BTEC International Level 2 Unit 1 (Introduction to Art and Design) — 60 Guided Learning Hours.
Assessment criteria
Reproduced verbatim from the Pearson specification — the same grid the assignment brief carries. A unit grade is the highest band where all criteria in that band (and every band below it) are met.
Pass
8 criteriaA.P1Yes Your sketchbook demonstrates competent application of a range of ideas generation techniques which have resulted in you settling on the idea of portraiture in response to the Identity theme.
A.P2Make basic use of methods to record findings.
B.P2Yes You have explored a wide range of photographic and digital manipulation techniques demonstrating technical competent. Your experimentation has clearly supported you to develop your ideas in response to the theme.
B.P3Use basic ideas generation techniques to generate ideas for a digital media product.
B.P4Select an idea for a digital media product with some links to the brief.
C.P3Yes Your sketchbook demonstrates a competent approach to planning and you have produced a final piece which realises your creative intentions for this project.
C.P5Develop basic materials to propose an idea.
C.P6Propose an idea using a basic presentation format.
Merit
3 criteriaA.M1MERIT For learning aim A, the learner has provided evidence of competent application of a range of ideas generation techniques including mind maps and mood boards. This demonstrates some understanding of the thematic starting point provided. The ideas generated demonstrate an effective interpretation of the theme although there is limited evidence that alternate ideas were given sufficient consideration. Initial ideas have recorded in a traditional sketchbook format which clearly documents the learner’s creative process. The ideas, along with the supporting annotation, clearly communicate the learner’s initial creative intentions for the project.
B.M2MERIT For learning aim B, the learner has explored a range of photographic and digital manipulation techniques and processes which are appropriate to their creative intentions. The selection of materials, techniques and processes have been purposeful and are appropriate to develop and refine the work for this project. Techniques and processes have been thoughtfully exploited to refine ideas and develop a response. The learner’s development activities are purposeful and relevant to their creative intentions, demonstrating a coherent approach to applying a creative process. Annotations demonstrate the learner has been able to effectively reflect on their activity and approach throughout the development process. This reflection has been used to inform their next steps, providing coherent explanations of creative and technical choices.
C.M3MERIT For learning aim C, the learner has provided evidence of their ability to competently plan the production of a final outcome in response to the theme. The learner has considered a suitable range of factors that may have affected the production process and has made appropriate decisions to mitigate these factors. The final outcome demonstrates a competent and thoughtful interpretation of the theme ‘Identity”. Materials, techniques, and processes have been skilfully applied, and the learners’ creative intentions have been mostly achieved. The work demonstrates the learner has a competent ability to bring together technical and conceptual elements into a final outcome. General Comments The work within the portfolio meets all of the requirements to be awarded a merit for this unit. The learner has responded to the theme ‘Identity’ by exploring photographic portraiture and their own identity as a footballer. The evidence in the portfolio demonstrates the learner’s ability to develop initial ideas through the use of materials, techniques, and processes, refining their ideas and reviewing their own working practices. This initial exploration has then been applied to plan and realise a piece of art and design work that responds to the theme.
Distinction
3 criteriaA.D1No The application of additional idea generation techniques in the early stages of the project would have supported you to support a more diverse range of responses to the theme.
B.D2Consider research findings and make effective use of different ideas generation techniques to generate and refine ideas for a digital media product, justifying the selection of an idea which effectively links to the requirements of the brief.
C.D3No Although you completed the project on time it is clear that additional planning may have provided additional opportunity to develop and refine your outcome. General comments Congratulation Leola, you have produced an interesting response to the identity brief which effectively explores your love of football along with your interest in Muybridge. During the early stages of the project you did talk about some ambitious plans to incorporate your other hobbies and interests into your work but in the end you stuck with a set of images documenting your ball handling skills. In future projects it would be good to see you pushing yourself outside of your comfort zone and being more experimental in your approach. This will allow you to demonstrate the confident approach needed for a distinction grade. Learner Declaration - I certify that the evidence submitted for this assignment is my own. I have clearly referenced any sources and any artificial intelligence (AI) tools used in the work. I understand that false declaration is a form of malpractice. Learner signature Leola Everett Date 06/06/24 Assessor declaration – I declare that the work submitted for assessment has been carried out without assistance other than that which is acceptable according to the rules of the specification. I certify that to the best of my knowledge the evidence submitted for this assignment is the learner’s own. The learner has clearly referenced any sources and any AI tools used in the work. I have not solely used AI to mark learner’s work. I understand that false declaration is a form of malpractice. Assessor signature S. Lam Date 06/06/24 Date of feedback to learner – this must be within a timely period of the assessment taking place and after internal verification has taken place. 06/06/24 By signing the above declaration, you agree to your work and/or image (if featured in recorded and/or photographed files) to be used by Pearson or other Pearson group companies for: (delete if not consenting to some of the following) • professional development, online support, and training of Centre Assessors • support and training for Pearson Examiners/Moderators • published resources • marketing materials Your personal details will be kept in accordance with GDPR, if you have any concerns regarding this, please contact us via the Pearson Contact Portal.
Command verbs in this unit
The verb decides the depth expected — that is what separates Pass from Merit and Distinction work on the same learning aim.
YesMakeUseSelectDevelopProposeMeritNoConsider
Pearson's ladder runs Identify → Describe → Explain → Compare / Analyse → Evaluate / Justify / Assess. A Merit or Distinction criterion on the same aim always implies the Pass beneath it: an “evaluate” answer that never first “explains” fails, however polished it reads. Hover a verb for what it demands.
Criteria and aim text reproduced for teacher reference from the official Pearson qualification documentation (Pearson BTEC International Level 2 Qualifications). BTEC is a registered trademark of Pearson Education Limited. checkb.tech is an independent tool — not affiliated with, endorsed by, or sponsored by Pearson. It never awards a grade; the teacher stays the assessor.