NAME:

GROUP:

TEACHER:

Design Faculty—

G.C.S.E Photography

COURSEWORK: Unit 1- An Introduction to Photography techniques: During this project you will gain an understanding of how to operate a DSLR camera and how to take creative and original photographs. You will also explore at least 10 different techniques from some of the following: Focusing the camera, print quality, resolution, aperture, shutter speeds, panning the camera, drawing with light, composition, leading lines, filters, angles, rules of thirds, colour, still life, black and white, and multiple images.

PORTFOLIO CONTENT:

Unit 1– Camera Techniques

8 to 10 techniques explored.

Unit 2– Themed project

Possible themes - Texture, Creative Landscape , Form and Decay.

KNOWLEDGE ORGANISER

TECHNIQUES EXPLORED: Angles

Rule of Thirds

Colour Photography

Black and White Photography

Using Filters in Photography

Viewpoints (David Hockney)

Still life

Bleach and Sandpaper

Mixed Media

Websites:

Pinterest Pixlr

Lens Culture

BBC Bitesize photography

THINK…

Why would a photographer choose to slow down the shut-ter speed on a camera?

What effect does lighting have on the impact of a photo-graph?

How important is rule of thirds in photography?

Spellings:

Aperture

Composition

Refinement

AQA GCSE SPECIFICATION

Component 1 96 marks = 60%

Component 2 externally set task 96 marks = 40%

HOMEWORK

This will be set in line with progress and will consist of photos, research work and presentation.

SEV.19 

Pupil Progress

Photography Techniques

Started Working on

Complet-ed

How the Camera Works

     

Rule of thirds      

Golden Ratio      

Angles      

Filters      

Viewpoints/Layering

     

Cheating the lens

     

Colour      

Digital Manip-ulation

     

Still Life      

Grade 3 (D)

Grade 4-5 (C)

Good image, in focus, some thought, linked to theme, lim-ited or no experimentation with camera

Grade 5-6 (B)

Very good image, in fo-cus, techniques used, digital processes used in order to enhance image.

Grade 7-8 (A)

Excellent interesting im-age, inspired by re-search/ techniques, vari-ous processes or shots taken to enable best re-sults.

Grade 9 (A*) Highly developed im-age, highly developed original idea, large range of shots taken, well thought through, superbly presented.

Straight forward uninterest-ing image, out of focus no thought, lightly linked to theme.

     Marks Out 

of 24 

Assessment Objec

ve 1  (AO1) 

   Develop id

eas through

 inves

ga-

ons, demonstra

ng crical u

nder-

stan

ding of sources. 

Assessment Objec

ve 2  (AO2) 

   Refine work by exp

loring idea

s, se-

lec

ng an

d exp

erimen

ng with appro-

priate m

edia, m

aterials, techniques 

and processes. 

Assessment Objec

ve 3  (AO3) 

   Record id

eas, o

bserva

ons an

d in

-sigh

ts relevant to in

ten

ons as work 

progresses. 

Assessment Objec

ve 4  (AO4) 

   Present a personal and m

ean

ingful re-

sponse that rea

lises inten

ons an

d dem

on-

strates understanding of visual langu

age. 

0 

Work not worthy of an

y marks. 

1  Just 

Minim

al ability to develop id

eas through

 invesga

ons. 

   Minim

al ability to demonstrate cri

cal 

understan

ding of sources. 

Minim

al ability to refine id

eas. 

   Minim

al ability to select and experiment 

with appropriate med

ia, m

aterials, tech-

niques and processes. 

Minim

al ability to record id

eas, observa-

ons an

d in

sigh

ts through

 drawing an

d 

annota

on, and any other appropriate 

mea

ns relevant to in

ten

ons, as work pro-

gresses. 

  

Minim

al ability to present a personal and m

ean

-ingful response and rea

lise inten

ons. 

   Minim

al ability to demonstrate understanding of 

visual langu

age. 

2 Adequately 

3 Clearly 

4 Convincingly 

5  Just 

Some ability to develop id

eas through

 purposeful invesga

ons. 

   Some ability to demonstrate cri

cal u

n-

derstan

ding of sources. 

Some ability to refine id

eas. 

   Some ability to select and experiment with 

appropriate med

ia, m

aterials, techniques 

and processes. 

Some ability to record id

eas, observa

ons 

and in

sigh

ts through

 drawing an

d annota-

on, and any other appropriate mea

ns 

relevant to in

ten

ons, as work progresses. 

Some ability to present a personal and m

ean

ing-

ful response and realise in

ten

ons. 

   Some ability to demonstrate understanding of 

visual langu

age. 

6 Adequately 

7 Clearly 

8 Convincingly 

9 Just 

A m

oderate ability to effec

vely develop 

ideas through

 purposeful invesga

ons. 

   A m

oderate ability to demonstrate cri

-cal u

nderstan

ding of sources. 

A m

oderate ability to though

ully refine 

ideas. 

   A m

oderate ability to effec

vely select and 

purposefully experim

ent with appropriate 

media, m

aterials, techniques and process-

es. 

 

A m

oderate ability to skillfully record id

e-as, o

bserva

ons an

d in

sigh

ts through

 draw-

ing an

d annota

on, and any other ap

pro-

priate mea

ns relevant to in

ten

ons, as 

work progresses. 

  

A m

oderate ability to competently present a 

personal and m

eaningful response and rea

lise 

inten

ons. 

   A m

oderate ability to dem

onstrate understan

d-

ing of visual langu

age. 

10 Adequately 

11 Clearly 

12 Convincingly 

13  Just 

A consistent ab

ility to effec

vely develop 

ideas through

 purposeful invesga

ons. 

   A consistent ab

ility to demonstrate cri

-cal u

nderstan

ding of sources. 

A consistent ab

ility to though

ully refine 

ideas. 

   A consistent ab

ility to effec

vely select and 

purposefully experim

ent with appropriate 

media, m

aterials, techniques and process-

es. 

 

A consistent ab

ility to skillfully record id

e-as, o

bserva

ons an

d in

sigh

ts through

 draw-

ing an

d annota

on, and any other ap

pro-

priate mea

ns relevant to in

ten

ons, as 

work progresses. 

  

A consistent ab

ility to competently present a 

personal and m

eaningful response and rea

lise 

inten

ons. 

   A consistent ab

ility to dem

onstrate understan

d-

ing of visual langu

age. 

14 Adequately 

15 Clearly 

16 Convincingly 

17  Just 

A highly deve

loped

 ability to effec

vely 

develop id

eas through

 crea

ve and pur-

poseful invesga

ons. 

   A highly deve

loped

 ability to demon-

strate cri

cal u

nderstan

ding of sources. 

A highly deve

loped

 ability to though

ully 

refine idea

s. 

   A highly deve

loped

 ability to effec

vely 

select and purposefully experimen

t with 

appropriate med

ia, m

aterials, techniques 

and processes. 

A highly deve

loped

 ability to skillfully rec-

ord id

eas, observa

ons an

d in

sigh

ts 

through

 drawing an

d annota

on, and any 

other appropriate mea

ns relevant to in

ten-

ons, as work progresses. 

  

A highly deve

loped

 ability to competently pre-

sent a personal and m

eaningful response and 

realise in

ten

ons with confidence and convic-

on. 

   A highly deve

loped

 ability to demonstrate un-

derstan

ding of visual langu

age. 

18 Adequately 

19 Clearly 

20 Convincingly 

21  Just 

An excep

onal ability to effec

vely de-

velop id

eas through

 crea

ve and pur-

poseful invesga

ons. 

   An excep

onal ability to engage with and 

dem

onstrate cri

cal u

nderstan

ding of 

sources. 

An excep

onal ability to though

ully refine 

ideas with discrim

ina

on.  

   An excep

onal ability to effec

vely select 

and purposefully experim

ent with appro-

priate m

edia, m

aterials, techniques an

d 

processes. 

An excep

onal ability to skillfully and rig-

orously record id

eas, observa

ons an

d 

insigh

ts through

 drawing an

d annota

on, 

and any other appropriate means relevant 

to in

ten

ons, as work progresses. 

  

An excep

onal ability to competently present a 

personal and m

eaningful response and rea

lise 

inten

ons with confidence and convic

on. 

   An excep

onal ability to dem

onstrate under-

stan

ding of visual langu

age. 

22 Adequately 

23 Clearly 

24 Convincingly 

Knowledge and understanding:

The way sources inspire the development of ideas, relevant to photography including: • How sources relate to historical, contemporary, social, cultural and issues-based contexts and external considera-tions such as those associated with the cultural industries and client oriented requirements • How ideas, themes, subjects and feelings can inspire creative responses informed by different styles, genres and aesthetic considerations and/or an individual's distinctive view of the world.

The ways in which meanings, ideas and intentions relevant to photography can be communicated in-clude the use of: • Figurative and non-figurative forms, image manipulation, close up, and imaginative interpretation • Visual and tactile elements such as: • colour • line • form • tone • texture • shape • pattern • composition • scale • sequence • surface and contrast.

Skills:

Within the context of photography, students must demonstrate the ability to: • use photographic tech-niques and processes, appropriate to students’ personal intentions, for example: • lighting • view-point • aperture • depth of field • shutter speed and movement • digital processes • use media and materials, as appropriate to students' personal intentions, for example: • photographic papers • pro-grams and related technologies • graphic media for purposes such as storyboarding, planning and constructing shoots.

AO1  Develop ideas through investigations, demonstrating critical understanding of sources.

AO2  Refine work by exploring ideas, selecting and experimenting with appropri-ate media, materials, techniques and processes

AO3  Record ideas, observations and insights relevant to intentions as work pro-gresses

AO4  Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language

Examples of key pieces of work