gcse photography coursework checklist

The Power of the Portrait:

Portraits, self portraits and identity , experiment with different layouts and designs. use black and white and colour, text, illustration, double exposure etc..

Welcome to Year 11

What can I expect from this year? 

Lets look at good practice in gcse photography coursework. open the sway and we'll go through it together., now it's your turn choose one to analyse in pairs.

Add this to your sketchbook and take notes while you analyse the coursework below

Choose one example to examine in more depth and identify the strengths and weaknesses of the work.  give it a grade from 9-1 ao1- develop (research) ao2- refine (experiment) ao3- record (photos) ao4- present (final pieces) use the assessment grid here.

What are the assessment Objectives

How do i get a good grade, click on the assessment objectives to understand:.

Artist Research AO1

Experimentation AO2

Record/own photos AO3

Present/Final Piece AO4

Expectations from September to Christmas.

(tick these off as you complete them), checklist: , ao1 - research  6-8 more artists of your choice, ao3 - respond to your artists by taking at least 5 different photoshoots, ao2 - experiment with techniques inspired by the artists you have researched, at least 2 for each artist researched, ao4 - present ideas for a final piece, drawing on the ideas and experiments you have already done., ao1 & ao2 - a plan of what your final pieces will be, with mock ups of them., ao3 - a final photoshoot (you need to re-shoot to improve on the images you already have), ao4 - refine and present your final pieces with an evaluation.  , answer the questions on this progress sheet as fully as you can, and put it in your sketchbooks.    .

1. Look through your sketchbook to remind yourself about your developing idea or the word you chose.

2. add your homework photoshoot to your sketchbook. 3. edit the photos and create 4 images in any way you want to that link back to your artists and previous work. present these larger as your edited images.  4. using pinterest or google, find your next 2 artists to research. present this in your sketchbook. 5. complete a photoshoot inspired by these artists. 6. if you are stuck download a brief to help focus your ideas.   , tasks to tackle over this and next lesson, i am stuck..........what do i do next  experiment with workshops below or choose an idea from the pinterest boards to explore further. pin a new pinterest board of ideas and choose 2 new artists to research. create pages in your sketchbook and then plan a new photoshoot using the planning powerpoint to help you. evidence this plan in your sketchbook..

You could also choose a workshop from these pages to complete. Be sure to preseant your artist research as well as your images and edits

Workshops page 1, workshops page 2, workshops page 3, workshops page 4, workshops page 5.

We're now heading towards planning your final outcomes for your coursework. They should Continue developing your ideas from before the summer break. Choose a brief to help you to focus your ideas and start to research.    

If you don't find a brief that links to your previous ideas or interests you then start to pin ideas on pinterest, find 2 new artists and plan your responses in the form of photoshoots

Using symbols to express a narrative.

Using symbols in your images is called semiotics:, in pairs study the image that was created as a final piece from the images above., 1. describe the story being told., 2. identify the sybmbols that are helping to tell the story., 3. what does each one mean in relation to the story, 4. how has this image been created, 5. what techniques have been used, 6. how has she used the space within the frame.

LO: To develop your  coursework into a series of final pieces by experimenting with different techniques and responding with excellent quality photo shoots both in the studio and on location. To present your work as a series of solid outcomes like posters, zine or magazine, album or book  covers, panoramic's or graphic designs. 

Remember to address all of the assessment objectives 

CREATE A ZINE

Your sketchbook is really important. Try and keep on top of your presentation. Get into the habit of presenting research, then photoshoot, then edited images and annotate as you go along too.

Use this visual guide to keep you on track., final coursework deadline monday 10th december, research  6-8 more artists of your choice, respond to your artists by taking at least 4 different photoshoots, experiment with techniques inspired by the artists you have researched, at least 2 for each artist researched, present ideas for a final piece, drawing on the ideas and experiments you have already done., a plan of what your final pieces will be, with mock ups of them., a final photoshoot (you need to re-shoot to improve on the images you already have), refine and present your final pieces with an evaluation.  , checklist: have i completed everything on the checklist, go back and have a look., link to year 11 final piece planning here.

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GCSE Photography - Analysis Guide

Subject: Art and design

Age range: 14-16

Resource type: Worksheet/Activity

Last updated

15 April 2022

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GCSE Photography analysis template for the photographer Sebastian Magnani. The first document asks students to consider the formal elements when analysing the work of reflective photographer Magnani.

The accompanying document talks students through the layout of their responses, addressing all AO objectives for GCSE Edexcel Photography.

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GCSE Photography Scheme of Work (Full Y10 Course)

A selection of 5 GCSE Photography digital sketchbooks guiding students through the camera basics, shutter speed, aperture and portraiture. Enough content to cover a full Year 10 course, before student pick independent projects in Y11. Highly successful outcomes from each project in past teaching, with analysis and development help and prompts too. Perfect set for anyone new to teaching GCSE Photography

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• This topic has 29 replies, 23 voices, and was last updated 4 years ago by pondo .
• GCSE photography, which camera for a beginner?

Laddo is starting GCSE photography in September, we’ve been “advised” he will need an SLR camera (I’m sure some will be available via the school but he might not meet the requirements). He has got an interest and takes some decent shots with his phone but I’m not wanting to spunk big money on something that may just become an extra GCSE which is then left behind at A-level.

You could do worse than my ad in the classifieds 🙂

SLR usually means film and not digital. All courses like to teach film as s grounding, and they also learn how to develop. You are into a different world than digital photography.

Have a look at Talk Photography forum. They have a thriving film section in there and you will get some decent answers.

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Daughters ex was doing photography at college, they used a basic 10mil pixel Canon (cant remember the model), so dont think it has to be anything too advanced. I think its more something o learn obout settings on. Offeren ol lend him some of my old semi auto and true manual camerers so he could really learn…..

I bought my eldest a Canon 750D it’s a wonderful camera simple to use with good results. eBay has loads of them usually at a good price.

DSLR is fine for GCSE and A level.

Yoshimi, who I recognise from TP, is selling a digital camera. A good camera, but best to check that the requirement is either film or digital, or you will have wasted your money!!!

If film then something like a Canon OM10 that can be had for £50 including lens. If digital then something like a Canon 20d for under £100 including lens. I have had both and the only thing stopping them taking good photos is me.

So my op is testament to my knowledge. I thought an SLR was an SLR then it was either film or digital, I’m almost certain it will be digital because they do Photoshop I believe as part of the course? Will ask though.

I did mine with a Canon T90. Pentax K1000 is the standard, cheaper to by and better is the MX. Something basic and will do the job with plenty of cheap lenses is the Zenit range something like the E or EM can be picked up with the brilliant Helios 44-2 for £20. I can have a look at home and see what I got if you like? I know I have a Fed3 rangefinder which works and would do the job for A-Level, I did some work with a Leica Rangefinder when I did mine. I think I also have a Zenit EM, not sure how good it is though.

Cheers, Steve

So my op is testament to my knowledge. I thought an SLR was an SLR then it was either film or digital, I’m almost certain it will be digital because they do Photoshop I believe as part of the course? Will ask though

SLR is film. DSLR is digital.

There’s a world of difference!!!

As above, something 2nd hand with lots of buttons* will be more useful than newer and entry level.

*Not nessecerily buttons, but independantly aperture and shutter speed dials are nicer than having one dial that needs to be switched.

Film is slightly different in that the last film cameras were more like DSLR in the way all the control was on the camera body, earlier cameras had the aperture controls on the lease. Which tends to mean there’s always compatibility issues.

My 2p, Pentax for both, the old film lenses are all physically compatible with new dslr bodies and the workaround to get the aperture set is just one button press on the back of the camera.

Would imagine DSLR if using photoshop unless they develop the negatives and then scan them in and them mess around with them on photoshop. It is also 2019 and makes a lot more sense to use a DSLR and can learn the same things except maybe patience

GCSE Photography teacher here.

Depends on school and context. We would never insist on a DSLR as the minimum kit for GCSE. It would be fairly straightforward to get the best grades at GCSE with a pretty low spec phone camera (the assessment criteria do not state any technical requirements – it’s all about developing an idea and being creative).

We use pretty simple bridge cameras and have ensured we have enough for every student in a group to have one each to use in lessons. We tell parents it’s cool if they want to get students their own camera but it’s not essential and we don’t really advise on a minimum spec. The caveat is we are in a pretty deprived area and so could never realistically expect parents to buy even a used DSLR for their kid.

And re the comment above about film being the preferred process. I don’t know of any schools round here still teaching darkroom photography – too costly to set up and run, and with current safeguarding legislation actually getting students to be able to use a darkroom is a nightmare (can’t lock yourself in with just one or two students, and can’t leave them to locked in there on their own).

Check with the college which brand they support as they will have various lenses, flashes etc to borrow and play with.

I’d be very surprised if they stipulate film as the college’s can’t support the cost of film, chemicals, darkroom etc. And parents often can’t either!

My daughter started with a Nikon d3100 bought second hand with kit lense. She’s just finishing a degree in photojournalism and documentary photography, works freelance on sports (mostly cycling ) events, charity events, music and occasional weddings. And has collected £1000s of kit!

So a basic DSLR with full manual settings, MacBook (!) And subscription to Lightroom & Photoshop should empty your wallet sufficiently 🙄

So my op is testament to my knowledge. I thought an SLR was an SLR then it was either film or digital, I’m almost certain it will be digital because they do Photoshop I believe as part of the course? Will ask though SLR is film. DSLR is digital. There’s a world of difference!!!

SLR refers to the way the imagine is reflected from the lens to the viewfinder rather than a stand alone viewfinder.

Digital or film, they’re both SLRs to me, isn’t your comment the same as say it’s Camera, or DCamera?

I’m almost certain it will be digital because they do Photoshop I believe as part of the course? Will ask though.

It is digital as colournose points out.

I’ve used a Canon 60D like the one for sale up the thread semi-professionally* for the last 4 years. I can recommend it if the budget can stretch. Otherwise any DSLR from 5 or so years ago will be a good budget option.

As others have mentioned, if they have a recommendation from school – take it. Lenses can be borrowed if you get the same system and they make up 80% of the cost of photography.

* I do it for money, but only sporadically.

Thanks for that colournoise, same situation here – or at least we think, he hasn’t had his options confirmed yet.

Lenses can be borrowed if you get the same system and they make up 80% of the cost of photography

Good tip our school uses Nikon they lend the cameras out but were limited, as I have a canon and a few lenses it made sense for me to get her a canon.

Definitely ask the school. As well as the benefit of potentially borrowing lenses, flashes etc there’s also a good chance that the teacher will know the system well; so if the school uses Nikon, they’ll know (some) Nikon cameras inside out, but might not have a clue about the menu system or button layout on a Canon or Sony. Could save some annoying technical problems so your lad can concentrate on the actual photography.

Film SLR – get a Nikon FM, fully manual so complete exposure control to learn on. Will also take digital lenses. Don’t assume that just because they use Photoshop it’s all digital, they might scan in the negatives, for example for post processing.

I learnt on a Pentax MX. Absolutely brilliant camera. Everything completely manual, it only had a battery for the built in light meter. Took some of my best pictures on that.

These days I use a DSLR for convenience (Pentax K200d) but apart from the digital storage, it’s a step backwards in control and usability.

Jokingly I would say get one with a phone app and never have to deal with crazy Canon/Nikon menu systems 😀

But realistically a kid these days is probably going to have no issues finding the same features on a different make of camera as the terms are the same just the menu layouts are different. I have Canons and my other half has Nikons. So basically whatever you can afford is good to go!

Depends how serious his interest is. You can pick up old dSLRs dirt cheap now. Get yourself a 350d for £44 https://www.mpb.com/en-uk/used-equipment/used-photo-and-video/used-digital-slr-cameras/ (I still use one occasionally)

The newer models have improved a fair bit, with good low light performance, ability to shoot video, and the size of output images. But these old cameras are more than capable of print quality stuff.

Colornoise has a good answer there. We are just about to start an A level photography course and as a known photography geek on staff I have been asked by the folks running it next year if I’d mind doing a talk or two. I’ve looked at the spec and been really surprised by the lack of technical content. You have to get your head around the fact that it is an Art sub subject or pathway more than anything else. I came away from reading it a bit disillusioned really – you have always had the option to use photography within the fine art pathway so I’m struggling to see the point. In fact bizarrely in the A level photography syllabus it says you have to be able to draw – something missing from the fine art syllabus!

Our place is just putting it on for political reasons as it attracts students that would have gone elsewhere if we didn’t. Our Art staff running it would rather not have the distraction and just keep on putting everyone through the fine art course as they think it sets people up better for an Art foundation (pretty much the default path between school and whatever is next).

I don’t particularly think you need to be too worried what camera it is if you’re looking for a DSLR – I’d probably stick with Nikon (FTW :D) or Canon, but as long as it’s in decent nick*, it will do everything you need it to do. Dug out my 12 year old D40 for a trip to the Mach Loop today, only problem with the old tech is I forgot to bring an old school USB cable to download the pics! It might not have funky software, it might only be 6mbp (doesn’t matter, it’s all about the glass 🙂 ), but you can use it to learn about all aspects of shootin’ in the same way as the latest Carlos Fandango Uber-Shooter.

* You want to drop on someone who bought to dabble a few years ago and couldn’t be arsed.

If the camera is being chosen on being a good platform to learn specifics about photography, rather than absolute image quality, then I’d recommend getting an APSC system with full manual control (Full frame lenses are expensive, so probably not worth going that far).

Having a larger sensor means that you get a better impression of the effects of focal length and aperture on depth of field, image sharpness aberrations etc. than something like a micro 4/3s or quality compact.

Sony’s a6000 range are excellent as are pretty much all of Nikon’s offerings. Canon has some hits and some misses though, so check that you’re getting good value if you go that way.

DP Review have an excellent summary of the merits of different cameras at a number of price points to make it easy to compare.

Going with mirrorless bodies opens up a lot of fun with old, cheap manual lenses, so something to be considered if they want to get creative.

I’ve a 50mm Pentax manual lens that is amazing image quality, cost £30 on eBay and taught me lots about manual settings. All Pentax lenses ever fit any Pentax. Cheap lenses ahoy. Pentax are also usually dust and sometimes water sealed. They also typically are a few quid cheaper than the fashionable Canon and Nikon.

I can’t tell you anything about GCSE Photography, but I can tell you that if your son is interested in photography with anything more than a passing interest then a camera that shoots Raw files and has manual controls is the way to go. Any camera from the last 10 years with those functions will do – a DSLR that’s a couple of generations old can be had for a fraction of what they cost when new and will still produce great images. The biggest part of my job is processing images in software. That’s one of the most important skills so access to a computer with Lightroom or similar and Photoshop is pretty fundamental.

My 12 year old D40 shoots RAW (if you want). 😉

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Art and Design - Edexcel

Easy-to-understand homework and revision materials for your GCSE Art and Design Edexcel '9-1' studies and exams

Part of Art and Design

Techniques and Materials

• Guide Number 3 Guides

• Guide Number 2 Guides

Photography

• Guide Number 4 Guides

Printmaking - Edexcel

Printing in art is transferring ink or paint from a design onto a surface. There are many techniques for printing – these can be used for different results, including fine art, textiles and advertising.

Portfolio and External Assessment

Finding inspiration - Edexcel

Artists and designers look for inspiration to use as a starting point for their creative projects. Many artists and designers find inspiration in the work of others.

Responding to stimuli - Edexcel

Artists and designers find stimuli in the world around them or research a particular topic to find stimuli. They use this material to help them generate a personal creative response in their work.

Analytical drawing - Edexcel

Artists use analytical drawing techniques to explore and record their subject matter. Designers also often use analytical drawing to investigate the visual qualities of their sources of inspiration.

Developing ideas - Edexcel

Developing ideas is part of the creative process for artists and designers. By exploring and refining ideas, effective decisions can be made about the final piece of artwork or design solution.

Creating a design brief - Edexcel

Designers use a brief to give them guidance and focus. A brief helps define the design problem and gives details on important considerations and constraints.

Experimenting with materials and techniques - Edexcel

Artists and designers use a variety of materials and techniques for different purposes and to create different effects.

Recording and observing - Edexcel

Recording your ideas, observations and insights will help your creative process. You can do this visually, through writing or by using other media.

Annotating your work - Edexcel

Annotation means writing key information alongside your work. It can help to record your thoughts, keep your development on track and let others know what you have done and why.

Analysing and evaluating - Edexcel

Artists and designers often record ideas they have for artworks and designs. They will note down observations as they go so they can analyse and evaluate the effectiveness of the work produced

Assessment objectives and presenting your work - Edexcel

To effectively present your project you need to show how you have developed ideas, refined your work, recorded your process and created a personal and meaningful response.

Externally set assessment - Edexcel

There is no written exam for GCSE Art & Design – instead there is a portfolio and an externally set assignment. Learn what this assignment involves, how to prepare for it and how it is marked.

Elements of Art

Line - Edexcel

Lines are used by artists and designers to describe objects, add detail or create expression. Lines define an artwork and reveal the artist’s techniques.

Colour - Edexcel

Choices of colour and the relationships between colours have a huge influence on how a piece or art or design looks and feels and the emotions it provokes.

Tone - Edexcel

Tone means how light or dark something is. The tones artists and designers use and the contrast between them can create very different moods and visual effects.

Shape - Edexcel

Shapes are two-dimensional. Positive shapes represent solid objects and negative shapes show the surrounding space. Geometric shapes are perfect and regular. Organic shapes are irregular and natural.

Form - Edexcel

Form refers to three dimensional objects. While shapes have two dimensions (height and width), forms have three dimensions (height, width and depth).

Space - Edexcel

Three-dimensional work creates real space. Two-dimensional works can create implied space using artistic technique. Objects take up positive space, while negative space is the empty space around them.

Texture - Edexcel

Artists and designers can use actual texture in their work or they can suggest how something feels using techniques that imply texture.

Pattern - Edexcel

A pattern is a design in which lines, shapes, forms or colours are repeated. The part that is repeated is called a motif. Patterns can be regular or irregular.

Principles of Design

Balance - Edexcel

The arrangement of elements in a composition can create balance or imbalance. Three key ways to create balance are through symmetry, asymmetry and radial symmetry.

Emphasis - Edexcel

Emphasis is what makes part of a composition stand out. Artists and designers can emphasise something by altering its position or using converging lines

Proportion - Edexcel

Proportion describes the relationship between the dimensions of different elements. Scale refers to an artwork’s size and how parts of a composition relate to each other.

Unity - Edexcel

Unity refers to how different elements of an artwork or design work come together and create a sense of wholeness. It can be achieved through proximity, simplicity, repetition and continuation.

Variety - Edexcel

Variety refers to how artists and designers add complexity to their work using visual elements. Contrast, difference and change, and elaboration all add visual interest to an artist’s work.

Rhythm - Edexcel

Rhythm refers to how elements are repeated or how they change and develop. Rhythm can be described as either regular, flowing or progressive.

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GCSE Art and Design

8201, 8202, 8203, 8204, 8205, 8206

• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Knowledge and understanding
• 3.4 Art, craft and design
• 3.5 Fine art
• 3.6 Graphic communication
• 3.7 Textile design
• 3.8 Three-dimensional design
• 3.9 Photography
• 3.10 Progression
• Scheme of assessment
• Non-exam assessment administration
• General administration

Students develop and apply the skills listed below to realise personal intentions relevant to their chosen title(s) and related area(s) of study.

Students must demonstrate the ability to:

• develop their ideas through investigations informed by selecting and critically analysing sources
• apply an understanding of relevant practices in the creative and cultural industries to their work
• refine their ideas as work progresses through experimenting with media, materials, techniques and processes
• record their ideas, observations, insights and independent judgements, visually and through written annotation, using appropriate specialist vocabulary, as work progresses
• technologies
• use drawing skills for different needs and purposes, appropriate to context
• realise personal intentions through sustained application of the creative process.

Students must provide evidence of drawing in both their portfolio submission and externally set assignment. These can take different forms depending on intention. It can feature as an element within the developmental process and/or explicitly in the realisation of intentions. Drawing could be demonstrated in students’ evidence for AO1, AO2 and AO4, but must feature in their evidence for AO3. The particular value and significance of drawing should be determined by the ways in which it addresses purpose and need rather than the extent to which it demonstrates technical mastery, unless this is the explicit intention.

To ensure evidence of drawing features appropriately :

• access the online Drawing for different purposes and needs exemplar materials which include focused guidance on how drawing might feature in each title
• review examples of drawing within the context of students’ overall submissions (provided on e-AQA)
• ensure the person responsible for internal standardisation attends a teacher standardisation meeting to see 'live' examples of how students have met this requirement (in line with the requirements set out in Teacher Standardisation ).

Written annotation

When addressing the requirements of AO3, students must record their ideas, observations and insights both visually and through written annotation using appropriate specialist vocabulary, as work progresses. Annotation must be explicitly evidenced in both Component 1 and Component 2.

The content and presentation of annotation will be determined by what the student wishes to communicate, including how it supports the development of their work through the creative process.

For example, as ideas are developed, explored and recorded annotations might relate to initial thoughts, practical considerations, the communication of intentions, responses to sources, critical reflection on personal work and self-evaluation. Teachers should encourage students to appreciate the purposes of annotation and understand where and how annotations can feature as an integral rather than ‘bolt-on’ aspect of the creative process. As such , annotation can also contribute to evidence for AO1, AO2 and AO4. Annotations can be presented in hand written and/or digital form as appropriate.

To ensure evidence of written annotation features appropriately :

• access the online exemplar materials and specific guidance on how written annotation might feature in each title
• review examples of students’ annotations within the context of students’ overall submissions (provided on e-AQA)

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Gcse media studies (9-1) - j200.

We currently have two versions of the GCSE Media Studies specification available so please make sure you use the correct one. The most recent version of the specification has new set media products and applies to students who will be assessed from 2025 onwards.

For more information please read our update here .

Our GCSE in Media Studies helps students develop a wider understanding and appreciation of the media, both historical and contemporary, and their role in society, culture and politics. Students apply their academic knowledge in the creation of their own media production.

Specification code: J200 Qualification number: 603/2069/2 This qualification is available in English only First teaching 2023, with first assessment 2025

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