Scheme of work: Graphic communication This resource provides you with a scheme of work for a two year course of study in Graphic communication, leading to our GCSE Art and Design (8203). We have designed the specification to give you more choice and flexibility in the way you deliver your course. The suggestions here are intended for guidance only and not as a prescriptive approach. The scheme of work gives you an example of how to organise and deliver a twoyear course in Graphic communication that exploits this specification's curriculum development opportunities. It is designed to help you plan your course so that it meets the requirements of the specification, in a way that is enjoyable and stimulating for students. The scheme of work includes suggestions for activities and project tasks that provide students with opportunities to develop Graphic communication knowledge, understanding and skills. Here are some tips and ideas to help you plan your course.    

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We have used a phase-by-phase structure, you may choose a different approach. You are free to develop a course that meets the needs and preferred approach of your staff, school and students. The timings we suggest for activities and project tasks are approximate. However you choose to organise the course, you need to ensure that students are given the opportunity to evidence coverage of the four assessment objectives. Plan a style of course for students that enables them to develop and apply the knowledge, understanding and skills necessary for Graphic communication and any associated subject content. Students need to provide evidence of drawing for different purposes and needs. Students need to show evidence of written annotation in both Components 1 and 2.

Graphic communication: Components 1 and 2 Time

Task

Comments

Year 10 Term 1

The focus: What is graphic communication?

Engage the students with this introduction. It underpins the title’s areas of study.

Activity: group discussions, introducing and using the correct vocabulary, preparing mood boards to illustrate key words.

Students could explore a range of layout and presentation techniques to communicate a message, such as sketchbooks, presentation sheets or in a digital format.

The focus: The personality of type and its use in logo design.

Students use correct terminology to describe typefaces and produce written annotations that describe the ‘personality’ and appropriate use of a typeface to communicate a feeling, emotion or message.

Introductory phase Component 1 Introduction to graphic communication. 1 week The meanings and conventions underpinning visual communication Short project 4 weeks Typography project (enabling both digital and non-digital responses).

The mini-brief: Design a logo for a garden centre that includes type and graphic approach.

Students will have the opportunity to: • analyse existing logos (evidence for AO1) • develop a design from initial first hand drawings and their own photographs (evidence for AO2 and AO3) • produce a hand-rendered or digital final design and an evaluation of how their logo communicates the message the company wishes to convey to its clients (evidence within AO4). To address the requirements of AO2 and AO3, students could explore:

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Short project 5 weeks Illustration and Magazine design

The focus: Food illustration and magazine layout. The brief: Design an illustration for a food magazine.

software programs such as Photoshop and Illustrator hand-rendered designs editing of images and/or combinations of image and type the use of colour and how graphic designers use it to create emotion, impact or association.

Students look at styles and genres of illustration (this could cover some of AO1). The activity could include reference to the use of shape, pattern, texture, line, colour, stylisation, scale and composition. Students analyse sources visually using a variety of materials and in written form using correct terminology (evidence for AO2 and AO3). They develop ideas for an

illustration informed by their study of sources and experiments with materials and techniques such as drawing, painting, printmaking, Photoshop and Illustrator (evidence for AO1, AO2 and AO3). Students develop a personal response and produce and present their final illustration in a magazine format, building on their development, refinement and recording of ideas (evidence within AO4). For the evaluation process students could take part in peer

group discussions or solicit the views of a selected target audience, such as supermarket shoppers. Encourage students also to evaluate the significance of illustrators and magazines studied and any impact they had on the creative journey.

Year 10 Term 2 Development phase

The focus: Illustration and typography

Main project Poster design

The brief: Design a poster to advertise a local place of interest.

Students investigate and respond to the work of a range of poster designers through written analysis and visual interpretation using a variety of materials. They consider intended audience and the ways in which the graphics are used to communicate ideas, information and capture the mood of a place of interest. (evidence for AO1 and AO3). They consider suitable locations for the poster, perhaps in the form of a mind map and in the development of an increasingly personal and independent creative journey. They visit potential locations to collect primary research and produce relevant drawings, sketches photographs and written notes. (evidence for AO3). They develop skills using a variety of materials and techniques both digital and/or non-digital in response to the collected research. (evidence for AO2 and AO3). Students produce designs, initially through drawing activity. They look at the combination of

image and type and take account of the intended impact on the chosen audience. (evidence for AO2 and AO3). They produce written annotations documenting thought processes, amendments and changes that have taken place (evidence for AO3). They experiment with

composition and media as they refine and develop the initial idea (evidence for AO2). Students develop a personal response and produce and present their final poster design proposal using digital or nondigital means. Their evaluation of the outcome should reflect on the design process and the extent to which the proposal meets the requirements of the brief and intended audience. Students should also consider the significance of the selected sources studied and their impact on work produced (evidence for AO4). Year 10 Term 3 and Year 11 Term 1 Sustained phase

Sustained project Give students three suggested starting points. These can be devised by the teacher and/or taken directly from past papers.

Suggested categories and potential themes:

This sustained project brings together all of the student experiences on the course. It encourages them to make their Issues based: own informed decisions and to work with increasing  Food wastage independence.  Charity Introduce the choice of starting campaigns points and a variety of suggested  Teenage approaches. Group discussions health issues. generate further possibilities. Students then develop mind Illustration: maps and thumbnail sketches  Book design exploring their chosen starting

Responses should provide evidence for all four Assessment Objectives.

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point. Greetings cards and invitations CD, vinyl or album covers.

Corporate identity:

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Students could start to develop their ideas by investigating the work of graphic designers and other sources relevant to their starting point. They can analyse the sources visually and through written annotation.

Shop graphics

They could undertake research into primary sources such as Packaging for existing graphics and through site visits and trips to museums, a range of galleries and consumer outlets. mobile Students could also access phones secondary sources such as A set of books, magazines and the exhibition internet. posters. They might present their research in the form of sketches, photographs, mood boards or collected resources and include written annotation to highlight thoughts and ideas. They are encouraged to keep an open mind regarding possible personal responses/outcomes and work through a process of individual investigation and discovery. Students experiment with materials, techniques and processes. These can be in digital and/or non-digital forms. The recording of experiments and written analysis of the development of ideas and personal responses forms an important aspect of subsequent decision-making and progression. Once students decide on the final direction,

they should continue to review, modify, refine and document the process to evidence the nature of the journey undertaken. When students produce their final design, they should evaluate the choices and decisions made and make connections with the sources employed. Students should evaluate the success of the overall response and how the project might be further developed. Year 11 Term 2 Externally set assignment Component 2 Externally set assignment (ESA) papers are available to students and teachers from 2 January. A preparatory period is followed by 10 hours of supervised, unaided work in which students are required to realise their intentions. In the supervised time, between sessions and once the supervised time is completed, students may not add to or amend their preparatory work. Preparatory work must be stored by the school under

Seven starting points are provided on the paper and the student selects and responds to one of these.

Teachers introduce and discuss all of the starting points with the students. Students choose the starting point they wish to develop. 

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Students are made aware that they can access their own sources as well as those suggested in their starting point. Their creative journey

should be evidenced in the preparatory work which should show the development, refinement and recording of ideas. 

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Preparatory work may be presented in any suitable format. There is no restriction on the scale of work, media or materials used. Students demonstrate their ability to work independently under supervised conditions as they progress their ideas

secure conditions between sessions and after the completion of the supervised time. See section 2.3.2 of the specification for more details of Component 2 (Externally set assignment)

to the realisation of intentions. 

Drawing and written

annotation must be evidenced in the total submission for this component.

Preparatory work must be available to students throughout the 10 hours of supervised time. All four Assessment Objectives must be evidenced. All work completed during the 10 hour supervised sessions must be clearly labelled as such. Year 11

Component 1

Selection of work for Portfolio

Students review, select and present their Portfolio for final submission in discussion with the teacher, ensuring that the component requirements are fulfilled.

Component 1 Review and Submit

The selection of work chosen for submission must include:  

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Work submitted may be in any appropriate format. 

coverage of the four assessment objectives a sustained project evidencing the journey from initial engagement to the realisation of intentions a selection of further work undertaken during the student’s course of study evidence of drawing activity and written annotation.