Content of Art, Craft and Design: Combined Titles (J170) — Titles and related Areas of Study — OCR GCSE Art and Design

The OCR GCSE Art and Design (J170) specification includes a combined title option that integrates art, craft, and design disciplines. This route allows students to explore a broad range of media and processes, from drawing and painting to textiles, ceramics, and digital design. The course is structured around four assessment objectives: developing ideas, experimenting with media, recording observations, and presenting a personal response. Students must complete a portfolio (60%) and an externally set assignment (40%), demonstrating skills across at least two areas of study.

Studying the combined title is ideal for students who enjoy versatility and want to keep their options open. It encourages creative risk-taking and the ability to connect different artistic traditions—for example, combining printmaking with sculpture or graphic design with textiles. This breadth is valued by further education providers and employers, as it shows adaptability and a strong foundation in visual language.

The topic fits into the wider subject by emphasising the interconnectedness of art, craft, and design. Students learn that these fields share core principles like composition, colour theory, and material exploration, but differ in purpose and context. Understanding this helps students make informed choices about their creative direction and prepares them for A-level or vocational courses.

• →Areas of study: Fine art, graphic communication, textile design, three-dimensional design, photography – students must engage with at least two.
• →Assessment objectives (AOs): AO1 (develop ideas through investigations), AO2 (refine work through experimentation), AO3 (record ideas and observations), AO4 (present a personal and meaningful response).
• →Creative process: Research → experimentation → refinement → final outcome – iterative and reflective.
• →Formal elements: Line, tone, colour, shape, texture, pattern, form, space – used to analyse and create work.
• →Contextual understanding: Studying artists, craftspeople, and designers to inform own practice and show cultural awareness.

• Evidence of meeting all four assessment objectives (AO1, AO2, AO3, AO4) across the submission as a whole.
• Demonstration of skills, knowledge, and understanding through area(s) of study relevant to two or more chosen specification titles.
• Exploration of practical and relevant critical and contextual sources, including historical and contemporary practitioners.
• Application of traditional and/or digital techniques and processes specific to the chosen titles.
• Use of appropriate specialist vocabulary through visual communication and/or written annotation.
• Realisation of personal intentions through the sustained application of art, craft and design processes.
• Use of drawing skills for different needs and purposes appropriate to the chosen titles and areas of study.

• 💡Ensure the portfolio demonstrates a clear journey of development from initial investigation to final personal outcome.
• 💡Use the 'best-fit' approach when applying marking criteria.
• 💡Ensure internal standardisation is conducted across all titles and teaching groups to ensure consistent application of marking criteria.
• 💡Select and organize work to showcase the best achievement in response to the assessment objectives.
• 💡Ensure drawing is used as a tool for recording, observation, and development, not just as a final product.
• 💡Tip 1: Annotate your sketchbook continuously. Explain your choices, link to artists, and reflect on what worked or didn't. This directly addresses AO1 and AO3.
• 💡Tip 2: Experiment boldly but purposefully. Try at least three different media or techniques for each idea, and evaluate each one. This shows breadth and critical thinking for AO2.
• 💡Tip 3: Your final piece must be a personal response. Avoid copying an artist's style exactly; instead, combine influences to create something unique. This scores highly on AO4.

• Failing to work in two or more distinct specification titles.
• Insufficient breadth of approach compared to single-title specifications.
• Lack of clear links between contextual research and practical outcomes.
• Inadequate use of specialist vocabulary.
• Failure to demonstrate safe working practices.
• Not identifying or acknowledging all sources used in a bibliography.
• Misconception: 'I need to be good at drawing to succeed.' Correction: Drawing is one skill, but the course values experimentation with many media. You can excel through photography, digital work, or 3D construction.
• Misconception: 'The portfolio is just a collection of finished pieces.' Correction: The portfolio must show the creative journey – sketches, experiments, annotations, and development. Process is as important as product.
• Misconception: 'I can only use traditional materials.' Correction: The combined title encourages mixed media and contemporary approaches, including digital tools, found objects, and installation.