2. 2
This analysis is designed to show progress and achievement at both faculty and student level.
From this document you will develop a deeper understanding of how data can transform teaching & learning in order to cater for the individual as
well as ‘groups’ of students.
By analysing past performance you should develop strategies for intervention for future students and student groups.
This document will contain analyses of the following:
Prior attainment
Value Added
Comparative data
Ethnicity & ‘pupil groups’
Trends
Review & evaluation
3. 3
Introduction
A2 Fine Art Edexcel: 9FA01
Cohort: 22 (group 1: 7, group 2: 15)
Unit 3: Coursework (60%)
Summer term 2010:
Students were taken to a range of exhibitions including Rude Britannia at the Tate, Newspeak at the Saatchi and Jim Hodges at Camden
Arts Centre. Visits were supported by practical workshops and research tasks. During this time students also prepared a presentation of
three artists, craftworkers or designers who they admired or who they had been influenced by. This breadth of experience and research
informed students in their choice of subject area for the two components of the coursework unit.
Component 1: Dissertation
A 3,000 word dissertation on an area of Art and Design chosen by the student. The extended study is an analytical piece of writing that
requires students to use quotes, react to other theorists and discuss images. Dissertations have to be presented in a professional way.
Component 2: Practical Coursework
Students create a brief specific to their area of study for their dissertation. For example if a student was writing about the representation
of women in art from the onset of modernism to present day a suitable brief would be to create a meaningful and relevant
representation of a women in 2011. Work must show recording from a range of sources, experimentation and develop through several
stages. Developments must also be supported by research into the work of others and other relevant, non-art specific enquiries. The first
part of the practical component finishes at Christmas when students are required to present a final outcome. Students then negotiate a
development to this outcome with their teacher working towards another ‘final’ piece by February half term.
Unit 4: Exam (40%)
Students were given the exam title: Exploration and Discovery in February 2011. They then had 10 weeks to develop their ideas towards
a final outcome. (See project requirements above)
General:
Many students in the cohort went on an Art study visit to BerlIn in October. This supplemented both elements of the coursework unit. In
July students curated an exhibition of their work for examination.
4. 4
Prior Attainment of the Cohort
A B C E
Total 27.27% 59.09% 9.09% 4.55%
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
Percentage
Y13 Fine Art
ALIS Expectations
A B C E S
Total 27.2 27.2 18.1 13.6 13.6
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
Y13 Fine Art
A2 Grades
Total
While it is encouraging that 4 students exceeded
expectations it is disappointing that 4 underachieved.
(Tom Lewin never completed A2- this data is a little
confusing) There were also a number of students who
should have exceeded the target provided by ALIS but
failed to build on their success at AS level. As a result
the cohort falls short of the 87% target of A*- B
achieving only 69%.
5. 5
Comparative Data
Fine Art ALIS
Actual A B C E
Grand
Total
S 1 2 3
A 5 1 6
B 6 6
C 3 1 4
E 1 1 1 3
Grand Total 6 13 2 1 22
Average Value Added for Fine Art is -0.9
-40
-30
-20
-10
0
10
20
30
1 2 3 4 5 6 7 8 9 10111213141516171819202122
Percentage
Fine Art
Value Added
The two students who underachieved considerably were
frequently absent, late and arrived to lessons poorly
prepared. One of these has struggled with the demands of A
level across all of his subjects.
A number of students who achieved the same as their
predicted ALIS grade or who underachieved by one grade did
not allowing enough time for Art and Design. Many of these
students prioritised other subjects as they were pursuing
these beyond A level. Several of these students rarely
completed 5 hours of homework per week for the subject or
followed the advice of their teachers. The department must
take a stronger line with the lack of commitment some
students show and refer to school policy regarding subject
contracts earlier on.
The department is struggling against a tide of negativity
regarding the validity of an Art A level. The perception of
some influential members of the school community that art
is a ‘soft’ subject is not only wholly incorrect but also very
damaging in terms maintaining students’ engagement and
enthusiasm.
6. 6
Student Groups
A B C E S
F 41.67% 16.67% 8.33% 8.33% 25.00%
M 10.00% 40.00% 30.00% 20.00% 0.00%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Percentage
Y13 Fine Art
Gender
Female students achieved 83% A*-B while male students
only achieved 50% by comparison. Male students
performed particularly poorly in relation to the higher
grades achieving no A*s and only 1 A.
A contributing factor to this is male students’ lack of
interest in evidencing their preliminary work in their
sketchbooks. The tendency is for them to focus on the
end-product rather than document the process.
While staff have made every effort to accommodate this
way of working, helping students to document their
development, the department must consider other,
more appropriate ways of recording this. Art students
could also create e-portfolios or create their own
website as many students do within the A2 photography
course. This would be particularly appropriate for
students who work in animation or with film.
7. 7
A B C E S
ABAN 0.00% 0.00% 0.00% 100.00% 0.00%
AOTH 100.00% 0.00% 0.00% 0.00% 0.00%
BNGN 0.00% 0.00% 0.00% 100.00% 0.00%
MWBC 100.00% 0.00% 0.00% 0.00% 0.00%
OOTH 50.00% 0.00% 50.00% 0.00% 0.00%
WBRI 16.67% 33.33% 16.67% 8.33% 25.00%
WIRI 0.00% 0.00% 100.00% 0.00% 0.00%
WOTW 33.33% 66.67% 0.00% 0.00% 0.00%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Percentage
Y13 Fine Art
Ethnicity
The numbers of students who are not White British are
comparatively very small, which may have skewed the
figures. But there does appear to have been relative
underperformance by students who are not White
British.
This is a negligible figure that does not represent any
particular trend or cause for concern. Neither of the
students concerned were from ethnic backgrounds that
have traditionally been shown to be at risk of low
achievement, such as the Black and Caribbean
community.
8. 8
Analysis By Teaching Groups
Group 1:
A*-B: 57%
A* A B C D E
All 43% 14% 29% 14%
Girls 3 1 1
Boys 1 1
A group of 7 students that came from an amalgamation of two AS Art groups from last year. The small number made it difficult to have an energy and momentum about the
lessons, however, there could have been more rigour in the teaching considering the small number of students.
Group 2:
A*-B: 73%
A* A B C D E
All 20% 20% 33% 13% 13%
Girls 3 2 2 1
Boys 1 3 1 2
A more cohesive pair of teachers. Many students in this group were progressing onto an art foundation or art related degree course. The working atmosphere was far better
than in group 1. One teacher in particular used their knowledge of contemporary art and her own practice to push the top end to great effect.
9. 9
Trends Analysis
2009 2010 2011
Series2 67 61 68
0
10
20
30
40
50
60
70
80
90
100
Percentage
A2 AD
Percentage A/B
The department is pleased with the increase in A* and overall A*-B attainment.
This is a result of:
Clearly planned and flexible curriculum which engages the students;
High expectations and independence demanded of the students;
Highly committed staff with a collaborative team approach;
Numerous extra curricular opportunities encourage in-depth student
involvement with the subject beyond lessons;
School organised gallery visits undertaken at key points in completion of
units and examination preparation;
Programme of individual tutorials with students outside lesson time;
Study visit to Berlin contributed significantly to success particularly in
supporting dissertation unit;
Strong department involvement in students future plan, especially
throughsupport during Art College applications.
However, to achieve at least 70% A*-B the department needs to implement
several strategies (see below). The department would also like to retain more
students from AS into A2.
10. 10
Review and Evaluation
Achievements:
All students who applied for Art Foundation courses achieved a place on the course of
their choice. Feedback from colleges commented on students having a breadth of study
in their portfolios and evidence of strong life drawing. This is, in part, due to the extra
curricular life drawing classes offered to all A2 students, portfolio building workshops
and the hard work and commitment of the students and department. This program is
ongoing.
The A2 exhibition was a great success and reflected the hard work of the department
and the pupils.
Extra curricular activities and the study trip to Berlin helped to cement learning taking
place during lessons and enabled A2 students to achieve beyond the constraints of the
course units.
Interventions:
Moderation across both groups throughout the course rather than just the end.
More efficient use of IT to document the development of practical work.
Clearer and tougher strategies in line with school policy to deal with failing students.
A level ‘catch up’ for students who fail to work adequately outside lessons.
Offer other skills workshops after school other than life drawing.
Create more opportunities to work with practising artists, craftworkers, designers etc.
