ABOUT THIS COURSE

This course will provide new art teachers with the key elements of the specification structure, teaching content and assessment. We will consider the requirements for Component 1, The Portfolio and understand the implication for teaching and learning. We will address the new requirements for the organisation of preparatory time and the supervised sessions for Component 2 externally set assignment. There will also be an exploratory exercise of general strategies for pupils to evidence appropriate drawing and written work in both components.

You are invited to bring examples of current student work to review and a blank A5 or bigger sketchbook to work in during the sessions.

BENEFITS OF ATTENDING

  • Expand your range of teaching approaches and techniques. Hit exam board requirements and clearly meet mark band descriptors.
  • Practical strategies for creative risk taking which leads to highest results.
  • How to ‘sell the standards of the assessment objectives’ to your students. Reinvent and update approaches to the Fine Art curriculum.

COURSE DATE Online | Tuesday 19 October 2021

London | Monday 17 January 2022

WHO SHOULD ATTEND? 
  • New Art & Design Teachers
COURSE CODE 8650
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
  • A specially prepared folder of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance

 

10.00am – 10.45am: Underlying Principles of GCSE Art & Design

  • Changes have been made to further develop opportunities for teaching and learning and to address stipulated regulatory requirements;
  • Maintenance of teacher and student choice and creative opportunities;

  • Suitability for students across the ability range;

  • Building on KS3 experiences;

  • Providing progression opportunities;

  • Accessible and ongoing support;

  • Clear assessment criteria which are common to both components.

10.45am – 11.00am: Break

11.00am – 12.00pm: Accessing Component 1

  • What does evidence look like in Component 1 and what do AQA moderators expect to see to award marks across the mark bands?
  • Exploring ways in which to encourage students to use the assessment criteria to greatest effect.
  • Evidencing within your students’ work the different purposes, intentions and functions of art, craft and design in a variety of contexts which are relevant & appropriate.
  • Employing the above as a key strategy within Component 1.
  • Sustain and develop practical responses true to intention.

12.00pm – 13.00pm: Accessing Component 2

  • Scenarios and responses in the Externally Set Task

  • Responding to starting points efficiently

13.00pm – 14.00pm: Lunch

14.00pm – 15.00pm:

  • Drawing, as process, practice and purpose.

  • Organising and presenting work effectively

  • Constructing a portfolio with drawing in its various forms at its centre

  • Providing a checklist of questions for students to refer to

  • Points to consider

15.00pm – 16.00pm: Subject Content – What should a GCSE sketchbook contain?

  • Presenting Evidence

  • Knowledge and understanding in research and practical responses.

  • Skills within chosen media

  • Written annotation, empower your students by giving them specific vocabulary they can use to ‘unlock’ ideas for their practical work.

  • Raising achievement

16.00pm: Depart

Graham Mason

Graham Mason is an experienced, collaborative and inclusive leader of education, having ran the Art Department at Royal Grammar School, Newcastle for eight years. Graham works as moderator for AQA at GCSE and A-level and supports teachers within the area. He is an international speaker in European, National and Regional Art network meetings. He inspires superior results from students, surpassing other departments in leading schools. A proud governor of a Primary School in Sunderland, he is passionate about opportunities to work closely with teams, motivating, inspiring and coaching individuals to reach and exceed their goals.