively, forms can be photocopied from the back of the 9704 syllabus booklet).

Within the Outline Proposal Form, Mary describes her intentions as:

To thoroughly analyse the painting processes and techniques of Russell Hollings, from initial preparation of a painting surface, through to final application of paint. I will discuss the effect of various marks and brushstrokes and how such a painting style conveys mood and meaning. Links will be made to well known international artists who use similar painting techniques. Finally I will discuss how these painting processes and techniques can be used in my own painting.

READ NEXT: How to make an artist website (and why you need one)

Presentation is a crucial aspect of the Personal Study and must be given considerable thought. Mary created a square ‘book’, bound along the left-hand edge with a black spiral bind. Pages are cut from lightweight A3 sheets of reddish-brown card. This colour was selected as it echoes the hues used throughout Russell Hollings’ paintings and thus visually links the presentation together.

Text has been printed onto high quality cream paper, which is also used as the backing mount for illustrations. This allows Mary to combine hand-crafted illustrations with computer generated text in a tidy, cohesive way.

A skilful, creative and articulate A Level Art student, Mary is now an exceptional typography designer .

If you would like more information about this topic, please read the Student Art Guide introduction to the A Level Art Personal Study .

Amiria has been an Art & Design teacher and a Curriculum Co-ordinator for seven years, responsible for the course design and assessment of student work in two high-achieving Auckland schools. She has a Bachelor of Architectural Studies, Bachelor of Architecture (First Class Honours) and a Graduate Diploma of Teaching. Amiria is a CIE Accredited Art & Design Coursework Assessor.

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