Year 11
Art & Design
Scheme of Work

Ten sections per unit, matching Year 10's shape exactly. Five units, not six: the portfolio (60% of the qualification) is built and resolved across the first three, then the externally set assignment (40%) runs the same investigation cycle compressed into six weeks under supervised conditions.

The book is deliberately board-neutral, checked so it never states a raw mark total, how the ten hours of supervised time may be split, or the number of externally set starting points, because those vary by specification and a wrong assumption there invalidates an assessment. What a department must confirm locally is named explicitly, with a single page to fill in from their own board in September.

Back matter includes a full year calendar tied to real exam-season constraints, a moderation-preparation page, and guidance on access arrangements, safeguarding and the substances that need a written risk assessment when a student chooses their own process.

Written to

The GCSE subject content for art and design (DfE, 2015) and the four assessment objectives set by Ofqual (Ofqual/15/5643)

Intended for

heads of art, subject leaders and every teacher who has to deliver it

Extent

61 pages · 18 sections

1. 1a

   The Portfolio Project: Finding the Question

   Autumn 1 · approx. 7 weeks · September – October

   What is worth six months of your attention?

   End outcome

   The opening section of the portfolio project: question, rationale, first-hand sources, three justified artists, and trials in two material areas.

   Core skills

   Narrowing a question by testing it against a week's work · Generating first-hand sources at volume · Reading an artist's method rather than their biography · Running fast comparative trials in unfamiliar media

   Key artists

   Mark Bradford, Yinka Shonibare, Rose Wylie

   Key vocabulary

   investigation, intention, rationale, first-hand and second-hand source, contextual link, material area, trial, viability

2. 1b

   The Portfolio Project: Sustained Development

   Autumn 2 · approx. 7 weeks · November – December

   How do you keep one idea alive for a whole term without simply repeating yourself?

   End outcome

   A sustained development sequence, annotated move by move, including one abandoned direction and the reasoning that abandoned it.

   Core skills

   Isolating and changing a single variable · Naming a move in one sentence on the page · Judging when a direction is exhausted · Sustaining one technical process to a high standard across many pieces

   Key artists

   Cindy Sherman, Hannah Höch, Shaun Tan

   Key vocabulary

   development, iteration, variable, series, body of work, pivot, abandonment, resolution, sequence, motif

3. 2a

   Resolving and Presenting the Portfolio

   Spring 1 · approx. 6 weeks · January – February

   What is the difference between a folder of work and a body of work?

   End outcome

   A finished portfolio, sequenced and presented, with the final evaluation written and the authentication signed.

   Core skills

   Resolving at scale under a deadline · Selecting against an intention rather than by preference · Sequencing so the reasoning is legible without the student present · Mounting and presenting to a consistent standard

   Key artists

   Refik Anadol, Lubaina Himid, El Anatsui

   Key vocabulary

   portfolio, body of work, resolution, realisation, selection, sequence, curation, presentation, authentication, provenance, authorship

4. 2b

   The Externally Set Assignment: the Preparatory Period

   Spring 2 · approx. 6 weeks · February – March

   How do you run a whole investigation in six weeks instead of six months?

   End outcome

   Preparatory work that stands as evidence in its own right, plus a written plan for every session of the supervised period.

   Core skills

   Narrowing a broad given starting point at speed · Generating first-hand sources under time pressure · Compressing the development cycle without hollowing it out · Planning a making session realistically

   Key artists

   Selected by the student. Cornelia Parker, Angie Lewin and Hiroshi Sugimoto are revisited as models of working within a tight constraint.

   Key vocabulary

   externally set assignment, starting point, preparatory period, supervised time, sustained focus, authentication, contingency

5. 3a

   The Period of Sustained Focus, and What Comes Next

   Summer 1 · approx. 5 weeks · April – May

   make?

   End outcome

   The completed outcome, the full submission presented for moderation, and a written progression plan.

   Core skills

   Working to a written plan under timed conditions · Executing a contingency without panic · Presenting a complete submission · Talking about one's own work to someone who has not seen it before

   Key artists

   Lynette Yiadom-Boakye, Rachel Whiteread and Vivian Maier are revisited as models of working decisively within a constraint.

   Key vocabulary

   supervised time, sustained focus, moderation, submission, authentication, portfolio interview, foundation, progression route