Support Material
GCE Art and Design
OCR Advanced Subsidiary and Advanced GCE in Art and Design
H160-H166 and H560-H566
This Support Material booklet is designed to accompany the OCR Advanced Subsidiary
GCE/Advanced GCE specification in Art and Design for teaching from September 2008.
Contents
Contents
2
Introduction
3
Scheme of Work:
5
Lesson Plan
16
Other forms of Support
18
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GCE Art and Design
Introduction
Background
A new structure of assessment for A Level has been introduced, for first teaching from September
2008. Some of the changes include:

The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that
every young person has the opportunity to reach their full potential

The reduction or removal of coursework components for many qualifications – to lessen the
volume of marking for teachers

A reduction in the number of units for many qualifications – to lessen the amount of
assessment for learners

Amendments to the content of specifications – to ensure that content is up-to-date and
relevant.
OCR has produced an overview document, which summarises the changes to Art and Design. This
can be found at www.ocr.org.uk, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have
produced this Scheme of Work and Sample Lesson Plans for Art and Design. These Support
Materials are designed for guidance only and play a secondary role to the Specification.
Our Ethos
All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life
current teaching practices and they are based around OCR’s revised specifications. The aim is for
the support materials to inspire teachers and facilitate different ideas and teaching practices.
Each Scheme of Work and set of sample Lesson Plans is provided in:

PDF format – for immediate use

Word format – so that you can use it as a foundation to build upon and amend the content to
suit your teaching style and students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the
teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
GCE Art and Design
3 of 26
The Specification is the document on which assessment is based and specifies what content and
skills need to be covered in delivering the course. At all times, therefore, this Support Material
booklet should be read in conjunction with the Specification. If clarification on a particular point is
sought then that clarification should be found in the Specification itself.
A Guided Tour through the Scheme of Work
= Innovative Teaching Idea
All the teaching idea contained in the SOW are innovative, but the icon is used to
Highlight exceptionally innovative ideas.
= Stretch & Challenge Activity
This icon is added at the end of text when there is an explicit opportunity to offer
Stretch and Challenge.
= ICT Opportunity
This icon is used to illustrate when an activity could be taught using ICT
facilities.
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GCE Art and Design
AS Art Fine Art: Unit 1 Coursework Portfolio
Suggested
teaching time
Topic
Introductory techniques and ideas
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note

To improve and
develop techniques
appropriate to the
endorsement.


A series of slides showing the work of a
range of artists.

The studies, at this stage, are quite brief and
quickly produced.

Oil and acrylic paints with appropriate
media, painting surfaces and brushes.

To relate the students’
own work to the work
of professionals.

A demonstration on the use of colour mixing in
oils and of layering with acrylic paints.

A series of coloured objects to paint.
The students are to be encouraged to
document and present their sketches with
appropriate annotations.

The students to experiment with the use of
paint.

Using water colours the students are to make
a set of colour studies. The particular nature of
water colour to be noted and explored.

Demonstrate dry brush and scrumbling
techniques

Different painting surfaces, fine brushes,
rags, card strips for painting with,
emulsions, white spirit,etc

A model

A variety of painting media and several
different surfaces to work on.

-
To record direct
observation from primary
sources.

Explore the potential of working on different
coloured and textured grounds

The students to experiment with these
techniques.

Continue with water colour experiments, use
resist techniques involving oil pastel, wax,
inks,etc.

Make some figure studies in a variety of
painting media on a variety of grounds.

= Innovative teaching idea
GCE Art and Design
A digital presentation on the use of paint by
certain selected artists, paying particular
attention to the painterly qualities of the work.
A significant amount of the work will focus on
figures.
Investigate how professional artists have
painted the figure with particular reference to
their use of media. Document in a sketchbook.
= Stretch and challenge opportunity
idea
A list of artists who might prove useful in this
context would enable the students to quickly focus
on the relevant issues.
= ICT opportunity
5 of 26
AS Art Fine Art: Unit 1 Coursework Portfolio
Suggested
teaching time
-
Topic outline
To analyse their own work
and the work of
professional artists.
Topic
Introductory techniques and ideas
Suggested teaching and homework
activities
Suggested resources
Points to note

The students work in pairs and talk about the
art work they have researched. They then
relate this analysis to their own paintings.
Space for a temporary exhibition of the work.

A group exhibition will show the achievements
so far.
The project could develop into a fuller study of the
figure (as suggested here) or could change
direction and look at the painting of landscape or
still life. The emphasis would continue to be on
experimentation and development of technique.

The student work and the professional work
will assist in the development of ideas for a
more substantial figure painting.

Some oil or acrylic sketches of figures.
= Innovative teaching idea
6 of 26
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Art and Design
AS Art Graphic Communication: Unit 1 Coursework Portfolio
Suggested
teaching time
-
Topic outline


Topic
Introductory techniques and ideas
Suggested teaching and homework
activities
Suggested resources
Points to note

Collection of appropriate imagery on
digital presentation.

The homework research should be organised
into a sketchbook/workbook/

List of words to stimulate imagination

design sheet format.

Found materials such as tape, twigs,
string, wire, fabric, cable, etc.

The work should be completed fairly quickly,
with an emphasis on experiment and a creative
use of found materials.
 Show induction p/point on variety of type and
To develop ideas and
work of different graphic designers.
techniques appropriate

Use a variety of found materials to make letter
to the graphic
forms.
communication
 Work in groups, photograph the resulting design.
endorsement.
 The students should analyse and discuss each
To start to analyse
others work.
both one’s own work
th
and the work of others.  Research 20 century typography and its use by
graphic designers
To continue to develop
skills and techniques

Individual designs using found materials.

Combine words to create sentences

Continue with the research into typography

Present some initial findings to the other
members of the group.
= Innovative teaching idea
GCE Art and Design
Similar to last lesson plus paint, ink, markers,
tissue, etc
= Stretch and challenge opportunity
idea
Following on from the previous lessons, this work
will be produced individually and make more use of
art materials to enhance the found materials.
= ICT opportunity
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AS Art Photography-light & lens based media: Unit 1 Coursework
Portfolio
Suggested
teaching time
-
Topic outline
To record direct
observation from primary
sources
To produce work
appropriate to the
intentions of the project
Topic
Introductory techniques and ideas
Suggested teaching and homework
activities
Suggested resources
Points to note


Paper/ sketchbooks and drawing materials.


Digital Cameras and computers.
Give some advice to students on suitable
places to record signs/symbols.

Give some advice on drawing circles,
squares, letters, etc in perspective.
Research signs/symbols in immediate
environment. Draw and photograph them in
perspective.

Collect a series of images of signs and
symbols. Annotate with comments on the
success or otherwise of the images.

Recreate a graphic sign or symbol using a
mixture of art and found materials

Complete analysis of professional graphic
design.

 Summarise the technical progress
To develop ideas and
achieved so far with the practice and use of
techniques appropriate
chemical, black and white photography.
to the endorsement.

To learn to analyse
their own work and the
work of others.

Introduce a project brief that sets urban
landscape as a theme.

Give a digital presentation that illustrates
how selected professional photographers
have approached the topic.
= Innovative teaching idea
8 of 26
This project could stop here and then move onto
wider issues of layout and the use of visual
imagery, perhaps continuing with the use of
found materials to create letter forms ,etc. or it
could develop and explore typography on book
covers, CD covers, advertising, etc.

Examples of student work illustrating use of
35mm SLR cameras, black and white film
and darkroom processing techniques.

It is assumed that the students will have
spent some time learning and exploring the
techniques of black and white photography.

Slides of professional photography.

At the beginning of an AS course the levels
of experience of this may differ widely and
the introductory project will help to establish
a common skill level.
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Art and Design
AS Art Photography-light & lens based media: Unit 1 Coursework
Portfolio
Suggested
teaching time
Topic outline
-
Topic
Introductory techniques and ideas
Suggested teaching and homework
activities
Suggested resources

Research the topic of Urban Landscape.
Make notes on the work of others, collect
reproductions of professional work.

Document the work into the workbook or
journal.

Using the school/college library and
internet facilities to research the subject of
urban landscape.

The students can suggest possible sub
themes, such as, traffic pollution, living in
towns or cities, alienation in the urban
evvironment,etc.

Continue the research into professional
photography.

Identify possible interpretations of the
theme.

Think about the technical and practical
issues of a shoot in an urban environment.
= Innovative teaching idea
GCE Art and Design
Points to note
The students will need to be warned in advance
of a group visit to a town or city to shoot a set of
photographs.

The library could order, in advance, a set of
appropriate reference material.

A resources sheet could provide book and
magazine lists, web sites and the names of
likely photographers
= Stretch and challenge opportunity
idea
= ICT opportunity
9 of 26
AS Art Photography-light & lens based media: Unit 1 Coursework
Portfolio
Suggested
teaching time
-
Topic outline
To record direct
observation from primary
sources.
To produce work that is
appropriate to their
intentions
Topic
Introductory techniques and ideas
Suggested teaching and homework
activities
Suggested resources
Points to note
35mm SLR cameras, Black and White film,
student workbooks for notes,etc.

Some careful planning will be needed to
organise this session. Health and Safety
procedures will have to be followed. The
choice of site could be negotiated with the
students.

A gallery and museum could provide further
contextual support.

Organise a photo shoot at a nearby town or
city.

Select appropriate sites for an exploration
of the theme.

Process the black and white film, producing
negatives and contact prints.

Document these in the workbook.

Using the images captured on film,
produce a series of prints using black and
white, chemical technology.

Present the results of the topic for teacher
assessment.

Present the finished prints on sheets of
card.
= Innovative teaching idea
10 of 26
The darkroom with enlargers, chemicals,
dryers,etc.
= Stretch and challenge opportunity
idea
The project could stop here but it could then
progress to digital manipulation as the students
could scan their black and white images onto the
computer and then use appropriate software to
explore and extend these images.
= ICT opportunity
GCE Art and Design
AS Art Textile Design: Unit 1 Coursework Portfolio
Suggested
teaching time
-
Topic outline
To use some of the skills
and techniques already
covered to develop a
personal and informed
response.
To record direct from
primary sources.
To further develop ideas
and techniques so that a
personal response is
produced.
Topic
Book cover brief
Suggested teaching and homework
activities
Suggested resources
Points to note
The brief will ask students to design a book
cover that reflects their own personality
and experiences. The contents of the book
can be chosen by the student. Only the
cover is likely to be produced. The brief will
ask them to make use of some of the skills
and techniques used so far.

The student journal will have been completed
during the first part of the course and will help
to serve as an introduction to the
endorsement.

This journal will contain samples and notes on
techniques such as, batik, silk painting,
transfer printing, felt making, crewel work, etc.
as well as a write up of a visit to an exhibition.

The objects will need to collected and
presented by the students.

A variety of drawing and painting
material will be needed, such as, inks,
pastels, water colours, etc.
The students will begin at this stage, as they
produce visual research, to compose a cover
which utilises several images with some text.
They should also be encouraged to discuss the
possible use of different techniques and media.

Hand back student work journals and discuss the
range and quality of work produced.

Hand out project brief and discuss ideas.

The students will need to start thinking and planning
their work.

Plan a book to meet the brief. Collect appropriate
imagery and list ideas that could be included in the
book. Think how the information would help to
shape and form the book cover.

The students will organise source material that is
relevant to the personal nature of the brief. They will
draw and take digital photographs of the objects in a
variety of media.

Continue with the visual research and planning.
Collect images from the covers of autobiographies
and biographies. Travel, lifestyle, music or cookery
books could all reflect the life of the author.

The possibilities of combining certain techniques is
demonstrated and discussed.

The students present their ideas to the group and
possible ways of attempting them are suggested.

Each student is to present a design sheet with clear
notes, sketches and swatches, etc.

To continue the research into book covers and to
document appropriately.
= Innovative teaching idea
GCE Art and Design
A range of materials and media and some
practical advice on how they could be
combined, exploited or developed.
= Stretch and challenge opportunity
idea

After this lesson the students would then
spend several lessons producing the work.

At the end of the project, each student will
have a personal book cover design
constructed from a range of materials and
techniques. This could then be photographed
and digitally manipulated into a book format.
In addition, each student will have a set of
primary and secondary research.
= ICT opportunity
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Art and Design : AS Unit 2 : Controlled Assignment F421-426
Suggested
teaching time
35
hours
Topic outline
Introduction to the Exam
Paper
Topic
Planning and Preparation for the Exam
Suggested teaching and homework
activities
Suggested resources
Points to note


Examination paper for each candidate


Flipchart/whiteboard/large sheets of paper
The suggested teaching time of 35 hours
includes 5 hours for the exam.

School/College library, Public Library,
Gallery and Museum Education
Departments or Resource Centres, Internet
access.

The centre will need to make provisional entries
at the correct time in order to ensure receiving
the exam paper early.


Organise a pack of resources from the
school/college library. These could include
a range of visual art books and books with
visual material on appropriate subject
matter.
It may be that some questions suit certain
endorsements better, consider this.

Leave the flipcharts displayed during the
preparation period and encourage candidates
to add to them.

Book time for the candidates to make initial
research visits.

Arrange internet access

Encourage further visits to libraries, etc.

Remind candidates to fully document all their
research.

“Candidate Expectations” are to be found in unit
description in new specifications. Each one is
considered in turn, though it is recognised that
the process of planning is not necessarily as
linear as this, nor is always approached in this
order. The following guide is a suggestion of a
way forward.

Make set times for meeting candidates to
discuss their work.

Consider 5 sections and the titles.

Discuss and suggest, as a group, possible
answers to the titles.

Encourage candidates to write ideas onto
group flipcharts.

Candidate Expectation
 Independently develop
ideas through
sustained and focused
investigations.
Use research facilities, such as libraries,
resource centres and the internet for the
research of themes and ideas.

A group discussion of ideas that have been
generated so far.

In pairs, the candidates discuss their ideas,
presenting possible solutions to each other
and suggesting ways forward.

= Innovative teaching idea
12 of 26
Read through the exam paper together, look at
the instructions, information and guidance for
candidates.
The candidates present their own ideas to a
teacher for discussion and development.

Exemplar material showing how a
candidate might develop an idea from a set
starting point.

A digital presentation by a member of staff
showing how ideas might develop and
grow.
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Art and Design
Art and Design : AS Unit 2 : Controlled Assignment F421-426
Suggested
teaching time
35
hours
Topic
Planning and Preparation for the Exam
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Candidate Expectation

The candidates are sent out with sketchbooks
and cameras to record appropriate visual
stimuli.

Both the candidates and members of staff
may provide appropriate visual stimuli

A local point of interest may provide appropriate
visual stimuli.

Each candidate is asked to bring an object or
objects to the studio to draw and/or
photograph. These objects will be appropriate
for a particular question.
The candidates could create still life groups or
installations for visual research. This could be
done on a group or individual basis.

The candidates are asked to consider how
their visual research informs the development
of their ideas
Organise a group visit to a local/regional
/national or international gallery and
museum. This may well need to be
planned some time in advance, so some
estimation of what might prove useful is
necessary. The centre may not know the
details of the exam paper when the visit is
planned.



A visit to a gallery or museum should generate
a number of visual and written studies

Encourage the candidates to make group
or individual visits to galleries and
museums.

The candidates will be shown good exemplar
material that indicates ways of documenting
research

A collection of exemplar material from
previous years



Discuss, in groups and pairs how to annotate
collected imagery in a useful and meaningful
manner.
A collection of useful and stimulating
secondary material.
The exemplar material may well be presented
digitally, making use of previous work from the
centre or of examples supplied by the Board.

Emphasise the point that there are a number of
ways of documenting and recording. A
particular style may well suit an individual
candidate.

Work from direct
observation from
primary sources.
Candidate Expectation

Document and record
from secondary
sources.

= Innovative teaching idea
GCE Art and Design
Make a series of studies of appropriate
secondary sources. Identify the source
material.

Ensure that all candidates have suitable
sketchbooks, workbooks, folders or
adequate design sheets.
= Stretch and challenge opportunity
idea
= ICT opportunity
13 of 26
Art and Design : AS Unit 2 : Controlled Assignment F421-426
Suggested
teaching time
35
hours
Topic
Planning and Preparation for the Exam
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Candidate Expectation


Present a range of interesting media and
materials. Try to find something that is new
or unfamiliar to the group. Demonstrate the
use of some media.

Experiment with a
range of media and
materials.
Present a range of materials that the
candidates could use to realise their ideas.
Encourage experimentation and ask
candidates to try something new to them.
The candidates could feedback information and
research from gallery/museum visits, indicating
their observations on the use of media and
materials.

The candidates bring in selected media to use
in their preparation.

Provide a set of images that demonstrate
the professional use of different media.
Discuss the use of the media.

The candidates will be able to consolidate and
extend some of the skills, acquired during unit
one.
Candidate Expectation

The candidates to demonstrate to teaching
staff and other students how their ideas have
been informed by the work of others.

Ask the candidates to provide evidence of
how a professional artist/designer has
influenced their work so far.

The candidates could bring visual material in
the form of books, or digital presentations, or
drawings and photographs.

At a nominated date, prior to the 5 hour
examination period the candidates will need to
present their final ideas to a member of the
teaching staff.

Exemplar material could show how
previous candidates had realised their own
ideas into a 5 hour exam format.

The candidates will need to be aware of the
opportunities and limits of a 5 hour exam. The
candidates are no longer asked to produce a
piece of “focused planning”. The exam paper
now asks for “a coherent realisation/outcome of
your work”.

The candidates could present their work to the
reminder of the group for discussion and
analysis.


Produce work
informed by contextual
and other sources
Candidate Expectation

Relate planning and
preparation into a
coherent realisation or
outcome
= Innovative teaching idea
14 of 26
= Stretch and challenge opportunity
idea
= ICT opportunity
GCE Art and Design
Art and Design : AS Unit 2 : Controlled Assignment F421-426
Suggested
teaching time
35
hours
Topic
Planning and Preparation for the Exam
Topic outline
Suggested teaching and homework
activities
Suggested resources
Points to note
Assessment Objectives


Each candidate will need a copy of the
assessment objectives.


A digital presentation of the assessment
objectives, with appropriate notes and
illustrations should assist understanding.
The Assessment Criteria will be found in an
Appendix to the Specification. The criteria will
already be familiar from the assessment of unit
one.

Discuss the meanings of the key descriptors
mentioned in the bands.

Encourage the candidates to consider how they
can improve their work so that it may reach
higher levels of the different assessment
objectives.

See Exam Board guidance for correct operation
and management of the examination.

Further guidance, in respect of conditions
peculiar to art, for example, the time necessary
for drying ceramic work or silkscreen prints, can
be found in the teachers’ guide.

The Final Examination


= Innovative teaching idea
GCE Art and Design
Inform the candidates that work from the
planning, preparation and realisation stages is
assessed holistically across all the
assessment objectives, but is weighted
towards AO1(develop) and AO2(experiment).
Ask the candidates to consider the 6 bands of
assessment. Reflect on their work as they
approach the exam; is their work; partial,
basic, competent, coherent, confident or
mature?
Ensure that the candidates are well prepared
for the final examination that they bring along
all the preparation material and are fully
equipped to complete their submission.
Ensure that conditions are appropriate for the
correct operation of the exam

The centre will need to discuss with the
candidate in advance their needs for the
examination period. It may be a joint
responsibility to ensure that the candidate
has everything required for the day.
= Stretch and challenge opportunity
idea
= ICT opportunity
15 of 26
Sample AS GCE Lesson Plan
Art and Design : Fine Art (H 161)
Unit 1 : Coursework Portfolio
Looking at Painting Technique.
OCR recognises that the teaching of this qualification will vary greatly from school to school and
from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but
will be subject to modifications by the individual teacher.
Lesson length: Two Hours
Learning Objectives for the lesson
Objective 1
Students to experiment with a range of painting materials and techniques,
reviewing and refining their ideas as the work progresses.
Objective 2
Students to observe and record a variety of figurative poses
Objective 3
Students to develop and extend their knowledge of the ways in which a range
of artists have used paint to record the human figure
Recap of previous experience and prior knowledge
Show the students a digital presentation with examples of professional figurative work. Examples
that illustrate different painting styles and techniques. Ask the students to analyse, comment and
discuss the examples on show. Initially this could be done in small groups and then the discussion
would be widened to all the class. The discussion will indicate at what level the students’ present
thinking has reached.
Content
Time
Content
10 minutes
Show the digital presentation, perhaps 5/6 examples of a range of artists and
techniques. Pose some questions with regards to the differing approaches of
the artists.
10 Minutes
Divide the class into small groups, ask each group to analyse one work.( a
colour copy of the work could be given to each group). Encourage questions
and possible answers to an analysis of the artist’s work.
15 minutes
Students feed back to the class their comments on the work analysed, a class
discussion of the work could be encouraged, with particular emphasis being
placed on the painting techniques employed.
16 of 26
GCE Art and Design
Time
Content
15 minutes
Using some of the techniques of the artists as a means of introducing a
demonstration, the teacher will produce some quick figure studies with oil
paint. Use oil mediums to improve and extend the handling of the paint. Show
how tones and colour can be controlled by careful paint blending.
25 minutes
The students create a number of quick figure studies, exploring the use of oil
paint. Attention could be drawn to the variety of brush types available and
alternative ways of putting on the paint, such as, sponges, rags and card
strips. Different coloured grounds could be considered and the affect that
they might have on the work noted.
5 minutes
A quick initial discussion of the use of oil paints. The students, who are all
more likely to be familiar with water based paint, are then asked to make a
figure study in acrylic paint.
20 minutes
One acrylic study of a figure, with some consideration of how the paint is
applied. Differences between the two mediums noted.
10 minutes
Display the lesson’s work and clear away materials
Consolidation
Time
Content
10minutes
Discuss the resulting student work with teacher and student comment. Note
any observed differences in the handling of the two media (drying time and
continuing with any work during the next lesson might be an issue). Refer
back to the artists examined at the beginning of the lesson, note any
connections that could be made with the work of the students.
Extension work
Ask the students to look at one artist who has made figurative studies in water
colour and then attempt their own figurative study from life using the same
medium. Note the particular qualities of the medium.
GCE Art and Design
17 of 26
Sample AS GCE Lesson Plan
Art and Design: Graphic Communication
(H 162)
Unit 1: Coursework Portfolio
An introduction to Typography
OCR recognises that the teaching of this qualification will vary greatly from school to school and
from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but
will be subject to modifications by the individual teacher.
Lesson length: Two Hours
Learning Objectives for the lesson
Objective 1
Students to experiment with a range of materials to produce letter forms.
Objective 2
Students to record their work by making photographs of their designs.
Objective 3
Students to present their completed designs as a digital presentation.
Objective 4
Students to develop their knowledge of the use of typography by professional
graphic designers.
Recap of previous experience and prior knowledge
Prior to this lesson ask the students to produce a sheet of interesting uses of different type faces
by a range of identified graphic designers. A temporary exhibition of these sheets could be
mounted at the beginning of the lesson. The work presented could be discussed by the group;
each student could outline the reasons behind their choice of work.
Content
Time
Content
15 minutes
Mount an exhibition of student research. Analyse the work and comment upon
its effectiveness.
15 minutes
Show a digital presentation on the use of type by a range of graphic
designers. The examples will probably centre on the 20th/21st century but
could include earlier examples for comparison.
5 minutes
Introduce the brief for the lesson, which is, working in groups create a range
of letter forms using found materials.
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Time
Content
35 minutes
Using items such as, tape, twigs, wire, string, fabric, cable, card, etc create a
set of designs for words/phrases from a given list. The designs will probably
be stuck to a suitable surface. Some consideration may be given to adding
paints, inks or pastels
30 minutes
The work should be digitally photographed and then enhanced/manipulated
on a computer. Each group could aim to produce a digital presentation with a
range of images generated by their practical work.
5 minutes
Clear away materials
Consolidation
Time
Content
15 minutes
Present each group’s work electronically. Comment upon the results,
encourage self and group appraisal.
Extension Work
Collect (draw and/or photograph) images of Type from Information Signs
around the School or College. Relate the style of the design to the function of
the sign. Consider the message.
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Sample A2 GCE Lesson Plan
Art and Design: Fine Art (H561)
Unit 3: Personal Investigation
Developing the Project
OCR recognises that the teaching of this qualification will vary greatly from school to school and
from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but
will be subject to modifications by the individual teacher.
Lesson length: Two Hours
Learning Objectives for the lesson
Objective 1
Students to develop their own project from the half way stage of the course.
Ideas examined so far can be discussed and future directions for their work
suggested.
Objective 2
Students to present their practical and written responses so far and to
demonstrate critical understanding and awareness of their own and others’
work.
Recap of previous experience and prior knowledge
Each Student will assemble a presentation of their work so far. This could be in several forms and
should include any finished and unfinished work as well as sketchbook research, photographs,
models and pieces of written work. The time spent on display should be minimal for the aim of the
activity is to quickly present the work so far accomplished.
Content
Time
Content
15 minutes
Each student will examine the work of another student.
20 minutes
Each student will feedback to the group their observations on the work of their
colleague. The group, including the original artist, can then discuss these
findings.
15 minutes
The teacher to summarise some of the discussion so far. Perhaps taking the
work of one or two students the teacher can suggest ways how the projects
might develop. Professional art work can be used to illustrate how ideas can
be enriched and techniques improved.
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Time
Content
60 minutes
Each student will then generate some written and visual proposals for the
second half of their project. The visuals could be sketches, colour studies,
collages, could involve some digital photography to illustrate ideas, or could
involve some 3D models. Annotations will provide an insight to the students
thinking. The students should also suggest possible visits to galleries and
museums for research.
Consolidation
Time
Content
10 minutes
Each student to present their ideas to the colleague who looked at their work
at the beginning of the lesson, with the intention of demonstrating how their
work will be developed.
Extension Work
Each student will make progress with some aspect of their project and bring it
to the next lesson.
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Sample A2 GCE Lesson Plan
Art and Design: Photography (H 563)
Unit 3: Personal Investigation
Introducing the Related Personal Study
OCR recognises that the teaching of this qualification will vary greatly from school to school and
from teacher to teacher. With that in mind, this lesson plan is offered as a possible approach but
will be subject to modifications by the individual teacher.
Lesson length: Two Hours
Learning Objectives for the lesson
Objective 1
Students to develop the critical and contextual understanding of the subject of
photography and in so doing to generate ideas for a related personal study.
Objective 2
Record in visual and written forms their reaction to the work of a photographer.
Objective 3
Present a response demonstrating an analysis some aspect of professional
photography.
Recap of previous experience and prior knowledge
Ask each student to bring a piece of their own work demonstrating a written and visual enquiry into
the work of a photographer or group of photographers. This could have been produced for a GCSE
or AS course. The students could then present their work to the group and indicate some of the
findings of their studies.
Content
Time
Content
15 minutes
Each student to present a piece of critical studies that they have produced on
a prior occasion. Some discussion of the work presented.
20 minutes
The teacher to progress the discussion by indicating the need to relate the
personal study to the A2 practical work of the student. Exemplar material of
previous A2 practical work could be presented and suggestions made as to
how related studies might develop.
5 minutes
In order to develop the students’ critical awareness each member of the group
could be given a named photographer to research. The students would be
asked to provide some basic biographical background but to concentrate on
analysing one or two photographs in some detail.
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Time
Content
60 minutes
Each student will use internet/library facilities to research their named
photographer. The written and visual research will be presented on a sheet of
card.
Consolidation
Time
Content
15 minutes
Each student gives their work to another student for them to read. The pair of
students will discuss the work.
5 minutes
The students are asked to suggest some examples of personal studies that
might relate to their own practical work.
Extension Work
Each student will generate some proposals for their related personal studies.
They will try to come up with some suggestions of how work might be seen
first hand. They should also think about the ways in which their work might be
presented.
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Other forms of Support
In order to help you implement the new Art and Design specification effectively, OCR offers a
comprehensive package of support. This includes:
OCR Training
Get Ready…introducing the new specifications
A series of FREE half-day training events are being run during Autumn 2007, to give you an
overview of the new specifications.
Get Started…towards successful delivery of the new specifications
These full-day events will run from Spring 2008 and will look at the new specifications in more
depth, with emphasis on first delivery.
Visit www.ocr.org.uk for more details.
Get ahead…understanding assessment
These full-day events will run from October 2008 and will look at the new Assessment Criteria and
applying this to work.
Mill Wharf Training
Additional events are also available through our partner, Mill Wharf Training. It offers a range of
courses on innovative teaching practice and whole-school issues - www.mill-wharf-training.co.uk.
e-Communities
Over 70 e-Communities offer you a fast, dynamic communication channel to make contact with
other subject specialists. Our online mailing list covers a wide range of subjects and enables you to
share knowledge and views via email.
Visit https://community.ocr.org.uk, choose your community and join the discussion!
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Interchange
OCR Interchange has been developed to help you to carry out day to day administration functions
online, quickly and easily. The site allows you to register and enter candidates online. In addition,
you can gain immediate a free access to candidate information at you convenience. Sign up at
https://interchange.ocr.org.uk
Published Resources
OCR offers centres a wealth of quality published support with a fantastic choice of ‘Official
Publisher Partner’ and ‘Approved Publication’ resources, all endorsed by OCR for use with OCR
specifications.
Publisher partners
OCR works in close collaboration with three Publisher Partners; Hodder, Heinemann and Oxford
University Press (OUP) to ensure centres have access to:

Better published support, available when you need it, tailored to OCR specifications

Quality resources produced in consultation with OCR subject teams, which are linked to
OCR’s teacher support materials

More resources for specifications with lower candidate entries

Materials that are subject to a thorough quality assurance process to achieve endorsement
Hodder Education is the publisher partner for OCR GCE Art and Design
Hodder Education is producing the following resources for OCR GCE Art and Design for first
teaching in September 2008, which will be available in Spring 2008.
Ballantyne, S, Brindle, J, Tudge, M, Wingham, N, Walker, L, Adlem, K and Ball, M. OCR Art and
Design for A level Student’s Book (2008) ISBN: 9780340967690
Ballantyne, S, Brindle, J, Tudge, M, Wingham, N, Walker, L, Adlem, K and Ball, M. OCR Art and
Design for A level Teacher’s Book (2008) ISBN: 9780340967706
Approved publications
OCR still endorses other publisher materials, which undergo a thorough quality assurance process
to achieve endorsement. By offering a choice of endorsed materials, centres can be assured of
quality support for all OCR qualifications.
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Endorsement
OCR endorses a range of publisher materials to provide quality support for centres delivering its
qualifications. You can be confident that materials branded with OCR’s “Official Publishing Partner”
or “Approved publication” logos have undergone a thorough quality assurance process to achieve
endorsement. All responsibility for the content of the publisher’s materials rests with the publisher.
These endorsements do not mean that the materials are the only suitable resources available or
necessary to achieve an OCR qualification. Any resource lists which are produced by OCR shall
include a range of appropriate texts.
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