Present an Art & Design Evaluation
WJEC-CBAC
Vocational
This element centres on the learner's ability to critically reflect on their own creative process and final product. It requires them to articulate how contextual influences shaped their work, document the skills they acquired, and evaluate the success of their outcome against given criteria.
6
Learning Outcomes
17
Assessment Guidance
21
Key Skills
6
Key Terms
19
Assessment Criteria
Assessment criteria
WJEC Entry Level Diploma In Creative Media and Performance Arts (Entry 2)
WJEC Entry Level Diploma In Creative Media and Performance Arts (Entry 3)
WJEC Entry Level Award In Creative Media and Performance Arts (Entry 2)
WJEC Entry Level Award In Creative Media and Performance Arts (Entry 3)
WJEC Entry Level Certificate In Creative Media and Performance Arts (Entry 2)
WJEC Entry Level Certificate In Creative Media and Performance Arts (Entry 3)
Quick Revision Summary (Key Takeaway)
The WJEC Entry Level Diploma in Creative Media and Performance Arts (Entry 2) introduces foundational skills in creative media production and performance. Students explore basic techniques in areas like photography, video, sound, and drama, building confidence and creativity through practical projects.
Topic Overview
The WJEC Entry Level Diploma in Creative Media and Performance Arts (Entry 2) is designed for students who are beginning their journey in creative subjects. It covers basic skills in media production (such as photography, video, and audio) and performance arts (including drama and movement). The qualification is practical and project-based, allowing students to build confidence and express ideas creatively.
This diploma is part of the Foundations for Learning framework, which helps students develop essential skills for further study or employment. Students learn to plan, create, and review their own work, as well as work collaboratively in groups. The course emphasizes real-world applications, such as creating a short film or performing a simple scene.
By the end of the course, students will have a portfolio of work demonstrating their ability to use basic equipment, follow a brief, and reflect on their progress. This qualification is ideal for those who enjoy hands-on learning and want to explore careers in media, arts, or entertainment.
Key Concepts
Core ideas you must understand for this topic
- →Target audience: The specific group of people a media product or performance is aimed at, defined by age, interests, or location.
- →Purpose: The reason for creating a media product, such as to inform, entertain, or persuade.
- →Storyboard: A sequence of drawings showing the key scenes of a video or film, used for planning.
- →Rehearsal: Practicing a performance to improve timing, movement, and delivery.
- →Editing: Selecting and arranging footage or audio to create a final product.
Learning Objectives
What you need to know and understand
- Be able to respond to contextual references., Present information relating to acquired Art & Design skills and practice., Be able to review the effectiveness of a final outcome.
- Be able to respond to contextual references., Present information relating to acquired Art & Design skills and practice., Be able to review the effectiveness of a final outcome.
- Be able to respond to contextual references., Present information relating to acquired Art & Design skills and practice., Be able to review the effectiveness of a final outcome.
- Be able to respond to contextual references., Present information relating to acquired Art & Design skills and practice., Be able to review the effectiveness of a final outcome.
- Be able to respond to contextual references., Present information relating to acquired Art & Design skills and practice., Be able to review the effectiveness of a final outcome.
- Be able to respond to contextual references., Present information relating to acquired Art & Design skills and practice., Be able to review the effectiveness of a final outcome.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for identifying at least one contextual reference and describing its influence on their work.
- Look for clear presentation of practical skills developed, such as use of materials or techniques.
- Evidence of reviewing the final outcome, including a basic judgment of its effectiveness (e.g., what worked well and what could be improved).
- Award credit for presenting clear links between own work and at least one contextual reference (e.g., artist, style, period), explaining how it influenced the final outcome.
- Credit should be given when the learner identifies and describes two or more distinct art and design skills they have developed, with basic examples of how they were applied.
- For reviewing effectiveness, look for a simple but structured comparison of the final outcome against the original brief/intention, noting at least one strength and one area for development.
- Award credit for clearly describing how a specific contextual reference (e.g., an artist, movement, or theme) influenced choices in their own work.
- Award credit for accurately listing and explaining at least two technical skills or design techniques developed during the creative process.
- Award credit for providing a balanced review of the final outcome, including both strengths and areas for future development.
- Award credit for clearly explaining how specific contextual references (artists, movements, cultures) influenced their own work with concrete examples.
- Award credit for accurately describing at least two acquired practical skills using subject-specific terminology (e.g., shading, digital manipulation, composition).
- Award credit for producing a balanced evaluation that identifies both strengths and weaknesses of the final outcome, referencing initial aims.
- Award credit for suggesting at least one viable improvement or alternative approach based on the evaluation.
- Award credit for clearly identifying and describing at least one contextual reference (e.g., artist, artwork, design style) that influenced their work.
- Award credit for demonstrating the ability to name and briefly explain the use of specific art or design skills and techniques employed in the project.
- Award credit for providing a basic but structured evaluation that comments on what worked well and what could be improved, supported by examples from their final outcome.
- Award credit for clear identification of at least one contextual reference (e.g., an artist, style, or cultural influence) and explanation of how it informed their work.
- Mark positively for a structured presentation of acquired skills, such as listing specific techniques used (e.g., shading, colour mixing) with examples of where they were applied.
- Credit should be given for a balanced review of the final outcome that identifies both strengths and areas for improvement, linked back to the original brief or intention.
Assessment Guidance
Guidance for achieving higher grades
- 💡Always refer directly to the learning objectives in your evaluation to ensure all criteria are met.
- 💡Use a simple structure: What inspired you? What did you learn? How did it turn out?
- 💡Include a photograph of your final piece and annotate it with comments on effectiveness.
- 💡When presenting your evaluation, use key vocabulary such as 'strengths', 'weaknesses', 'influenced by', and 'next steps' to demonstrate your understanding of the review process.
- 💡Ensure you directly compare your final piece to your initial plan or brief; annotating photographs can help show where you have met or deviated from your intentions.
- 💡Structure your evaluation by directly matching each learning objective: start with contextual influences, then discuss skills, and finish with a critical review of the final outcome.
- 💡Use simple annotation labels or captions in your portfolio to highlight where contextual references or acquired skills are visible, making it easier for the assessor to award marks.
- 💡Structure your evaluation by first stating your initial aims, then analysing what worked well and what did not, supported by references to contextual influences.
- 💡Use specific vocabulary from art and design (e.g., tone, texture, proportion) when discussing skills to demonstrate depth of understanding.
- 💡For the review of effectiveness, compare your final outcome against your original plans or sketches, noting any deviations and their impact.
- 💡Practice peer-evaluating others' work beforehand to build confidence in using constructive, analytical language.
- 💡Structure your evaluation using simple prompts: What was my idea? Who/what inspired me? What skills did I use? Did it work? How do I know?
- 💡Use visual aids or your portfolio to point out specific areas of success or difficulty during the presentation; this demonstrates deeper engagement.
- 💡Practice talking about your work aloud before the assessment, focusing on clear, simple language and direct references to your learning objectives.
- 💡Use the evaluation template or prompt sheet provided by the centre to ensure all assessment criteria are covered – tick off each learning objective as you address it.
- 💡Support verbal or written evaluations with annotated visual evidence (e.g., photographs of work-in-progress) to demonstrate skills and contextual links clearly.
- 💡Practice evaluating a sample piece before the final assessment to understand the level of detail expected and to build confidence in using appropriate vocabulary.
- 💡Always refer back to the brief or question when evaluating your work. Examiners want to see that you have met the requirements.
- 💡Use specific examples from your own work, such as 'I used a close-up shot to show emotion' rather than vague statements.
- 💡When working in a group, clearly state your own contribution and how you collaborated with others.
Common Mistakes
Common errors to avoid in your coursework
- Confusing evaluation with description, providing only a step-by-step account without critical judgment.
- Failing to link contextual references to their own work, instead just naming an artist without explanation.
- Inability to identify specific skills, often listing activities rather than transferable skills.
- Describing the creative process in purely chronological order without evaluating the success of decisions or techniques used.
- Making vague statements about influences without specifying how the contextual reference directly impacted their work or final outcome.
- Assuming that a review is simply stating what was done, rather than assessing the effectiveness and identifying what could be improved.
- Learners often confuse describing their process with evaluating the outcome, focusing on step-by-step actions rather than judging effectiveness.
- Many fail to explicitly link contextual references to specific elements of their final piece, making the reference seem superficial or tacked on.
- Commonly, evaluations lack specific examples of acquired skills; learners might claim improvement without demonstrating how or where it is evident in the work.
- Learners often merely state they were 'inspired' by an artist without showing how that inspiration directly changed their own work.
- Confusing a description of the process with an evaluation—listing steps taken rather than judging the success of the outcome.
- Failing to link acquired skills to specific parts of the final piece, making the reflection generic.
- Overlooking the need to reference contextual influences when evaluating the final outcome, leading to a disconnected analysis.
- Describing the process or final piece without offering any personal judgment on its effectiveness.
- Failing to make any connection to contextual references, instead presenting the work in isolation.
- Using vague language such as ‘I like it’ or ‘it was good’ without explaining why or giving specific reasons.
- Confusing evaluation with a simple step-by-step account of what was done, omitting reflection on outcomes.
- Learners often describe the process without actually evaluating – they list what they did but fail to judge how effective it was.
- Referring to contextual sources without explaining the connection to their own work, e.g., stating 'I looked at Picasso' without showing how it influenced their design.
- Offering only vague improvements like 'I could have done better' without specifying what exactly could be changed or how.
- Forgetting to mention skills development at all, focusing solely on the final piece rather than the learning journey.
- Misconception: 'Editing is just cutting out mistakes.' Correction: Editing also involves adding effects, adjusting colour, and arranging content to tell a story.
- Misconception: 'A storyboard is only for films.' Correction: Storyboards can be used for animations, adverts, and even live performances to plan staging.
- Misconception: 'The audience doesn't matter if I like my work.' Correction: Understanding the audience helps you make creative choices that communicate effectively.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Review key concepts like target audience and purpose. Create a mind map linking different media types (photo, video, audio).
- 2Week 2: Practice planning a short project. Write a simple brief and storyboard for a 30-second video.
- 3Week 3: Focus on practical skills. Use a camera or phone to take 10 photos experimenting with lighting and composition.
- 4Week 4: Edit your photos or video using free software (e.g., Windows Photos app). Write a short evaluation of your work.
- 5Week 5: Rehearse a short performance (e.g., a monologue or mime). Record it and note areas for improvement.
- 6Week 6: Compile a portfolio of your best work. Write reflections on what you learned and how you met the brief.
Exam Question Types
How this topic typically appears in the exam
- 📋Short-answer questions: e.g., 'Name two types of camera shot.' Tip: Memorise key terms like close-up, mid-shot, long shot.
- 📋Planning tasks: e.g., 'Create a storyboard for a 30-second advert.' Tip: Include at least 4 frames with notes on camera angle and sound.
- 📋Evaluation questions: e.g., 'What went well in your performance? What would you improve?' Tip: Use specific examples and link to the brief.
- 📋Group work reflection: e.g., 'Describe your role in the group project.' Tip: Be honest about your contribution and how you helped others.
Command Word Expectations (WJEC-CBAC)
What examiners look for when using specific command words in this specification
Describe
Give a detailed account of something, including key features and characteristics. For example, 'Describe the lighting in the photograph' requires you to mention direction, quality, and effect.
Explain
Give reasons or causes for something. For example, 'Explain why you chose a close-up shot' requires you to link the shot type to the intended effect on the audience.
Evaluate
Make a judgement based on evidence. For example, 'Evaluate your final video' requires you to discuss strengths and weaknesses, and suggest improvements.
How Students Lose Marks (Examiner Pitfalls)
Common mark loss traps and how to write 100% full-mark answers
Pitfall: Confusing 'target audience' with 'purpose' in a media product brief.
❌ Weak Answer (Loses Marks):The target audience is teenagers because the video is about music.
✅ 100% Model Answer (Full Marks):The target audience is teenagers aged 13-19 who enjoy pop music, as the video uses bright colours and fast editing to appeal to their interests.
Examiner Tip: Always specify age range and interests, not just a broad group. Link audience to specific features of the product.
Pitfall: Not providing enough detail when describing a creative process.
❌ Weak Answer (Loses Marks):I took photos and edited them.
✅ 100% Model Answer (Full Marks):I used a digital camera to take 20 photos of a still life arrangement, then selected the best 5 and adjusted brightness and contrast using photo editing software.
Examiner Tip: Include tools, steps, and numbers to show depth of understanding. Examiners want evidence of planning and reflection.
Step-by-Step Worked Solutions
Detailed solution breakdown for typical exam problems
Question: Plan a 30-second radio advert for a new soft drink aimed at children. List three key features and explain why each appeals to the target audience.
- 1.Step 1: Identify the target audience (children aged 6-12).
- 2.Step 2: Choose features: fun jingle, bright sound effects, simple message.
- 3.Step 3: Explain each: jingle is catchy and memorable; sound effects like fizz create excitement; simple message is easy to understand.
Final Answer: Three features: 1) A fun jingle that children can sing along to, making the advert memorable. 2) Bright sound effects like popping and fizzing to create excitement. 3) A simple message like 'Refreshing and fun for everyone' that is easy for children to understand.
Question: Evaluate the use of lighting in a given photograph. Identify two strengths and one area for improvement.
- 1.Step 1: Look at the photograph and note lighting direction and quality.
- 2.Step 2: Identify strengths: e.g., soft light reduces harsh shadows, backlight creates silhouette effect.
- 3.Step 3: Identify improvement: e.g., add fill light to brighten the subject's face.
Final Answer: Strengths: 1) Soft lighting from the side reduces harsh shadows, giving a natural look. 2) Backlighting creates a silhouette that adds drama. Improvement: Use a reflector to add fill light on the subject's face, making features more visible.
Active Recall Memory Test
Test your memory before revealing the key facts
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for WJEC-CBAC Present an Art & Design Evaluation
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Pass (P)
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Merit (M)
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Distinction (D)
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic literacy and numeracy skills at Entry 1 level.
- •An interest in creative activities such as drawing, acting, or using cameras.
- •Ability to follow simple instructions and work as part of a team.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Be able to respond to contextual references., Present information relating to acquired Art & Design skills and practice., Be able to review the effectiveness of a final outcome.
- Be able to respond to contextual references., Present information relating to acquired Art & Design skills and practice., Be able to review the effectiveness of a final outcome.
- Be able to respond to contextual references., Present information relating to acquired Art & Design skills and practice., Be able to review the effectiveness of a final outcome.
- Be able to respond to contextual references., Present information relating to acquired Art & Design skills and practice., Be able to review the effectiveness of a final outcome.
- Be able to respond to contextual references., Present information relating to acquired Art & Design skills and practice., Be able to review the effectiveness of a final outcome.
- Be able to respond to contextual references., Present information relating to acquired Art & Design skills and practice., Be able to review the effectiveness of a final outcome.
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