Scottish designers – Learning journey
Second level - Focus on Expressive Arts
Overview
Using the context of Scottish designers, learners working within second level, can engage with the expressive arts
(art and design) and technology experiences and outcomes. They will learn about significant Scottish designers/
design e.g. Charles Rennie Mackintosh, Ian Callum and Jilli Blackwood. Alternatively they explore games design,
Tweed
v Harris and/ or structural design.
Learners will respond to the work of designers by sharing their opinions and identifying main design features.
Learners may emulate the style of their chosen Scottish designer and listen to and give constructive feedback. (RoA)
They will develop their skills in identifying a significant Scottish designer and researching their work and its impact
on society today e.g. is this venture profitable. Learners will be required to communicate their thoughts and
feelings in response to the researched designer’s work. They can create their own designs in the style of their
favourite/ most interesting designer.
Responsibility of all areas,
which could be addressed in
this learner journey:
Experiences and outcomes explored
Expressive Arts
I can respond to the work of artists and designers by discussing my
thoughts and feelings. I can give and accept constructive comment on
my own and others’ work.
EXA 2-07a
In this Learning and Teaching Idea links
have been made in:

I can use the terms profit and loss in
buying and selling activities and can
make simple calculations for this.
I have the opportunity to choose and explore an extended range of
media and technologies to create images and objects, comparing and
combining them for specific tasks.
MNU 2-09c
EXA 2-02a
Technology
When exploring technologies in the world around me, I can use what I
learn to help to design or improve my ideas or projects.
TCH 2-01a
www.educationscotland.gov.uk/studyingscotland
Interdisciplinary opportunities
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Expressive Arts and
Technologies and Developing
Global Citizenship.
Further links could be made through:

Mathematics (enterprising
approaches to industry,)

Social Studies through engaging
with a clear focus on designers
of the past.
Scottish designers – Learning journey
Second level - Focus on Expressive Arts
Interdisciplinary Learning
Interdisciplinary learning is an important element within Curriculum for Excellence. It constitutes one of the four contexts for learning in 'Building the Curriculum 3':
o
o
o
o
Life and ethos of the school as a community
Curriculum areas and subjects
Interdisciplinary Learning
Opportunities for personal achievement
All of these contexts are crucial if the potential of children and young people as successful learners, confident individuals, effective contributors and responsible citizens is
to be fully developed.
Interdisciplinary learning enables practitioners and learners to:

Make connections across learning through exploring clear and relevant links across the curriculum.

Support the use and application of what has been taught and learned in new and different ways.

Provide opportunities for deeper learning, for example through answering big questions, exploring an issue, solving problems or completing a final project.

Focus on curricular areas where there are coherent links and an opportunity to deepen understanding. (Not all curricular areas working together or suspension of
timetables.)
On the next page, the summary of learning opportunities builds on the overview document and exemplifies a possible interdisciplinary approach, which could be used
when planning. This links directly to the context and the experiences and outcomes explored. These suggested learning opportunities explore only aspects of the
experiences and outcomes identified. However, each experience and outcome should be revisited in other ways and contexts for depth of learning.
*These learning opportunities are further exemplified and broken down
into the learning, skills developed and possible evidence on pages5 and 6
www.educationscotland.gov.uk/studyingscotland
2
Scottish designers – Learning journey
Second level - Focus on Expressive Arts
This interdisciplinary approach shows some possible learning opportunities when the experiences and outcomes listed below are connected. These ideas are starting
points and could be used to support planning, depending on your context. In this example we have highlighted a lead curriculum area, however, other curriculum areas can
be included where relevant, based on needs and interests.
NUMERACY ACROSS THE
CURRICULUM
EXPERIENCE AND
OUTCOMES
EXPLORED
EXPRESSIVE ARTS (Lead)


EXA 2-02a
EXA 2-07a
By considering the
sustainability of the design
business in Scotland, consider
the revenue designers have
brought to Scotland. e.g.
Tourism through Rennie
Mackintosh
NMU 2-09C
TCH 2-01a

Take part in simple profit and
loss calculations using design
business as a context.

Calculate the cost of materials
for creating class designed
products
TCH 2-09a

Study a variety of Scottish
artists and designers including
– this may include building
design, car design, bridge
design as well as textile design
and games design.

Respond to the work of other
designers by discussing the
impact they have had to
Scotland.

Follow a design brief to create
a product in the style of one of
the artists/ designers studied.
(the aim of the product is to be
sustainable and profitable in a
business.)
Consider the profitability as a
viable business opportunity.
www.educationscotland.gov.uk/studyingscotland
3
DEVELOPING GLOBAL
CITIZENSHIP

Track the effect of Scottish
designers on the world scale.
(You may wish to consider
Games design, and world
fashion.)

Consider how Scotland has
contributed to the Global
Community through art and
design.
TECHNOLOGIES

Design and improve products
using a variety of technologies.

Design a game using
appropriate software
Scottish designers – Learning journey
Second level - Focus on Expressive Arts
Overview of learning in lead curriculum area
Possible prior experiences
Learners will have used stimuli
to draw something in the style
of an artist/ designer
Learners will have used a
variety of media (including ICT)
to create images
Learners may have seen
Scottish designed clothing e.g.
Pringle, Scottish designed
comics e.g. the Broon’s/ Oor
Wullie
Learners may have visited a
Charles Rennie Mackintosh tea
room or be familiar with his
rose designs.
Possible learning
opportunities in lead
curricular area
Study the key design features
of a variety of artists/
designers
Consider design challenges
the designers may have had
Problem solve solutions to the
design challenges
Document the impact these
designers have had on the
reputation of Scotland’s
design industry
Possible evidence
Skills for enterprise and
employability
Sketches
Solving problems
Research materials (note
taking)
Thinking critically and
creatively
Products/ designs in the style
of designers
Managing time
Design projects
Design challenge solutions
Profitability (during numeracy
work.)
Read and follow a design
brief independently
considering key issues such
as: cost, profit, loss,
materials, sustainability of
materials.
www.educationscotland.gov.uk/studyingscotland
Skills for learning, life and
work
4
Scottish designers – Learning journey
Second level - Focus on Expressive Arts
Learning opportunity A: Researching Scottish designers
Possible Starting Points
Resources
Practitioner introduces design as a point of revenue for Scotland
BBC – Key Skills – Top Tips for Research
http://www.bbc.co.uk/keyskills/extra/module2/1.shtml
Learners make a mind map of designers they know already
Fashion and Textile Designer Bill Cobb [Note: although this PDF
is intended for Higher Still it would be useful as a resource for
research of this designer]
http://www.educationscotland.gov.uk/resources/nq/d/nqresource_tc
m4374638.asp?strReferringChannel=educationscotland&strReferrin
gPageID=tcm:4-615801-64
Practitioner may add more to this mind map including games design,
fashion design etc.
Learning
Contemporary Fashion Designer Sandra Murray
http://www.educationscotland.gov.uk/video/a/video_tcm4664305.asp
Design is a profitable business in Scotland
Scottish designers are known throughout the world
Scottish Development International
Games and Animation – key facts and information
http://www.sdi.co.uk/sectors/creative-industries/sub-sectors/gamesand-animation.aspx
Skills
Remembering, Researching, managing time
Game in Scotland
A website for a games designer event which gives further
information on games companies in Scotland
www.gameinscotland.com
Possible evidence
Research notes, sketch books, mind maps
www.educationscotland.gov.uk/studyingscotland
This experience and outcome allows for the study of Scottish Artists.
A useful resource to support with this is listed below:
http://www.educationscotland.gov.uk/rsascottishart/aboutthisresourc
e/index.asp
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Scottish designers – Learning journey
Second level - Focus on Expressive Arts
Learning opportunity B: Designing a financially viable product
Possible starting points
Resources for Learning
Design brief is shared with the class which focuses on sustainable
products/ financing.
Senior Designer of Alienation Digital Aidan Martin on the Design Process
http://www.educationscotland.gov.uk/video/a/video_tcm4664296.asp
Class begin to design their product individually considering the
design brief
Contemporary Fashion Designer Sandra Murray on the Design Process
http://www.educationscotland.gov.uk/video/a/genericcontent_tcm4664257.asp
Learning
Making a business with art and design
Showing the link between skills learnt in school and how to use them now and
in the future Dunbartonshire school students working alongside textile
designers
http://www.educationscotland.gov.uk/video/m/video_tcm4497840.asp?strRefer
ringChannel=educationscotland&strReferringPageID=tcm:4-615801-64
There are cost implications for all business products
For a business to be financially viable there must be a need or
requirement for the product
Creative fashion course gives girls confidence
Hawick school students creating own fashion designs
http://www.educationscotland.gov.uk/video/c/video_tcm4497835.asp
Skills
Skills for enterprise and employability
Possible evidence
Prototype product for business (photographed and annotated.)
Product costs (materials, labour etc included)
Profit and loss calculations
www.educationscotland.gov.uk/studyingscotland
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