The question paper and preparatory period: the Eduqas-set paper of broad starting points released from early January, choosing one starting point, and using the open preparatory period to investigate, experiment and record toward a resolved plan that carries AO1, AO2 and AO3.

What this dot point is asking

The Externally Set Assignment begins with the Eduqas question paper and the preparatory period: choosing a starting point and developing a response toward a resolved plan. This dot point is about how the paper works, how to choose a starting point with traction, and how to use the open preparatory period to evidence AO1, AO2 and AO3, because this phase is where three of the four objectives are won.

The question paper

Eduqas releases the Externally Set Assignment paper from early January of the final year. It contains several broad starting points, which may be themes, single words, images, quotations or short briefs, designed to be open enough for any title and any student to find a personal route in. You choose one starting point and build your whole response to the component around it. The paper is the same starting points for everyone taking your title, but the response is individual.

Choosing a starting point with traction

The choice of starting point shapes the whole project, so it should be made carefully. The best starting point is not the one that sounds most appealing but the one with the most traction: strong links to contextual sources and artists you can analyse (for AO1), real subjects you can record first-hand (for AO3), and a suitable process you work well in (for AO2). A quick mind-map of each option reveals which has the most potential before you commit.

Using the preparatory period

The preparatory period is open, unsupervised development time, and it is where three of the four objectives are evidenced. Use it like a focused mini-project: investigate artists and sources connected to your starting point, weighing what each offers; record first-hand from observation; experiment with relevant media and techniques, then review and refine; and develop toward a clear plan. Work continuously across the period rather than leaving the investigation or recording to the end. The output of the preparatory period is a resolved plan: composition, media and process decided.

What the preparatory period must produce

By the end of the preparatory period you should have evidenced AO1 (investigation of sources), AO2 (experimentation and refinement of media) and AO3 (first-hand recording), and you should have a resolved plan for the final outcome. The plan is what the supervised period realises. Without it, the 10 hours has no blueprint to follow.

Try this

Q1. State when the paper is released, what it contains, and what the preparatory period is for. [Knowledge recall]

• Cue. The paper is released from early January of the final year and contains several broad starting points, from which the candidate chooses one; the preparatory period is open, unsupervised development of a response (investigating sources for AO1, experimenting with media for AO2, recording first-hand for AO3), refining toward a resolved plan for the final outcome.

Q2. Explain how to choose between the starting points and why the choice matters. [Short explanation]

• Cue. Choose the starting point with the most traction, strong links to sources and artists to analyse (AO1), subjects to record first-hand (AO3) and a suitable process (AO2); the choice matters because it shapes the whole project, and only a starting point with traction lets the three preparatory objectives be evidenced richly and a resolved plan be reached.