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How to Achieve the Highest Grades at A2 Level

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How to Achieve the Highest Grades at A2 Level CHISLEHURST AND SIDCUP GRAMMAR SCHOOL How to achieve the highest grades at A2 level A LEVEL FINE ART EXAMINATION BOARD:AQA SPECIFICATION: 7202 SPECIFIC STRATEGIES TO REACH A/A* Component 1A/B (coursework) and Component 2 Controlled Examination: Demonstrate an individual and highly developed ability to present personal concerns through complex and focused investigations, informed by contextual and other sources such as regular gallery visits and working with professional artists and designers. Analysis of pieces from a range of appropriate artists that is articulate and demonstrates a clear understanding of context using a specialist vocabulary. Cross referencing of other supporting works and own opinions and interpretations are insightful. Use correct spelling, punctuation and grammar in all written work. Document all original artwork with an extensive written commentary which should contain a high level of analytical and critical understanding and fluency in using a specialist vocabulary. There should be clear evidence of cross referencing making links to artists work and own objectives on the success of on-going developmental investigations. Rigorous evaluation should be consistent. Present extensive evidence of experimentation, selecting relevant resources which have been subjected to rigorous review and selection through discussion and individual assessment. Distillation of immerging physical experimentation informs work as it develops i.e. there should be distinct links between experimentation and the influence on subsequent development and final pieces. There should be evidence of the opinions of others being considered in relation to the value of on-going work. This should be present in work journal evidence in the form of a written summary Present a creative and conceptual process that is clearly reflective through detailed and substantiated written commentary and clearly documented evidence. Record visual ideas, observations and insights relevant to the progress of the body of work that is of outstanding quality with regard to technical and crafting skills. This should contain personally informed and unique 2 dimensional or 3 dimensional items and artefacts. Exhibit work that is highly personal, through a response that is meaningful, containing perceptive revelations. There should be research that places the study in a topical context where relevant such as factual information, data, subject research, specialist journals and literature. Present a fluent body of work. Elements of the visual and written aspect of the study should be effortlessly integrated. All sources should be informing each other such as artists research informing the subject of investigation, topical or factual information. Cross referencing should be consistent throughout and links should be consistent through the body of work. Demonstrate through artwork a level of integrity that can demonstrate unique and valid connections to artists and practice giving specific references material(s). Final outcomes should of the highest technical skill, original and ambitious exploiting the potential of the materials, processes and/or techniques. A LEVEL FINE ART EXAMINATION BOARD:AQA SPECIFICATION: 7202 Component 1 (Part A) – Establishing study routes. Phase one is designed to establish the student’s personal concerns and area of expertise. Presentation/workshops/skills acquisition/development opportunities are delivered on a mainly weekly basis from which students can work individually and in peer groups to further creative investigations. Investigations are self-determined and open to personal direction. Component 1 (Part B) – Creative Problem Solving. Phase two enables students to further personal investigations based on the final outcomes and study areas of phase one. Investigations are self-determined centred on the refinement of concepts and intentions. Additional practical and intellectual concerns should be established and investigated in depth. Component 2 – External Controlled Examination. USEFUL WEBSITES / REVISION RESOURCES – A comprehensive list is located in the Art KS5 area. Saatchi Gallery Tate Modern The National Portrait Gallery Artists/designers/craftspeople individual web sites. AQA WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS Ensure deadlines are met Independent Visits to Galleries Independent work is generated on a weekly basis at home (5hrs approx./week) Give positive feedback and build confidence Support with resources especially during production of final outcomes for each project A practical work space A LEVEL BIOLOGY EXAMINATION BOARD: EDEXCEL SPECIFICATION: 9BN0 SPECIFIC STRATEGIES TO REACH A/A* Learning and Revision Revise lesson content regularly to consolidate learning. A lot of time must be put into Biology work and revision due to the very large course content. Revise thoroughly for tests/exams including use of past paper questions. Ensure you are confident on and practise mathematical based skills. There are mathematical based sets of questions available to complete. Ensure you know how to approach different types of questions with different command words (this also includes practice of longer 6 mark and 9 mark questions). Use all the available resources (specification, textbooks, tests, activities and interactive tutorials on Pearson Active Learn website, teacher PowerPoints, revision guides, past exam papers, examiners reports and websites) in your revision. Read up on particular areas in greater depth to gain a deeper understanding of topics. Core practicals: The specifications for the Core practicals will also be tested. Make sure you are familiar with the precise methods and any associated issues. In the exams: Read the stem of each question carefully and follow the theme through all parts of the question. Decide which specification statements are being tested and remember all the key words that you have learned for this. Remember what is required for each command word (e.g. describe, explain, compare, assess, etc.). Make sure you write precise and concise answers with use key words and make distinct points for each mark, e.g. data questions, you may need to manipulate data, check any calculations. Be prepared for a question with a context that you are not familiar with. Be prepared to link concepts from different parts of the specification. Always use proper scientific terms e.g. secrete, inhibit, correlation, etc. The Scientific article (Paper 3): In March of year 13 the scientific article will be released and handed out to students. There are 30 marks of paper 3 based on this article. 30 marks in paper 3 will be based around the content of the article. It is therefore essential to be very familiar with the article and any related content in the exam board specification. A LEVEL BIOLOGY EXAMINATION BOARD: EDEXCEL SPECIFICATION: 9BN0 USEFUL WEBSITES / REVISION RESOURCES https://qualifications.pearson.com/en/home.html https://www.pearsonactivelearn.com/app/Home http://www.sumanasinc.com/webcontent/animation.html https://www.saps.org.uk/ https://highered.mheducation.com/olc/dl/120060/ravenanimation.html https://www.ted.com/topics/biology WAYS IN WHICH PARENTS CAN SUPPORT STUDENTS Ensure that tasks such as home works are being completed and that study is going on out of lessons, including reading into particular topics in greater depth. Discuss what students are learning in class. Watch Biology based TED Talks and discuss with students. Take Biology based days out to places like the Science Museum. A LEVEL BUSINESS EXAMINATION BOARD: EDEXCEL SPECIFICATION:9BS0 SPECIFIC STRATEGIES TO REACH A/A* 1. Offer opinions in class backed up with good reasoning. At A Level students have to write answers that are not theoretical, but grounded in the reality of the situation in the case study. They must make a judgement, and give reasons for this judgement. Practising this is essential for doing it well in an exam. 2. Ask questions about areas of confusion. The onus is on the sixth former to say when they don’t understand and to find help, rather than on the teacher to discover what it is the student doesn’t know and offer help uninvited. In this way students are expected to be collaborators with their teachers. 3. Think about what you will be studying in lessons before you actually study it. All students are given checklists detailing the topics they will be studying at the start of the year, and should be using these to read ahead. It will mean looking at topics that are coming up and familiarising yourself with them before encountering them in the classroom. 4. Revise each teacher's work each week as if having a weekly test, whilst fully knowing that the teacher will not set such a test. Students have 2 years’ worth of work to learn, going over it regularly ensures it goes in, stays in and can be easily retrieved in the exams. In the sixth form all students should be using private study to go over their notes as if they had a weekly test. 5. Read around the subject outside of lessons. This might include reading the newspapers, websites, and magazines, because a significant amount of the overall mark is gained from putting real world facts into your answers. 6. Talk to fellow students about areas of the subject outside of lesson time. I remember walking past two students walking from Business to History arguing about the role of capitalism in the emerging Chinese state in the 1990s, which they had been studying in the lesson that they were coming from. This kind of discussion sharpens
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