The secondary curriculum review
The level descriptions for level 4 to 8 and exceptional performance have been modified. The aim of the modifications is to complement the revisions to the programmes of study and maintain standards. For ease of comparison, the current level descriptions appear alongside the modified version.
| Level | Current level description | Modified level description |
|---|---|---|
| 4 | Pupils explore ideas and collect visual and other information to help them develop their work. They use their knowledge and understanding of materials and processes to communicate ideas and meanings, and make images and artefacts, combining and organising visual and tactile qualities to suit their intentions. They compare and comment on ideas, methods and approaches used in their own and others' work, relating these to the context in which the work was made. They adapt and improve their work to realise their own intentions. | Pupils explore and respond to ideas and collect visual and other information to help them develop their work. They investigate and use their knowledge and understanding of materials and processes to communicate their ideas and meanings. They design and make images and artefacts, combining and organising visual, tactile and sensory qualities. They compare and comment on ideas, methods and approaches used in their own and others' work, relating these to the context in which the work was made. They analyse and evaluate their work in order to adapt and refine ideas and processes and realise intentions. |
| 5 | Pupils explore ideas and select visual and other information. They use this in developing their work, taking account of the purpose. They manipulate materials and processes to communicate ideas and meanings and make images and artefacts, matching visual and tactile qualities to their intentions. They analyse and comment on ideas, methods and approaches used in their own and others' work, relating these to its context. They adapt and refine their work to reflect their own view of its purpose and meaning. | Pupils explore ideas and respond to ideas selecting visual and other information. They use this when designing and making their work, taking account of the purpose. They investigate and manipulate materials and processes to communicate their ideas and meanings and make images and artefacts. They analyse, understand and communicate how ideas, methods and approaches used in their own and others' work, relate to context and purpose. They evaluate their work, reflecting on their own view of its purpose and meaning in order to refine ideas and processes and realise intentions. |
| 6 | Pupils explore ideas and assess visual and other information, including images and artefacts from different historical, social and cultural contexts. They use this information to develop their ideas, taking account of purpose and audience. They manipulate materials and processes and analyse outcomes. They interpret visual and tactile qualities to communicate ideas and meanings, and realise their intentions. They analyse and comment on how ideas and meanings are conveyed in their own and others' work. They explain how their understanding of the context affects their views and practice. | Pupils explore ideas, visual and other information when designing and making their work, taking account of purpose and audience. They investigate and manipulate materials and processes, interpreting visual and tactile qualities to communicate ideas and meanings. They analyse and communicate to others how ideas and meanings are conveyed in their own and others' work relating these to different historical, social and cultural contexts. They evaluate their work, reflecting on their own view of its purpose and meaning in order to adapt and refine ideas, processes and intentions. |
| 7 | Pupils explore ideas and assess visual and other information, analysing codes and conventions used in different genres, styles and traditions. They select, organise and present information in visual and other ways, taking account of purpose and audience. They extend their understanding of materials and processes and interpret visual and tactile qualities. They show increasing independence in the way in which they develop ideas and meanings and realise their intentions. They analyse and comment on the contexts of their own and others' work. They explain how their own ideas, experiences and values affect their views and practice. | When designing and making, pupils explore ideas and exploit visual and other information. They select, organise and present information in visual and other ways, taking account of purpose and audience. They extend their understanding of materials and processes and interpret visual, tactile and sensory qualities. They show increasing independence and originality in the way in which they develop their ideas and meanings. They analyse and reflect on the contexts and purposes of their own and others' work demonstrating an awareness of different genres, styles and traditions. They understand and communicate how their own ideas, experiences and values affect their views and practice, adapting and refining their ideas in response. |
| 8 | Pupils explore ideas and evaluate relevant visual and other information, analysing how codes and conventions are used to represent ideas, beliefs and values in different genres, styles and traditions. They research, document and present information in visual and other ways appropriate to their purpose and audience. They exploit the potential of materials and processes to develop ideas and meanings, realise their intentions and sustain their investigations. They evaluate the contexts of their own and others' work, articulating similarities and differences in their views and practice. They further develop their ideas and their work in the light of insights gained from others. | When designing and making, pupils purposefully explore ideas and evaluate relevant visual and other information. They research, document and present information in visual and other ways appropriate to their purpose and audience. They independently exploit the potential of materials and processes to develop original ideas and meanings. They evaluate the contexts and purposes of their own and others' work, understanding how codes and conventions are used to represent ideas, beliefs and values in different genres, styles and traditions, articulating similarities and differences in their views and practice. They further develop their ideas and their work in the light of their own thinking as well as insights gained from others. |
| EP | Pupils explore ideas, critically evaluate relevant visual and other information and make connections between representations in different genres, styles and traditions. They initiate research, and document and interpret information in visual and other ways appropriate to their purpose and audience. They exploit the characteristics of materials and processes to develop ideas and meanings and realise their intentions. They extend their ideas and sustain their investigations by responding to new possibilities and meanings. They identify why ideas and meanings in others' work are subject to different interpretations, using their understanding to extend their thinking and practical work. They communicate their own ideas, insights and views. | When designing and making, pupils purposefully explore ideas and critically evaluate relevant visual and other information. They initiate research, and document and interpret information in visual and other ways appropriate to their purpose and audience. They exploit the characteristics of materials and processes to develop original ideas and meanings and realise their intentions. They independently extend their ideas and sustain their investigations by responding to new possibilities and meanings. They identify and evaluate why ideas and meanings in others' work are subject to different interpretations, using their understanding of different genres, styles and traditions to develop and extend their thinking and practical work. They communicate their own ideas, insights and views in visual and other forms. |
