A-level Art and Design Specification Specifications for first teaching in 2015

A-LEVEL

ART AND

DESIGN

(7201, 7202, 7203, 7204, 7205,

7206)

Specication

For teaching from September 2015 onwards

For A-level exams in 2017 onwards

Version 1.3 3 December 2021

Contents

1 Introduction 5

1.1 Why choose AQA for A-level Art and Design 5

1.2 Support and resources to help you teach 5

2 Specification at a glance 8

2.1 Subject content 8

2.2 Assessments 8

2.3 Component details 9

3 Subject content 11

3.1 Summary of subject content 11

3.2 Overarching knowledge, understanding and skills 12

3.3 Art, craft and design 12

3.4 Fine art 13

3.5 Graphic communication 15

3.6 Textile design 16

3.7 Three-dimensional design 17

3.8 Photography 19

4 Scheme of assessment 21

4.1 Synoptic assessment 21

4.2 Aims 21

4.3 Assessment objectives 22

4.4 Assessment criteria 23

4.5 Assessment weightings 28

5 Non-exam assessment administration 29

5.1 Supervising and authenticating 29

5.2 Avoiding malpractice 29

5.3 Teacher standardisation 30

5.4 Internal standardisation 30

5.5 Commenting 30

5.6 Submitting marks 30

5.7 Factors affecting individual students 31

5.8 Keeping students' work 31

5.9 Moderation 31

5.10 After moderation 32

6 General administration 33

6.1 Entries and codes 33

6.2 Overlaps with other qualifications 33

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 3

6.3 Awarding grades and reporting results 33

6.4 Re-sits and shelf life 34

6.5 Previous learning and prerequisites 34

6.6 Access to assessment: diversity and inclusion 34

6.7 Working with AQA for the first time 35

6.8 Private candidates 35

Are you using the latest version of this specication?

• You will always find the most up-to-date version of this specification on our website at

• We will write to you if there are significant changes to the specification.

4 Visit for the most up-to-date specication, resources, support and administration

1 Introduction

1.1 Why choose AQA for A-level Art and Design

It’s a fact that AQA is the UK’s favourite exam board and more students receive their GCSE, AS

and A-level qualifications from AQA than from any other board. But why does AQA continue to be

so popular?

Specications designed for you and your students

Our specifications and assessments have been designed to the highest standards, so that

teachers, students and their parents can be confident that an AQA award provides an accurate

measure of students' achievements.

The flexibility of the previous specification has been retained so that students can focus on an area

of personal interest and you can create courses which play to your school or college's strengths.

The specifications directly support progression to further and higher education in Art and Design

and related subjects, as well as providing all students with a platform to inspire a lifelong interest

in, and enjoyment of, Art and Design.

They also offer logical progression from GCSE as the assessment objectives, structure and titles

are very similar to those specified in the AQA GCSE Art and Design specification.

Our difference

AQA is a registered charity. We have no shareholders to pay. We exist solely for the good of

education in the UK. Any surplus income is ploughed back into educational research and our

service to you, our customers. We don’t profit from education, you do.

If you are an existing customer then we thank you for your support. If you are thinking of moving to

AQA then we look forward to welcoming you.

You can find out about all of our Art and Design qualifications at

aqa.org.uk/art-and-design

1.2 Support and resources to help you teach

We know that support and resources are vital for your teaching and that you have limited time to

find or develop good quality materials. So we’ve worked with experienced teachers to provide you

with a range of resources that will help you confidently plan, teach and prepare for assessments.

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 5

Teaching resources

We have a comprehensive range of Art and Design resources. Visit

aqa.org.uk/7201 to see them

all. They include:

• Schemes of work: a variety of ideas across all titles to help you plan your course with

confidence.

• Teacher guides: further advice on researching and developing ideas; critical/contextual

work; drawing; sketchbooks, workbooks and journals; written material; presenting work and

managing the Portfolio, Personal investigation and Externally set assignment.

• Example materials: that showcase sets of students' work supported by examiner

commentaries and guidance.

Support service

• Teacher standardisation: we offer over 40 free teacher standardisation meetings nationally,

using exhibitions of live work, covering all titles and a range of marks at each level.

• Subject advisory service: each school or college is allocated a subject adviser. You can

contact them for one-to-one advice on any aspect of the subject, assessment and/or support

with planning and delivery of course content.

• Subject community: provides access to free resources and services offered by museums,

galleries, universities and art colleges.

• Support meetings: to help you with course delivery; offering practical teaching strategies

and approaches that really work.

To find out more about our support service visit aqa.org.uk/7201

Preparing for assessment

Visit

aqa.org.uk/7201 for everything you need to prepare for our assessments, including:

• past papers and examiners’ reports

• sample papers

• example student work with examiner commentaries.

Analyse your students' results with Enhanced Results Analysis (ERA)

Find out how your results compare to previous years and where your students need to improve.

ERA, our free online results analysis tool, will help you see where to focus your teaching. Register

aqa.org.uk/era

For information about results, including maintaining standards over time, grade boundaries and our

post-results services, visit

aqa.org.uk/results

Keep your skills up to date with professional development

Wherever you are in your career, there’s always something new to learn. As well as subject-

specific training, we offer a range of courses to help boost your skills:

• improve your teaching skills in areas including differentiation, teaching literacy and meeting

Ofsted requirements

• help you prepare for a new role with our leadership and management courses.

You can attend a course at venues around the country, in your school or online – whatever suits

your needs and availability. Find out more at coursesandevents.aqa.org.uk

Visit for the most up-to-date specication, resources, support and administration

Get help and support

Visit our website for information, guidance, support and resources at

aqa.org.uk/7201

You can talk directly to the Art and Design subject team:

[email protected]

T: 01483 437 750

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 7

2 Specication at a glance

2.1 Subject content

Students choose one of the titles below for study.

Art, craft and design (page 12)

Fine art (page 13)

Graphic communication (page 15)

Textile design (page 16)

Three-dimensional design (page 17)

Photography (page 19)

2.2 Assessments

Component 1: Personal investigation

What's assessed

Personal investigation - 7201/C, 7202/C, 7203/C, 7204/C, 7205/C, 7206/C

Assessed

• No time limit

• 96 marks

• 60% of A-level

Non-exam assessment (NEA) set and marked by the centre and moderated by AQA during a visit

to the centre. Visits will normally take place in June.

Component 2: Externally set assignment

What's assessed

Response to an externally set assignment - 7201/X, 7202/X, 7203/X, 7204/X, 7205/X, 7206/X

Assessed

• Preparatory period + 15 hours supervised time

• 96 marks

• 40% of A-level

Non-exam assessment (NEA) set by AQA, marked by the centre and moderated by AQA during a

visit to the centre. Visits will normally take place in June.

8 Visit for the most up-to-date specication, resources, support and administration

2.3 Component details

Component 1: Personal investigation

This is a practical investigation supported by written material.

Students are required to conduct a practical investigation, into an idea, issue, concept or theme,

supported by written material. The focus of the investigation must be identified independently by

the student and must lead to a finished outcome or a series of related finished outcomes.

The investigation should be a coherent, in-depth study that demonstrates the student’s ability to

construct and develop a sustained line of reasoning from an initial starting point to a final

realisation.

The investigation must show clear development from initial intentions to the final outcome or

outcomes. It must include evidence of the student’s ability to research and develop ideas and

relate their work in meaningful ways to relevant critical/contextual materials.

The investigation must be informed by an aspect of contemporary or past practice of artists,

photographers, designers or craftspeople.

The written material must confirm understanding of creative decisions, providing evidence of all

four assessment objectives by:

• clarifying the focus of the investigation

• demonstrating critical understanding of contextual and other sources

• substantiating decisions leading to the development and refinement of ideas

• recording ideas, observations and insights relevant to intentions by reflecting critically on

practical work

• making meaningful connections between, visual, written and other elements.

The written material must:

• be a coherent and logically structured extended response of between 1000 and 3000 words

of continuous prose.

• include specialist vocabulary appropriate to the subject matter

• include a bibliography that, identifies contextual references from sources such as: books,

journals, websites, through studies of others’ work made during a residency, or on a site,

museum or gallery visit

• be legible with accurate use of spelling, punctuation and grammar so that meaning is clear.

Students can present the written material as a single passage of continuous prose or as a series of

shorter discrete, but linked, passages of continuous prose incorporated within the practical work.

There is no restriction on the scale of practical work produced. Students should carefully select,

organise and present their work for their Personal investigation to ensure it is well structured and

provides evidence that meets the requirements of all four assessment objectives.

The personal investigation will be assessed as a whole. Evidence of meeting the requirements of

all four assessment objectives must be provided in both the practical and written material. Please

refer to

Assessing the Personal investigation (page 23) of the specification for more information

on how to assess the Personal investigation.

Students must identify and acknowledge sources which are not their own.

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 9

Component 2: Externally set assignment

Separate question papers will be provided for each title. Each question paper will consist of a

choice of eight questions to be used as starting points. Students are required to select one.

Students will be provided with exam papers on 1 February, or as soon as possible after that date.

Preparatory period – from 1 February

Following receipt of the paper students should consider the starting points and select one.

Preparatory work should be presented in any suitable format, such as mounted sheets, design

sheets, sketchbooks, workbooks, journals, models and maquettes.

Supervised time – 15 hours

Following the preparatory period, students must complete 15 hours of unaided, supervised time.

The first three hours of the supervised time must be consecutive.

In the 15 hours students must produce a finished outcome or a series of related finished outcomes,

informed by their preparatory work.

Students must stop work on their preparatory work as soon as the first period of supervised time

starts. Students may refer to their preparatory work in the supervised time, but it must not be

added to or amended.

Preparatory work and the work produced during the supervised time must be kept secure in

between sessions of supervised time.

The work produced during the supervised time must be clearly identified as such. Students must

identify and acknowledge sources which are not their own. Annotation and/or notes should use

appropriate specialist vocabulary and be legible with accurate use of language so that meaning is

clear.

At the end of the 15 hours of supervised time all the work submitted for this component must be

kept secure.

Preparatory work and the work produced during the 15 hours of supervised time will be assessed

together, as a whole, against all four assessment objectives. Students will be assessed on their

ability to work independently, working within the specified time constraints, and developing a

personal and meaningful response.

There is no restriction on the scale of work produced. Students should carefully select, organise

and present work to ensure that they provide evidence which meets the requirements of all four

assessment objectives.

Students must not have access to the internet during the 15 hours of supervised time. Students are

allowed access to web-based applications, eg Adobe Creative Cloud, but all other internet access

must be disabled.

The guidelines set out in the JCQ document ‘Instructions for the conduct of examinations’ must be

followed.

Visit for the most up-to-date specication, resources, support and administration

3 Subject content

3.1 Summary of subject content

Art, craft and design

A broad-based course exploring practical and critical/contextual work through a range of 2D and/or

3D processes and media associated with two or more of the titles below.

Fine art

Students should produce practical and critical/contextual work in one or more areas of study, for

example, drawing, painting, mixed-media, sculpture, ceramics, installation, printmaking, moving

image (video, film, animation) and photography.

Graphic communication

Students should produce practical and critical/contextual work in one or more areas of study, for

example, interactive media (including web, app and game design), advertising, packaging design,

design for print, illustration, communication graphics, branding, multimedia, motion graphics,

design for film and television.

Textile design

Students should produce practical and critical/contextual work in one or more areas of study, for

example, fashion design, fashion textiles, costume design, digital textiles, printed and/or dyed

fabrics and materials, domestic textiles, wallpaper, interior design, constructed textiles, art textiles

and installed textiles.

Three-dimensional design

Students should produce practical and critical/contextual work in one or more areas of study, for

example, ceramics, sculpture, exhibition design, design for theatre, television and film, interior

design, product design, environmental design, architectural design, jewellery/body ornament and

3D digital design.

Photography

Students should produce practical and critical/contextual work in one or more areas of study, for

example, portraiture, landscape photography, still life photography, documentary photography,

photojournalism, fashion photography, experimental imagery, multimedia, photographic installation

and moving image (video, film, animation).

The example areas of study in each title above are neither compulsory nor exclusive.

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 11

3.2 Overarching knowledge, understanding and skills

Students should be introduced to a variety of experiences that employ a range of traditional and

new media, processes and techniques appropriate to the chosen areas of study. Knowledge of art,

craft and design should be developed through research, the development of ideas and making,

working from first-hand experience and, where appropriate, secondary source materials.

Students are required to participate actively in their course of study, recognising and developing

their own strengths in the subject and identifying and sustaining their own lines of enquiry.

Courses based on these specifications must require students to develop practical and theoretical

knowledge and understanding of:

• relevant materials, processes, technologies and resources

• how ideas, feelings and meanings can be conveyed and interpreted in images and artefacts

• how images and artefacts relate to the time and place in which they were made and to their

social and cultural contexts

• continuity and change in different genres, styles and traditions

• a working vocabulary and specialist terminology.

Courses based on these specifications must require students to develop the skills to:

• record experiences and observations, in a variety of ways using drawing or other appropriate

visual forms; undertake research; and gather, select and organise visual and other

appropriate information

• explore relevant resources; analyse, discuss and evaluate images, objects and artefacts; and

make and record independent judgements

• use knowledge and understanding of the work of others to develop and extend thinking and

inform own work

• generate and explore potential lines of enquiry using appropriate media and techniques

• apply knowledge and understanding in making images and artefacts; review and modify

work; and plan and develop ideas in the light of their own and others’ evaluations

• organise, select and communicate ideas, solutions and responses, and present them in a

range of visual, tactile and/or sensory forms.

Students can work entirely in digital media or entirely in non-digital media, or in a mixture of both,

provided the aims and assessment objectives are met.

Please refer to

Aims and assessment objectives (page 21).

3.3 Art, craft and design

Students must be introduced to a variety of experiences that explore a range of two-dimensional

and/or three-dimensional media, processes and techniques. They should be made aware of both

traditional and new media.

Students should explore the use of drawing for different purposes, using a variety of methods and

media on a variety of scales. Students may use sketchbooks/workbooks/journals to underpin their

work where appropriate.

Students should explore relevant images, artefacts and resources relating to a range of art, craft

and design, from the past and from recent times, including European and non-European examples.

This should be integral to the investigating and making processes. Students' responses to these

Visit for the most up-to-date specication, resources, support and administration

examples must be shown through practical and critical activities that demonstrate their

understanding of different styles, genres and traditions.

Students should be aware of the four assessment objectives to be demonstrated in the context of

the content and skills presented. They should be aware of the importance of process as well as

product.

Areas of study

Within each component, students must demonstrate evidence that they have explored critical and

contextual work through a range of two-dimensional and/or three-dimensional processes and

media.

Component 1: must show evidence of working in areas of study drawn from two or more of the

endorsed titles listed below.

Component 2: must show evidence of areas of study drawn from one or more of the endorsed

titles listed below.

The area(s) of study selected for Component 1 can be the same as, or different to, those selected

for Component 2.

Skills and techniques

Students will be expected to demonstrate skills, as defined in

Overarching knowledge,

understanding and skills (page 12), in the context of their chosen areas of study.

• Fine art: for example drawing, painting, mixed-media, sculpture, ceramics, installation,

printmaking, moving image (video, film, animation) and photography.

• Graphic communication: for example interactive media (including web, app and game

design), advertising, packaging design, design for print, illustration, communication graphics,

branding, multimedia, motion graphics, design for film and television.

• Textile design: for example fashion design, fashion textiles, costume design, digital textiles,

printed and/or dyed fabrics and materials, domestic textiles, wallpaper, interior design,

constructed textiles, art textiles and installed textiles.

• Three-dimensional design: for example ceramics, sculpture, exhibition design, design for

theatre, television and film, interior design, product design, environmental design,

architectural design, jewellery/body ornament and 3D digital design.

• Photography: for example portraiture, landscape photography, still life photography,

documentary photography, photojournalism, fashion photography, experimental imagery,

multimedia, photographic installation and moving image (video, film, animation).

3.4 Fine art

Students should be introduced to a variety of experiences that explore a range of fine art media,

processes and techniques. They should be made aware of both traditional and new media.

Students should explore the use of drawing for different purposes, using a variety of methods and

media on a variety of scales. Students may use sketchbooks/workbooks/journals to underpin their

work where appropriate.

Students should explore relevant images, artefacts and resources relating to a range of art, craft

and design, from the past and from recent times, including European and non-European examples.

This should be integral to the investigating and making processes. Students' responses to these

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 13

examples must be shown through practical and critical activities that demonstrate their

understanding of different styles, genres and traditions.

Students should be aware of the four assessment objectives to be demonstrated in the context of

the content and skills presented. They should be aware of the importance of process as well as

product.

Areas of study

Students are required to work in one or more area(s) of Fine art, such as those listed below. They

may explore overlapping areas and combinations of areas:

• drawing and painting

• mixed-media, including collage and assemblage

• sculpture

• ceramics

• installation

• printmaking (relief, intaglio, screen processes and lithography)

• moving image and photography.

Skills and techniques

Students will be expected to demonstrate skills, as defined in

Overarching knowledge,

understanding and skills (page 12), in the context of their chosen area(s) of Fine art. In addition,

students will be required to demonstrate skills in all of the following:

• appreciation of different approaches to recording images, such as observation, analysis,

expression and imagination

• awareness of intended audience or purpose for their chosen area(s) of fine art

• understanding of the conventions of figurative/representational and abstract/non-

representational imagery or genres

• appreciation of different ways of working, such as, using underpainting, glazing, wash and

impasto; modelling, carving, casting, constructing, assembling and welding; etching,

engraving, drypoint, mono printing, lino printing, screen printing, photo silkscreen and

lithography

• understanding of pictorial space, composition, rhythm, scale and structure

• appreciation of colour, line, tone, texture, shape and form.

Knowledge and understanding

Students must show knowledge and understanding of:

• how ideas, feelings and meanings can be conveyed and interpreted in images and artefacts

in the chosen area(s) of study within fine art

• historical and contemporary developments and different styles and genres

• how images and artefacts relate to social, environmental, cultural and/or ethical contexts, and

to the time and place in which they were created

• continuity and change in different styles, genres and traditions relevant to fine art

• a working vocabulary and specialist terminology that is relevant to their chosen area(s) of fine

art.

Visit for the most up-to-date specication, resources, support and administration

3.5 Graphic communication

Students should be introduced to a variety of experiences that explore a range of graphic

communication media, processes and techniques. They should be made aware of both traditional

and new media.

Students should explore the use of drawing for different purposes, using a variety of methods and

media on a variety of scales. Students may use sketchbooks/workbooks/journals to underpin their

work where appropriate.

Students should explore relevant images, artefacts and resources relating to a range of art, craft

and design, from the past and from recent times, including European and non-European examples.

This should be integral to the investigating and making processes. Students' responses to these

examples must be shown through practical and critical activities that demonstrate their

understanding of different styles, genres and traditions.

Students should be aware of the four assessment objectives to be demonstrated in the context of

the content and skills presented. They should be aware of the importance of process as well as

product.

Areas of study

Students are required to work in one or more area(s) of graphic communication, such as those

listed below. They may explore overlapping areas and combinations of areas:

• interactive media (including web, app and game design)

• advertising

• packaging design

• design for print

• illustration

• communication graphics

• branding

• multimedia

• motion graphics

• design for film and television.

Skills and techniques

Students will be expected to demonstrate skills, as defined in

Overarching knowledge,

understanding and skills (page 12), in the context of their chosen area(s) of graphic

communication. Students will be required to demonstrate skills in all of the following:

• understanding of meaning, function, style, scale, colour and content in relation to the chosen

area(s) of graphic communication

• awareness of intended audience or purpose for their chosen area(s) of graphic

communication

• ability to respond to an issue, concept or idea, working to a brief or answering a need in the

chosen area(s) of graphic communication

• appreciation of the relationship of form and function and, where applicable, the constraints of

working to a brief

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 15

• appreciation of the appropriate use of typography (which could include hand lettering and

calligraphy)

• understanding of a variety of materials and genres appropriate to their chosen area(s) of

graphic communication.

Knowledge and understanding

Students must show knowledge and understanding of:

• relevant materials, processes, technologies and resources

• how ideas, feelings and meanings can be conveyed and interpreted in images and artefacts

created in the chosen area(s) of graphic communication

• historical and contemporary developments and different styles and genres

• how images and artefacts relate to social, environmental, cultural and/or ethical contexts, and

to the time and place in which they were created

• continuity and change in different styles, genres and traditions relevant to graphic

communication

• a working vocabulary and specialist terminology that is relevant to their chosen area(s) of

graphic communication.

3.6 Textile design

Students should be introduced to a variety of experiences that explore a range of textile media,

processes and techniques. They should be made aware of both traditional and new media.

Students should explore the use of drawing for different purposes, using a variety of methods and

media on a variety of scales. Students should explore the potential for the use of colour. Students

may use sketchbooks/workbooks/journals to underpin their work where appropriate.

Students should explore relevant images, artefacts and resources relating to a range of art, craft

and design, from the past and from recent times, including European and non-European examples.

This should be integral to the investigating and making processes. Students' responses to these

examples must be shown through practical and critical activities that demonstrate their

understanding of different styles, genres and traditions.

Students should be aware of the four assessment objectives to be demonstrated in the context of

the content and skills presented. They should be aware of the importance of process as well as

product.

Areas of study

Students are required to work in one or more area(s) of textile design, such as those listed below.

They may explore overlapping areas and combinations of areas:

• fashion design

• fashion textiles

• costume design

• digital textiles

• printed and/or dyed fabric and materials

• domestic textiles and wallpaper

• interior design

• constructed textiles

Visit for the most up-to-date specication, resources, support and administration

• art textiles

• installed textiles.

Skills and techniques

Students will be expected to demonstrate skills, as defined in

Overarching knowledge,

understanding and skills (page 12), in the context of their chosen area(s) of textile design. Students

will be required to demonstrate skills in all of the following:

• awareness of the elements of textile design, such as shape, line, scale, colour, texture,

pattern, contrast and/or repetition in relation to the chosen area(s) of textile design

• awareness of intended audience or purpose for their chosen area(s) of textile design

• ability to respond to an issue, concept or idea, working to a brief or answering a need in the

chosen area(s) of textile design

• appreciation of the relationship of form and function and, where applicable, the constraints of

working to a brief

• understanding of a variety of textile methods, such as: fabric printing, mono-printing, relief

printing, screen printing and laser printing; tie-dye and batik; spraying and transfer; fabric

construction; stitching, appliqué, patchwork, padding, quilting and embroidery.

Knowledge and understanding

Students must show knowledge and understanding of:

• relevant materials, processes, technologies and resources

• how ideas, feelings and meanings can be conveyed and interpreted in images and artefacts

created in the chosen area(s) of textile design

• historical and contemporary developments and different styles and genres

• how images and artefacts relate to social, environmental, cultural and/or ethical contexts, and

to the time and place in which they were created

• continuity and change in different styles, genres and traditions relevant to textile design

• a working vocabulary and specialist terminology that is relevant to their chosen area(s) of

textile design.

3.7 Three-dimensional design

Students should be introduced to a variety of experiences that explore a range of three-

dimensional media, processes and techniques. They should be made aware of both traditional and

new media.

Students should explore the use of drawing for different purposes, using a variety of methods and

media on a variety of scales. Students may use sketchbooks/workbooks/journals to underpin their

work, where appropriate.

Students should explore relevant images, artefacts and resources relating to a range of art, craft

and design, from the past and from recent times, including European and non-European examples.

This should be integral to the investigating and making process. Students' responses to these

examples must be shown through practical and critical activities that demonstrate their

understanding of different styles, genres and traditions.

Students should be aware of the four assessment objectives to be demonstrated in the context of

the content and skills presented. They should be aware of the importance of process as well as

product.

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 17

Areas of study

Students are required to work in one or more area(s) of three-dimensional design, such as those

listed below. They may explore overlapping areas and combinations of areas:

• ceramics

• sculpture

• exhibition design

• design for theatre, television and film

• interior design

• product design

• environmental and architectural design

• jewellery/body ornament

• 3D digital design.

Skills and techniques

Students will be expected to demonstrate skills, as defined in

Overarching knowledge,

understanding and skills (page 12), in the context of their chosen area(s) of three-dimensional

design. Students will be required to demonstrate skills in all of the following:

• appreciation of solid, void, form, shape, texture, colour, decoration, surface treatment, scale,

proportion, structure, rhythm and movement

• awareness of intended audience or purpose for their chosen area(s) of three-dimensional

design

• awareness of the relationship between three-dimensional design and urban, rural or other

settings

• appreciation of the relationship of form and function and, where applicable, the ability to

respond to a concept, work to a brief, theme or topic, or answer a need in the chosen area(s)

of three-dimensional design

• the safe use of a variety of appropriate tools and equipment

• understanding of working methods, such as model-making, constructing and assembling.

Knowledge and understanding

Students must show knowledge and understanding of:

• relevant materials, processes, technologies and resources

• how ideas, feelings and meanings can be conveyed and interpreted in images and artefacts

created in the context of their chosen area(s) of three-dimensional design

• historical and contemporary developments and different styles and genres

• how images and artefacts relate to social, environmental, cultural and/or ethical contexts, and

to the time and place in which they were created

• continuity and change in different styles, genres and traditions relevant to three-dimensional

design

• a working vocabulary and specialist terminology that is relevant to their chosen area(s) of

three-dimensional design.

Visit for the most up-to-date specication, resources, support and administration

3.8 Photography

Students should be introduced to a variety of experiences that explore a range of photographic

media, techniques and processes. They should be made aware of both traditional and new

technologies.

Students should explore relevant images, artefacts and resources relating to a range of art, craft

and design, from the past and from recent times, including European and non-European examples.

This should be integral to the investigating and making processes. Students' responses to these

examples must be shown through practical and critical activities that demonstrate their

understanding of different styles, genres and traditions.

Students should use sketchbooks/workbooks/journals to underpin their work where appropriate.

They may wish to develop their drawing skills in order to produce storyboards, thumbnail sketches

and/or diagrams, where appropriate.

Students may use traditional methods and/or digital techniques to produce images.

Students should be aware of the four assessment objectives to be demonstrated in the context of

the content and skills presented and of the importance of process as well as product.

Areas of study

Students are required to work in one or more area(s) of photography, such as those listed below.

They may explore overlapping areas and combinations of areas:

• portraiture

• landscape photography (working from the urban, rural and/or coastal environment)

• still life photography (working from objects or from the natural world)

• documentary photography, photojournalism

• fashion photography

• experimental imagery

• multimedia

• photographic installation

• moving image (video, film, animation).

Skills and techniques

Students will be expected to demonstrate skills, as defined in

Overarching knowledge,

understanding and skills (page 12), in the context of their chosen area(s) of photography. Students

will be required to demonstrate skills in all of the following:

• the ability to explore elements of visual language, line, form, colour, pattern and texture in the

context of photography

• awareness of intended audience or purpose for their chosen area(s) of photography

• the ability to respond to an issue, theme, concept or idea, or work to a brief or answer a need

in photography

• appreciation of viewpoint, composition, aperture, depth of field, shutter speed and movement

• appropriate use of the camera, film, lenses, filters and lighting for work in their chosen

area(s) of photography

• understanding of techniques related to the production of photographic images and, where

appropriate, presentation and layout.

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 19

Knowledge and understanding

Students must show knowledge and understanding of:

• relevant materials, processes, technologies and resources

• how ideas, feelings and meanings can be conveyed and interpreted in images and artefacts

created in their chosen area(s) of photography

• historical and contemporary developments and different styles and genres

• how images and artefacts relate to social, environmental, cultural and/or ethical contexts, and

to the time and place in which they were created

• continuity and change in different styles, genres and traditions relevant to photography

• a working vocabulary and specialist terminology that is relevant to their chosen area(s) of

photography.

20 Visit for the most up-to-date specication, resources, support and administration

4 Scheme of assessment

Find past papers and mark schemes, and specimen papers for new courses, on our website at

aqa.org.uk/pastpapers

The specification is designed to be taken over two years with all assessments taken at the end of

the course.

Assessments and certification are eligible for submission for the first time in May/June 2017 and

then every May/June for the life of the specification.

All materials are available in English only.

4.1 Synoptic assessment

Synoptic assessment in Art and Design involves students in:

• drawing together the knowledge, understanding and skills learned in different parts of the

course

• selecting and presenting work which demonstrates their strengths across the areas of

knowledge and the range of skills described and shows their ability to sustain their own lines

of enquiry

• bringing together and making connections between the areas of knowledge, the work of

artist(s), designer(s), photographers or craftspeople and the range of skills described and

learned throughout the course and applying this by responding to one or more of:

• a stimulus or issue

• a design brief or problem

• a task which specifies an image, object or other outcome to be achieved.

There is synoptic assessment in both components of the A-level that provide stretch and challenge

opportunities for students as follows:

In Component 1, students develop work based on an idea, issue, concept or theme leading to a

finished outcome or a series of related finished outcomes. Practical elements should make

connections with some aspect of contemporary or past practice of artist(s), designer(s),

photographers or craftspeople and include written work of no less than 1000 and no more than

3000 words which supports the practical work.

In Component 2, students respond to a stimulus, provided by AQA, to produce work which

provides evidence of their ability to work independently within specified time constraints,

developing a personal and meaningful response which addresses all the assessment objectives

and leads to a finished outcome or a series of related finished outcomes.

4.2 Aims

Courses based on these specifications should encourage students to develop:

• intellectual, imaginative, creative and intuitive capabilities

• investigative, analytical, experimental, practical, technical and expressive skills, aesthetic

understanding and critical judgement

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 21

• 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

• the 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.

4.3 Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all A-level Art and Design

specifications and all exam boards.

The assessments will measure how students have achieved the following assessment objectives:

• AO1: Develop ideas through sustained and focused investigations informed by contextual

and other sources, demonstrating analytical and critical understanding.

• AO2: Explore and select appropriate resources, media, materials, techniques and processes,

reviewing and refining ideas as work develops.

• AO3: Record ideas, observations and insights relevant to intentions, reflecting critically on

work and progress.

• AO4: Present a personal and meaningful response that realises intentions and, where

appropriate, makes connections between visual and other elements.

Weighting of assessment objectives for A-level Art and Design

The assessment objectives are equally weighted within each component. The table shows the

approximate weighting of each of the assessment objectives across all components.

Assessment objectives

(AOs)

Component weightings (approx %) Overall weighting of

AOs (approx %)

Component 1 Component 2

AO1 15 10 25

AO2 15 10 25

AO3 15 10 25

AO4 15 10 25

Overall weighting of

components

60 40 100

Quality of making

The ability to handle materials, techniques and processes effectively, skilfully and safely underpins

all the assessment objectives. It is important in enabling students to develop a personal language,

to express ideas and to link their intentions to outcomes in a confident and assured manner.

Visit for the most up-to-date specication, resources, support and administration

4.4 Assessment criteria

The assessment criteria must be applied to the assessment of students’ work for all components.

The assessment objectives are equally weighted in each of the components. The

Assessment

criteria grid (page 22) indicates the levels of response which would be expected for the award of

marks in the ranges shown. It should be noted that the ranges have been drawn up to assist

teachers in identifying individual levels of response and do not, in themselves, constitute grade

descriptions.

Each component is marked out of a total of 96 marks. As the assessment objectives are equally

weighted in each of the components, there is a maximum of 24 marks for each of the assessment

objectives. The marks, out of 24, for each assessment objective must be added together to

produce the total mark out of 96.

You are required to provide a mark for each of the assessment objectives separately in accordance

with the assessment criteria and a total mark out of 96 must be provided for each component. The

assessment grid must be used to identify the student’s level of performance in relation to each of

the assessment objectives.

Six mark band descriptors are provided, with a range of marks for each of the four assessment

objectives.

A Candidate record form must be completed for each student for each component. When

completing the Candidate record form the teacher should decide which mark band descriptor best

describes the student’s performance for each assessment objective, then circle the appropriate

mark. These marks should be transferred to the ‘mark awarded’ row and added together. This total

should be entered in the ‘total mark’ box to the right of the grid.

Four marks are available for each mark band in each assessment objective. The lower mark

indicates that the student has just met the requirements described in that particular band, the next

mark indicates that evidence is adequate, the next that evidence is clear and the higher mark

indicates that evidence is convincing but that the student has just failed to meet the requirements

set out in the next band.

Assessing the Personal investigation

This is a practical component supported by written material. The practical work and written material

must be assessed as an integrated whole. The practical work and the written material must be

assessed together using the assessment grid to select which of the six mark band descriptors for

each assessment objective best describes the student’s overall performance.

The written material and practical work must each show evidence of meeting all four assessment

objectives.

Once the mark band has been selected the mark qualifiers ‘just’, ‘adequately’, ‘clearly’ or

‘convincingly’ should be applied to determine the specific mark within the band.

For further guidance on assessing the Personal investigation refer to the online exemplification

materials at the start of the course. Please also see section

Teacher standardisation (page 30) for

more information about Teacher standardisation meetings.

Assessing to the correct standard

Work submitted for assessment for A-level components is assessed at a standard that can be

reasonably expected of a student after a full A-level course of study, 360 guided learning hours

(GLH).

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 23

If your school or college offers the Art, craft and design title alongside endorsed titles, evidence of

an area of study for the Art, craft and design title must be assessed to the same standard as it

would for the relevant endorsed title.

To ensure you mark to the correct standard:

• all teachers delivering the course must access the on-line example materials (provided on

Centre Services at the start of the course

• a senior representative from your school or college, with responsibility for conducting internal

standardisation, must also attend a teacher standardisation meeting in the autumn/spring

term.

For more information on attendance at Teacher standardisation meetings and Internal

standardisation refer to sections

Teacher standardisation and Internal standardisation (page 30)

Assessment criteria grids

The grids further expand on the assessment objectives. They should be used to mark students’

work and to complete Candidate record forms.

Assessment objective 1

Develop ideas through sustained and focused investigations informed by contextual and other

sources, demonstrating analytical and critical understanding.

Marks

Description

24 Convincingly

An exceptional ability to develop ideas through sustained

investigations informed by contextual and other sources.

Demonstrates exceptional analytical and critical

understanding.

Demonstrates fluent use of appropriate specialist

vocabulary.

Clearly

22 Adequately

21 Just

20 Convincingly

A confident and highly developed ability to develop ideas

through sustained investigations, informed by contextual

and other sources.

Demonstrates confident and highly developed analytical

and critical understanding.

Demonstrates assured use of appropriate specialist

vocabulary.

Clearly

18 Adequately

17 Just

16 Convincingly

A consistent ability to develop ideas through sustained

investigations, informed by contextual and other sources.

Demonstrates consistent analytical and critical

understanding.

Demonstrates consistent use of appropriate specialist

vocabulary.

Clearly

14 Adequately

13 Just

24 Visit for the most up-to-date specication, resources, support and administration

Marks Description

12 Convincingly

A reasonably consistent ability to develop ideas through

sustained investigations, informed by contextual and

other sources.

Demonstrates reasonably consistent analytical and

critical understanding.

Demonstrates reasonably consistent use of appropriate

specialist vocabulary.

Clearly

10 Adequately

9 Just

8 Convincingly

Some ability to develop ideas and sustain investigations,

informed by contextual and other sources.

Demonstrates some analytical and critical understanding.

Demonstrates limited use of appropriate specialist

vocabulary.

Clearly

6 Adequately

5 Just

4 Convincingly

Minimal ability to develop ideas and sustain

investigations, informed by contextual and other sources.

Demonstrates minimal analytical and critical

understanding.

Demonstrates little or no use of appropriate specialist

vocabulary.

Clearly

2 Adequately

1 Just

0 No work

Assessment objective 2

Explore and select appropriate resources, media, materials, techniques and processes, reviewing

and refining ideas as work develops.

Marks

Description

24 Convincingly

An exceptional ability to explore and select appropriate

resources, media, material, techniques and processes.

Reviews and refines ideas in a confident and purposeful

manner as work develops.

Clearly

22 Adequately

21 Just

20 Convincingly

A confident and highly developed ability to explore and

select appropriate resources, media, materials,

techniques and processes.

Reviews and refines ideas in a confident manner as work

develops.

Clearly

18 Adequately

17 Just

16 Convincingly

A consistent ability to explore and select appropriate

resources, media, materials, techniques and processes.

Reviews and refines ideas with increasing confidence as

work develops.

Clearly

14 Adequately

13 Just

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 25

Marks Description

12 Convincingly

A reasonably consistent ability to explore and select

appropriate resources, media, materials, techniques and

process.

Reviews and refines ideas with a degree of success as

work develops.

Clearly

10 Adequately

9 Just

8 Convincingly

Some ability to explore and select appropriate resources,

media, materials, techniques and process.

Reviews and refines ideas with limited success as work

develops.

Clearly

6 Adequately

5 Just

4 Convincingly

Minimal ability to explore and select appropriate

resources, media, materials, techniques and process.

Minimal evidence of reviewing and refining ideas as work

develops.

Clearly

2 Adequately

1 Just

0 No work

Assessment objective 3

Record ideas, observations and insights relevant to intentions, reflecting critically on work and

progress.

Marks

Description

24 Convincingly

An exceptional ability to record ideas, observations and

insights relevant to intentions.

Demonstrates an exceptional ability to reflect critically on

work and progress.

Clearly

22 Adequately

21 Just

20 Convincingly

A confident and highly developed ability to record ideas,

observations and insights relevant to intentions.

Demonstrates a confident and highly developed ability to

reflect critically on work and progress.

Clearly

18 Adequately

17 Just

16 Convincingly

A consistent ability to record ideas, observations and

insights relevant to intentions.

Demonstrates a consistent ability to reflect critically on

work and progress.

Clearly

14 Adequately

13 Just

12 Convincingly

A reasonably consistent ability to record ideas,

observations and insights relevant to intentions.

Demonstrates a reasonably consistent ability to reflect

critically on work and progress.

Clearly

10 Adequately

9 Just

26 Visit for the most up-to-date specication, resources, support and administration

Marks Description

8 Convincingly

Some ability to record ideas, observations and insights

relevant to intentions.

Demonstrates some ability to reflect critically on work and

progress.

Clearly

6 Adequately

5 Just

4 Convincingly

Minimal ability to record ideas, observations and insights

relevant to intentions.

Demonstrates minimal ability to reflect critically on work

and progress.

Clearly

2 Adequately

1 Just

0 No work

Assessment objective 4

Present a personal and meaningful response that realises intentions and, where appropriate,

makes connections between visual and other elements.

Marks

Description

24 Convincingly

An exceptional ability to present a personal and

meaningful response.

Demonstrates an exceptional ability to successfully

realise intentions and, where appropriate, makes

connections between visual, written and other elements.

Exceptionally clear, coherent and accurate use of

language.

Clearly

22 Adequately

21 Just

20 Convincingly

A confident and highly developed ability to present a

personal and meaningful response.

Demonstrates a highly developed ability to successfully

realise intentions and, where appropriate, makes

connections between visual, written and other elements.

Clear, coherent and accurate use of language.

Clearly

18 Adequately

17 Just

16 Convincingly

A consistent ability to present a personal and meaningful

response.

Demonstrates a consistent ability to successfully realise

intentions and, where appropriate, makes connections

between visual, written and other elements.

Generally clear, coherent and accurate use of language.

Clearly

14 Adequately

13 Just

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 27

Marks Description

12 Convincingly

A reasonably consistent ability to present a personal and

meaningful response.

Demonstrates a reasonably consistent ability to

successfully realise intentions and, where appropriate,

makes connections between visual, written and other

elements.

Basic clarity, coherence and accuracy in using language.

Clearly

10 Adequately

9 Just

8 Convincingly

Some ability to present a personal and meaningful

response which is uneven.

Demonstrates some ability to successfully realise

intentions and, where appropriate, makes connection

between visual, written and other elements.

Limited clarity, coherence and accuracy in using

language.

Clearly

6 Adequately

5 Just

4 Convincingly

Minimal ability to present a personal and meaningful

response, limited by a lack of skill and understanding.

Demonstrates minimal ability to realise intentions and,

where appropriate, make connections between visual,

written and other elements.

Unclear and often inaccurate language is used.

Clearly

2 Adequately

1 Just

0 No work

4.5 Assessment weightings

The marks awarded will be scaled to meet the weighting of the components. Students’ final marks

will be calculated by adding together the scaled marks for each component. Grade boundaries will

be set using this total scaled mark. The scaling and total scaled marks are shown in the table

below.

Component

Maximum raw mark Scaling factor Maximum scaled mark

A-level Component 1

Personal investigation

96 x3 288

A-level Component 2

Externally set

assignment

96 x2 192

Total scaled mark: 480

28 Visit for the most up-to-date specication, resources, support and administration

5 Non-exam assessment

administration

The non-exam assessment (NEA) is a personal investigation and an externally set assignment.

Visit

aqa.org.uk/7201 for detailed information about all aspects of NEA administration.

The head of the school or college is responsible for making sure that NEA is conducted in line with

our instructions and Joint Council for Qualifications (JCQ) instructions.

5.1 Supervising and authenticating

To meet Ofqual’s qualification and subject criteria:

• students must sign the Candidate record form to confirm that the work submitted is their own

• all teachers who have marked a student’s work must sign the declaration of authentication on

the Candidate record form. This is to confirm that the work is solely that of the student

concerned and was conducted under the conditions laid down by these specifications

• teachers must ensure that a Candidate record form is attached to each student’s work.

Students must have some direct supervision to ensure that the work submitted can be confidently

authenticated as their own. If a student receives additional assistance and this is acceptable within

the guidelines for these specifications, you should award a mark that represents the student’s

unaided achievement. Please make a note of the support the student received on the Candidate

record form and sign the authentication statement. If the statement is not signed, we cannot accept

the student’s work for assessment.

5.2 Avoiding malpractice

Please inform your students of the AQA regulations concerning malpractice. They must not:

• submit work that is not their own

• lend work to other students

• allow other students access to, or use of, their own independently-sourced source material

• include work copied directly from books, the internet or other sources without

acknowledgement

• submit work that is word-processed by a third person without acknowledgement

• include inappropriate, offensive or obscene material.

These actions constitute malpractice and a penalty will be given (for example, disqualification).

If you identify malpractice before the student signs the declaration of authentication, you don’t

need to report it to us. Please deal with it in accordance with your school or college’s internal

procedures. We expect schools and colleges to treat such cases very seriously.

If you identify malpractice after the student has signed the declaration of authentication, the head

of your school or college must submit full details of the case to us at the earliest opportunity.

Please complete the form JCQ/M1, available from the JCQ website at

jcq.org.uk

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 29

You must record details of any work which is not the student’s own on the Candidate record form or

other appropriate place.

You should consult your exams officer about these procedures.

5.3 Teacher standardisation

Teacher standardisation meetings are essential to understand the A-level standards and will help

you to mark accurately using the assessment criteria grid in the specification.

Attendance is required by the person responsible for coordinating internal standardisation at your

school or college, in the following situations:

• in the first assessment year of a new specification

• moderation from the previous year indicates a serious misinterpretation of the specifications

• a significant adjustment was made to marks in the previous year

• your school or college is new to AQA Art and Design.

Our meetings run for three months in the autumn and spring terms.

For further information about teacher standardisation visit our website at

aqa.org.uk/7201

For further support and advice please speak to your Subject adviser. Contact the subject team at

[email protected] for details of your adviser.

5.4 Internal standardisation

You must ensure that you have consistent marking standards for all students. One person must

manage this process and they must sign the Centre declaration sheet to confirm that internal

standardisation has taken place.

Internal standardisation may involve:

• all teachers marking some sample pieces of work to identify differences in marking standards

• discussing any differences in marking at a training meeting for all teachers involved

• referring to reference and archive material, such as previous work or examples from our

teacher standardisation.

5.5 Commenting

To meet Ofqual’s qualification and subject criteria, you must show clearly how marks have been

awarded against the assessment criteria in these specifications.

Your comments will help the moderator see, as precisely as possible, where you think the students

have met the assessment criteria.

Please record your comments on the Candidate record form.

5.6 Submitting marks

You must check that the correct marks for each of the assessment criteria are written on the

Candidate record form and that the total mark is correct.

The deadline for submitting the total mark for each student is given at

aqa.org.uk/keydates

Visit for the most up-to-date specication, resources, support and administration

5.7 Factors affecting individual students

For advice and guidance about arrangements for any of your students, please email us as early as

possible at

[email protected]

Occasional absence: you should be able to accept the occasional absence of students by making

sure they have the chance to make up what they have missed. You may organise an alternative

supervised session for students who were absent at the time you originally arranged.

Lost work: if work is lost you must tell us how and when it was lost and who was responsible,

using our special consideration online service at

aqa.org.uk/eaqa

Special help: where students need special help which goes beyond normal learning support,

please use the Candidate record form to tell us so that this help can be taken into account during

moderation.

Students who move schools: students who move from one school or college to another during

the course sometimes need additional help to meet the requirements. How you deal with this

depends on when the move takes place. If it happens early in the course, the new school or

college should be responsible for the work. If it happens late in the course, it may be possible to

arrange for the moderator to assess the work as a student who was ‘Educated Elsewhere’.

5.8 Keeping students' work

Students’ work must be kept under secure conditions from the time that it is marked, with

completed Candidate record forms. After the moderation period and the deadline for Enquiries

about Results (or once any enquiry is resolved) you may return the work to students.

5.9 Moderation

An AQA visiting moderator will check a sample of your students’ work. We will contact you to let

you know which students’ work will be required in the sample to be provided for moderation.

The moderator re-marks the work and compares this with the marks you have provided to check

whether any changes are needed to bring the marking in line with our agreed standards. In some

cases the moderator will ask you to provide more work. Any changes to marks will normally keep

your rank order but, where major inconsistencies are found, we reserve the right to change the

rank order.

5.9.1 School and college consortia

If you are in a consortium of schools or colleges with joint teaching arrangements (where students

from different schools and colleges have been taught together but entered through the school or

college at which they are on roll), you must let us know by:

• filling in the Application for Centre Consortium Arrangements for centre-assessed work,

which is available from the JCQ website

jcq.org.uk

• appointing a consortium co-ordinator who can speak to us on behalf of all schools and

colleges in the consortium. If there are different co-ordinators for different specifications, a

copy of the form must be sent in for each specification.

We will allocate the same moderator to all schools and colleges in the consortium and treat the

students as a single group for moderation.

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 31

All the work must be available at the lead school or college.

5.10 After moderation

You will receive a report when the results are issued, which will give feedback on interpretation of

the assessment criteria and how students performed in general.

We will give you the final marks when the results are issued.

To meet Ofqual requirements, as well as for awarding, archiving or standardisation purposes, we

may need to keep some of your students’ work. We will let you know if we need to do this.

32 Visit for the most up-to-date specication, resources, support and administration

6 General administration

You can find information about all aspects of administration, as well as all the forms you need, at

aqa.org.uk/examsadmin

6.1 Entries and codes

You only need to make one entry for each qualification – this will cover all the components and

certification.

Every specification is given a national discount (classification) code by the Department for

Education (DfE), which indicates its subject area.

If a student takes two specifications with the same discount code, Further and Higher Education

providers are likely to take the view that they have only achieved one of the two qualifications.

Please check this before your students start their course.

These specifications comply with Ofqual’s:

• General conditions of recognition that apply to all regulated qualifications

• GCE qualification level conditions that apply to all GCEs

• GCE subject level conditions that apply to all GCEs in this subject

• all relevant regulatory documents.

The Ofqual qualification accreditation number (QAN) is 601/4456/7.

Qualication title Title AQA entry code DfE discount code

AQA Advanced GCE in Art

and Design

Art and Design (Art, craft

and design)

7201 3510

Art and Design (Fine art) 7202 3690

Art and Design (Graphic

communication)

7203 3550

Art and Design (Textile

design)

7204 3650

Art and Design (Three-

dimensional design)

7205 3670

Art and Design

(Photography)

7206 3570

6.2 Overlaps with other qualications

There are no overlaps with any other AQA qualifications at this level.

6.3 Awarding grades and reporting results

The A-level qualification will be graded on a six-point scale: A*, A, B, C, D and E.

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 33

Students who fail to reach the minimum standard for grade E will be recorded as U (unclassified)

and will not receive a qualification certificate.

6.4 Re-sits and shelf life

Students can re-sit the qualifications as many times as they wish, within the shelf life of the

qualifications.

6.5 Previous learning and prerequisites

There are no previous learning requirements. Any requirements for entry to a course based on

these specifications are at the discretion of schools and colleges.

However, we recommend that students should have the skills and knowledge associated with a

GCSE and/or AS Art and Design course or equivalent.

6.6 Access to assessment: diversity and inclusion

General qualifications are designed to prepare students for a wide range of occupations and

further study. Therefore our qualifications must assess a wide range of competences.

The subject criteria have been assessed to see if any of the skills or knowledge required present

any possible difficulty to any students, whatever their ethnic background, religion, sex, age,

disability or sexuality. If any difficulties were encountered, the criteria were reviewed again to make

sure that tests of specific competences were only included if they were important to the subject.

As members of the Joint Council for Qualifications (JCQ) we participate in the production of the

JCQ document Access Arrangements and Reasonable Adjustments: General and Vocational

qualifications. We follow these guidelines when assessing the needs of individual students who

may require an access arrangement or reasonable adjustment. This document is published on the

JCQ website at

jcq.org.uk

Students with disabilities and special needs

We can make arrangements for disabled students and students with special needs to help them

access the assessments, as long as the competences being tested are not changed. Access

arrangements must be agreed before the assessment. For example, a Braille paper would be a

reasonable adjustment for a Braille reader but not for a student who does not read Braille.

We are required by the Equality Act 2010 to make reasonable adjustments to remove or lessen

any disadvantage that affects a disabled student.

If you have students who need access arrangements or reasonable adjustments, you can apply

using the Access arrangements online service at

aqa.org.uk/eaqa

Special consideration

We can give special consideration to students who have been disadvantaged at the time of the

assessment through no fault of their own – for example a temporary illness, injury or serious

problem such as the death of a relative. We can only do this after the assessment.

Your exams officer should apply online for special consideration at

aqa.org.uk/eaqa

Visit for the most up-to-date specication, resources, support and administration

For more information and advice about access arrangements, reasonable adjustments and special

consideration please see aqa.org.uk/access or email [email protected]

6.7 Working with AQA for the rst time

If your school or college has not previously offered any AQA specification, you need to register as

an AQA centre to offer our specifications to your students. Find out how at

aqa.org.uk/

becomeacentre

If your school or college is new to these specifications, please let us know by completing an

Intention to enter form. The easiest way to do this is via e-AQA at

aqa.org.uk/eaqa

6.8 Private candidates

These specifications are not available to private candidates.

AQA A-level Art and Design 7201, 7202, 7203, 7204, 7205, 7206. A-level exams June 2017 onwards. Version 1.3 3 December 2021

Visit for the most up-to-date specication, resources, support and administration 35

Get help and support

Visit our website for information, guidance, support and resources at

You can talk directly to the Art and Design subject team:

[email protected]

T: 01483 437 750

aqa.org.uk

AQA retains the copyright on all its publications, including the specifications. However, schools and colleges registered with AQA are

permitted to copy material from this specification for their own internal use.

AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales

(company number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.