Fine Art student submissions must demonstrate creative risks throughout both components in visual, practical and written form. This course exemplifies core independent work strategies that impact on engagement, marks and grades. It also makes explicit strategies that inspire academic depth and a personal narrative which will ensure success for their students.

The course will also focus on how to ‘unlock’ students’ areas of engagement; embrace the right approach with scope for in depth investigations, exemplify creative risk taking, deal with quality vs quantity, (which is a real concern with limited time left for 2021 students), confidence to work efficiently, sell the meaning of the AO standards in their responses and avoid prescribed approaches in your teaching.

You will be able to build an intervention structure which ensures students take ownership of the assessment objectives as a launch pad for both The Personal Investigation & The Externally Set Assignment. 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.



  • 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 16 November 2021

London | Friday 21 January 2022

  • Current Teachers of GCSE Art with a Fine Art specialism
  • Current Teachers of GCSE Art without a Fine Art specialism
IN-SCHOOL You can also book this as an In-School Course
  • 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: Fine Art – The all-encompassing option and approach for the student of 2021

  • Range in teaching
  • Structured practice vs free application
  • Creative constraints vs open ended art making
  • Fragmentary vs finished work
  • What do Fine Art students need to demonstrate in Art & Design which is unique to this developing current practice and staying true to the title?
  • How should our teaching strategies be adapted to ensure this for each student?
  • What are the key areas which must be short listed for students who have missed many months of lessons?
  • How students should manage the limited time for completion of The Personal Investigation and The Externally Set Assignment preparatory period.

10.45am – 11.30am: Context and Curriculum – strategies for the development of ideas with scope

  • The importance of having a narrative.
  • How to select a successful area of study for The Personal Investigation that ensure engagement, scope & depth.
  • The deep dive – Practical strategies and approaches to take away for creative risk taking which leads to high end results – explore creative direction changing strategies embracing AO2 & AO4.
  • Quality over quantity and how to ensure the right balance in each students’ outcomes.


11.30am – 11.45am: Break


11.45am – 12.45pm: How Art can be thought?

  • Research, response, refine and review teaching.
  • Engaging students to make the correct choices about the direction of their investigations within the developing narrative – AO2 reviewing and refining ideas.
  • Interactive, relevant and personal response strategy AO4, to ensure outcomes in both written and practical work for The Personal Investigation.
  • Reviewing of student work – written and practical – identifying the correct approaches students demonstrate in their work.



12.45pm – 13.45pm: Lunch  



13.45 – 14.30: Adding value – Identifying best practice and further potential in your students’ current work

  • Moving from a creative problem framed FOR students to a creative problem framed BY students.
  • Pinpointing intellectual rigour through AO1 critical and analytical understanding.
  • Reviewing & refining AO2 as a key element to the highest order thinking and making.
  • Creative cross connections.
  • Workshop – Identifying the best and making it better within student work.


14.30 – 15.15pm: Don’t be afraid of the standards

  • Using the language to enable students to describe what they are doing.
  • Art making as a continuous process of evaluation, testing, adjustment and revision.
  • Opening up areas to student agency.
  • Thinking intentionally and planning to invent.
  • Avoiding the narrow and alienating view that the implication of learning in art is to make it into a job.
  • Consider how performance and exhibition will inform student intention.

15.15pm – 15.30pm: Plenary & Discussion



15.30: Depart

Graham Mason

is an experienced, collaborative and inclusive leader of education, having ran the Art Department at Royal Grammar School, Newcastle for 8 years which has gone through change in premises and growth. He works with a highly motivated team and driven students. He inspires superior results from his students, surpassing other departments in leading schools. He works as moderator for AQA at GCSE and A-level and supports many teachers or subject leaders within the area. He is a proud governor of a Primary School in Sunderland. Passionate about opportunities to work closely with teams, motivating, inspiring and coaching individuals to reach and exceed their goals, and is also proud of his involvements as a speaker in European, National and Regional Art network meetings.