UAL Awarding Body Chief Examiner's Report 2017/18 Art and Design - Qualification Titles
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UAL Awarding Body Chief Examiner’s Report 2017/18 — Art and Design Qualification Titles Level 1 Diploma in Art, Design and Media Level 2 Diploma in Art and Design Level 3 Diploma in Art and Design Level 3 Extended Diploma in Art and Design
‘Abstract Me’ by Conor McGuiness, Bedford College
Contents — Introduction 4 Chief Examiner Summary 5 Section 1: Overview of Qualifications 8 Section 2: Centre Type, Approval and Registration 10 Section 3: Qualification Support 17 Section 4: Equal Opportunities 22 Section 5: External Moderation 29 Section 6: Commentary on Assessment Evidence 31 Conclusion 38 Actions and Recommendations 40 Benchmark Data and Statistical Analysis 43 Level 1 Diploma in Art, Design and Media 45 Level 2 Diploma in Art and Design 52 Level 3 Diploma in Art and Design 59 Level 3 Extended Diploma in Art and Design 67
UAL UAL Awarding Body
believes in transformative
Awarding education. We design and
Body award creative qualifications
that empower and inspire
— educators to help students
reach their potential.
Qualifications that
reward creativity. UAL Awarding Body is regulated by Ofqual,
CCEA and Qualifications Wales. We currently
offer qualifications in art and design, fashion,
creative media, music and performing and
production arts. We are also the UK’s leading
provider of the Diploma in Art and Design –
Foundation Studies. Our qualifications have
high retention and achievement rates because
they are flexible, responsive and relevant
to industry needs, and facilitate student
progression.
University of the Arts London (UAL) is Europe’s largest
specialist art and design university, comprising six
renowned Colleges:
Camberwell College of Arts
Central Saint Martins
Chelsea College of Arts
London College of Communication
London College of Fashion
Wimbledon College of Arts.
www.arts.ac.uk/awarding
Art and Design
—
4 U AL Awarding Body Chief Examiner’s Annual Report 2017/18
Chief Examiner
Summary
—
Level 1, 2 and 3 Art and Design qualifications UAL Awarding Body have also tabled
continue to go from strength to strength. Centres an Entry‑Level 3 Creative Arts course for
nationwide continue to consolidate and refine development in 2019/20. After discussion
existing provisions, or add further Art and with centres, it was felt that an Entry‑Level 3
Design qualifications to their existing suite. qualification would allow more students to be
We continue to see large numbers of centres able to access a Creative Arts education. The
making applications for approval to deliver UAL course will offer a range of creative arts skills to
Art and Design qualifications. allow students to understand creative arts and
to move towards a specialism, be that Art and
The report notes the positive and negative Design, Creative Media, Performance or Music.
feedback received from centres around
the delivery of qualifications as well as the A Level 2 Certificate in Applied Drawing
effectiveness of Art and Design qualifications qualification has also been developed that can
to offer a positive and progressive learning be delivered from September 2019. This is an
experience for the students navigating exciting and innovative opportunity for many
the specifications. Highlights of this more students to be involved with the act of
feedback include: drawing. The Applied Drawing qualification
allows students from a wide range of disciplines
> Centres continue to develop innovative delivery to experience drawing.
models that support the individual learning
progression of students This year has seen consistent growth of the
> Increased numbers of specialist vocational UAL Level 3 Art and Design provision. Centres
pathways being designed and implemented have been expanding their offers through a
underpinned by UAL Art and Design greater range of specialist pathways that focus
specifications on specific vocational roles and developments
> New and existing centres find the holistic UAL within the creative industries. Centres are
specifications an invigorating and revitalising responding to an increased desire from students
approach to delivery and parents to have a clear career trajectory into
employment.
This year UAL Awarding Body has commenced
the development of certificate‑sized Continued growth in centre numbers running
qualifications at Level 1. This is in direct Games Design qualifications from the Level 3
response to demand from our centres. In Art and design specification have been seen
the complex arena that is Further Education this academic year. Centres have utilised the
and with all students undertaking a Program versatility of the specification to develop wide
of Study, the more flexible approach that is ranging programmes of study that blend a
offered through implementing a variety of mixture of concept art skills with technical
smaller qualifications will allow centres to coding knowledge. Games design continues
develop considered pathways for their individual to be an ever more popular choice of study
student’s needs. This allows more centres to programme with FE students in the UK.
deliver UAL Awarding Body qualifications.
Art and Design
—
5 U AL Awarding Body Chief Examiner’s Annual Report 2017/18
UAL Awarding Body’s work to create the most
effective lines of communication continues
through the implementation of ‘Super Users’
at each centre. The Super User role is to
behave as a conduit for UAL Awarding Body
correspondence and disseminate information to
the relevant centre teams. Alongside this, UAL
Awarding Body continues to champion the role
of UAL Coordinator. The Coordinator will act
as additional layer of contact for UAL Awarding
Body communications at course‑specific level,
supporting internal standardisation and assisting
the flow of information to course teams.
UAL Awarding Body continues to be a reflective
and progressive organisation. To this end, we
have undergone an in depth and developmental
process of self‑analysis and activity to ensure
that we continuously improve our offer to
stakeholders, employees and customers in
the pursuit of excellence. We have made a
significant amount of personnel recruitment to
support key areas and continue to seek out
opportunities to refine and evolve our products,
practices and processes. UAL Awarding Body is
planning the review of key policy documents to
ensure clarity and usability for all customers.
Art and Design
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6 U AL Awarding Body Chief Examiner’s Annual Report 2017/18
Student at Reading College. © Liz Carrington
Section One
—
Overview of Qualifications
The qualifications have been designed to The structure of the qualification, with units
incorporate essential components of vocational linked to provide coherence, allows learners
learning to provide young people with the to develop practical skills and theoretical
understanding, knowledge and skills identified understanding and, through a process of
as necessary for future progression and reiteration and reinforcement, develop effective
employment. This suite of qualifications offer working practices that will provide support for
the broad transferable skills that will enable creativity across a range of stimulating and
learners to demonstrate qualities of adaptability, increasingly demanding activities. The final unit
self‑reliance, collaboration, dependability, requires the learner to demonstrate the ability to
imagination and creativity. use their skills, knowledge and understanding
to successfully complete an autonomous,
The qualifications deliberately draw upon independently proposed and self‑directed
approaches to learning and teaching in Art assignment that mirrors study at a more
and Design that have proven successful in advanced educational level.
targeting students that enjoy and learn through
practical activity and have had difficulty with UAL Awarding Body currently offers
prior academic learning. Through an immersive specifications for Art and Design qualifications
and demanding curriculum, it will support the ranging from Level 1 through to Level 3/4 that
transition from general to more specialised study, can be interpreted as generalised Art and
delivered in a further education setting. Design qualifications or applied to specialist
pathways. The qualifications cover award,
Emphasis is placed on providing an experience, certificate and diploma level value.
which draws on the realities of the creative
industries with students being treated as young
professionals and encouraged to take increasing
responsibility for their own learning. Study for
the qualification is not time constrained but will
normally be over a period of one year and is
likely to appeal to those seeking to complete a
period of practical study as an alternative to a
more academic study route.
Art and Design
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8 U AL Awarding Body Chief Examiner’s Annual Report 2017/18
‘Improper’ by Rio Ordoyno, Nescot College. © Onphrame Stefano Masse
Section Two
—
Centre Type, Approval and
Registration
Centres successfully approved to deliver UAL
Art and Design has risen again in 2017–18
showing the continued positive reputation
of the qualifications. Totals for new and all
centres read:
> New centres approved in 2017–18 (to run this
year) totaled 28
> All centres approved to run Art and Design
qualifications is 168 in total
Type of Centre
Overall registration data shows a continued rise
in students enrolled on UAL Awarding Body Art
and Design qualifications. The Level 1 Diploma
has seen an overall rise of +190 students across
all ages, the Level 2 Diploma +430, the Level
3 Diploma +1237 and the Level 3 Extended
Diploma +1141. This continued increase reflects
the flow of new centres choosing to deliver UAL
Awarding Body qualifications over other available
products.
Art and Design
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10 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Two
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Centre Type, Approval and Registration
Level 1 Diploma Art, Design and Media
Over 19 1500
Under 19
Number of Approved Centres
1200
900
600
300
0
2015 – 2016 2016 – 2017 2017 – 2018 2015 – 2016 2016 – 2017 2017 – 2018
College of Further Education School
Student Registrations
2015–2016 2016–2017 2017–2018
Centre Type Age Band Total % Total % Total %
College of Further Over 19 115 11.9% 147 12.0% 180 12.7%
Education
Under 19 852 88.1% 1074 87.9% 1232 87.3%
Totals: 967 1221 1412
School Under 19 0 0.0% 1 0.1% 0 0.0%
Totals: 0 1 0
Totals: 967 1222 1412
Art and Design
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11 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Two
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Centre Type, Approval and Registration
Level 2 Diploma Art and Design
Over 19 4000
Under 19
Number of Registered Students
3000
2000
1000
0
15–16
16–17
17–18
15–16
16–17
17–18
15–16
16–17
17–18
15–16
16–17
17–18
College of University or Sixth Form School
Further Education HE Centre College
Student Registrations
2015–2016 2016–2017 2017–2018
Centre Type Age Band Total % Total % Total %
College of Further Over 19 343 12.1% 473 13.6% 522 13.4%
Education Under 19 2374 83.8% 2867 82.7% 3220 82.6%
Totals: 2717 3340 3742
University or HE Over 19 20 0.7% 18 0.5% 21 0.5%
Centre Under 19 1 0.0% 12 0.3% 0 0.0%
Totals: 21 30 21
Sixth Form College Over 19 2 0.1% 2 0.1% 7 0.2%
Under 19 78 2.8% 95 2.7% 99 2.5%
Totals: 80 97 106
School Under 19 16 0.6% 0 0.0% 28 0.7%
Totals: 16 0 28
Totals: 2834 3467 3897
Art and Design
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12 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Two
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Centre Type, Approval and Registration
Level 3 Diploma Art and Design
Over 19 8000
Under 19
7000
Number of Registered Students
6000
5000
4000
3000
2000
1000
0
15–16
16–17
17–18
15–16
16–17
17–18
15–16
16–17
17–18
15–16
16–17
17–18
15–16
16–17
17–18
College of University or Sixth Form School Other
Further Education HE Centre College
Student Registrations
2015–2016 2016–2017 2017–2018
Centre Type Age Band Total % Total % Total %
College of Further Over 19 567 10.3% 577 9.5% 628 8.6%
Education
Under 19 4679 85.3% 5148 84.9% 6411 87.8%
Totals: 5246 5725 7039
University or HE Over 19 2 0.0% 6 0.1% 0 0.0%
Centre
Under 19 54 1.0% 168 2.8% 43 0.6%
Totals: 56 174 43
Sixth Form College Over 19 15 0.3% 8 0.1% 12 0.2%
Under 19 170 3.1% 142 2.3% 169 2.3%
Totals: 185 150 181
School Under 19 0 0.0% 18 0.3% 19 0.3%
Totals: 0 18 19
Private Training Over 19 0 0.0% 0 0.0% 1 0.0%
Provider
Under 19 0 0.0% 0 0.0% 1 0.0%
Totals: 0 0 2
Other Under 19 0 0.0% 0 0.0% 20 0.3%
Totals: 0 0 20
Totals: 5487 6067 7304
Art and Design
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13 UAL Awarding Body Chief Examiner’s Annual Report 2017/18Section Two
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Centre Type, Approval and Registration
Level 3 Extended Diploma Art and Design
Over 19 6000
Under 19
Number of Registered Students
5000
4000
3000
2000
1000
0
15–16
16–17
17–18
15–16
16–17
17–18
15–16
16–17
17–18
15–16
16–17
17–18
15–16
16–17
17–18
College of University or Sixth Form School Private Training
Further Education HE Centre College Provider
Student Registrations
2015–2016 2016–2017 2017–2018
Centre Type Age Band Total % Total % Total %
College of Further Over 19 869 20.0% 1035 19.8% 1213 19.1%
Education
Under 19 2667 61.3% 3615 69.3% 4314 67.8%
Totals: 3536 4650 5527
University or HE Over 19 40 0.9% 21 0.4% 37 0.6%
Centre
Under 19 587 13.5% 356 6.8% 550 8.6%
Totals: 627 377 587
Sixth Form College Over 19 22 0.5% 25 0.5% 27 0.4%
Under 19 102 2.3% 107 2.0% 102 1.6%
Totals: 124 132 129
School Under 19 0 0.0% 0 0.0% 50 0.8%
Totals: 0 0 50
Private Training Over 19 9 0.2% 9 0.2% 13 0.2%
Provider
Under 19 52 1.2% 52 1.0% 55 0.9%
Totals: 61 61 68
Totals: 4348 5220 6361
Art and Design
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14 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Two
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Centre Type, Approval and Registration
National Benchmark Data
2015–2016 2016–2017 2017–2018
Ret Ach Suc Ret Ach Suc Ret Ach Suc
Art & Design All 95.9% 85.8% 82.3% 96.3% 85.4% 82.3% 93.3% 86.3% 80.6%
601/3266/8 UAL Level 1 Award in Art, 97.5% 88.5% 86.3% 99.2% 84.0% 83.3% 87.2% 83.0% 72.4%
Design and Media
601/3267/X UAL Level 1 Diploma in Art, 95.9% 81.3% 77.9% 94.8% 81.2% 77.0% 92.1% 82.2% 75.7%
Design and Media
600/3738/6 UAL Level 2 Award in Art and 91.4% 81.9% 74.8% 88.1% 62.9% 55.4% 71.0% 89.0% 63.2%
Design
600/3807/X UAL Level 2 Diploma in Art 97.3% 82.5% 80.3% 96.7% 81.9% 79.2% 94.0% 83.9% 78.9%
and Design
600/2827/0 UAL Level 3 Diploma in Art 96.6% 85.9% 83.0% 97.1% 85.7% 83.3% 93.6% 86.1% 80.6%
and Design
600/2826/9 UAL Level 3 Extended 93.8% 89.2% 83.7% 95.8% 90.0% 86.2% 94.6% 90.5% 85.6%
Diploma in Art and Design
Art and Design
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15 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18‘Collections’ by Jasmsine Smail, Colchester Institute
Section Three
—
Qualification Support
Delivery Groups > 96% of delegates rated Exceeded (73%) or
The Delivery group meeting was held in June at met all (23%)
UAL’s High Holborn campus. The session was
well attended and delegates comprised of new Written feedback from the Delivery group
and existing centres who intended expanding
their UAL offer. The delivery group event is > Inspiring to understand both the freedom and
designed to support and consider innovative support we can get through our first year of
development of delivery models, inform the delivering UAL Awarding Body qualifications
planning for the academic year and help create > Got the info I needed
engaging assessment materials. The event is > Lots of information quick and direct. All the
also a chance for the attendees to network and information I hoped to receive
share ideas, the day consisted of discussions > The event was good, it has confirmed further
and workshops around the following topics: what the expectations are
> Really like being able to discuss possible
> Project based approach projects and teaching strategies
> Plan your first project
> Ongoing formative assessment Advisory visits
> Tracking progress Senior External Moderators and Chief Examiners
> Yearly Planner provided advisory visits for centres delivering
Level 1–3 Art and Design qualifications for the
The feedback from attendees was very positive first time and centres that needed additional
with structure, organization and expectations support. Where possible, visits were scheduled
being rated at 100% and an overall feedback during the first term to support centres during
rating of 100% good or excellent. Statistical the final planning and initial delivery stages,
feedback included: allowing for recommendations and actions to be
completed prior to moderation.
> Well structured?
> 90% of delegates rated yes definitely (77%) or The following points are sometimes overlooked
yes probably (13%) by new centres:
> Well supported (e.g. By UAL Awarding
Body staff)? > The requirement to move planning
> 93% of delegates rated yes definitely (80%) or activities from individual specialisms to
yes probably (13%) holistic project‑based learning through all
> Our aim of this event was to discuss and team planning
advise on delivery methods. Did we manage > The requirement and ability to combine
to do this? multiple units in single projects, linking
> 94% of delegates rated yes definitely (77%) or assessment criteria and learning outcomes
yes probably (17%) through related activities
> Following this event, do you feel supported > The opportunity to refresh and challenge
and prepared enough to plan your own current working practices. To take risks with
curriculum? the design and implementation of new course
provision
Art and Design
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17 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Three
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Qualification Support
> Benchmarking and team assessment activities disposal while maximising the individual and
to support accurate grading decisions (and team skill sets within the department. Staff
professional development) against UAL greatly enjoy the liberating approach afforded by
grading matrixes the specifications that allow for a greater scope
> Standardisation of assessment practices and of approaches, a renewed focus on thematic,
related forms and resources across specialist project‑based delivery, and an overriding faith in
pathways and levels the professional experience of those delivering.
Assessment As course tutors’ confidence has grown through
> Assessment feedback is often holistic and the delivery of the early units, a rising tide of
although it sometimes signposts each unit, in reward from UAL Awarding Body’s focus on
many instances it does not map the individual visual language and holistic creative practice
assessment criteria, making the feedback too has resulted in staff feeling their professional
general. skills as creatives as well as teachers is valued
> The language used in the feedback is not and they are seeing a return to the dovetailing
always consistent with the outcome and of practice and learning being at the core of the
sometimes acts only to list the evidence or programmes.
lack thereof.
> On occasion, feedback terminology and Standardisation events
language is not appropriately pitched to the Standardisation events were held in 2018, with
comprehensive level of students. UAL grade Level 1 & 2 represented by three colleges; City
descriptors and matrix terminology not always College Norwich, South Devon College and
referenced. Suffolk New College at Mary Ward House in
> Standardisation of assessment practices and London and Level 3 Diploma and Extended
related forms and resources across specialist Diploma held at City of Liverpool College and
pathways and levels Bsix Sixth Form College. These events were very
well attended by new and existing centres along
Feedback from centres was extremely positive, with UAL Awarding Body External Moderators,
with many saying that the visits improved their Senior External Moderators and staff.
understanding of the qualification specification,
its delivery and assessment. The events offer attendees the opportunity to
sample students work, discuss assessment
This was also confirmed in the external methodology and feedback. Grades given by
moderation reports for new centres as follows: the assessor to help inform their own practice
and standardisation of assessment nationally.
Feedback captured in moderation reports The samples are introduced by the assessors
documents an enthused approach to the to communicate the context of the project and
planning and delivery of UAL Awarding answer any questions during and after reviewing
Body qualifications. Tutors greatly enjoy the the work and discuss the grades awarded.
opportunity of delivering an expansive and
wide‑ranging provision that capitalises on The events were punctuated with excellent
the facilities and resources they have at their presentations by the staff and students of the
Art and Design
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18 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Three
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Qualification Support
respective centres. Staff members offered > Would you recommend this event to others?
insight into their interpretations of UAL Awarding 100% rated yes definitely (95%) or yes
Body specifications and the strategies employed probably (5%)
to develop engaging and challenging provision
for learners at each level. Examples of innovative Qualitative feedback (a selection of replies):
practice in delivery, assessment and feedback
were also shared. For Level 3, the students How did you rate the event overall? – 96% of
gave delegates an insight into their experiences delegates said Excellent (71%) or Good (25%)
of learning and progression through the
courses, offering a first‑hand account of the Please explain:
transformative power of creative education. > Well organised, informative and constructive
for my teaching development
Art and Design Standardisation Event > Interesting to see Media work as I don’t
Feedback normally teach it. Good range of portfolios
Feedback gathered at the events was positive to compare.
with areas of structure, organization and > Good to share views and see other examples
expectations rated at between 84–100%. 100% > It was a great opportunity to discuss
of delegates who attended the event rated the standardisation and practice with other
experience overall good or excellent. course leaders
> It’s really useful to meet other centres and look
Quantitative feedback included: at the work! Share good practice
> At the right pace and a good range of samples
Was the event you took part in: > Cleared up some questions about assessing
and articulating the learners’ journeys (i.e not
> Well organised always needing written words)
100% of delegates rated yes definitely (84%) or > Well organised and useful session
yes probably (13%) > Great opportunity to speak to others, network
> Well structured and standardise
100% of delegates rated yes definitely (91%) or > Helpful to look at other work and discuss
yes probably (6%) standards
> In a suitable space > Useful to meet and discuss both level 1
92% of delegates rated yes definitely (89%) or and 2 and view other work produced by
yes probably (3%) other colleges
> Well supported (e.g. By UAL Awarding > Best organised and delivered standardisation
Body staff)? event I’ve been to
100% of delegates rated yes definitely > Very good enables us to have other opinions
> Our aim with this event was to agree to hear what hons other work of their practice
standards. Did we manage to do this? > A good opportunity to share ideas and
81% of delegates rated yes definitely (72%) or discuss the standards
yes probably (9%) > Very informative event, helpful clients.
Art and Design
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19 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Three
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Qualification Support
> It was a fabulous opportunity to meet Successful applicants gain the valuable
lecturers/leaders from other FE colleges and experience of representing their institution as
discuss common themes they exhibit their work in a Central London
> Was very useful for a new UAL course location. Origins provides students with the
leader to view work and get ideas from unique opportunity to present their work to the
other lecturers public and network with industry professionals.
Conference 2018 In 2018, Origins Creative Arts Festival took
Our annual conference takes place every place at the Bargehouse, OXO Tower Wharf
February and provides staff from all UAL and showcased over 160 pieces of student
Awarding Body Centres with the opportunity to work from all of our disciplines. 56 Students
meet in London and hear more about our latest studying our Art and Design qualifications
updates on creative education and how we can exhibited their work at Origins. The exhibition
work together to achieve positive outcomes. was complemented by a programme of music
and performing arts. Performing arts students
Delegates have the chance to network with were given the unique opportunity to participate
colleagues and learn about the latest regulatory in a Barbican Box workshop facilitated by
and sector developments and hear about Complicité and tutors had the chance to attend
innovative delivery models. Over the years we a CPD event delivered in partnership with the
have had many high‑profile and inspirational Design Museum.
speakers including Grayson Perry, Helen
Marriage, Posy Simmonds, Ofqual and Global Works selected by the chief examiners for
Radio. Past UAL Awarding Body students outstanding achievement, were awarded prizes,
are invited to the conference to share their and included the following Foundation students:
experience of receiving a UAL Awarding Body
qualification and how it has helped them achieve > Jake Kevlin, Reigate School of Art, Level 1
their creative ambitions. Art and Design, for sophisticated use of print
technique in their piece titled ‘Smile’.
Our last annual conference was held in 2018 > Rio Ordoyno, Nescot College, Level 2 Art and
and attended by over 430 delegates and is Design, for fashion explored through textiles in
expected to continue growing to reflect the their piece ‘Improper’.
increasing number of Centres we work with. > Maya Edwards, Leeds Arts University, Level
3 Diploma and Extended Diploma in Art and
Origins Creative Arts Festival Design for her sophisticated and challenging
Our annual creative arts festival is a celebration conceptual investigation in her piece titled
of the huge diversity of work UAL Awarding ‘Index of Matter’, which was realised to a very
Body students have produced at their Further high standard.
Education institutions. Students from UAL
Awarding Body Centres are invited to submit
work for the chance to exhibit or perform at our
festival in the summer.
Art and Design
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20 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18‘Decisions’ by Albert Turner, Reigate School of Art
Section Four
—
Equal Opportunities
Student registrations by age
Level 1 Diploma in Art, Design and Media
2015–2016 2016–2017 2017–2018
Centre Type Age Band Total % Total % Total %
College of Further Over 19 115 11.9% 147 12.0% 180 12.7%
Education
Under 19 852 88.1% 1074 87.9% 1232 87.3%
Totals: 967 1221 1412
School Under 19 0 0.0% 1 0.1% 0 0.0%
Totals: 0 1 0
Totals: 967 1222 1412
Level 2 Diploma in Art and Design
2015–2016 2016–2017 2017–2018
Centre Type Age Band Total % Total % Total %
College of Further Over 19 343 12.1% 473 13.6% 522 13.4%
Education
Under 19 2374 83.8% 2867 82.7% 3220 82.6%
Totals: 2717 3340 3742
School Under 19 16 0.6% 0 0.0% 28 0.7%
Totals: 16 0 28
Sixth Form College Over 19 2 0.1% 2 0.1% 7 0.2%
Under 19 78 2.8% 95 2.7% 99 2.5%
Totals: 80 97 106
University or HE Over 19 20 0.7% 18 0.5% 21 0.5%
Centre
Under 19 1 0.0% 12 0.3% 0 0.0%
Totals: 21 30 21
Totals: 2834 3467 3897
Art and Design
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22 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Four
–
Equal Opportunities
Level 3 Diploma in Art and Design
2015–2016 2016–2017 2017–2018
Centre Type Age Band Total % Total % Total %
College of Further Over 19 567 10.3% 577 9.5% 628 8.6%
Education
Under 19 4679 85.3% 5148 84.9% 6411 87.8%
Totals: 5246 5725 7039
Other Under 19 0 0.0% 0 0.0% 20 0.3%
Totals: 0 0 20
Private Training Over 19 0 0.0% 0 0.0% 1 0.0%
Provider
Under 19 0 0.0% 0 0.0% 1 0.0%
Totals: 0 0 2
School Under 19 0 0.0% 18 0.3% 19 0.3%
Totals: 0 18 19
Sixth Form College Over 19 15 0.3% 8 0.1% 12 0.2%
Under 19 170 3.1% 142 2.3% 169 2.3%
Totals: 185 150 181
University or HE Over 19 2 0.0% 6 0.1% 0 0.0%
Centre
Under 19 54 1.0% 168 2.8% 43 0.6%
Totals: 56 174 43
Totals: 5487 6067 7304
Art and Design
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23 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Four
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Equal Opportunities
Level 3 Extended Diploma in Art and Design
2015–2016 2016–2017 2017–2018
Centre Type Age Band Total % Total % Total %
College of Further Over 19 869 20.0% 1035 19.8% 1213 19.1%
Education
Under 19 2667 61.3% 3615 69.3% 4314 67.8%
Totals: 3536 4650 5527
Private Training Over 19 9 0.2% 9 0.2% 13 0.2%
Provider
Under 19 52 1.2% 52 1.0% 55 0.9%
Totals: 61 61 68
School Under 19 0 0.0% 0 0.0% 50 0.8%
Totals: 0 0 50
Sixth Form College Over 19 22 0.5% 25 0.5% 27 0.4%
Under 19 102 2.3% 107 2.0% 102 1.6%
Totals: 124 132 129
University or HE Over 19 40 0.9% 21 0.4% 37 0.6%
Centre
Under 19 587 13.5% 356 6.8% 550 8.6%
Totals: 627 377 587
Totals: 4348 5220 6361
Art and Design
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24 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Four
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Equal Opportunities
Gender
Level 1 Diploma in Art, Design and Media
2015–2016 2016–2017 2017–2018
Gender Total % Total % Total %
Female 2913 67.0% 3584 68.7% 4384 68.9%
Male 1378 31.7% 1626 31.1% 1964 30.9%
Not Set 57 1.3% 10 0.2% 13 0.2%
Total 4348 5220 6361
Level 2 Diploma in Art and Design
2015–2016 2016–2017 2017–2018
Gender Total % Total % Total %
Female 1733 61.2% 2041 58.9% 2441 62.6%
Male 1094 38.6% 1417 40.9% 1448 37.2%
Not Set 7 0.2% 9 0.3% 8 0.2%
Total 2834 3467 3897
Level 3 Diploma in Art and Design
2015–2016 2016–2017 2017–2018
Gender Total % Total % Total %
Female 3701 67.5% 4142 68.3% 5087 69.6%
Male 1765 32.2% 1917 31.6% 2198 30.1%
Not Set 21 0.4% 8 0.1% 19 0.3%
Total 5487 6067 7304
Art and Design
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25 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Four
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Equal Opportunities
Level 3 Extended Diploma in Art and Design
2015–2016 2016–2017 2017–2018
Gender Total % Total % Total %
Female 2913 67.0% 3584 68.7% 4384 68.9%
Male 1378 31.7% 1626 31.1% 1964 30.9%
Not Set 57 1.3% 10 0.2% 13 0.2%
Total 4348 5220 6361
BAME
Level 1 Diploma in Art, Design and Media
2015–2016 2016–2017 2017–2018
Gender Total % Total % Total %
Female 480 49.6% 576 47.1% 662 46.9%
Male 486 50.3% 645 52.8% 745 52.8%
Not Set 1 0.1% 1 0.1% 5 0.4%
Total 967 1222 1412
Level 2 Diploma in Art and Design
2015–2016 2016–2017 2017–2018
Ethnicity Total % Total % Total %
BME 565 19.9% 702 20.2% 570 14.6%
White 1658 58.5% 1813 52.3% 2378 61.0%
Not Known/Not 611 21.6% 952 27.5% 949 24.4%
Provided
Total 2834 3467 3897
Art and Design
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26 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Four
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Equal Opportunities
Level 3 Diploma in Art and Design
2015–2016 2016–2017 2017–2018
Ethnicity Total % Total % Total %
BME 824 15.0% 875 14.4% 765 10.5%
White 3396 61.9% 3773 62.2% 4635 63.5%
Not Known/Not 1267 23.1% 1419 23.4% 1904 26.1%
Provided
Total 5487 6067 7304
Level 3 Extended Diploma in Art and Design
2015–2016 2016–2017 2017–2018
Ethnicity Total % Total % Total %
BME 673 15.5% 804 15.4% 923 14.5%
White 3075 70.7% 3171 60.7% 4236 66.6%
Not Known/Not 600 13.8% 1245 23.9% 1202 18.9%
Provided
Total 4348 5220 6361
Art and Design
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27 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18‘All the Quilts I Never Made’ by Christine Williams, Leeds Arts University.
Section Five
—
External Moderation
With the UAL Awarding Body continuing to grow appropriate. Centres were required to submit
rapidly, a new Chief Examiner took up post proposed and confirmed grades online through
in 2018. Vicky Cull was appointed to lead the Quartz, External Moderators were then required
Level 1 and Level 2 Art and Design courses with to verify these grades also using Quartz and a
Matt Moseley heading up the Level 3 Art and revised format for the EM report was submitted
Design and Short Courses. New moderators within ten days of a centre visit via SmartSurvey.
were invited to attend an External Moderator
selection and training event in November, External Moderators reported that the majority
followed by Senior External Moderators of centres were moderation ready. The
accompanying and observing new moderators administration and management of the visit by
during their first visit to ensure the quality of the centres, including access to mark sheets for
moderation. the selection of the sample was good and the
sample was identified within the portfolios or
The 10 strong Senior External Moderation team exhibition for easy access. Where centres had
for 2017/18 consisted of: not inputted the necessary proposed grades
> Penny Horsefield, Elspeth Mackie and and/or supporting paperwork was unavailable,
Suzanne Archer (North region) External Moderators noted that time for full and
> Patrick Caines and Nel Davies (Central region) purposeful moderation had to be extended
> Chris Roberts, Penny Glidewell, Matias beyond the normal visit allocation time. This
Shortcook and Ian Parker (South East region) needs to be addressed by all centres in time for
> Tansy Wilson (West region) the next moderation cycle.
Each Senior External Moderator takes Feedback on moderation visits was very positive
responsibility for up to 11 External Moderators with centres noting the helpful comments and
and provides them with a point of contact and professionalism of the external moderation
support during and beyond the Level 1, 2, 3 teams. Centre responses confirmed that the
and FAD moderation period. Overall during the External Moderators checked for quality,
2017–2018 moderation cycle UAL Awarding consistency and accuracy internally, and
Body allocated 108 Art and Design External where appropriate, were able to suggest
Moderators to Level 1–3 and FAD centre visits. recommendations for internal change. External
Moderators followed the correct procedure, with
External moderation of Levels 1–3 started in team members reporting that they thought visits
May with the last centre moderation completed had an ‘extremely positive impact’, helped build
in July. Every centre was required to make work ‘strong relationships’ and were very ‘supportive’.
available at the point of external moderation.
The majority of external moderation teams
presented good, timely feedback and thorough
reports. These continued to note good practice
and highlighted areas for improvement where
Art and Design
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29 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18‘Breaking the Silence’ by Daisy Newton, The Manchester College
Section Six
—
Commentary on Assessment
Evidence
Context At Levels 1 and 2, most centres set themes that
Good practice in this area has been captured allowed all students to explore new and exciting
and highlighted through the external moderation contextual referencing. Centres were supportive
visits and resulting reports produced. Building of students’ needs by setting themes that could
on the strong practice observed last academic encompass a range of learning styles and
year, it is evident that in higher‑level programmes practical outcomes.
(Level 3 Diploma and Extended Diploma),
thematic enquiries proposed by students are ‘At both Dip and Ed levels, where Project
wide ranging, sophisticated, personalised Proposals were more ambitiously considered
and challenging. Students are consistently had resulted in more structured and confident
supported to identify and propose enquiries development of ideas and outcomes.
that allow them to develop industry relevant In Graphics, learners were clearly encouraged
skills and understanding through individualised to identify a meaningful context for the Project
investigations that explore distinctive cultural, Proposal with content covering encouraging
social and political territories. young people to vote to Mental Health issues.’
Students who utilise a high‑level of project Research
planning and evidence strong commitment to Good practice in the areas of research has been
the outlining of their investigation, displayed observed at a multitude of centres. Where wide
a higher level of confidence and quality in ranging, challenging and sophisticated research
their outcomes. By making solid preparatory methods and methodologies are utilised,
foundations to their project, students make gathered and synthesized well by students,
more rapid progress through their contextual, projects exhibit a consistent momentum and
conceptual and practical experimentations, travel greater distances. Where research is used
producing projects that displayed a richer effectively to support practical investigations
narrative and travel a greater distance. and activities, outcomes show a much greater
degree of sophistication, quality and finish.
In instances where students have approached
the project proposal as a reflective and At Level 3, it is essential that students are shown
directional tool, identifying regular opportunities how to research effectively as part of their
to measure project development and progress programme of study, not only in preparation for
against their initial project outline, they enjoyed their future progression to HE or employment,
a greater degree of success in the quality but also in fostering the required levels of
and resolution of their outcomes. In some independence and resilience of practice to
cases, projects that evidence a high standard achieve the highest grades. Centres who value
of practical skills were awarded lower grades, the importance of wide ranging research cast a
due to a lack of correlation between final spotlight on the skills and knowledge required to
outcome and project proposal, making effective research effectively and make it a priority early
evaluatory analysis problematic. on in the academic year to ‘upskill’ students
Art and Design
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31 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Six
–
Commentary on Assessment Evidence
to the standard expected. Students should be Problem solving
encouraged to gather research from sources Problem solving continues to be the criteria
including (but not limited to) interviews, site most heavily discussed at moderation.
specific visits, focus groups, surveys, elaborate Conversation centres around building an
and complex material play, case studies, blogs improved understanding of how to identify
and peer reviews, complimenting the obvious conceptual and practical problem solving in
sources of internet and book research. student portfolios submitted.
At levels 1 and 2 research tends to be centre Students enjoying the greatest degree of
driven, nearly all of the centres set a theme for success in this area use clear and concise
the Final Unit, this is a reflection of the students methods of evidencing and tracking the
present academic ability. The very best students practical and conceptual choices made to
demonstrated a clear ability for independent solve a range of problems. Where centres have
research which they very effectively apply to the developed visual diaries, gapped handouts and
centre set themes. project booklets that encourage students to
constantly reflect and annotate where decisions
‘In higher‑grade ranges within Photography have been made and problems solved, a more
and Graphics it was notable that there was consistent rate of high grade achievement was
consistent research and investigation to observed.
inform the direction of work. Learners were
applying skills of analysis to improve the A strong Final Major Project should have a
quality of practical development and had been rich narrative. In projects where students have
well supported to develop a solid grasp of effectively used and evidenced problem solving
the importance of thorough documentation. to resolve a personalised creative investigation,
Stronger samples were able to thoroughly problem solving has allowed students to
document its impact. In less convincing samples, explore multiple solutions to a problem, making
this element was still present but learners had sophisticated choices in the resolution of an
not recognised the function beyond a recording issue. In these instances, problem solving is
of things looked at and had not applied their consistent and thoroughly recorded in project
findings appropriately.’ documentation, evidencing a clear correlation
to sustained research activities and reflective
analysis. These students have also used precise
project documentation and ‘flag‑posting’ to
identify where the key‑moments in the project
are situated, making marking and grade
awarding a much clearer and simpler activity.
Problem solving at Level 1 tends to be focused
on practical problem solving and the recording
of this journey. At Level 2, higher grade students
are more actively engaged with both practical
and theoretical problem solving.
Art and Design
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32 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Six
–
Commentary on Assessment Evidence
Where problem solving has not been used Planning and production
effectively, projects become narrow and limited Strong, well thought out and consistent
in distance travelled. Where students present planning and production is absolutely key
only a single solution to a problem, or only to the realisation of a successful and high
respond to their project proposal in a singular, quality creative investigation. If used effectively,
linear way, high grade criteria cannot be planning allows the student to develop the
achieved. In some instances, the assumption sustained momentum to drive a project the
can be made that a student has solved required distance with the appropriate range to
problems within their project, due to the quality achieve high grades. Approaches to planning
or sophistication of outcome, however project were evidenced in many forms from written
documentation makes no attempt to record or diary/calendar tables, vlogs and visual diaries
analyse these experiences or thought processes. to structured peer and tutor feedback/planning
meetings. Students who use planning most
‘The combination of experimentation with effectively create a supportive scaffolding
materials and speculation in sketchbooks through which they develop their project.
produced work that explored dynamic and
unique methods of the developmental process. Space and opportunity to explore risk and
Sketchbooks were used fully to indicate choices ‘happy accidents’ is left to fully capitalise and
and decisions show clear intentions and play with ideas when they present themselves.
direction, and stages of development. Examples Coherent and thorough planning allows the
of traditional and non‑traditional materials student to be autonomous and independent in
were evident in both experiments and final their approach to the practical investigation, as
work, demonstrating a flexible approach to this well as being resilient when things may not go
process.’ as planned. Such skills are essential to progress
to employment in the creative industries.
‘The personal response to the unit enabled
students to identify a subject discipline they Centres that positively support the lower levels
were interested in and to focus on subject with structured planning documents/diaries are
conventions of working. The development and to be applauded. These logs enable students
problem solving to refine ideas was therefore to be organised, professional and consistent in
subject related and appropriate.’ their planning and production goals, so enabling
higher grade profiles to be achieved.
High level planning also enables students to be
consistently reflective and analytical towards
their project. Using their planning as a marker of
proposed progress and evaluating their current
level of success against it. This, again, supports
the notion of a rich and ranging narrative that
maintains momentum and interest.
Art and Design
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33 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Six
–
Commentary on Assessment Evidence
‘Some of the journals or sketchbooks afforded the range and autonomy to investigate
indicated where changes were made based and experiment freely, developing a set of
on discoveries made in the developmental transferable skills that will serve them well in the
process. Each sample had its own planning pursuit of a career in the creative industries.
schedule within the journal which indicated
proposed work on a week‑by‑week basis. Student projects evidence the positive
Better examples noted where changes and impact felt by all levels of learners accessing
amendments occurred with relevant reasoning technical workshop resources that support
and explanation.’ the development of skills across a range of
analogue and digital areas.
‘All students are provided with a basic time plan
template and use this to think about which Specialist pathway (Graphics, Photography,
aspects of their project may need prioritising. Fashion and so forth) evidence excellent levels of
Students are measured in their ambition and industry relevant study and skills development,
realisation methodologies in this context.’ with students often working on live briefs set by
external clients. Students are often producing
Practical skills work that will exist beyond the walls of the
Practical skills continue to be an area of centre at which they are studying, and this forms
strength in delivery observed by moderators this an excellent basis from which students can
academic year. Moderators’ reports evidence vocationally progress.
a consistently high level of practical skills
understanding being fostered and utilised by ‘The Fashion/Textiles pathway makes very
learners in the application of vocationally specific good use of design sheets to compliment
technical skills and activities. the proposals. There is a particularly strong
emphasis on materials exploration as well as a
Students in the higher‑grade boundaries good input of technical skills. The quality of work
evidence a confident, independent autonomy in is testament to the groundwork of skills given to
the application of practical skills and were able the students over the course of the programme.’
to show strong development of industry relevant
skills. Projects show a versatile and dynamic ‘The level of execution was generally very
approach to material, process and technical good, with a wide variety of techniques and
decision making, developing a high degree of approaches used. The final outcomes were
quality and control in practical experimentations refined and utilised existing professional
and outcomes. conventions to realise and produce. The final
exhibition was very strong with a good amount
Centres have supported the development of of space being allocated to this course. There
strong practical skills across all levels by allowing was evidence in the student’s sketchbooks of
students the opportunity to access a broad display considerations and planning.’
range of technical areas, offering learners the
chance to build confidence and understanding
in vocationally dedicated areas. Students are
Art and Design
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34 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Six
–
Commentary on Assessment Evidence
Presentation lauded so from this, students can clearly see
Presentation skills are well represented in their progression pipeline.
student projects. The majority of students
across all levels are offered the opportunity to ‘Fine Art was viewed as an end of year show
exhibit work; using their presentation as an that gave an overall perspective of how the
opportunity to reflect upon the effectiveness cohort had dealt with the FMP. Fashion/Textiles
of art and design work to communicate was set out in a specific space with care and
ideas, concepts and emotions to an identified attention given to how the work could be
audience. The standard of exhibitions observed moderated. Portfolios and supporting work was
by moderators was consistently high, with also available to give a complete picture of the
students clearly developing relevant industry journey through the projects.’
understanding of transferrable, vocational skills.
Students consistently evidence the ability to ‘The strength of student’s blogs to support
make choices and decisions to solve problems critical thinking and show alternative
in presentation techniques, evidencing a clear presentation formats.’
desire to display work in a sophisticated and
professional manner. Evaluation and reflection
Evaluation and reflection has been given a
On the whole, the exhibition or presentation healthy focus by centres delivering across
of work punctuates the end of the Final Major all levels of Art and Design specifications. In
Project investigation. Students would benefit best practice, evaluation and reflection is used
from encouragement to document and reflect consistently throughout projects, evidencing the
upon the exhibiting of work to a greater extent student’s ability to actively analyse and evaluate
in project evaluation. Photographic evidence of their progress against set or self‑negotiated
presented work accompanied with annotations expectations. The most effective use of
and statements measuring the effectiveness of evaluation and reflection by students is through
outcomes would enable students to fully reflect consistent and personalised annotations or
on the overall effectiveness of their outcomes. regular reflective statements that offer an insight
into the student’s decision making process and
In some cases centres have challenged the help to clearly evidence problem solving.
preconceived notion of the final exhibition,
instead of opting for the traditional gallery based A conscious effort has been made by Level 1
exhibition, exploring the opportunity for virtual or and 2 delivery teams to support their students in
blog based presentations. In some cases, arts the move away from descriptive annotations of
festivals have been facilitated, bringing together materials and processes to a more personalised
work from across the creative arts specialisms, reflection of visual language and effective
forming an exciting, cross‑disciplinary event. communication. This is often challenging for
learners to access at lower levels, but extremely
It is encouraging to see more centres displaying encouraging to see, as the ability to critically
all the levels of work undertaken for the Final analyse will prepare students for the challenges
Major Project as one exhibition, this is to be of higher level programmes.
Art and Design
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35 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Six
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Commentary on Assessment Evidence
There has also been a greater degree of ‘Evaluation and reflection skills are a real strength
experimentation with platforms for recording throughout the sample. In the first weeks of the
reflection and analysis. Students have explored FMP, all learners complete a SWOT analysis
the possibilities of audio recording, video/ to help inform their ideas and reflect on their
moving image and blogging as a means to strengths and weaknesses. Peer assessment
capture analysis in a consistent and easily takes place on several occasions which clearly
accessible manner. informs and shares good practice.’
Centres who develop high level analytical and Assessment methodologies
evaluative skills in their learners early on in the Centres have been challenged to develop a
programme often enjoy a higher grade profile rigorously tested and measured approach to
at the end. This is due to the student’s ability assessment, both formative and summative,
to cut through unnecessary ‘waffle’ and make in this climate of reduced resources in FE
concise and relevant judgements that impact, Education. Centres have displayed great
direct and record decision making and the aptitude and flexibility in their approaches to
creative narrative. Students who understand that assessment. External Moderators have seen a
analysis is a tool to be used consistently rather range of superb practices being embraced to
than summatively develop a higher standard of maintain the quality and parity of measurement
work throughout. that includes thorough and rigorous feedback to
ensure students are supported in their continued
‘The investment and reiteration in the value development creatively and academically.
ongoing self‑analysis has seen all the students Best practice is observed in centres that have
establish a confidence in undertaking the review developed internal standardisation events for the
and evaluation. The higher grade students final unit, across sites and/or specialist creative
critically evaluate their progress and provide practices, exploring the language of assessment
commentary about positive and negative criteria and their application/interpretation
developments whilst the lower graded student against the different practices. This collaborative
merely documents process and development. approach to the understanding of practices
It is noted that there is little evidence that and interpretation of language has supported
the students have redressed or readjusted the cross‑marking/blind‑marking process and
their aspirations, targets and/or their time summative assessment.
tables schedules as a result of the review and
evaluation process.’
‘The quality of analytical judgments by the merit
and distinction grade students in the journals
and blogs – The strength of student’s blogs to
support critical thinking and show alternative
presentation formats.’
Art and Design
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36 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18Section Six
–
Commentary on Assessment Evidence
Once again, the following good practice Medium Centre of less than 120
example structures should be noted: > Benchmarking process looked at a sample of
students’ work across all the grade bands.
Large centre 200+ > Assessment was carried out on the UAL
> All staff involved in summative assessment of Awarding Body grade record sheet against the
Unit 7 across all pathways at Level 3 exemplification matrix.
> All students assessed twice, once by > All students were first assessed (blind) by a
a pathway tutor and once by another member of staff outside their pathway.
non‑pathway tutor from the team against all > All students were second assessed (blind) by
assessment criteria and matrix. pathway tutor.
> Where grades are not agreed a third staff > Grades were collated and where
member internally verifies and grades the discrepancies are evidenced on the tracking
student against all assessment criteria sheet all three staff revisit and moderate to an
and matrix. This defining grade forms agreed grade at the moderation meeting.
the rationale for grade to be moved up or > one fifth of the cohort was internally verified.
down. IV commentary where there was > Tracking of this process is recorded
an adjustment was made solely against on a detailed spreadsheet that collates
the criteria where agreement could not be all necessary statistics for external
reached in the first round of assessment. moderation visit.
> Assessment commentary was perceptive
and reflective of the language embedded in Small centre of less than 50
the assessment matrix, reinforcing the level > All teaching staff take part in the final
of achievement and endorsing the grade assessment.
decision. > FMP assessment is launched with a
> Tracking of this process is recorded benchmark process that looks at predicted
on a comprehensive spreadsheet that pass, merit and distinction submissions.
collates all necessary statistics for external > All students are blind marked by one assessor.
moderation visit. > A second round of independent assessment
> All students who have been deemed ‘referral’ takes place of all students if staffing
were set a series of tasks reflective of the levels permit.
failings in the profile of assessment evidence. > Grades are collated and where there is not
Tasks are set out in point form with clearly grade agreement a discussion ensues and
defined requirements to be completed within the issues arising from the two rounds of
a set time period. assessment are discussed and a grade is
agreed, this discussion is recorded and made
available to the EM.
> Assessment was carried out on the UAL grade
record sheet against the exemplification matrix.
> Where possible, standardisation of agreed
grades was carried out across the different
sites delivering the specification due to
the limited numbers on course. All grades
were agreed.
Art and Design
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37 U
AL Awarding Body Chief Examiner’s Annual Report 2017/18You can also read
