As and A Level Art and Design 2022-2024-Syllabus

Syllabus
Cambridge International AS & A Level

Art & Design 9479
Use this syllabus for exams in 2022, 2023 and 2024.
Exams are available in the June and November series.
Exams are also available in the March series in India only.
Version 2
Why choose Cambridge International?
Cambridge International prepares school students for life, helping them develop an informed curiosity and a lasting
passion for learning. We are part of the University of Cambridge.
Our Cambridge Pathway gives students a clear path for educational success from age 5 to 19. Schools can shape
the curriculum around how they want students to learn – with a wide range of subjects and flexible ways to offer
them. It helps students discover new abilities and a wider world, and gives them the skills they need for life, so they
can achieve at school, university and work.
Our programmes and qualifications set the global standard for international education. They are created by subject
experts, rooted in academic rigour and reflect the latest educational research. They provide a strong platform for
students to progress from one stage to the next, and are well supported by teaching and learning resources.
We review all our syllabuses regularly, so they reflect the latest research evidence and professional teaching
practice – and take account of the different national contexts in which they are taught.
We consult with teachers to help us design each syllabus around the needs of their learners. Consulting with
leading universities has helped us make sure our syllabuses encourage students to master the key concepts in the
subject and develop the skills necessary for success in higher education.
Our mission is to provide educational benefit through provision of international programmes and qualifications for
school education and to be the world leader in this field. Together with schools, we develop Cambridge learners
who are confident, responsible, reflective, innovative and engaged – equipped for success in the modern world.
Every year, nearly a million Cambridge students from 10 000 schools in 160 countries prepare for their future with
the Cambridge Pathway.
‘We think the Cambridge curriculum is superb preparation for university.’

Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, USA
Quality management
Cambridge International is committed to providing exceptional quality. In line with this commitment, our
quality management system for the provision of international qualifications and education programmes for
students aged 5 to 19 is independently certified as meeting the internationally recognised standard,
ISO 9001:2015. Learn more at www.cambridgeinternational.org/ISO9001
Copyright © UCLES September 2019

Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of
the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.
UCLES retains the copyright on all its publications. Registered centres are permitted to copy material from this booklet for their own
internal use. However, we cannot give permission to centres to photocopy any material that is acknowledged to a third party even for
internal use within a centre.
Contents
1 Why choose this syllabus? ................................................................................................................2
2 Syllabus overview .............................................................................................................................. 6

Aims 6
Content overview 7
Assessment overview 8
Assessment objectives 9
3 Subject content ................................................................................................................................. 10

Skills and understanding common to all areas of study 10
Area of study: Fine art 11
Area of study: Graphic communication 12
Area of study: Three-dimensional design 13
Area of study: Textiles and fashion 14
4 Details of the assessment ...............................................................................................................15

Component 1 Coursework 15
Component 2 Externally Set Assignment 16
Component 3 Personal Investigation 17
Avoidance of plagiarism 18
Assessment criteria for Component 1 and Component 2 19
Assessment criteria for Component 3 20
5 What else you need to know ......................................................................................................... 22

Before you start 22
Making entries 23
After the exam 25
How students, teachers and higher education can use the grades 26
Grade descriptions 26
Changes to this syllabus for 2022, 2023 and 2024 27
Changes to this syllabus

The latest syllabus is version 2, published November 2020. There are no significant changes which affect
teaching.
Any textbooks endorsed to support the syllabus for examination from 2019 are still suitable for use with this
syllabus.
Cambridge International AS & A Level Art & Design 9479 syllabus for 2022, 2023 and 2024.
1 Why choose this syllabus?
Key benefits
The best motivation for a student is a real passion for the subject
they’re learning. By offering students a variety of Cambridge
International AS & A Levels, you can give them the greatest chance
of finding the path of education they most want to follow. With
over 50 subjects to choose from, students can select the ones
they love and that they’re best at, which helps motivate them
throughout their studies.
Following a Cambridge International AS & A Level programme

helps students develop abilities which universities value highly,
including:
• a deep understanding of their subjects
• higher order thinking skills – analysis, critical thinking,
problem solving
• presenting ordered and coherent arguments
• independent learning and research.
Cambridge International AS & A Level Art & Design provides opportunities for learners to develop their
personal practice, enrich their understanding of key concepts and improve their practical skills in a wide range of
traditional and contemporary techniques. It allows learners to explore and build on their interests. The syllabus
encourages independent expression and the development of a critical, reflective practice. It is designed to
accommodate a wide range of abilities, materials and resources, and allows the different skills of teachers to be
fully exploited.
Our approach in Cambridge International AS & A Level Art & Design encourages learners to be:
confident, experimenting with media and materials in two- and three-dimensional processes, taking risks and
improving technical skills to develop a personal artistic style
responsible, taking charge of their own development as practitioners, with an independent approach to the
creative process
reflective, recording ideas and critically evaluating their work as they continually review, refine and adapt
innovative, combining approaches and techniques and developing the skills to solve problems creatively
engaged, enriching their work by exploring different artists, movements and concepts
‘Cambridge students develop a deep understanding of subjects and independent thinking skills.’
Principal, Rockledge High School, USA
2 www.cambridgeinternational.org/alevel Back to contents page

Cambridge International AS & A Level Art & Design 9479 syllabus for 2022, 2023 and 2024. Why choose this syllabus?
Key concepts
Key concepts are essential ideas that help students develop a deep understanding of their subject and make links
between different aspects. Key concepts may open up new ways of thinking about, understanding or interpreting
the important things to be learned.
Good teaching and learning will incorporate and reinforce a subject’s key concepts to help students gain:
• a greater depth as well as breadth of subject knowledge
• confidence, especially in applying knowledge and skills in new situations
• the vocabulary to discuss their subject conceptually and show how different aspects link together
• a level of mastery of their subject to help them enter higher education.
The key concepts identified below, carefully introduced and developed, will help to underpin the course you will
teach. You may identify additional key concepts which will also enrich teaching and learning.
The key concepts for Cambridge International AS & A Level Art & Design are:
• Communication
An essential purpose of any piece of art and design is to communicate, from the simplest sketch to the most
complex work. Artists and designers need to understand that the relationship their work builds with the
audience is influenced by many things, including their chosen media and methods. Effective communication is
also essential for operating in today’s art and design world, which demands collaboration and engagement with
wider cultures and movements.
• Creativity
Creativity is at the heart of an artist or designer’s processes. It pushes them to question, investigate,
experiment and take risks to create work that is original and meaningful. Creative practitioners use curiosity,
imagination and innovation to solve art and design problems in new ways.
• Intention
An intention is the starting point of any project, from which an artist or designer starts to develop ideas. An
intention or purpose can come from a brief, proposal or research, while at other times it might begin as an idea
or feeling. Though an intention is the reason to start a project, it is important to understand that the intention
can evolve as work develops.
• Materials and processes
Experimentation with materials and processes builds confidence, and helps develop awareness of spatial,
textural and colour relationships, which are fundamental to art and design. A skilful artist or designer selects
the materials and processes that communicate their message in the most effective way.
• Critical reflection
Critical reflection is the ongoing process that helps artists and designers to learn what works and what doesn’t.
Artists and designers need to evaluate how the materials, techniques and processes they choose affect how
their work communicates meaning. This process can help work become more relevant and coherent.
• Research and context
First-hand research helps artists and designers to develop their ideas and refine their practice. Actively
researching and responding to other practitioners, cultures and creative movements gives the artist or designer
a broad view of the world. An artist or designer can use this to improve their practice and understand how their
work connects with its intended audience.
Back to contents page www.cambridgeinternational.org/alevel 3

International recognition and acceptance

Our expertise in curriculum, teaching and learning, and assessment is the basis for the recognition of our
programmes and qualifications around the world. Every year thousands of students with Cambridge International
AS & A Levels gain places at leading universities worldwide. They are valued by top universities around the world
including those in the UK, US (including Ivy League universities), Europe, Australia, Canada and New Zealand.
UK NARIC, the national agency in the UK for the recognition and comparison of international qualifications and
skills, has carried out an independent benchmarking study of Cambridge International AS & A Level and found it to
be comparable to the standard of AS & A Level in the UK. This means students can be confident that their Cambridge
International AS & A Level qualifications are accepted as equivalent, grade for grade, to UK AS & A Levels by leading
universities worldwide.
Cambridge International AS Level Art & Design makes up the first half of the Cambridge International A Level
course in Art & Design and provides a foundation for the study of art and design at Cambridge International
A Level. Depending on local university entrance requirements, students may be able to use it to progress directly
to university courses in art and design or some other subjects. It is also suitable as part of a course of general
education.
Cambridge International A Level Art & Design provides a foundation for the study of art and design or related
courses in higher education. Equally it is suitable as part of a course of general education.
For more information about the relationship between the Cambridge International AS Level and Cambridge
International A Level see the ‘Assessment overview’ section of the Syllabus overview.
We recommend learners check the Cambridge recognitions database and the university websites to find the most
up-to-date entry requirements for courses they wish to study.
Learn more at www.cambridgeinternational.org/recognition
Cambridge Assessment International Education is an education organisation and politically neutral. The
content of this syllabus, examination papers and associated materials do not endorse any political view. We
endeavour to treat all aspects of the exam process neutrally.
‘The depth of knowledge displayed by the best A Level students makes them prime targets for
America’s Ivy League universities’
Yale University, USA

Supporting teachers
We provide a wide range of practical resources, detailed guidance, and innovative training and professional
development so that you can give your students the best possible preparation for Cambridge International
AS & A Level.
Teaching resources Exam preparation resources

• School Support Hub • Question papers
www.cambridgeinternational.org/support • Mark schemes
• Syllabuses • Example candidate responses to understand
• Schemes of work what examiners are looking for at key grades
• Learner guides • Examiner reports to improve future teaching
• Discussion forums
• Endorsed resources
Support
for Cambridge
International
Training AS & A Level Community
• Introductory – face-to-face or online You can find useful information, as well as
• Extension – face-to-face or online share your ideas and experiences with other
teachers, on our social media channels and
• Enrichment – face-to-face or online
community forums.
• Coursework – online
Find out more at
• Cambridge Professional Development www.cambridgeinternational.org/social-media
Qualifications
Find out more at
www.cambridgeinternational.org/profdev
‘Cambridge International AS & A Levels prepare students well for university because they’ve
learnt to go into a subject in considerable depth. There’s that ability to really understand the
depth and richness and the detail of a subject. It’s a wonderful preparation for what they are
going to face at university.’
US Higher Education Advisory Council

2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
The aims are to enable students to:

• develop an inquisitive, creative approach to research and problem-solving
• develop the ability to record from first-hand observation, personal experience and other sources
• effectively communicate their personal response by improving technical skills in a range of processes and media
• develop independent expression by analysing, evaluating and applying concepts and techniques
• articulate ideas and responses to their work and the work of others using a relevant vocabulary
• develop a clear contextual framework that aids critical reflection of their work
• develop a critical understanding of important concepts and formal elements of art and design
• develop the skills needed to study art and design at higher education.
Support for Cambridge International AS & A Level Art & Design

The School Support Hub is our secure online site for Cambridge teachers where you can find the resources
you need to deliver our programmes, including schemes of work, past papers, mark schemes and examiner
reports. You can also keep up to date with your subject and the global Cambridge community through our
online discussion forums.
www.cambridgeinternational.org/support

Cambridge International AS & A Level Art & Design 9479 syllabus for 2022, 2023 and 2024. Syllabus overview
Content overview
Cambridge International AS & A Level Art & Design encourages learners to explore a range of processes and
techniques appropriate to their chosen area of study. The syllabus encourages personal responses that are based on
knowledge and understanding and skills in art, craft and design. The four areas of study are listed below:
Fine art
Candidates may focus on one or combine several of the following:
• painting • drawing
• sculpture • photography
• print making • mixed media
• experimental – assemblage/construction.
Graphic communication
• illustration • print making
• packaging design • branding
• advertising • signage
• typography.
Three-dimensional design
• sculpture, ceramics • product design
• interior and exterior architecture • interior design
• environmental design • set design
• jewellery and fashion accessories.
Textiles and fashion

• fashion design and/or illustration • costume design
• constructed textiles • screen printing
• batik • digital-printed textiles
• surface pattern.
Candidates who want to produce their work in a digital format are advised to consider the AS & A level Digital
Media & Design syllabus (9481), where the focus is on generating ideas and finding creative digital ways to solve
design problems.

Assessment overview
Component 1 Component 3
Coursework Personal Investigation
100 marks 100 marks (weighted to 200 marks)
Candidates research, develop and realise a Candidates investigate a theme, idea, concept
project from one area of study in the syllabus or process that is personal to them.
content. There are two parts to the investigation:
There are two parts to the coursework: – practical work and
– a portfolio and – written analysis (1000–1500 words).
– a final outcome. The practical work and written analysis must
Externally assessed form an integrated submission.
50% of the AS Level Externally assessed
25% of the A Level 50% of the A Level
Component 2
Externally Set Assignment 15 hours
100 marks
Candidates choose one starting point to
develop into a personal response.
There are two parts to the assignment:
– supporting studies, created during the
preparation period and
– a final outcome, produced during a
supervised test of 15 hours’ total duration.
Externally assessed
50% of the AS Level
25% of the A Level
Please check the timetable at www.cambridgeinternational.org/timetables for the test date window for
Component 2.
Please check the samples database at www.cambridgeinternational.org/samples for submission information and
deadlines for Components 1, 2 and 3.
There are three routes for Cambridge International AS & A Level Art & Design:
Route Component 1 Component 2 Component 3
1 AS Level only
(Candidates take both AS components in the  
same series)
2 A Level (staged over two years)
Year 1 AS Level  
Year 2 Complete the A Level 
3 A Level
(Candidates take all components in the same   
examination series)

Assessment objectives
The assessment objectives (AOs) are:
AO1 Record
Record ideas, observations and insights relevant to intentions, reflecting
critically on work and progress
AO2 Explore
Explore and select appropriate resources, media, materials, techniques and
processes, reviewing and refining ideas as work develops
AO3 Develop
Develop ideas through investigations informed by contextual and other sources,
demonstrating analytical and critical understanding
AO4 Present
Present a personal and coherent response that realises intentions and, where
appropriate, makes connections between visual and other elements
Weighting for assessment objectives

The weightings allocated to each of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of each component

Assessment objective Weighting in components approximate %
Component 1 Component 2 Component 3
AO1 Record 25 25 25
AO2 Explore 25 25 25
AO3 Develop 25 25 25
AO4 Present 25 25 25
Assessment objectives as a percentage of each qualification

Assessment objective Weighting in AS Level % Weighting in A Level %
AO1 Record 25 25
AO2 Explore 25 25
AO3 Develop 25 25
AO4 Present 25 25

3 Subject content
You have the flexibility to structure a course that suits the available resources and your teaching expertise.
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting suitable topics and subject contexts, resources and examples
to support your learners’ study. These should be appropriate for the learners’ age, cultural background and learning
context as well as complying with your school policies and local legal requirements.
For guidance and advice on planning and scheduling your teaching, please refer to the Course Handbook.
Candidates can work in the same area of study for each component, but they do not have to. You should encourage
your candidates to experiment according to their interests and the available support and resources.
Skills and understanding common to all areas of study

Candidates who follow the Cambridge AS & A Level Art & Design syllabus are expected to develop the following
skills, as well as the abilities that are outlined in each area of study.
The skills all candidates must develop are:

• the ability to record their own experiences and observations from first-hand and secondary resources and
personal research
• the ability to collect, record and respond to visual information using a range of techniques
• the skill to select, give context to and organise the information they collect in a coherent way
• the ability to effectively use a wide range of resources and use the information to develop their practice
• the ability to make personal investigations
• the application of a range of skills to produce art and design work
• a critical awareness of their work in a contextual framework and the ability to review it based on their own, and
others’, opinions
• the ability to reflect, refine and adapt.

Cambridge International AS & A Level Art & Design 9479 syllabus for 2022, 2023 and 2024. Subject content
Area of study: Fine art

You should encourage candidates to develop their knowledge of and skills in a range of media, processes and
techniques. Candidates should demonstrate understanding of conveying a personal response though fine art,
working to a theme and considering artistic constraints and problems. They should also consider traditional,
contemporary and emerging techniques and approaches.
Candidate work should explore directly observed objects or subjects or should relate to a theme, concept or issue.
Candidates can use sketchbooks and journals to record visual and/or other appropriate research to show clear
evidence of the development of their ideas. They should display knowledge from other cultures, historical contexts
and local crafts, as well as familiarity with a broad range of fine artists that they can relate to their own studies.
Candidates should also explore the use of tone, colour and composition, materials and context. Other materials
including charcoal, pencil, ceramics, pastels, acrylic, watercolour, oil and ink can also be explored.
Candidates should work in one or more of the following:

• painting
• drawing
• sculpture
• photography
• print making
• mixed media
• experimental – assemblage/construction.
Skills and techniques

Candidates will need to demonstrate the following skills and techniques:
• the ability to use appropriate materials and techniques to communicate their intention effectively
• an understanding of form, perspective and scale
• the ability to compose images with consideration for space, balance and colour relationships
• effective use of a number of appropriate skills which may include some of the following; tonal drawing, pen
and ink, pastels, painting, glazes, lino printing, engraving, silk-screen printing and constructing
• the ability to respond to a theme
• an understanding of the potential relationship(s) that may form between the intended audience and the work
• appropriate use of visual language.
Knowledge and understanding

Candidates will need to demonstrate knowledge and understanding of:
• appropriate materials, processes, technologies and resources
• how fine art can be used to communicate
• the visual language of fine art, e.g. iconography, symbolism and metaphor
• the importance of location and space in the making, exhibiting and viewing of work
• the importance of social and cultural factors in the making, exhibiting and viewing of work
• the origin, continuity and development of techniques, genres and key movements
• the importance of intention, research, realisation and reflection to the artistic process
• relevant fine art genres, styles and techniques used by artists past and present
• a range of specialist vocabulary relevant to fine art.

Area of study: Graphic communication

techniques. Candidates should demonstrate understanding of conveying visual meaning through graphic design,
working to a theme or brief and considering design constraints and problems. They should also consider traditional,
Candidate work should explore directly observed objects or subjects or should relate to a theme, concept or
issue. Candidates can use sketchbooks and journals to record visual and/or other appropriate research to show
clear evidence of the development of their ideas. They should show an awareness of current and historical design
processes and concepts. Candidates should also develop an understanding of the influence of social and cultural
contexts. They can explore the relationship between image and text, the use of colour, composition, problem-
solving and communication to develop their practice. A range of materials and approaches can be experimented
with such as print media, collage, pencils, inks and paper construction.

• illustration
• print making
• packaging design
• branding
• advertising
• signage
• typography.

• the ability to use appropriate media and techniques to communicate their intention effectively
• an understanding of perspective, scale and colour
• the ability to create effective designs with consideration for space, balance and colour relationships
• effective use of a number of appropriate skills which may include some of the following; drawing, photography,
photo editing, print making, typography and lettering, product design, and package construction
• the ability to respond to a theme or brief
• an understanding of the required potential impact of the work on the identified audience

• how graphic design can be used to communicate
• the importance of intention, research, realisation and reflection to the graphic design process
• relevant graphic communication styles and techniques used by designers past and present
• a range of specialist vocabulary relevant to graphic communication.

Area of study: Three-dimensional design

techniques. Candidates should demonstrate understanding of developing designs for a three-dimensional outcome,
working to a theme or brief and considering design constraints and problems. They should also consider traditional,
Candidate work should explore directly observed objects or subjects or should relate to a theme, concept or issue.
Candidates can use sketchbooks and journals to record visual and/or other appropriate research to show clear
evidence of the development of their ideas. They will need to explore images and resources related to three-
dimensional design which reference a range of cultural, social and local contexts. Candidates should explore form,
function and surface using models, samples, materials exploration and technical notes to develop their ideas. They
can experiment with a range of media such as clay, plaster, cardboard, metal, string and tape to develop innovative
maquettes for further development.

• sculpture, ceramics
• product design
• interior and exterior architecture
• interior design
• environmental design
• set design
• jewellery and fashion accessories.

• an understanding of form, scale and structure
• the ability to create designs with consideration of texture, shape, colour and movement
• effective use of specialist working processes and equipment such as kilns, CAD, laser cutters and hand tools
• the ability to respond to a theme or brief
• consideration of the setting in which the final outcome will be situated, e.g. interior/exterior, urban/rural
• an understanding of the identified audience for the work

• how three-dimensional design can be used to communicate
• the importance of intention, research, realisation and reflection to the three-dimensional design process
• relevant genres, styles and techniques used by artists and designers past and present
• a range of specialist vocabulary relevant to three-dimensional design.

Area of study: Textiles and fashion

You should encourage candidates to develop their knowledge and skill in a range of materials, processes and
techniques. Candidates should demonstrate their understanding of working to a theme or brief and considering
design constraints and problems. They should also consider traditional and contemporary techniques and
approaches.
Candidate work should explore directly observed objects or subjects or should relate to a theme, concept or
issue. Candidates can use sketchbooks and journals to record visual and/or other appropriate research to show
clear evidence of the development of their ideas. They should develop an understanding of material, trends,
manufacturing, local crafts and cultural factors relating to textiles and fashion as well as different types of fabric
and manipulation and surface treatments. Candidates should explore the use of a range of media including pencil,
paint, inks, marker pens, pastels, fabric swatches, samples, mock-ups and toile, fabric dyeing, printing and hand and
machine embroidery. These can be developed into fashion illustrations, hand-made costumes or contemporary
textiles designs.

• fashion design and/or illustration
• costume design
• constructed textiles
• screen printing
• batik
• digital-printed textiles
• surface pattern.

• an understanding of form and function and colour relationships within the design process
• the ability to create designs with consideration for texture, pattern and shape
• effective use of a specialist working processes such as fabric construction, dyeing and printing; screen and
mono printing; batik; embroidery and machine stitching
• the ability to respond to a theme or a brief
• an understanding of the identified audience for the work

• how textiles and fashion design can be used to communicate
• the importance of intention, research, realisation and reflection to the textile and fashion design process
• relevant textile and fashion genres, styles and techniques used by designers past and present
• a range of specialist vocabulary relevant to textiles and fashion.

4 Details of the assessment
Component 1 Coursework
Component 1 is an AS Level component. This is an internally set assignment which is marked by Cambridge
International. There is no question paper for this component.
There are two parts to this component:

• a portfolio and
• a final outcome.
Candidates explore and develop coursework based on a theme, producing a portfolio of work leading to a final
outcome. Themes may be set by the teacher or candidates may choose one in consultation with their teacher.
Candidates should select work for their portfolio that shows how they have:
• recorded ideas and observations from first-hand studies, such as their own drawings and photography, and
secondary imagery and sources
• explored and experimented with different media, techniques and processes
• carried out in-depth research into artists, designers and cultural influences to inform the development of ideas
• selected, reviewed and refined their work throughout the whole process to plan and produce a personal and
coherent outcome.
The final outcome may be a single response or a series of related outcomes.
The portfolio can be up to five sheets of A2. Candidates may use both sides of the paper. They may work in any size
or appropriate media but any work that is fragile, three-dimensional or larger than A2 must be photographed. The
photographs must be mounted on A2 and clearly labelled. This applies to both the portfolio and the final outcome.
Component 1 is marked against the assessment criteria at the end of this section. Cambridge International
will assess the portfolio and the final outcome together and award a single mark out of 100. The work for this
component must not be sent with Component 2.
Refer to the samples database at www.cambridgeinternational.org/samples for submission dates for this
component.
Cambridge International has created some sample coursework briefs giving suggestions for
themes that can be used as starting points for research. These are available at

Cambridge International AS & A Level Art & Design 9479 syllabus for 2022, 2023 and 2024. Details of the assessment
Component 2 Externally Set Assignment
Component 2 is an AS Level component. This is an externally set assignment that is marked by Cambridge
International. There is a question paper for this component. You may download the question paper from the School
Support Hub, our secure online site www.cambridgeinternational.org/support and give it to candidates as soon as
it is released. Refer to the Cambridge Handbook for the year of examination for more information.

• supporting studies, created during the preparation period and
• a final outcome, produced during a supervised test of 15 hours’ total duration.
Candidates select one starting point to work on. Candidates produce their supporting studies during the
preparation period, after receipt of the paper and before the supervised test.
Candidates should present their supporting studies to show how they have:
• recorded ideas and observations from first-hand studies, such as their own drawings and photography, and
secondary imagery and sources
• explored and experimented with different media, techniques and processes
• carried out in-depth research into artists, designers and cultural influences to inform the development of ideas
• selected, reviewed and refined their work throughout the whole process to plan and produce a personal and
coherent outcome.
The supporting studies must be taken into the supervised test to inform the candidates as they work on their final
outcome. They should show how the candidates have worked through artistic processes towards the assessment
objectives. The final outcome may be a single response or a series of related outcomes.
The supporting studies can be up to three sheets of A2. Candidates may use both sides of the paper. They may
work in any size or appropriate media but any work that is fragile, three-dimensional or larger than A2 must be
photographed. The photographs must be mounted on A2 and clearly labelled. This applies to both the supporting
studies and the final outcome.
Component 2 is marked against the assessment criteria at the end of this section. Cambridge International will
assess the supporting studies and the final outcome together and award a single mark out of 100.
You must submit both the supporting studies and the final outcome to Cambridge International as soon as the
supervised test is completed. The work for this component must not be sent with Component 1.

Component 3 Personal Investigation
Component 3 is the A Level component. This is an internally set assignment that is marked by Cambridge
International. There is no question paper for this component.

• practical work and
• written analysis of between 1000 and 1500 words.
The Personal Investigation should be an in-depth study that demonstrates the candidate’s ability to carry out
independent research from a starting point of their choice through to a fully realised and coherent conclusion.
Candidates identify a theme informed by an aspect of art and design, photography or craft for the investigation
then, in consultation with their teacher, set themselves a specific brief which clarifies the content, direction and
research material to be explored.
During their investigation, candidates produce practical work supported by written analysis containing detailed
research. First-hand studies from primary sources such as visits to local galleries, studios or buildings, or contact
with local artists, designers or craftspeople must form at least part of the research.
The Personal Investigation may be presented in a number of ways depending on the subject including, for example:
• an illustrated study that integrates the practical work with the written analysis
• a sculpture that is photographed and presented together with the related written analysis
• a focused investigation of cultural significance, such as comparing the work of two artists or techniques where
the practical work is influenced by the style of one or both of the artists.
Candidates should ensure that the two elements are presented in such a way that they form a cohesive and
integrated submission. The written analysis must be between 1000 and 1500 words and must also:
• use specialist vocabulary relevant to the investigation
• be written in continuous prose (but can be integrated with the practical work)
• ensure sources are identified and attributed in a bibliography
• be legible, with correct use of grammar and spelling
• be presented in a coherent manner and in a format that is relevant to the theme
• include relevant examples of what is being discussed.
In their analysis, candidates are advised to avoid using broad histories taken from secondary sources, whole
biographies and long transcriptions of interviews.
The Personal Investigation must be submitted on up to eight sheets of A2. Candidates may use both sides of the
paper. They may work in any size or appropriate media but any work that is fragile, three-dimensional or larger
than A2 must be photographed. The photographs must be mounted on A2 and clearly labelled. Centres must keep
photographs of the practical work and a copy of the written analysis.
Component 3 is marked against the assessment criteria at the end of this section. Cambridge International will
assess the practical work and the written analysis together and award a single mark out of 100. This mark will be
weighted to 200. The work for this component must not be sent with Components 1 or 2.
Refer to the samples database at www.cambridgeinternational.org/samples for submission dates for this
component.

Outline proposal forms

Outline proposal forms are no longer in use for this syllabus for entries from 2022 series onwards. As part of
teaching, you should give guidance and feedback to candidates on whether their coursework, essay or project title
is suitable.
For guidance on developing suitable titles for coursework, essays or projects go to our School Support Hub
For further information, see the Cambridge Handbook for the relevant year of assessment at
www.cambridgeinternational.org/eoguide
Avoidance of plagiarism
Candidates must be taught the meaning and significance of plagiarism. Candidates should provide references for all
source materials used in their research.
For Components 1 and 3, the candidate is required to sign a declaration stating that the coursework is their own
work and you must countersign to confirm that you believe the work is that of the candidate. The declaration of
authenticity form, and the instructions for completing the form, should be downloaded from the samples database
at www.cambridgeinternational.org/samples. The database will ask you for the syllabus code (i.e. 9479) and your
centre number, after which it will take you to the correct forms. Follow the instructions on the form. Further details
can be found in the Cambridge Handbook.

Assessment criteria for Component 1 and Component 2
AO1: Record ideas, observations and insights AO2: Explore and select appropriate AO3: Develop ideas through investigations AO4: Present a personal and coherent
relevant to intentions, reflecting critically on resources, media, materials, techniques and informed by contextual and other sources, response that realises intentions and, where
work and progress processes, reviewing and refining ideas as demonstrating analytical and critical appropriate, makes connections between
work develops understanding visual and other elements
Back to contents page

25 marks 25 marks 25 marks 25 marks
Excellent skill in recording observations and Exploration and selection of relevant resources, Excellent development of ideas through Excellent realisation of intentions
insights from a variety of sources, relevant to media, materials, techniques and processes are focused investigations demonstrating an excellent use of visual
intentions excellent language
Highly accomplished ability to reflect critically Highly accomplished and sophisticated Analytical and critical understanding Highly accomplished and mature connections
on work and progress ability to review and refine ideas as work demonstrated through highly accomplished made between visual and other elements
develops and mature referencing of personal, contextual
and other sources
21–25 21–25 21–25 21–25
Confident skill in recording observations and Confidently explores and selects relevant Confident development of ideas through Confident realisation of intentions
insights from a variety of sources, relevant to resources, media, materials, techniques and focused investigations demonstrating an effective use of visual
intentions processes language
Highly effective ability to reflect critically on Highly effective ability to review and refine Highly effective analytical and critical Highly effective connections made between
work and progress ideas as work develops understanding demonstrated through thorough visual and other elements
and careful referencing of personal, contextual
and other sources
16–20 16–20 16–20 16–20
Competent skill in recording observations and Competent exploration and selection Competent development of ideas through Competent realisation of intentions
insights from a variety of sources, relevant to of relevant resources, media, materials, focused investigations demonstrating a good use of visual language
intentions techniques and processes
Good ability to reflect critically on work and Good ability to review and refine ideas as work Good analytical and critical understanding Good connections made between visual and
progress develops demonstrated through careful referencing of other elements
personal, contextual and other sources
11–15 11–15 11–15 11–15
Satisfactory skill in recording observations and Adequate exploration and selection of relevant Satisfactory development of ideas through Satisfactory realisation of intentions
insights from a variety of sources, relevant to resources, media, materials, techniques and focused investigations demonstrating an adequate use of visual
Adequate ability to reflect critically on work Satisfactory ability to review and refine ideas Adequate analytical and critical understanding Adequate connections made between visual
and progress as work develops demonstrated through some referencing of and other elements
6–10 6–10 6–10 6–10
Limited skill in recording observations and Limited exploration and selection of relevant Basic development of ideas Limited realisation of intentions demonstrating
insights from a variety of sources, relevant to resources, media, materials, techniques and a basic use of visual language
intentions processes
Basic ability to reflect critically on work and Basic ability to review and refine ideas as work Limited analytical and critical understanding Basic connections made between visual and
progress develops demonstrated through basic referencing of other elements
1–5 1–5 1–5 1–5
www.cambridgeinternational.org/alevel
No creditable work 0 No creditable work 0 No creditable work 0 No creditable work 0
19
20
Assessment criteria for Component 3
Excellent skill in recording observations and Exploration and selection of relevant resources, Excellent development of ideas through Excellent realisation of intentions
insights from a variety of sources, relevant to media, materials, techniques and processes are focused investigations demonstrated through an excellent use of
intentions excellent visual language
Highly accomplished ability to reflect critically Highly accomplished and sophisticated Analytical and critical understanding Highly accomplished and mature connections
on work and progress ability to review and refine ideas as work demonstrated through highly accomplished made between visual and other elements
develops and mature referencing of personal, contextual
and other sources
Excellent use of specialist language and Excellent communication of ideas through Perceptive integration of practical and written Work demonstrates an excellent level of
appropriate technical vocabulary visual and other forms elements engagement and independence
21–25 21–25 21–25 21–25
Confident skill in recording observations and Confidently explores and selects relevant Confident development of ideas through Confident realisation of intentions
insights from a variety of sources, relevant to resources, media, materials, techniques and focused investigations demonstrating an effective use of visual
Highly effective ability to reflect critically on Highly effective ability to review and refine Highly effective analytical and critical Highly effective connections made between
work and progress ideas as work develops understanding demonstrated through thorough visual and other elements
and careful referencing of personal, contextual
and other sources
Confident use of specialist language and Confident communication of ideas through Confident integration of practical and written Work demonstrates a highly effective level of
16–20 16–20 16–20 16–20
Competent skill in recording observations and Competent exploration and selection Competent development of ideas through Competent realisation of intentions
insights from a variety of sources, relevant to of relevant resources, media, materials, focused investigations demonstrating a good use of visual language
intentions techniques and processes
Good ability to reflect critically on work and Good ability to review and refine ideas as work Good analytical and critical understanding Good connections made between visual and
progress develops demonstrated through careful referencing of other elements
Competent use of specialist language and Good communication of ideas through visual Good integration of practical and written Work demonstrates a competent level of
appropriate technical vocabulary and other forms elements engagement and independence
11–15 11–15 11–15 11–15
Satisfactory skill in recording observations and Adequate exploration and selection of relevant Satisfactory development of ideas through Satisfactory realisation of intentions
insights from a variety of sources, relevant to resources, media, materials, techniques and focused investigations demonstrating an adequate use of visual
Adequate ability to reflect critically on work Satisfactory ability to review and refine ideas Adequate analytical and critical understanding Adequate connections made between visual
and progress as work develops demonstrated through some referencing of and other elements
Satisfactory use of specialist language and Satisfactory communication of ideas through Adequate integration of practical and written Work demonstrates an adequate level of
6–10 6–10 6–10 6–10

Limited skill in recording observations and Limited exploration and selection of relevant Basic development of ideas Limited realisation of intentions demonstrating

insights from a variety of sources, relevant to resources, media, materials, techniques and a basic use of visual language
intentions processes
Basic ability to reflect critically on work and Basic ability to review and refine ideas as work Limited analytical and critical understanding Basic connections made between visual and
progress develops demonstrated through basic referencing of other elements
Limited use of specialist language and Basic communication of ideas through visual Limited integration of practical and written Work demonstrates a limited level of
appropriate technical vocabulary and other forms elements engagement and independence
1–5 1–5 1–5 1–5
No creditable work 0 No creditable work 0 No creditable work 0 No creditable work 0
21
5 What else you need to know
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
Before you start

Previous study
We recommend that learners starting this course should have studied a Cambridge IGCSE™ or Cambridge O Level
in Art & Design or the equivalent.
Guided learning hours

We design Cambridge International AS & A Level syllabuses based on learners having about 180 guided
learning hours for each Cambridge International AS Level and about 360 guided learning hours for a Cambridge
International A Level. The number of hours a learner needs to achieve the qualification may vary according to local
practice and their previous experience of the subject.
Availability and timetables

All Cambridge schools are allocated to one of six administrative zones. Each zone has a specific timetable.
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can also enter your
candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates cannot enter for this syllabus. For more information, please refer to the Cambridge Guide to
Making Entries.
Combining with other syllabuses

Candidates can take this syllabus alongside other Cambridge International syllabuses in a single exam series. The
only exceptions are:
• syllabuses with the same title at the same level.
Group awards: Cambridge AICE

Cambridge AICE (Advanced International Certificate of Education) is a group award for Cambridge International AS
& A Level. It allows schools to offer a broad and balanced curriculum by recognising the achievements of learners
who pass examinations in a range of different subjects.
Learn more about Cambridge AICE at www.cambridgeinternational.org/aice

Cambridge International AS & A Level Art & Design 9479 syllabus for 2022, 2023 and 2024. What else you need to know
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as administrative
zones. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has
a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code
is used to identify the components the candidate will take relevant to the administrative zone and the available
assessment options.
Early question papers

This syllabus has an early question paper.
You should check the Cambridge Handbook for the year candidates are taking the assessment for information
on when the early question paper will be available and where to access the materials
www.cambridgeinternational.org/eoguide
You may need access to the School Support Hub, our secure online site, which is at,
www.cambridgeinternational.org/support.
This site is password protected. Please contact your school coordinator for instructions on how to access the School
Support Hub.
Support for exams officers

We know how important exams officers are to the successful running of exams. We provide them with the support
they need to make your entries on time. Your exams officer will find this support, and guidance for all other phases
of the Cambridge Exams Cycle, at www.cambridgeinternational.org/eoguide
Retakes
Candidates can retake Cambridge International AS Level and Cambridge International A Level as many
times as they want to. Cambridge International AS & A Levels are linear qualifications. Candidates must enter
for an option that leads to certification. To confirm what entry options are available for this syllabus, refer to the
Cambridge Guide to Making Entries for the relevant series.
Candidates can carry forward the result of their Cambridge International AS Level assessment from one series to
complete the Cambridge International A Level in a following series, subject to the rules and time limits described in
the Cambridge Handbook.
Candidates cannot resubmit, in whole or in part, coursework from a previous series. To confirm if an option is
available to carry forward marks for this syllabus, see the Cambridge Guide to Making Entries for the relevant
series. Regulations for carrying forward internally assessed marks can be found in the Cambridge Handbook for the
relevant year at www.cambridgeinternational.org/eoguide

Equality and inclusion

We have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessment
materials. In compliance with the UK Equality Act (2010) we have designed this qualification to avoid any direct
and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities or learning
difficulties. We can put arrangements in place for these candidates to enable them to access the assessments and
receive recognition of their attainment. We do not agree access arrangements if they give candidates an unfair
advantage over others or if they compromise the standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award based on the
parts of the assessment they have completed.
Information on access arrangements is in the Cambridge Handbook at www.cambridgeinternational.org/eoguide
Language
This syllabus and the related assessment materials are available in English only.

After the exam

Grading and reporting
Grades A*, A, B, C, D or E indicate the standard a candidate achieved at Cambridge International A Level, with A*
being the highest grade.
Grades a, b, c, d or e indicate the standard a candidate achieved at Cambridge International AS Level, with ‘a’ being
the highest grade.
‘Ungraded’ means that the candidate’s performance did not meet the standard required for the lowest grade (E
or e). ‘Ungraded’ is reported on the statement of results but not on the certificate. In specific circumstances your
candidates may see one of the following letters on their statement of results:
• Q (pending)
• X (no result)
• Y (to be issued).
These letters do not appear on the certificate.
If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge
International AS Level grade will be awarded if both of the following apply:
• the components taken for the Cambridge International A Level by the candidate in that series included all the
components making up a Cambridge International AS Level
• the candidate’s performance on the AS Level components was sufficient to merit the award of a Cambridge
International AS Level grade.
On the statement of results and certificates, Cambridge International AS & A Levels are shown as General
Certificates of Education, GCE Advanced Subsidiary Level (GCE AS Level) and GCE Advanced Level (GCE A Level).
‘Cambridge International A Levels are the ‘gold standard’ qualification. They are based on
rigorous, academic syllabuses that are accessible to students from a wide range of abilities yet
have the capacity to stretch our most able.’
Director of Studies, Auckland Grammar School, New Zealand

How students, teachers and higher education can use the grades
Cambridge International A Level
Assessment at Cambridge International A Level has two purposes:
• to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus, to the levels described in the grade descriptions.
• to show likely future success

The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students are
more likely to be successful
– help students choose the most suitable course or career.
Cambridge International AS Level

Assessment at Cambridge International AS Level has two purposes:
• to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus.
• to show likely future success

The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students are
more likely to be successful
– help students choose the most suitable course or career
– help decide whether students part way through a Cambridge International A Level course are making
enough progress to continue
– guide teaching and learning in the next stages of the Cambridge International A Level course.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge International A Level Art & Design will be published after the first assessment of
the A Level in 2022. Find more information at www.cambridgeinternational.org/alevel

Changes to this syllabus for 2022, 2023 and 2024

The syllabus has been updated. This is version 2, published November 2020.
There are no significant changes which affect teaching.
You are strongly advised to read the whole syllabus before planning your teaching programme.
Changes to syllabus • Outline proposal forms are no longer in use for this syllabus for entries from
2022 series onwards. As part of teaching, you should give guidance and
feedback to candidates on whether their coursework, essay or project title is
suitable.
• For guidance on developing suitable titles for coursework, essays or projects
go to our School Support Hub www.cambridgeinternational.org/support
• For further information, see the Cambridge Handbook for the relevant year of
assessment at www.cambridgeinternational.org/eoguide
Any textbooks endorsed to support the syllabus for examination from 2019 are still suitable for use
with this syllabus.

‘While studying Cambridge IGCSE and Cambridge International A Levels, students broaden their horizons
through a global perspective and develop a lasting passion for learning.’
Zhai Xiaoning, Deputy Principal, The High School Affiliated to Renmin University of China
This document was initially designed for print and as such does not reach accessibility standard WCAG 2.1 in various ways
including missing text alternatives and missing document structure. If you need this document in a different format contact us at
info@cambridgeinternational.org (with the subject heading: Digital accessibility) and we will respond within 15 working days.
Cambridge Assessment International Education

The Triangle Building, Shaftesbury Road, Cambridge CB2 8EA
Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cambridgeinternational.org www.cambridgeinternational.org
Copyright © UCLES September 2019

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What are the benefits of choosing Cambridge International qualifications?

What are the benefits of choosing Cambridge International qualifications?

What is the purpose of Cambridge International assessment?

What is the purpose of Cambridge International assessment?

Syllabus

Cambridge International AS & A Level

‘We think the Cambridge curriculum is superb preparation for university.’

Copyright © UCLES September 2019

1 Why choose this syllabus? ................................................................................................................2

2 Syllabus overview .............................................................................................................................. 6

3 Subject content ................................................................................................................................. 10

4 Details of the assessment ...............................................................................................................15

5 What else you need to know ......................................................................................................... 22

Changes to this syllabus

1 Why choose this syllabus?

Following a Cambridge International AS & A Level programme

2 www.cambridgeinternational.org/alevel Back to contents page

Back to contents page www.cambridgeinternational.org/alevel 3

International recognition and acceptance

Learn more at www.cambridgeinternational.org/recognition

4 www.cambridgeinternational.org/alevel Back to contents page

Teaching resources Exam preparation resources

Back to contents page www.cambridgeinternational.org/alevel 5

The aims are to enable students to:

Support for Cambridge International AS & A Level Art & Design

6 www.cambridgeinternational.org/alevel Back to contents page

Textiles and fashion

Back to contents page www.cambridgeinternational.org/alevel 7

8 www.cambridgeinternational.org/alevel Back to contents page

Weighting for assessment objectives

Assessment objectives as a percentage of each component

Assessment objectives as a percentage of each qualification

Back to contents page www.cambridgeinternational.org/alevel 9

Skills and understanding common to all areas of study

The skills all candidates must develop are:

10 www.cambridgeinternational.org/alevel Back to contents page

Area of study: Fine art

Candidates should work in one or more of the following:

Skills and techniques

Knowledge and understanding

Back to contents page www.cambridgeinternational.org/alevel 11

Area of study: Graphic communication

Candidates should work in one or more of the following:

Skills and techniques

Knowledge and understanding

12 www.cambridgeinternational.org/alevel Back to contents page

Area of study: Three-dimensional design

Candidates should work in one or more of the following:

Skills and techniques

Knowledge and understanding

Back to contents page www.cambridgeinternational.org/alevel 13

Area of study: Textiles and fashion

Candidates should work in one or more of the following:

Skills and techniques

Knowledge and understanding

14 www.cambridgeinternational.org/alevel Back to contents page

4 Details of the assessment

There are two parts to this component:

The final outcome may be a single response or a series of related outcomes.