Foundation Diploma in Art & Design

Foundation Diploma in Art & Design

Chief Examiner’s Annual Report 2013/14

Contents

Commentary on Assessment EvidenceContext

Research

Problem solving

Planning and production

Practical methods and skills

Evaluation and reflection

Presentation

Assessment

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Introduction

Chief Examiner summary

Overview of the qualification

Centre approvals and registration

Qualification support

External Moderator training and development

External moderation

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Statistical Information and Analysis

ConclusionExamples of good practice

Actions and recommendations from previous CE report implemented

Actions and recommendations for 2014/15

Monitoring data

New developments

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Overview of the qualificationThe FAD continues to be the main progression route for young people accessing Higher Education courses in the arts, design and related subjects. Education to degree level or above continues to be a pre requisite for employment in the majority of the creative industries, so the FAD plays a vital role in preparing young people for progression into employment. The FAD is regulated by the Office of Qualifications and Examinations Regulation, Ofqual and is reviewed internally every three years as part of the Awarding Body qualification review process.

Following the drop in overall registrations in 2011 / 12, attributed to the rise in fees, the application and take up rate increased in 2012 / 13 and registrations returned to a level similar to that before the 2011 / 12 drop. Registrations for 2013 / 14 were 7492 rising yet again by a further 323.

Progression to HE from the UAL FAD course continues to be robust at 87. 47 ⁒, an overall increase of 6.6 ⁒. The majority progress onto undergraduate study, with a small minority progressing directly to postgraduate study. The increased number of students progressing directly into employment in 2013 after completing the one year programme has decreased by 0.8 ⁒. UAL Awarding body will continue to monitor this over time.

Centre approvals and registrationOnce again there was an increase in the number of Centres delivering the qualification in 2013 / 14, following on from the rise of 38 to 45 in 2012 / 13. This year saw the number of Centres delivering the UAL FAD rising from 45 to 52. Registrations for the qualification were 7492, representing an increase in registrations for 2013 / 14 of 323.

This comprised 32 Centres with 3893 candidate registrations for Level 3 and 23 Centres with 3599 candidate registrations for Level 4. Six Centres delivered to mixed level cohorts. It is interesting to note that the percentage of Centres with Level 4 registrations was highest in the HE and private sector, while In Sixth Form Colleges there was an even split between the two and FE and Adult Education favoured Level 3 by two to one.

Applications from Centres seeking approval to run the UAL FAD continue to be received by the Awarding Body. UAL Awarding Body will continue to approve only those Centres that can demonstrate appropriate quality standards.

In 2014 UAL Awarding Body approved its first international Centre the First London Academy (FLA) in Seoul, South Korea. It is expected that the majority of students will make applications to UK courses.

FLA will therefore run the Foundation programme from March to December to ensure that completing students have additional time to improve their English skills before embarking on a UK.

Higher Education programmeSenior External Moderator Amanda Jenkins carried out an advisory visit during Part 2 of the course reporting that the standard of work, documentation and student experience was in line with expectations for FAD courses in the UK.The external moderation is scheduled for December 2014, therefore results are not included in this report.

Introduction

Chief examiner summary This report has been compiled using data taken from the UAL Awarding Body registration and data collection system, the accuracy of the statistical information contained in the report is correct at the time of publication.

The report confirms the continuing success of the Foundation Diploma in Art & Design (FAD) course in providing a strong route into Higher Education in the arts and design. Despite a funding climate that has been increasingly challenging there has been a significant increase in the number of Centres delivering the qualification. University of the Arts London Awarding Body will continue to support Centres and lobby policy makers to ensure that the importance of this qualification remains at the forefront of discussion in UK arts education.

The report notes the positive feedback received from Centres on all aspects of the external moderation process and the Awarding Body approach to quality assurance. The introduction of a Senior Moderator role has ensured that the level of communication valued by University of the Arts London Awarding Body Centres has been maintained.

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Qualification supportFAD Standardisation Event 2014 The 2014 FAD standardisation event took place on the 29th May at Warwickshire College, Leamington Centre. Attendance at the event was the largest to date with over 100 attendees including UAL External Moderators. 76 of the attendees were Course Leaders and tutors from 18 existing Centres and 4 new Centres starting from 2014.

Sue Henderson, FAD Course Leader from Warwickshire College, was invited to give a presentation outlining the delivery of FAD and their approach to peer and group assessment and reviews. Three students from Warwickshire College; Rosie, James and Lizzy then provided an entertaining insight into the experience of being a Foundation student.

The group split into smaller teams to view and grade the FAD exhibition. There was generally a strong consensus on grading within the groups, followed by a lively discussion across the entire meeting. Warwickshire College has a very strong FAD course, and the opportunity the event gave for the sharing of good practice and a robust dialogue about national standards was welcomed by all the attendees. UAL Awarding Body is grateful to Sue Henderson for agreeing to host the event and to the amazing students who reminded us that we must continue to find our own answers.

Awarding Organisation MeetingsUAL Awarding Body continues to be active participants in the bi-annual Forum for Foundation Education in Art and Design (FFEAD). These meetings are an opportunity for representatives from the four organisations awarding FAD, Pearson, ABC, WJEC and UAL, to meet on a regular basis to discuss common issues and agree actions to ensure the qualification identity is protected, developed and managed appropriately. The main aims of the group are to ensure that there is a national consensus on standards and quality, and to discuss policy and funding changes affecting the FAD.

Foundation Conference 2014The annual Celebration of Foundation Event was held on 10th January at Chelsea College of Arts. Once again the event was well attended by staff from colleges across England. Feedback from delegates acknowledged the usefulness of this event, and particularly the opportunity for networking with colleagues from other institutions.

The event followed a similar format to that of previous years with contributions focusing on different aspects of FAD delivery. In response to feedback an update on student recruitment was also included in the day’s events.

After a welcome and introduction given by Nick Juba, UAL Awarding Body Director, Dr. Elena Crippa from the Tate Research Programme gave an interesting presentation outlining the work being done as part of The Art School Educated Project.

Xaviere Hughes, Curriculum Leader at Hereford College of Arts described in a most lively and entertaining way how space can impact positively on practice.

Janet Mercer, HMI at Ofsted, spoke on Inspection providing a valuable insight into context and focus and the implications on FAD delivery.

Ross Anderson ( Deputy Director, University of the Arts London Awarding Body ) and Patrick Caines (Assistant Director, Art & Design, Birmingham Metropolitan College) also made presentations on Student Recruitment.

Sarah Rowles, Director at Q-Art introduced us to the latest in the series of publications, 15 Methods: 20 Questions.

This was followed by a robust dialogue between the panel of speakers and delegates in a Q&A session.

The final keynote speech was given by children’s novelist and poet, Michael Rosen who provided an animated end to the day with some thought provoking, delightful and enchanting anecdotal tales.

There was very positive feedback on both the format and content of the event, suggesting that the balance of information and entertainment was just right, attendees valued the chance to hear about policy changes and be inspired to try new approaches to delivery.

Foundation Exhibition 2014 The fourth annual FAD exhibition was again held at Chelsea College of Arts. This year the exhibition, curated by Senior External Moderator Sue Cook, represented the very best work from across Level 2, 3 and FAD courses and extended beyond the Triangle gallery to include two further spaces and an outside space. The 105 strong exhibits were well received, and feedback from visitors to the private view was excellent, with positive comments on the level, range and exhibition of the work submitted. Artist Grayson Perry awarded prizes for outstanding work from each level and qualification and UAL intend to purchase some pieces of student work in recognition of the level and quality on display.

Introduction

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External moderator training and development31 new Moderators attended one of two External Moderator training events that took place during December and January with the main focus on recruitment to cover the expanding UAL L2 and L3 courses. Observations on the new moderators were carried out during this year’s visits. The next training events will take place in November for the Performing and Production Arts qualifications and the new Creative Media qualifications.

External moderationWith the growth of University of the Arts London Awarding Body qualifications it was identified to create a Senior Moderation Team to support External Moderators within regions. These are as follows:

Sue Cook North Region

Patrick Caines Central Region

Amanda Jenkins, Sarah Atkinson and Tansy Wilson South East Region

Martin Vella West Region

External moderation of FAD started in April with the last Centre moderation completed in July. The risk based approach to moderation for the qualification was no longer available and all Centres were therefore required to make all work available at the point of external moderation.

The majority of External Moderation teams presented good timely feedback and thorough reports. These continue to note good practice and highlight areas for improvement where identified. External Moderators are required to submit Grade Confirmation Forms and Reports within 10 days of a Centre visit.

Feedback on the moderation process was very positive with Centres noting the helpful comments and professionalism of the External Moderation teams. All responses confirmed that the External Moderators checked for quality, consistency and accuracy internally, and where appropriate, were able to suggest recommendations for internal change.

All External Moderators followed the correct procedure, and when asked to rate how well they thought external moderation works for them and their team, all answered ‘Extremely positive impact’ and ‘works very well’. This was also true of when they rated what impact the External Moderator’s report has on the team and general quality process.

“This is the first year I have experienced External Moderation visits from UAL. They are extremely fit for purpose, both to ensure correct grading and assessment is being applied, and for liaising about curriculum delivery development and relating to the sector and other institutions. Advice, action plans and reconsiderations have all provided an excellent and user friendly service”.

Introduction

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The external moderation report format requires External Moderators to comment on assessment evidence, the assessment process and to provide Centres with feedback that notes strengths as well as areas for improvement.

The section for recommendations has once again been identified by both External Moderators and Centres to be very useful enabling advice given to Centres not constituting an action to be noted.

To comply with the regulations set by Ofqual, confirmation of the authenticity of student work must be provided by the student and signed by the Centre. In some cases this was once again not present at the point of moderation and this was the main reason for actions on Centres for 2013/14.

External Moderators have noted a continuing improvement in the delivery and execution of Unit 7 with Centres responding to feedback and actions on previous reports. Extracts from External Moderation reports providing a selection of typical comments are listed as follows:

Context“Proposals are used effectively, to frame and plan the students’ projects. The contexts provided are often moral issues and/or real life issues which allows the work developed to have a suitable industry relevance and is a strength of the Centre”.

“Often adventurous and ambitious, the best proposals referenced research extending beyond books and websites to include relevant gallery and exhibition visits. These better examples also included extended bibliographies evidencing a range of contextual research but there are still some learners who rely too heavily on websites”.

“In response to the valuable support provided by the Centre, Project Proposals were well written and articulate. Within the sample every candidate presented a personally developed time plan and an effective and often revised bibliography (using Harvard referencing). Research opportunities were noted as part of the proposal and often included contextual references outside of pathway to confirm breadth and in-depth investigation. Alongside this gallery, museum and exhibition visits were outlined in order to support the investigation”.

“In the Fine Art sample proposals were highly conceptual. The Distinction grade candidate in particular took risks and used written language as being essential to the context of the piece within contemporary fine art practice. His outcomes promoted interactive, participative art as fun”.

Research “The secondary research supporting the development of individual projects and student understanding was significant. It was evident from the quantity and breadth of references that students were confidently opening doors to new knowledge and using this intelligently to direct their ideas”.

“Broad ranging and inventive research that is both practical and contextual. The research is current and relevant to the areas of student study, programme team to be commended for ensuring the contemporary nature of the research. Research using practical methods continues to be of a good standard”.

“Research is for the most part embodied throughout the entirety of the projects and used to extend working practice alongside contextual understanding. This has resulted in learners developing a more sophisticated approach to the projects as a whole. Where gallery visits had been made to advance the projects, candidates had clearly used reflective diaries to log their ongoing analysis, decision making and project development”.

“Design Craft sample research suggested possibilities of a higher grade being achieved. All pathways sampled provided similar evidence of a variety of perspectives”.

“This was an area of strength and within the sample there was evidence of cross-discipline research. Notably for example in the Design Craft cohort there was a cross over between craft and fine art practice, with concept and skill holding equal importance”.

Commentary on Assessment Evidence

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Problem solving “I found this to be one of the strongest criteria elements within most of the sample. Students clearly enjoy material manipulation to resolve problems in both two and three dimensions. All the sample had integrated appropriate reflective commentary highlighting strengths and weaknesses in their findings to evolve their idea development”.

“Across each pathway it can be noted that problem solving takes place through extensive experimentation and often becomes a huge part of the journey. Whether this is evidenced through 2-dimensional drawings to record and adapt designs or whether the learners take this one step further using varied sampling techniques and 3D outcomes the work suggests self-direction and a hands-on investigative approach.

“One such sample within Style Design explored varied outcomes crossing the boundaries of making from 2D print to 3D casting”.

“There was an obviously hands-on investigative approach to this criteria across the sample The quality of the research noted in the previous section of this report brought together theory and practice to enable learners to push their ideas forward. This was most evident in the better achieving samples but was also true to a lesser extent in those achieving the lower grades. Drawing was often used not only to record information but also develop ideas and resolve designs”.

Planning and production “This began with the project proposals and was supported not only by the initial explanatory booklet provided for learners by the Centre but also continued throughout the body of the work. Adjustments to time plans, formative assessments and target setting/action planning opportunities prompted learners to keep on track and aided their project development”.

“This is particularly strong across the whole cohort as all pathways have adopted the good practice existent within Visual Communication last year. Every candidate in the sample produced a working document identifying their individual weekly plan, action and review. The moderators felt that this was exemplary practice and allowed candidates the scope to push their ideas in sometimes new directions”.

Practical methods and skills “The variety of outcomes within the sample and indeed across the cohort is extensive and individual. It was noted by the moderators that skills development in the early stages of the course had underpinned the exciting use of and handling of materials. In Design Craft exciting material manipulation was used alongside a developing concept to cross boundaries between craft and fine art practice, so making important connections between research and practical skills. In the sample for Fashion Photography both analogue and digital processes and techniques were employed to bring together skills development and problem solving. This cross-referencing of the assessment criteria evidences the Centre’s integrated approach to learning”.

“This is an area where the Centre really excels. Evidence was apparent across the whole sample that candidates had fully engaged with a programme of practical skills development supported by tutors and the technical support team. The 3D sample in particular excelled in its ambition and attention to detail. There was evidence also of highly developed practical skills within the sampling and experimentation included in the Fashion sample and this sometimes achieved higher than the overall grade”.


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Evaluation and reflection “Once again this is an area where learners excel. Ongoing reflection takes place in sketchbooks and journals. Written comment is both reflective and critical and expands the viewer’s understanding of the organic nature of a project. The journey for example recorded by one learner in photo-media became even more important than the final outcome. This was a brave approach to the FMP but one which reaped rewards”.

“Ongoing reflection and critical commentary is consistent across the sample and Pathways. Prompts in the Final Project booklet have been used effectively alongside formative assessments, target setting and action planning reviews to maintain analytical and critical commentary. The final critical reviews are presented as the project evaluation and are well written, honest and for the most part have the rigour of critical reflection”.


Presentation “Candidates offer different presentation and exhibition proposals referencing a range of artists and designers in order to consider the most appropriate way to display their own work and present it to an audience”.

“Scale and ambition is evident across the whole exhibition. The work is beautifully presented with learners taking advantage of the space available to them this year to present exciting and imaginative displays of their work. These varied from small detailed studies to large scale installations and sculptural pieces”.

“This is thoughtful and well considered. Graphic Communication, Graphic Arts, Lens Media, Fashion and Textiles are all presented with consideration of their target audience whether that be commercial, industry, editorial etc. The Fine Art and Design Craft candidates in the sample considered how they would present within a gallery setting. A very well curated exhibition that demonstrates the diversity of work that is encouraged by the tutors”.

“The Centre provides all candidates with the necessary space to create personal exhibitions which reflect the content and context of their work. Candidates across the sample consider the best ways of exhibiting and communicating their intent to an audience resulting in very professional outcomes”.

Assessment “As in previous visits there is clear evidence of a robust assessment system in place and a strong internal verification of all grades with sound assessment methodologies confirming good practice”.

“As noted in the Advisory report of Jan 2014, this is an extremely well organised and well run course that has good systems of assessment, standardisation and Ⅵ embedded in the Scheme of Work. The approach to delivery and QA at all stages of the course clearly conforms to good practise and assessment requirements are well communicated to students; there was good evidence of students applying their knowledge of assessment to peer assessment activities throughout the Unit 7 work sampled”.

“This is a transparent and rigorous process and has resulted in the external moderation team’s confirmation of the accuracy of the Centre’s assessment decisions”.

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The following diagrams and charts are given to illustrate the key statistical information for the UAL Awarding Body Foundation Diploma qualification. The information is based upon data collected from the qualifications and learning management system, Quartz.

39 Centres delivered the qualification in 2011 / 2012 to 5,802 students



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Figure 1Foundation Diploma in Art & Design — Centres who made registrations


TOTALS There were 7,492 registrations in 2013/148 Centres registering over 250 students11 Centres registering between 100 and 250 students18 Centres registering between 50 and 100 students15 Centres registering below 50 students

UAL Awarding Body approved 6 additional Centres to deliver FAD in 2013–14. Total student registrations for these Centres were 498.

Figure 1: Foundation Diploma in Art Design - Centres who made registrations

Centre1 Arts University College at Bournemouth2 Barton Peverill College3 Birmingham Metropolitan College4 Blackburn College5 Blackpool & The Fylde College 6 Cambridge School of Visual and Performing Arts7 Carlisle College8 Carmel College9 Camberwell, Chelsea Wimbledon – UAL

10 Central Bedfordshire College 11 Central St Martins College – UAL 12 Chichester College13 City & Guilds Art School14 City College Brighton & Hove 15 City of Liverpool College 16 City Lit College17 City of Bath College18 Colchester Institute19 Derby College20 Doncaster College 21 East Surrey College 22 Exeter College23 Falmouth University 24 Hereford College of Arts 25 London College of Communication – UAL 26 Leeds College of Art27 Leyton 6th Form College28 Lincoln College29 Morley College30 New College Nottingham31 Newcastle College32 Northbrook College33 Oldham College34 Plymouth College of Art35 Ravensbourne36 Richmond Adult Community Centre 37 Richmond Upon Thames College38 South Gloucestershire & Stroud College 39 Shrewsbury College of Art & Technology40 Somerset College of Art & Technology41 South Essex College 42 Stockport College43 Suffolk New College44 Sussex Downs College45 University for the Creative Arts46 Warwickshire College

Figure 1: Foundation Diploma in Art Design - Centres who made registrations

47 West London College48 West Suffolk College49 Weston College50 Westminster Kingsway 51 Winstanley College52 Wirral Metropolitan College

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Figure 2Foundation Diploma in Art & Design — Comparative Registrations 2011 / 12 — 2013 / 14


39 Centres delivered the qualification in 2011/2012 to 5,802 students45 Centres delivered the qualification in 2012/2013 to 7,169 students52 Centres delivered the qualification in 2013/2014 to 7,492 students

Figure 2: Foundation Diploma in Art Design - Comparative Registrations 2011/12-2013/14

Academic Year Number of Centres Number of students Academic Year2011/12 39 5802 2011/122012/13 45 7169 2012/132013/14 52 7492 2013/14

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Figure 3Foundation Diploma in Art & Design — Comparative registrations by gender 2011 / 12—2013 / 14

In 2011/2012 Male registrations were 26 ⁒In 2012/2013 Male registrations were 25 ⁒In 2013/14 Male registrations were 27 ⁒

In 2011/2012 Female registrations were 71 ⁒In 2012/2013 Female registrations were 71 ⁒In 2013/14 Female registrations were 73 ⁒

There were 4 ⁒ not disclosed in 2012/13

Although there has been a very slight increase this year, there is still sufficient evidence over time to prove a gradual decline in the number of male students. Research to identify causes and address this disparity would be welcome and UAL Awarding Body should continue to monitor this trend with Centres.

Figure 3: Foundation Diploma in Art and Design - Comparative registrations by gender 2011/12-2013/14

Gender 2011/12 2012/13 2013/14 2013/14Male 26% 25% 27% Male 27%Female 71% 71% 73% Female 73%Not Known 3% 4% 0%

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Figure 4: Foundation Diploma in Art and Design - Comparative registrations by ethnic origin 2011/12 - 2013/14

Ethnicity Level 3 Level 4 Level 3 Level 4 Level 3 Level 4

2011/12 233 899 1711 2177 441 3412012/13 463 1269 2426 1238 810 3722013/14 622 910 2516 2200 755 489

Academic year BME White

Not Known

2013/14 1532 4716 1244

BME White Not Known

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63%

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Registrations by ethnic origin - 2013/14

BME

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Not Known


Figure 4Foundation Diploma in Art & Design — Comparative registrations by ethnic origin 2011 / 12—2013 / 14

Ethnic Origins Key

White (W)1. English / Welsh / Scottish /

Northern Irish / British 2. Irish 3. Gypsy or Irish Traveller 4. Any other White background,

please describe

Black, Asian and Mixed Ethnicity (BME)5. White and Black Caribbean 6. White and Black African 7. White and Asian 8. Any other Mixed /

Multiple ethnic background, 9. Indian 10. Pakistani 11. Bangladeshi 12. Chinese 13. Any other Asian background,

please describe14. African 15. Caribbean 16. Any other Black / African /

Caribbean background

There has been a steady rise in the percentage of White students which may be a reflection of the greater geographical spread of UAL validated courses throughout the country. There has also been anecdotal evidence from Centres to suggest that increasing numbers of White European students are taking up places on FAD but currently the data collection does not record this.

The percentage of students of Black, Asian and Mixed Ethnicity has fallen since 2012–13 but is still significantly higher than in 2011–12.

The number declining to declare ethnicity continues to rise.

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Figure 5Foundation Diploma in Art & Design — Comparative certification by level 2011 / 12—2013 / 14

32 Centres delivering at Level 323 Centres delivering at Level 46 Centres delivering both levelsThis year’s data also includes results from 6 new Centres.

Figure 5: Foundation Diploma in Art and Design - Comparative certification by level 2011/12 - 2013/14

Academic year No. of certificates at Level 3 No. of certificates at Level 42011/12 2131 29762012/13 3362 26172013/14 3270 3192

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No. of certificates at Level 4

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Figure 6Foundation Diploma in Art & Design — Achievement by grade 2013 / 14


Total achievement in the Pass grade band was 40.2 ⁒ Total achievement in the Merit grade band was 27.6 ⁒ Total achievement in the Distinction grade band was 18.5 ⁒ Fails: 8 ⁒ Withdrawn: 4.3 ⁒

Figure 6: Foundation Diploma in Art and Design - Achievement by grade 2013/14

Grade Pass Merit Distinction Fail WithdrawnAchievement (%) 40.2% 27.6% 18.5% 8.0% 4.3%

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Figure 7Foundation Diploma in Art & Design — Achievement by grade (percentage) 2011 / 12—2013 / 14


There is a general consistency in grading profiles for the Pass, Merit and Distinction categories for 2012 / 13 and 2013 / 14. The Distinction percentage showed a strong increase in 2012 / 13 compared to 2011 / 12. However due to the rise in HE fees many students progressed directly from A level and this impacted on FAD recruitment and achievement that year. The number of students achieving Distinction this year remains very similar to 2012 / 13 with only a 1 ⁒ drop.

There has been a noticeable rise in the number of candidates who have not achieved this year, similar to that of 2011 / 12. Any continuing downward trend will be monitored by UAL Awarding Body.

Not achieved in this table includes withdrawals, fails and unredeemed referrals at the time of publication of this report.

Figure 7: Foundation Diploma in Art and Design - Achievement by grade (percentage) 2011/12 - 2013/14

Academic year Not Achieved Pass Merit Distinction2011/12 14.0% 40.0% 33.0% 13.0%2012/13 9.1% 40.8% 29.9% 19.5%2013/14 13.7% 40.2% 27.6% 18.5%

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Figure 8Foundation Diploma in Art & Design — Destination data 2013 / 14

UAL Awarding Body Foundation Diploma in Art and Design Benchmarks for 2013 / 2014 are as follows:Retention: 95.7 ⁒Achievement: 90.2 ⁒Success: 86.3 ⁒

Figure 8: Foundation Diploma in Art and Design - Retention, achievement and success 2013/14

Retention 95.7%Achievement 90.2%Success 86.3%

80.0%

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86.0%

88.0%

90.0%

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Figure 9Foundation Diploma in Art & Design — Destination data 2013 — 2014

The destination data provided in the table below represents information gathered from all contributing institutions.

Type Number PercentageMA 3.15 ⁒HE 84.32 ⁒Apprenticeship 0.55 ⁒Employment 3.82 ⁒Other FE 1.12 ⁒Other activity 7.03 ⁒

The combined percentage of candidates progressing to HE or MA in 2013-14 has risen by 6.6 ⁒ since the fall in 2012 / 13. The number moving directly to employment or to Apprenticeships has fallen slightly by 0.8 ⁒. UAL Awarding Body will continue to monitor this data in order to track any emerging trend.

A full and comprehensive breakdown of all UAL Awarding Body National Benchmark Data 2013-14 Is available from the UAL Awarding Body website.

Figure 9: Foundation Diploma in Art and Design destination data 2013-2014

MA HE Apprenticeship Employment Other FE Other activity3.15% 84.32% 0.55% 3.82% 1.12% 7.03%

3.15%

84.32%

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3.82% 1.12%

7.03%

MA

HE

Apprenticeship

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Other FE

Other activity

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Conclusion

The noted increase in the percentage of students achieving higher grades in 2012/13 has remained constant in 2013/14 with only a slight decrease of 1%. The evidence from external moderation confirms the consistency of standards, assessment and grading decisions and this should be welcomed and any upward trend will continue to be monitored.

UAL Awarding Body will continue to monitor any unexpected inflation of grade profiles to ensure that Centres continue to apply assessment decisions with the rigour and integrity expected.

Destination data confirms that the qualification continues to meet its aim providing the best entry qualification and transitional experience for students entering higher education in art and design.

Examples of good practice Clear and structured introduction to

the Final Project giving students a mechanism through which they can manage and make decisions in relation to their preferred subject

Using drawing as a tool for recording, for exploration and for self-expression is seen as an important element across the qualification, particularly in Pathways where it might not be expected such as Photography

Centres encouragement of students to allow their research to lead them through the final project journey, rather than having a pre-determined outcome

Continue to encourage cross-fertilisation of ideas and strengthen articulacy with students undertaking a pitch of their final project proposal ideas

Centre devised presentation proposal sheets, encouraging students to identify various options and ways to display their work with reference to other artists and exhibitions

Courses structured to enable students to explore a diverse range of practical methods and skills throughout the year providing them with the necessary keystones on which to develop a very personal working practice.

Actions and recommendations from previous CE report implemented In response to feedback from course

leaders and tutors, UAL Awarding Body invited Janet Mercer from Ofsted to present on the impact of Inspection

The UAL Awarding Body Deputy Director ensured that all Centres using the risk based moderation process were informed that it was no longer in operation

The UAL Awarding Body website was updated to provide exemplars for portfolios within the Pass Merit & Distinction grade boundaries with qualitative assessment descriptors

External Moderators were provided with the previous year’s report prior to the external moderation visit, taking place so that they could follow up any action points and recommendations. The Course Leader is copied into the report and action points / recommendations are highlighted.

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Actions and recommendations for 2014/15 Update and amend the Assessment

Policy to reflect the decision to terminate the risk based moderation process so that every Centre is fully aware that all work must be presented for the selection of sampling by External Moderators on the day of the visit

All Course Leaders and their college quality contact will receive a copy of the external moderation report. If there are actions and/or recommendations to follow up, the external moderator will highlight these prior to the next visit

UAL Awarding Body develop regional CPD workshops and training events in 2014/15 for External Moderators based on such areas as report writing, making sound judgements about the quality of provision and providing constructive support and advice

In response to the demand for the development and implementation of a programme of CPD for teachers and tutors from schools, FE and Sixth Form Colleges, UAL Awarding Body intend to look into offering a programme of half or full day events. These should relate directly to areas for improvement identified by Ofsted and should impact on performance measures important to schools and colleges. They should also provide opportunities for teachers and tutors to refresh their practice through master classes and technical/practical workshops. They should provide opportunities for teachers and tutors to access UAL facilities and staff. They should provide opportunities for networking. And finally all services and resources should be appropriately priced.

Monitoring dataUAL Awarding Body should continue to scrutinise data provided by Quartz to monitor trends over time and respond to changes as required. UAL Awarding Body monitors performance over time for all its qualifications, paying particular attention to success rates and grade profiles. Comparability across Centres and across other awarding organisations is also monitored. This is an annual process that takes place in August.

New developments UAL Awarding Body is exploring the possibility of implementing a more comprehensive national CPD offer to complement the free events it currently offers. This programme of CPD will be for those delivering UAL Awarding Body qualifications, and will also seek to support those delivering other qualifications in related areas, such as GCSEs and A-levels in Art & Design. UAL Awarding Body intends to pilot a series of events in 2015 prior to a more extensive programme of events the following year. The content of the events will be designed in collaboration with staff from UAL Awarding Body Centres, in response to research, and with input from staff from across the University of the Arts London.

Sarah Atkinson UAL Awarding Body

Chief Examiner and Academic Advisor November 2014.

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Documents

Foundation Diploma in Art & Design