This page lists what we actually have for Edexcel GCSE Art and Design. It is built from the live activities, so it is accurate on the day you read it.
A specification made of objectives
Open the specification expecting topics and there are none. Its structure is four assessment objectives: developing ideas through investigation, refining through experimentation, recording ideas and observations, and presenting a personal response. Then two components, the Personal Portfolio and the Externally Set Assignment.
There is no content to know. There is only evidence to produce, and criteria it is judged against.
That is why every other page on this site can list what a student should revise and this one cannot, at least not in that sense. It is also why the thing worth revising turns out to be the criteria themselves.
Where the marks actually go missing
Most Art teachers can name the pattern. A student produces genuinely good work and does not get the grade for it, because the portfolio shows the outcome and not the thinking: no recorded sources, no evidence of experiments that failed, annotation that describes what is on the page rather than explaining a decision.
None of that is a lack of ability. It is not knowing what the assessment is looking for, and unlike the making, it can be taught away from the studio.
So that is what these ten do. Two of them are about the portfolio and the moderation of it directly. One is entirely about written annotation and why it carries marks rather than being decoration. Two more cover the Externally Set Assignment: developing a response to the theme, and planning the supervised sessions rather than arriving at them and improvising.
They fit every endorsed title
Edexcel runs six titles here: Art, Craft and Design, Fine Art, Graphic Communication, Textile Design, Three-dimensional Design and Photography.
They share the same four assessment objectives. Because these activities sit on the objectives rather than on any one medium, all ten apply whichever title your department runs. A photography student and a textiles student need the same understanding of what AO2 wants from them, and they are examined against the same words.
That is worth knowing if you run more than one title, which many departments do.
What the activities ask students to do
All ten include a written element, which is unusual on this site and right for a subject where the assessed evidence is largely written around the work.
The three embedded below are playable here without an account: the annotation one, the marking and moderation one, and the planning of supervised sessions.
Using them
The lists below group by classroom use, worked out from what each activity contains. The activities themselves, with the recall goal spelled out, are described in ready-to-run revision activities, and since Art students spend most of their time working alone on their own projects, independent revision students actually keep doing is the closer fit for how these get used.
Design and Technology sits next door and has a different problem, which is coverage across specialist materials: Edexcel GCSE Design and Technology.
To put several in front of one class in order, build a sprint. Everything else we have, by subject and board, is on the revision pages.
What this page does not do
Nothing here teaches making, and making is the course. That is the honest headline. These activities are for the assessment literacy around the work, and a student who does no practical work has nothing for them to help with.
It cannot look at a portfolio. The activity on moderation explains what moderators look for; it does not tell a student whether their own portfolio has it. That judgement stays with you.
Ten activities across a two-year course is a supplement, not a scheme of work.
It does not track anything, so there is no completion list to check.