KS5 Graphics A Level Program of study (Year 12 & 13)
We begin with skills-building projects in term 1 and part of term 2.
Then we have a linear A level which we begin in term 2 of year 12 continuing to the end of year 13. There is no AS level.
Then we have a linear A level which we begin in term 2 of year 12 continuing to the end of year 13. There is no AS level.
Graphics A levelAre you artistic, creative, obsessed with design, but also interested in the power of the image combined with the written word? If so, this course is for you, as Graphics is about the study of words and images, how they interact and how they perform a function.
Our industry-trained Graphics staff will extend your design skills, broaden your understanding of visual trends, and teach you new techniques to a very high standard. You will complete a wide variety of text and image-based projects including branding, packaging, magazine and poster design, animation, illustration and typography. You will work in traditional and in computer-aided media (particularly Adobe Illustrator, Photoshop and Indesign) and you will learn about the power of visual thinking to change the way we see things. |
If you study with us you will use a dedicated suite of Imacs with Adobe Creative Cloud, a large format (A1) colour printer, laser cutter, vinyl cutter and sublimation printer as well as traditional media and equipment.
If you want to do a foundation course at art school you will have access to Tallis’s arts colleges co-ordinator, to support you with your portfolio and applications. Alternatively we can offer dedicated advice and support for degree applications in graphic design, illustration, animation, advertising and branding, architecture and related courses. Outside of lessons your work will be exhibited in the annual Design & Technology showcase and on Instagram @tallisdt. You will also carry out extensive primary research including visits to galleries, exhibitions and site visits to investigate commercial graphic art and street art. |
Year 12
Year 13
Assessment
Assessment for both A level units falls into four equally-weighted assessment areas:
AO1: Investigating
· Development of ideas informed by contextual study of past and present graphic design/ other sources such as television and cinema, fine art, product design and published media.
· Awareness of issues that influence graphic design such as ethical and conservational considerations, marketing strategies, promotional campaigning, reprographic processes and magazine and journal production.
· Analytical skill and critical and contextual understanding in appraising the work of graphic designers/other sources and in the evaluation of personal design processes and outcomes.
AO2: Creative making/designing
· Experimentation with, graphic design media and processes, with controlled use of typography and imagery from primary and secondary sources, including manipulation using digital software. Concern with technical processes should not assume greater importance than the progression of creative ideas.
· Exploration of stimulating resources to initiate and develop innovative ideas, with due regard to composition and layout, proportion, line, tone, colour, texture, scale and other visual elements. This should use established and emerging technologies and, where appropriate, combine graphic design methods with other processes to originate new ways of working. Each significant step in the creative process should be documented, with particular attention given to the penultimate stage so that final outcomes do not suddenly appear.
· Discrimination in reviewing ideas as work develops. Careful control exercised in refining detail, such as selection of fonts, relationship of typography to images and a suitable reprographic process to produce outcomes of quality.
AO3: Reflection/evaluation
· Gathering, selecting, organising and communicating relevant information in undertaking research into visual and other sources of reference. Due attention given to the selection of the most appropriate images and the analysis and annotation of these.
· Recording, through drawing, photographs, layout sketches, storyboards and written notes, ideas, observations and insights that are relevant to personal intentions.
· Critical reflection on work and progress in order to review what has been learned, deepen understanding and clarify purpose and meaning.
AO4: Outcomes
· Presentation of creative responses that are essentially personal, effectively realise stated intentions and fulfil design requirements.
· Explicit connections made, where appropriate, between the different elements of the submission, including contextual, practical and written responses, presenting work that is meaningful, well informed and in an order which can be easily followed.
· Consideration of different presentational formats, such as public transport advertising or bus shelter posters, selecting the most appropriate of these for the submission, giving due regard to the purpose of the work and how it might engage the interest of an audience or potential clients. If the print size or cost of a preferred format is a constraint, then this could be drawn, described and/or presented as a scale model.
Assessment for both A level units falls into four equally-weighted assessment areas:
AO1: Investigating
· Development of ideas informed by contextual study of past and present graphic design/ other sources such as television and cinema, fine art, product design and published media.
· Awareness of issues that influence graphic design such as ethical and conservational considerations, marketing strategies, promotional campaigning, reprographic processes and magazine and journal production.
· Analytical skill and critical and contextual understanding in appraising the work of graphic designers/other sources and in the evaluation of personal design processes and outcomes.
AO2: Creative making/designing
· Experimentation with, graphic design media and processes, with controlled use of typography and imagery from primary and secondary sources, including manipulation using digital software. Concern with technical processes should not assume greater importance than the progression of creative ideas.
· Exploration of stimulating resources to initiate and develop innovative ideas, with due regard to composition and layout, proportion, line, tone, colour, texture, scale and other visual elements. This should use established and emerging technologies and, where appropriate, combine graphic design methods with other processes to originate new ways of working. Each significant step in the creative process should be documented, with particular attention given to the penultimate stage so that final outcomes do not suddenly appear.
· Discrimination in reviewing ideas as work develops. Careful control exercised in refining detail, such as selection of fonts, relationship of typography to images and a suitable reprographic process to produce outcomes of quality.
AO3: Reflection/evaluation
· Gathering, selecting, organising and communicating relevant information in undertaking research into visual and other sources of reference. Due attention given to the selection of the most appropriate images and the analysis and annotation of these.
· Recording, through drawing, photographs, layout sketches, storyboards and written notes, ideas, observations and insights that are relevant to personal intentions.
· Critical reflection on work and progress in order to review what has been learned, deepen understanding and clarify purpose and meaning.
AO4: Outcomes
· Presentation of creative responses that are essentially personal, effectively realise stated intentions and fulfil design requirements.
· Explicit connections made, where appropriate, between the different elements of the submission, including contextual, practical and written responses, presenting work that is meaningful, well informed and in an order which can be easily followed.
· Consideration of different presentational formats, such as public transport advertising or bus shelter posters, selecting the most appropriate of these for the submission, giving due regard to the purpose of the work and how it might engage the interest of an audience or potential clients. If the print size or cost of a preferred format is a constraint, then this could be drawn, described and/or presented as a scale model.