Students producing artefacts must have clear research aims and they should use a wide range of resources in order to complete their projects.

When making artefacts it is important to understand the way that materials, colours and shapes can convey information to others through the use of the senses. We react to the things we see and touch - to sombre or bright colours, to smooth or jagged shapes, to soft and furry materials or hard and shiny reflective metals.

We have seen a large number of excellent artefact projects during moderation. The following guidance is designed to help you and your students avoid some of the more common pitfalls associated with producing an artefact. What is an artefact?

We want to help Year 10/11 learners to carry out a Pearson FPQ (Foundation) or HPQ (Higher) Express project in a focused period of time so that they can: • demonstrate their ability to build on their current knowledge and understanding of KS4-level content and/or do a …

Some past examples of Higher Project Qualifications

Guide to artefacts Students undertaking a project qualification can either submit a research-based written report, or they can opt to produce a practical project or ‘artefact’ with an accompanying shorter research-based written report.

Key point If you are choosing an artefact, it is really important that you reflect on who the intended audience is. Part of your research should concern how to produce work for this kind of audience.

Artefacts come in many forms including models, display boards, videos and websites. If you decide to create an artefact as a part of your project, you should develop a proposal that includes...

Feb 20, 2024 · An introductory video for artefacts in which I seek to establish: 1. why choose an artefact?; 2. key aspects of a successful artefact; 3. an overview of possible artefacts choices.

A complete exploration of the structure of the Artefact Report. The screencast covers the following: -Technical and Creative Artefacts...more