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A-Level Art and Design tutor

Compare one-to-one tutors for A-Level Art and Design, including online support for sketchbooks, portfolios, Personal Investigation planning, exam-board expectations and confident creative development.

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Find an A-Level Art and Design tutor who fits your child’s project stage, exam board, preferred medium and confidence level. This page explains how Latimer tutor profiles, pay-as-you-go lessons, online feedback, coursework boundaries and practical tutor-fit questions can help parents make a calm, informed enquiry.

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  • A Level
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  • Subject expertise matched to the learner’s course and level
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Compare A-Level Art and Design tutors

Browse tutors who may be able to support A-Level Art and Design, then check each profile for the right specialism, exam-board familiarity, teaching style, availability and price before enquiring.

Portrait of Sophie Clark

Sophie Clark

Art, and English as a Foreign Language Specialist

London

£25.00 per hourDBS checkediAccepting enquiries
ArtArt and DesignFine ArtHistory of Art+1 more
  • Currently teaches Art, and English Language to students of all ages through personalised online lessons.
  • Holds a Bachelor of Arts in Fine Art, and a Diploma in Professional Art Studies from Central Saint Martins, University of the Arts London.
  • Over 8 years' of experience working in the world of Art, including roles at major museums and galleries in London.
  • Holds a TEFL certificate in teaching English as a foreign language from the World TEFL Institute.
  • Has experience teaching at a language school in Spain and online.
  • Skilled in practical Art techniques including painting, collage, printmaking, and ceramics.

Sophie Clark is a TEFL-certified english tutor and Art specialist offering online tutoring for KS3, GCSE and A Level, plus BA-level Art and Design. Central Saint Martins BA/Diploma; personalised lessons with optional homework and session reports.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Sophie.

View Sophie’s profile
Portrait of Jessica Page

Jessica Page

Qualified Art, Mathematics, and Photography Teacher

Hove

£60.00 per hourDBS checkediAccepting enquiriesQualified teacher
ArtArt and DesignBusiness StudiesFine Art+2 more
  • Jess has over 6 years' of tutoring experience and has run her own tutoring business for over 5 years'.
  • Holds a First Class Bachelor of Arts with Honours in Fine Art, from Kingston University London.
  • Holds a Level-7 in Further Education and Training PGCE Visual Arts from the University of Brighton.
  • Achieved a Distinction in her Level 3 Art Foundation Diploma.
  • Holds an A* for Art at A-Level.
  • Holds 2 A*s and 5 As at GCSE level.

Jessica Page is a qualified teacher and GCSE Maths tutor for KS3–GCSE, plus Art/Photography for KS3–A Level. First-Class Fine Art BA and PGCE Visual Arts, 6+ years’ experience, online tutoring or in person, including SEND; lesson reports included.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Jessica.

View Jessica’s profile
See more A-Level Art and Design tutorsStart my tutor search

Why choose Latimer for A-Level Art and Design tutoring?

A-Level Art and Design is not a subject where generic homework help is enough. Students need a tutor who can look at the work in front of them, ask sharp questions, and help them build a stronger creative process without taking ownership away from the student. Latimer helps families compare individual tutor profiles, contact tutors directly and choose flexible one-to-one support that fits the student’s project stage, specialism and confidence level.

  • Compare tutor profiles by subject knowledge, Art and Design experience, teaching style, availability and hourly rate.
  • Use one-to-one lessons for practical feedback on sketchbooks, portfolios, artist research, annotation and project planning.
  • Keep the support flexible: Latimer’s model is pay-as-you-go rather than a fixed package or long-term course.
  • Ask each tutor how they would support the student’s exam board, specialism and current component before booking.

  • Good for

    Year 12 students building habits, Year 13 students refining coursework, students preparing for the externally set assignment, and families who want subject-specific feedback before deadlines.

  • Not a replacement for

    School marking, exam-centre decisions, official access arrangements, or the student’s own assessed artwork and written submission.

  • Best first step

    Share the exam board, current component, sketchbook stage, preferred media and any deadlines when enquiring.

Find an A-Level Art and Design tutor

How comparing and contacting tutors works

Latimer’s process is designed to make the decision practical rather than mysterious. Families browse tutor profiles, send an enquiry, speak directly with a tutor after introduction, then agree lessons or an introductory meeting where appropriate. For Art and Design, the first message should include the student’s exam board, current project stage and any specialism such as Fine Art, Graphic Communication, Textiles, Three-dimensional Design or Photography.

  1. Browse profiles

    Look for A-Level experience, Art and Design specialism, availability, price and whether the tutor’s approach sounds right for your child.

  2. Send a useful enquiry

    Mention the board, year group, project stage, deadlines, target concerns and whether the student needs help with practical work, annotation, portfolio planning or exam preparation.

  3. Speak directly

    Use the conversation to ask how the tutor gives visual feedback online, how homework or sketchbook review works, and what they would prioritise first.

  4. Start and adjust

    Agree the lesson rhythm with the tutor, review whether the student is acting on feedback, and adjust focus as coursework or exam deadlines move closer.

Read how Latimer works

Pricing, tutor tiers and what affects fit

Latimer says tutors set their own hourly prices. As current general guidance, subject-specialist tutors are usually £20-£30 per hour, while qualified teachers, examiners or lecturers are usually £25-£50 per hour. Treat those as broad Latimer bands rather than a guaranteed price for every Art and Design tutor. Latimer also summarises its pricing promise as: “The price we present is the price you pay.” Lessons are invoiced after they take place, and Latimer’s current guidance explains card and bank-transfer options on its How it works page.

  • Compare the hourly rate with the tutor’s specialism, exam-board familiarity, feedback style, availability and confidence-building approach.
  • A student or graduate tutor may be a good fit for relatable support, routines and confidence.
  • A qualified teacher, examiner or experienced specialist may be worth considering for assessment language, coursework structure or a high-grade push.
  • Ask whether lesson notes, homework review or written feedback are included in the tutor’s normal approach.
  • Ask how payment, rescheduling and cancellation work before a regular slot is agreed, especially around coursework deadlines.
Student or graduate tutor
Often useful for confidence, organisation, relatable study habits and practical accountability.
Subject specialist
Useful where the student needs focused support in a medium, portfolio area or creative process.
Qualified teacher
Useful for curriculum structure, classroom expectations and parent reassurance where the profile supports it.
Examiner or assessment specialist
Useful for assessment objectives, moderation language, mark-scheme awareness and exam preparation where verified on the profile.
SEND-aware tutor
May help with pacing, routines and communication style; official access arrangements still sit with the school or exam centre.

Next step

Online Art and Design lessons, local searches and visual feedback

Many families start by searching for an A-Level Art tutor near them. For a visual subject, local availability can matter, but it is not the only way to find good support. Online tutoring lets families compare suitable tutors nationally instead of being limited by postcode. For Art and Design, online lessons can still be practical when the student shares photos or scans of sketchbook pages, discusses work on screen, and agrees a clear feedback routine with the tutor.

  • Students can upload photos or scans of sketchbook pages before or during lessons.
  • A tutor can discuss composition, development, annotation, artist links and next experiments over screen share.
  • Latimer’s current guidance says Microsoft Teams is the default lesson platform, with other platforms such as Google Meet or Zoom possible by agreement.
  • For 3D, textiles or very hands-on technique, ask the tutor how they adapt feedback online before booking.
Online one-to-one
Best for wider tutor choice, flexible scheduling, visual critique, project planning and regular accountability.
In-person local tutor
May suit some hands-on techniques, but suitable A-Level Art and Design specialists may be limited in a local area.
Group class or revision course
Can help with motivation or general structure, but may not respond closely to an individual portfolio.
School support
Important for marking, internal deadlines and centre rules; private tutoring should complement it, not replace it.
Self-study resources
Useful for inspiration and techniques, but less able to diagnose weak assessment objectives or give personalised critique.

Tutor credentials, profile checks and safe expectations

The safest way to choose is to read each tutor profile closely and ask specific questions before booking. A profile may show hourly rate, subject coverage, teaching background, degree or specialist experience, availability notes, and safety or performance labels where those apply. Do not assume every Art and Design tutor has every credential; use the visible profile and enquiry conversation to check the fit.

  • Check whether the tutor has taught or supported A-Level Art and Design, not just general art skills.
  • Ask which exam boards and specialisms they know best.
  • Look for a style that suits the student: constructive critique, visual demonstration, structured planning, or confidence-first coaching.
  • A tutor can improve understanding, confidence, organisation and exam technique, but no tutor can guarantee a particular grade.
Qualified teacher
May bring classroom curriculum knowledge and structured planning where their profile supports it.
Examiner or moderator experience
May help with assessment objectives and marking language where explicitly stated.
Creative degree or portfolio background
May be useful for specialism fit, portfolio habits and critique style.
Profile badges and labels
Use the labels visible on the actual tutor profile rather than assuming the same label applies to every tutor.
Parent oversight
Parents can ask how feedback, lesson focus and next steps will be communicated, especially for younger sixth-form students.

Next step

A-Level Art and Design curriculum, components and exam boards

A-Level Art and Design is a broad creative qualification, so the right tutor needs to understand both the student’s creative work and the way their exam board assesses it. As a clear official example, Pearson Edexcel A Level Art and Design has two teacher-assessed and externally moderated components: Component 1, Personal Investigation, worth 60%, and Component 2, Externally Set Assignment, worth 40%. Other boards use their own specification wording, dates and administration rules, so students should tell tutors their exact board and title.

  • Pearson Edexcel’s Personal Investigation includes supporting studies, practical work and a personal study of at least 1000 words.
  • Pearson Edexcel’s Externally Set Assignment includes preparatory studies and a 15-hour sustained-focus period under examination conditions.
  • Assessment objectives usually matter as much as technique: students need to develop ideas, explore media, record insights and present a meaningful response.
  • Specialism examples include Art, Craft and Design, Fine Art, Graphic Communication, Textile Design, Three-dimensional Design and Photography.
Personal Investigation
Longer independent project work. A tutor can help plan the theme, build the sketchbook journey, improve annotation and check whether practical and contextual work connect.
Externally Set Assignment
Set-theme preparation and timed sustained work. A tutor can help interpret the theme, plan experiments and practise decision-making before the supervised period.
Assessment objectives
Useful lesson structure: develop ideas, explore media and processes, record observations and insights, then present a personal and meaningful response.
Specialisms
A student studying Fine Art may need different tutor experience from one focused on Photography, Textiles, Graphic Communication or 3D work.
Exam-board check
Ask whether the tutor has worked with the student’s board and whether they can use the right terminology for that specification.

Ethical support for coursework, portfolios and assessed work

Art and Design tutoring must protect the student’s independence. The JCQ candidate guidance is clear that “the work which you submit for assessment must be your own”. A tutor can teach technique, give critique, help a student plan the next experiment, model how to analyse an artist, or ask better reflective questions. They must not create final artwork, write the student’s personal study, rewrite annotations for submission or help the student pass off someone else’s work as their own.

  • Safe support: planning, questioning, critique, skill demonstrations, referencing habits, time management and independent reflection.
  • Unsafe support: making portfolio pieces for the student, supplying final written analysis, rewriting assessed text, or disguising copied work.
  • Students should tell their teacher about help received where exam-board or JCQ rules require it.
  • Parents should choose a tutor who builds independence rather than dependence.
Sketchbook feedback
A tutor can ask what each page is trying to show, where evidence is missing and how the student might develop the idea further.
Annotation
A tutor can teach the student how to explain choices, compare artists and reflect on outcomes in their own words.
Portfolio planning
A tutor can help the student sequence evidence and identify gaps, but the creative decisions and submitted work remain the student’s.
Personal study
A tutor can discuss structure, argument and referencing; they should not write the submitted text.
Exam rules
The school, centre and awarding body remain responsible for assessment administration and authentication.

Next step

What an Art and Design tutor can actually help with

A strong Art and Design tutor does more than say whether a piece looks good. They help the student understand the journey behind the work: why a theme is developing, where observations are weak, how artists are being used, and whether experiments lead to a personal response. This is where one-to-one critique can feel very different from generic revision resources.

  • Project direction: narrowing an over-broad theme and planning a stronger sequence of experiments.
  • Observational recording: improving drawing, photography, notes, colour studies or visual evidence where relevant.
  • Artist research: moving beyond description into analysis of process, context, influence and personal response.
  • Annotation: helping the student explain decisions, failures, changes and next steps in their own words.
  • Exam technique: using the assessment objectives and timed preparation to make clearer creative decisions.

  • Common weak area

    The sketchbook shows outcomes but not enough development. Tutor focus: plan experiments, record decision points and explain why the work changed.

  • Common weak area

    Artist research is descriptive. Tutor focus: compare techniques, context and influence, then link the research back to the student’s own work.

  • Common weak area

    Annotation is thin or repetitive. Tutor focus: model questions that help the student explain intentions, choices and evaluation in their own words.

  • Common weak area

    The final piece feels disconnected. Tutor focus: trace the project journey and check whether the final response grows from earlier research and experiments.

  • Common weak area

    The student is capable but disorganised. Tutor focus: deadline planning, weekly targets, photo evidence and accountability.

First lesson, homework loop and first-month plan

A useful first lesson should quickly move from reassurance to diagnosis. The tutor may ask to see current sketchbook pages, the assignment brief, teacher feedback, assessment criteria and the student’s own worries. From there, the pair can agree a practical plan that keeps the student moving without taking creative ownership away from them.

  • Homework should be agreed with the tutor and should be realistic around school deadlines.
  • Some students need regular short accountability; others need occasional expert critique before key milestones.
  • Parents can ask how the tutor will summarise next steps after lessons.

  1. Before the first lesson

    Send the exam board, year group, component, deadline dates, current brief and photos or scans of current work if the tutor requests them.

  2. Lesson 1

    Audit the current project, identify the biggest gap, discuss confidence and agree a first action such as improving annotation or planning a set of experiments.

  3. Week 2

    Review whether the student acted on the feedback, then model a better sketchbook page, artist-analysis paragraph or planning routine.

  4. Week 3

    Build the next stage of practical development: more observation, material tests, photography, composition studies or contextual links.

  5. Week 4

    Check progress against assessment objectives and agree whether to continue weekly, move fortnightly or switch focus for a deadline.

Mocks, deadlines and revision planning for a visual subject

Revision for A-Level Art and Design is not just memorising facts. It is planning, making, recording, reflecting and improving the evidence of development. Around mock reviews, coursework deadlines and the externally set assignment, a tutor can help the student turn teacher feedback into a practical next-step plan.

  • After mock feedback: identify whether the issue is idea development, recording, media experimentation, annotation or final presentation.
  • Six months out: build routines for weekly evidence, artist links and reflective annotation.
  • Three months out: prioritise weak assessment objectives and plan which pages or experiments will make the biggest difference.
  • Six weeks out: focus on decisive improvements, not endless new directions.
  • Two weeks out: organise materials, timing, references and independent preparation without last-minute shortcuts.

  • Mock or teacher feedback

    Tutor response: translate broad comments into concrete sketchbook and portfolio actions.

  • Personal Investigation deadline

    Tutor response: check project coherence, annotation quality and whether practical work and written study support each other.

  • Externally Set Assignment

    Tutor response: help the student interpret the theme, explore options and practise decision-making before the sustained-focus period.

  • Confidence dip

    Tutor response: set smaller weekly goals and rebuild momentum through visible progress.

  • High-grade push

    Tutor response: challenge the student to take creative risks, make stronger contextual links and evaluate more precisely.

Support for different students and stages

Parents often enquire because the student’s work is uneven: talented but disorganised, hardworking but unsure how to annotate, creative but anxious about feedback, or aiming high but not yet using assessment language precisely. A tutor should adapt the lesson style to the student’s stage rather than offering the same generic advice to everyone.

  • Good tutoring builds independence: the student should gradually become better at self-checking, planning and evaluating their own work.
  • Parent involvement can be lighter for older sixth-form students, but parents may still want clear progress notes around deadlines.
  • Self-study may be enough where the student is already organised and school feedback is clear; tutoring adds value when diagnosis, accountability or specialist critique is missing.

  • Year 12 transition

    Build habits early: recording observations, experimenting with media, understanding assessment objectives and avoiding thin annotation.

  • Year 13 final push

    Prioritise coherence, deadline planning, Personal Investigation polish and externally set assignment preparation.

  • Struggling learner

    Make the process less overwhelming through smaller tasks, visual examples and a clear weekly routine.

  • High achiever

    Add challenge through deeper contextual links, more ambitious experimentation and sharper evaluation.

  • Anxious student

    Use low-stakes critique, achievable next steps and clear evidence of progress to reduce panic around judgement.

  • Adult or returning learner

    Use the first conversation to check the student’s centre, board, timetable and practical support needs.

Homeschool, external-candidate and access-arrangement awareness

Some A-Level Art and Design students need extra planning because they are home educated, studying outside a typical school pathway, changing centres, or working with access arrangements. A tutor can support the learning routine, project planning and confidence, but the school or exam centre remains responsible for official assessment administration. JCQ describes access arrangements as adjustments made before exams, based on evidence of need and the student’s normal way of working; those arrangements are not granted by a private tutor.

  • Home-educated or external-candidate students should clarify centre requirements early, especially for assessed practical work.
  • Students with extra time, rest breaks or other arrangements can use tutoring to practise routines and reduce stress, but official arrangements are handled by the centre.
  • International or IB-background students should ask whether the tutor understands the differences between their previous curriculum and UK A-Level expectations.
  • For complex cases, contact Latimer with the board, centre situation, specialism and support needs so the enquiry can be directed sensibly.
Contact Latimer about a specific situation

Where A-Level Art and Design can lead

Art and Design can matter beyond the final grade because it builds visual communication, independent project management, creative risk-taking, reflective writing and presentation skills. For some students it supports portfolio development for creative study; for others it strengthens confidence, organisation and visual thinking even if they do not pursue a purely art-based career.

  • Do not treat tutoring as a university-admissions promise; it can support skills and portfolio habits, not promise an offer.
  • Students considering a creative pathway should ask tutors how they approach portfolio discussion and independent project development.
  • Students not pursuing art professionally can still benefit from the planning, communication and reflective skills developed through the course.
Fine Art or design degree exploration
A tutor can help the student build stronger project habits, reflective annotation and portfolio coherence.
Architecture, product, fashion, animation or media-adjacent pathways
A-Level Art and Design can support visual thinking, design iteration and presentation discipline; entry requirements vary by course.
Photography, illustration or visual communication
Tutoring can help connect practical work with contextual research and clearer personal response.
Creative careers research
Careerpilot lists arts and crafts roles including fine artist, illustrator, photographer, community arts worker, conservator, model maker and visual merchandiser.
Transferable skills
Students practise planning, self-evaluation, resilience, time management, visual communication and independent decision-making.

Lesson frequency, deadlines and when self-study is enough

There is no single correct number of lessons for A-Level Art and Design. The right rhythm depends on the student’s deadline pressure, independence, confidence and the tutor’s role. Some students need a one-off portfolio review; others benefit from weekly accountability during the Personal Investigation or a short intensive block before the externally set assignment.

  • Videos, inspiration boards and technique guides can help, but they cannot see which part of the student’s own project is weak.
  • A tutor adds value when they diagnose, prioritise and keep the student acting on feedback.
  • The lesson rhythm should be agreed with the tutor and adjusted as deadlines change.
One diagnostic lesson
Useful when the student is generally on track but wants expert direction on the project or portfolio.
Fortnightly review
Can work for organised students who need periodic critique and planning rather than close supervision.
Weekly lessons
Useful for students building sketchbook habits, confidence, annotation routines or consistent coursework momentum.
Short deadline block
Useful before mock reviews, coursework hand-in points or externally set assignment preparation.
Self-study only
May be enough when school feedback is clear, the student is independent and the family does not need extra diagnosis or accountability.

Latimer, marketplaces, school support, courses and self-study

A better tutor decision often comes from comparing options honestly. Art and Design support can come from school feedback, large marketplaces, independent tutors, structured courses, free resources or a Latimer one-to-one tutor. The best choice depends on whether the student needs specialist critique, accountability, online flexibility, parent involvement, price control or formal school assessment.

  • For Art and Design, fit is practical as well as academic: the student needs to feel able to show imperfect work and act on critique.
  • Ask what the tutor would do in the first two lessons, not just whether they can teach the subject.
  • Keep the student’s school in the loop where assessment rules or teacher-set deadlines matter.
Latimer one-to-one tutor
Useful for comparing individual profiles, contacting tutors directly, paying as you go and choosing online support around deadlines.
Large tutor marketplace
May offer a large pool of tutors, but families still need to judge subject depth, support boundaries and fit.
School support
Essential for official marking, centre rules and teacher feedback; may be limited by class time.
Group class or course
Can provide structure and motivation, but may not respond closely to one student’s portfolio.
Free resources
Good for inspiration and technique practice, but less able to diagnose a student’s own work or keep them accountable.

Next step

Ready to compare A-Level Art and Design tutors?

Start with the tutor profiles, then use your enquiry to test fit. Mention the exam board, specialism, current component, deadlines, preferred online setup, budget and what kind of feedback your child responds to best. A good first conversation should leave you clearer about whether the tutor can support the student’s actual work, not just the subject name.

  • Ask which Art and Design specialisms and exam boards the tutor knows best.
  • Share photos, scans or portfolio notes if the tutor requests them before the first lesson.
  • Agree how feedback, homework and parent updates will work.
  • Keep coursework support ethical: the student’s submitted work must stay their own.

Next step

Find an A-Level Art and Design tutor

Support and clarity

Frequently asked questions

Straight answers to the questions people ask most often.

How much does an A-Level Art and Design tutor cost?

Latimer says tutors set their own prices. As current general guidance, subject-specialist tutors are usually £20-£30 per hour, while qualified teachers, examiners or lecturers are usually £25-£50 per hour. Treat those as broad Latimer bands rather than a fixed Art and Design price: the tutor’s profile, specialism, experience, availability and feedback style all matter. Latimer’s How it works guidance also explains that lessons are invoiced after they take place.

Can online tutoring work for practical Art and Design work?

Yes, for many students. Online Art and Design tutoring can work well when the student shares photos or scans of sketchbook pages, discusses work on screen, and agrees a clear feedback routine with the tutor. Ask each tutor how they review visual work online, whether they prefer uploads before the lesson, and whether the student needs a webcam, phone camera, scanner or drawing tablet.

Which exam boards can A-Level Art and Design tutors support?

Ask tutors about the student’s exact board before booking. Families commonly need support with boards such as AQA, Pearson Edexcel, OCR, WJEC/Eduqas or CCEA, but component names, dates and administration rules can differ. The safest enquiry includes the board, endorsed title, current component and deadline dates.

What is the Personal Investigation in A-Level Art and Design?

Using Pearson Edexcel as an example, the Personal Investigation is the major independent component worth 60% of the qualification. It includes supporting studies, practical work and a personal study of at least 1000 words. A tutor can help a student plan the theme, develop practical evidence and improve annotation, while keeping the final work the student’s own.

Can a tutor help with coursework, sketchbooks and portfolios?

Yes, but within clear boundaries. A tutor can support planning, technique, critique, annotation, artist research, reflection, portfolio organisation and time management. They must not create final artwork, write assessed text, rewrite the student’s submission or help pass off someone else’s work as the student’s own.

How do I choose the right A-Level Art and Design tutor?

Look for a tutor whose experience matches the student’s board, specialism, project stage and confidence level. Ask how they would review current sketchbook work, what they would prioritise in the first lesson, how they give online visual feedback, and how they balance critique with the student’s independence.

Is A-Level Art and Design hard?

It can be demanding because students have to sustain a creative project, record development, analyse artists, experiment with media and present a personal response. Tutoring helps most when the student needs clearer structure, better feedback habits, stronger annotation or confidence acting on teacher feedback.

How many A-Level Art and Design lessons might my child need?

It depends on the student’s stage. Some need a one-off diagnostic or portfolio review; others benefit from weekly lessons during coursework or a short block before the externally set assignment. Agree the rhythm with the tutor and review it as deadlines change.

Can a tutor support a homeschool or external-candidate Art and Design student?

A tutor can support study routines, project planning, annotation, portfolio development and confidence. However, external-candidate and homeschool students must check centre requirements early because practical assessment, authentication and moderation are managed by schools or exam centres, not private tutors.

Can a tutor help with SEND or access arrangements?

A tutor can adapt explanations, pacing, routines and feedback style, and can help a student practise working in the way that suits them. Official access arrangements, such as extra time or rest breaks, are managed by the school or exam centre using the required evidence.

Do I need an Art tutor near me, or is online better?

You do not have to choose purely by postcode. Local in-person support can be helpful for some hands-on techniques, but online tutoring lets families compare suitable tutors nationally. The important question is whether the tutor can give useful feedback on the student’s actual work and preferred media.

What happens after I send an enquiry through Latimer?

Latimer’s current process is to browse tutors, message a tutor, speak directly after introduction, then begin lessons or discuss an introductory meeting where appropriate. Use the enquiry to share the board, specialism, project stage, deadlines and what your child finds difficult.

What can A-Level Art and Design lead to?

It can support creative study and portfolio development for pathways such as Fine Art, design, architecture, fashion, animation, photography or visual communication, depending on the student’s wider subjects and course choices. It also builds transferable skills such as project planning, visual communication, experimentation, resilience and reflective evaluation.

Further information

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