Teachers may find that the following approaches to work beyond the classroom might challenge pupils who make rapid progress in art and design:

use out-of-school learning effectively
encourage pupils to visit exhibitions, see traditional and contemporary art, and question and discuss its nature and purpose

expect more
extend pupils' thinking by collaborating with outside-school agencies and making the most of the possibilities offered by ICT

specify more demanding criteria
ask pupils to consider and address factors such as working on a large scale or developing their work to meet the needs of different groups in the community

encourage individualised targets
renegotiate the nature and scale of expectations to encourage pupils to take greater risks, take on more ambitious challenges, and consider a variety of possible outcomes

organise facilities well, so that pupils have access to the resources they need
encourage pupils to search for, extract and manipulate information from secondary resources (for example art books, slides, CD-ROMs, gallery brochures, museum information and arts reviews in newspapers).

Arranging activities outside the school in the general guidance

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