The key concepts for Cambridge International AS & A Level Art & Design are:

• Communication An essential purpose of any piece of art and design is to communicate, from the simplest sketch to the most complex work. Artists and designers need to understand that the relationship their work builds with the audience is influenced by many things, including their chosen media and methods. Effective communication is also essential for operating in today’s art and design world, which demands collaboration and engagement with wider cultures and movements.
• Creativity Creativity is at the heart of an artist or designer’s processes. It pushes them to question, investigate, experiment and take risks to create work that is original and meaningful. Creative practitioners use curiosity, imagination and innovation to solve art and design problems in new ways.
• Intention An intention is the starting point of any project, from which an artist or designer starts to develop ideas. An intention or purpose can come from a brief, proposal or research, while at other times it might begin as an idea or feeling. Though an intention is the reason to start a project, it is important to understand that the intention can evolve as work develops.
• Materials and processes Experimentation with materials and processes builds confidence, and helps develop awareness of spatial, textural and colour relationships, which are fundamental to art and design. A skilful artist or designer selects the materials and processes that communicate their message in the most effective way.
• Critical reflection Critical reflection is the ongoing process that helps artists and designers to learn what works and what doesn’t. Artists and designers need to evaluate how the materials, techniques and processes they choose affect how their work communicates meaning. This process can help work become more relevant and coherent.
• Research and context First-hand research helps artists and designers to develop their ideas and refine their practice. Actively researching and responding to other practitioners, cultures and creative movements gives the artist or designer a broad view of the world. An artist or designer can use this to improve their practice and understand how their work connects with its intended audience.

The aims and objectives of these qualifications are to enable students to:

• develop an inquisitive, creative approach to research and problem-solving
• develop the ability to record from first-hand observation, personal experience and other sources
• effectively communicate their personal response by improving technical skills in a range of processes and media
• develop independent expression by analysing, evaluating and applying concepts and techniques
• articulate ideas and responses to their work and the work of others using a relevant vocabulary
• develop a clear contextual framework that aids critical reflection of their work
• develop a critical understanding of important concepts and formal elements of art and design
• develop the skills needed to study art and design at higher education.

Cambridge International AS & A Level Art & Design encourages learners to explore a range of processes and techniques appropriate to their chosen area of study. The syllabus encourages personal responses that are based on knowledge and understanding and skills in art, craft and design. The four areas of study are listed below:

Fine art

Candidates may focus on one or combine several of the following:

• painting
• drawing
• sculpture
• photography
• print making
• mixed media
• experimental – assemblage/construction.

Graphic communication

Candidates may focus on one or combine several of the following:

• illustration
• print making
• packaging design
• branding
• advertising
• signage
• typography

Three-dimensional design

Candidates may focus on one or combine several of the following:

• sculpture
• ceramics
• product design
• interior and exterior architecture
• interior design
• environmental design
• set design
• • jewellery and fashion accessories

Textiles and fashion

Candidates may focus on one or combine several of the following:

• fashion design and/or illustration
• costume design
• constructed textiles
• screen printing
• batik
• digital-printed textiles
• surface pattern

Component 1

• Coursework
• 100 marks
• Candidates research, develop and realise a project from one area of study in the syllabus content.
• There are two parts to the coursework:
• a portfolio and
• a final outcome.
• Externally assessed
• 50% of the AS Level
• 25% of the A Level

Component 2

• Externally Set Assignment
• 15 hours
• 100 marks
• Candidates choose one starting point to develop into a personal response.
• There are two parts to the assignment:
• supporting studies, created during the preparation period and
• a final outcome, produced during a supervised test of 15 hours’ total duration.
• Externally assessed
• 50% of the AS Level
• 25% of the A Level

Component 3

• Personal Investigation
• 100 marks (weighted to 200 marks)
• Candidates investigate a theme, idea, concept or process that is personal to them.
• There are two parts to the investigation:
• practical work and
• written analysis (1000–1500 words).
• The practical work and written analysis must form an integrated submission.
• Externally assessed
• 50% of the A Level

Artist, interior designer, graphic design, fashion design, designer, architect, art professional, animator, art therapist, teacher, art gallery director

Our approach in Cambridge International AS & A Level Media Studies encourages learners to be:

• Confident, using theoretical approaches to decode media texts and contexts, and applying systematic procedures to understand audience behaviour
• Responsible, challenging ideas about the nature of the media and their effects, considering the social, cultural and ethical dimensions
• Reflective, developing an awareness of personal assumptions and being prepared to adopt alternative positions in order to make sense of these
• Innovative, using creative strategies to communicate ideas, to tell stories and to demonstrate aesthetic awareness
• Engaged, by adopting a critical stance in relation to the media and its products, while retaining an appreciation of the complex pleasures for audiences and users.

The aims and objectives of these qualifications are to enable students to develop:

• develop critical understanding of international media through engagement with media products and concepts
• develop critical understanding of international media through engagement with the creative application of practical skills
• explore production processes, technologies and contexts
• develop independence in research skills and their application
• enjoy and appreciate the media and its role in their daily lives
• appreciate and engage with a variety of global and local media texts
• explore the impact of the media within a variety of cultures and how this influences social values.

Skills and understanding common to all areas of study:

• Media forms and media platforms.
• Case studies.
• The ability to apply practical skills creatively, the ability to analyse their own and published media products critically, research and evaluation skills and information management and project management skills.
• Knowledge and understanding relating to the key concepts of Language, Representation, Industry and Audience.

AS Level subject content

Candidates must study:

• Media texts
• Technical elements
• Media contexts

Candidates must study at least one media area specified below:

• Film
• Music
• Print
• Radio and podcasts
• Video games

A Level subject content

In addition to the above, candidates must study at least two of the following topics:

• Media regulation
• Postmodern media
• Power and the media

Candidates must also study:

• Media ecology

Component 1

• Foundation Portfolio
• 50 marks
• Candidates produce a media product that includes digital evidence of the process of their work and a creative critical reflection. Candidates work either individually or as part of a group to complete this coursework.
• Internally assessed and externally moderated
• 50% of the AS Level
• 25% of the A Level

Component 2

• Media texts and contexts
• 2 hours
• 50 marks
• Section A: Media texts (25 marks)

Candidates answer one question based on an unseen moving image extract.

• Section B: Media contexts (25 marks)

Candidates answer one question from a choice of two questions.

• Externally assessed
• 50% of the AS Level
• 25% of the A Level

Component 3

• Advanced Portfolio
• 50 marks
• Candidates produce a campaign of media products, digital evidence of the process of their work and reflect upon their finished products, in the form of an evaluative essay of around 1000 words. Candidates work either individually or as part of a group to complete this coursework.
• Internally assessed and externally moderated
• 25% of the A Level

Component 4

• Critical Perspectives
• 2 hours
• 60 marks
• Section A: Media debates (30 marks)

Candidates answer two from a choice of three questions.

• Section B: Media ecology (30 marks)

Candidates answer one question.

• Externally assessed
• 25% of the A Level

Media studies, marketing/advertising, creative arts, journalism, film and TV, radio, author, blogging, content creator, website design, publishing

Photography has been used by practitioners to record, document and present examples of everyday life, in ordinary and extraordinary circumstances. It has also been used as the vehicle for artistic expression, communicating personal ideas about the world around us. It is used to convey personal identity more widely than any other art form, is applied in the creative process across art, craft and design and is widely used in social, commercial and scientific contexts. The development of affordable lens-based technology has changed the way that both professionals and the public use photography.

Please note: this is a full two-year course. There is no AS level option available with this course.

The aims and objectives of these qualifications are to enable 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
• their 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.

When undertaking work in photography, students should also engage with:

• the operations and principles of creating a photographic image, including the use of available and controlled light, lenses, cameras and light-sensitive materials, including digital and non-digital
• a range of materials used in photography, including print and screen-based materials
• how the formal elements evoke responses in the viewer
• the processes for production of digital and print-based photographs
• methods of presentation of photographic images
• sustainable materials and production processes in the construction of work
• the potential of collaborative working methodologies in the creative process.

For the purposes of this qualification, photography is sub-divided into the following three disciplines:

• • film-based photography
• • digital photography
• • film and video

Students will be required to work in one or more of the disciplines to communicate their ideas. By working across disciplines, they will extend their understanding of the scope of photography; by focusing on one discipline, they will gain a deeper understanding of specific processes within photography.

Film-based photography

Students will develop integrated knowledge, skills and understanding of the following:

• • film types, film speeds, specialised films which will facilitate the processes of generating and developing ideas, pushing/pulling films, reciprocity failure
• • viewpoint, composition, focus, aperture, shutter speed, exposure, through the lens metering
• • darkroom techniques, using appropriate paper types, developing and printing, emulsions, exposures, tone and contrast
• • techniques such as polarisation and solarisation when printing, photograms, photomontage
• • acquisition, manipulation and distribution of the image through computers, scanners, photocopiers and computer software.

Digital photography

Students will develop integrated knowledge, skills and understanding of the following:

• • the principles of digital photography, including the pixel and digital processing
• • viewpoint, white balance, composition, focus, aperture, shutter speed, exposure, shooting modes, histograms
• • the use and qualities of image acquisition hardware and software, image manipulation and analogies between digital and other forms of photography
• • the relationships between colour and tone for screen and print-based media, screen calibration, colour gamut, file formats such as raw, jpeg, tiff, png
• • the use of a range of source material, software and hardware in the generation and development of ideas.

Film and video

Students will develop integrated knowledge, skills and understanding of the following:

• • synopsis, storyboards, scripting, camera angles, viewpoints, length of shot, cutting, composition, cropping and pacing, which may include computergenerated ideas and developments
• • various animation processes, such as stop-frame, rostrum and 3D modelling and associated hardware and software
• • qualities and functions of various film and video formats, such as 8mm film, analogue video, digital video, HD, 4K, .flv, .mov, .wmv, animated gif
• • the use of sound, narration and storyline and their relation to moving images
• • editing, including knowledge of the variety of ways in which images might be juxtaposed to create appropriate effects, such as in-camera editing, non-linear, offline edits, use of time key, compression, in and out points.

Component 1: Personal Investigation

This component is weighted 60% of the total qualification. This component incorporates three major elements: supporting studies, practical work and a personal study of a minimum 1000 words of continuous prose. These elements should be seen as integrally connected. Supporting studies may combine investigation and research for both the practical work and personal study, however, the personal study must be presented as a separate outcome. The practical work and personal study may be approached in any order, or progress simultaneously. The purpose of the Personal Investigation is to develop a portfolio of practical work and a minimum 1000 words of continuous prose that shows critical understanding in relation to the practical portfolio. This component offers teachers ample opportunities to structure programmes of study that encourage breadth and depth in the development of students’ visual language. Work produced will be based around themes and subject matter developed from personal starting points, to be negotiated with the teacher. The Personal Investigation is internally set and assessed, and externally moderated. Centres should support students in addressing the aims and objectives for the component. All work must be completed in advance of internal assessment and standardisation. The personal study must be submitted for assessment at the same time as the practical work.

The personal study

The personal study will consist of a critical and analytical written piece of a minimum 1000 words continuous prose, making links to the student’s own practical investigations, supported by contextual research. The personal study comprises 12% of the final qualification and is marked out of 18. Through the personal study, students will demonstrate understanding of relevant social, cultural or historical contexts. Students will also express personal interpretations or conclusions and use technical and specialist vocabulary. The focus of the personal study can be any concept, movement, person, people, artefact(s), or other source of reference. However, it must be related to their own ideas, investigations and practical work. Students will not be specifically penalised on the basis of the length of their written component and any difference from the indicative minimum word count of 1000 words. However, failure to meet the minimum word count may restrict students’ ability to develop the required depth and breadth to access the full mark range.

The personal study can take any form but must:

• be presented as a separate piece in writing
• be a minimum 1000 words on the chosen subject
• be written in continuous prose
• be in a presentable format for assessment
• include a full bibliography, citing all references.

Students will need to consider:

• critical and analytical content
• expression of personal interpretations and conclusions
• contextual research and understanding
• links between research, analysis and own investigations
• use of specialist terminology and vocabulary
• clarity of expression and language
• appropriate structure and presentation.

The personal study must be the student’s own work, forming an essential part of their independent investigations. Development of the personal study may be supported through presentations to the class, discussions and individual tutorials. Teachers can also help students to focus their ideas for the personal study by asking them to produce a proposal or an outline of their intentions. Students may support their progress in writing the minimum 1000 words with visual examples of their own work and the work of others, sketchbook annotation, notes from visits, exploration of materials and the development of their own ideas. Any references to others’ writing should be acknowledged through a bibliography. Internet sources should be cited with a brief description of the source material.

Component 2

This component is weighted 40% of the total qualification. This component incorporates two major elements: preparatory studies and the 15–hour period of sustained focus. The Externally Set Assignment represents the culmination of the GCE Qualification allowing students to draw together all the knowledge, understanding and skills developed throughout. The Externally Set Assignment consists of one broad-based thematic starting point to which students respond by developing a portfolio of practical work and final outcome(s). The Externally Set Assignment comprises an externally set theme with suggested starting points. Students will need to develop their own personal work from this theme and related starting points. It is internally assessed, and externally moderated. The Externally Set Assignment will be available from 1 February of each year. Students can then begin their preparatory studies, culminating in the final 15–hour period of sustained focus under examination conditions. The 15-hour period of sustained focus under examination conditions may take place over multiple sessions (a maximum of five, within three consecutive weeks). All student work must be completed in advance of centres’ internal assessment and standardisation.

Preparatory studies

Preparatory studies can help to provide focus for the development of ideas and outcomes. Preparatory studies will be evidenced throughout the creative journey and can take many forms such as recorded research, written annotation and practical exploration and development. Preparatory studies must be submitted with final outcome(s) produced during the period of 15 hours’ sustained focus. The preparatory studies must show the full breadth and depth of students’ visual and written critical thinking in the progress of their work.

15–hour period of sustained focus

During the 15–hour period of sustained focus students will produce their final outcome(s) responding to the Externally Set Assignment theme, based on their preparatory studies. This work must be produced unaided under controlled examination conditions. The 15-hour period of sustained focus under examination conditions may take place over multiple sessions (a maximum of five, within three consecutive weeks). Students should plan the best use of the 15 hours to complete all final outcome(s) within this time. Students must not access their work outside of assessment time. Work must not be added to or altered after the 15-hour supervised period has ended.

Photography, film and TV, radio, marketing/advertising, architecture, artist, website design, director, technician, camera operator, photojournalist, photo editor, magazine editor, graphic designer