Professional Focus Paper
Course: Creative Arts
1.
Level: National 2
Who is this paper for and what is its purpose?
This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
Creative Arts National 2.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning 3–18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger with a clear focus on attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. These are delivered through the experiences and outcomes of the 3–15 Broad
General Education (BGE) and, at the senior phase, through programmes that build directly on the BGE leading to
qualifications. Because of a strengthened focus on the nature and quality of learning experiences and
personalisation of learning, self-motivation is likely to be increased and learners consequently more engaged and
enthused. To ensure continuity and progression, qualifications at the senior phase have been designed to embrace
this unambiguous focus on high-quality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two
years which might involve learners bypassing qualifications at a given level, whereas others may enable learners to
work towards qualifications within one year. In both cases, the advice in this paper is relevant to the learning and
teaching approaches that learners will encounter. This paper, then, is intended to stimulate professional reflection
and dialogue about learning. It highlights important features of learning which are enhanced or different from
previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on the Broad General Education?
2.
What’s new and what are the implications for learning and teaching?
Creative Arts National 2 consists of five Units providing learners with the opportunity to be creative and express
themselves in different ways through active involvement in creative arts activities.
Mandatory Unit
 Developing Skills in Creative Arts
Optional Units
 Working with Images, Graphics and Sound
 Working with Textiles
 Creating Materials for Performance
 Creating Materials for Display
To achieve Creative Arts National 2, learners must pass three units in total: the Mandatory Unit and two of the
optional Units.
CREATIVE ARTS
What are the key aspects of Creative Arts National 2?
The Creative Arts course reflects Curriculum for Excellence values, purposes and principles and gives learners
good opportunities to build further on the attributes and capabilities of the four capacities. It builds on the principles
and practice papers and the relevant experiences and outcomes across expressive arts, literacy and English, and
technologies. There is an emphasis on skills development and the application of those skills in real-life contexts.
These skills can also support progression in other National Qualification courses at Level 2 and beyond, such as
Performance Arts, Practical Craft Skills, ICT and English and Communication as well as in the Personal
Achievement Award at National 2 and the Personal Development award at National 2.
Integrated approach to skills development
The practical and experiential nature of Creative Arts National 2 includes flexibility in the contexts for learning. It
allows learners to develop and extend their interest in creative arts across a wide range of activities including,
drawing, painting, video, film, sound, music, creative writing, poetry, stage sets, scenery and props. The course
provides opportunities for learners to apply creative skills to produce pieces of work. The mandatory unit provides
breadth by introducing learners to the range of skills and contexts available. The optional units provide depth, with
scope for personalisation and choice and opportunities to further explore, develop and practise these skills in
different contexts. The key skills to be developed across all four of the optional Units are:




demonstrating an awareness of the range of creative arts
ability to respond to a range of stimuli
ability to participate in creative arts activities
ability to use skills, techniques, processes and materials to produce creative work
The skills that learners gain throughout Creative Arts National 2 will be valuable for learning, life and work. For
some learners, specific targets may continue to be set within their individualised educational programmes to ensure
skills are developed across Literacy, Numeracy and Health and Wellbeing. In planning experiences and skill
development in Creative Arts, staff should also take account of the targets set in other curricular areas, including
Literacy, Numeracy and Personal Development
Wider range of evidence of learning
Flexible approaches to collecting evidence should have been developed already in the BGE, and these should
continue in Creative Arts National 2. Assessment should be an integral part of learning and teaching, be ongoing
and in dialogue with learners, and can be carried out at any point throughout the Units. Teachers will want to
consider at the outset the approaches to be adopted for assessment and the gathering of evidence for each
Outcome. One approach to gathering evidence might involve creating a folio or workbook for each Unit or the
learner could compile one folio or workbook which encompasses all work for all Units. This could be an effective
approach where the learner chooses a theme across all of the units. Observations during practical activities,
photography, during extracurricular activities, oral questioning during and on completion of activities and reviews by
external specialists are all valid examples of ways in which evidence could be generated to meet the necessary
outcomes and standards. Opportunities for interdisciplinary and cross-curriculum working can also provide a
framework for assessment.
Hierarchy of Units
The hierarchical nature of the Units allows for flexible learning and teaching, in classes and groups as appropriate
to circumstances, and enables learners to be given recognition for their best achievement. Learners may gain Unit
awards at more than one level, based on their level of skills, knowledge and understanding of the key areas of
Creative Arts. The degree of choice within the Units further allows for new areas of study for learners who are able
CREATIVE ARTS
to progress from one level to another, while ensuring that learners are not required to repeat content from one level
to the next. This approach has the potential to encourage all learners to aim high.
What are the key features of learning in Creative Arts National 2?
Active learning
Learners will be expected to take an active role in the learning process, working individually and collaboratively to
develop and apply skills. Learning activities, linked to their own needs and interests, will develop learners’ ability to
test their ideas, solve problems and apply their learning in other aspects of their lives. For example, teachers will
wish to ensure that learners are able to attend as many performances, shows, events and exhibitions as possible
during this course. Through active learning learners should experience tasks and activities that require them to
analyse and make decisions, explain their thinking and synthesise aspects of their existing skills. When learners
are increasingly active in their learning, they make links across their learning that help them to make sense of the
world and give their learning relevance and authenticity.
How can you introduce a wide variety of learning and teaching approaches which will motivate and challenge
learners?
Learning independently
Outcomes should focus more on skills and applying learning. Learners have real opportunities to develop skills for
learning, life and work in ways which are stimulating, challenging, relevant and enjoyable. These opportunities may
be related to their specific needs, interests and choices which in turn promote engagement. To develop
independent thinking skills and learning, staff will want to reduce the focus on teacher-led activities and place a
greater emphasis on learners’ experiences within which choices are made, by the learner, based on their expertise
and skill level. Learners working at National 2 may require varying degrees of staff support for all or part of the
tasks. Well defined assessment tasks will determine the level of support an individual learner may require at any
given point within the learning and teaching environment. Learners should be given the opportunity to use their
normal mode of communication and have access to the appropriate resources identified to support their learning.
Learners will normally choose from activities that are provided at the centre. However, if a learner has a specific
specialism such as music or drama which they do independently of the centre, then they can be supported and
encouraged to develop and demonstrate the skills of self reliance and self management that will help them to
generate the evidence in relation to the specific specialism that meets all of the assessment standards. The
assessor within the centre would need to ensure that suitable resources and appropriate quality assurance
mechanisms were in place to manage the practicality of assessing activities outwith the usual learning
environment.
How will you ensure all learners are challenged when they are working independently?
Responsibility for learning
Taking responsibility for their own learning should be expected of learners, and they may find it useful to set targets
and track their progress in a log or diary, showing self-reflection on their strengths and areas for development.
Regular self, peer and teacher feedback will identify areas for improvement and next steps, and this approach
could be used across all Units. Research in assessment suggests that learners learn best, and attainment
improves, when they:
 understand clearly what they are trying to learn, and what is expected of them;
 are given feedback about the quality of their work, and what they can do to make it better;
CREATIVE ARTS
 are given advice about how to make improvements; and
 are fully involved in deciding what needs to be done next.
Therefore supportive communication and feedback will aid responsibility for learning, and give learners the skills
and confidence to develop their own next steps. As their confidence and skills develop, learners will be given
increasing levels of responsibility, such as creating a music playlist for a whole centre event, ensuring that their
selection meets the age range and interest level of everyone attending. They could then be encouraged to seek
feedback on their choices from the attendees.
How will you check that learners are regularly tracking their progress and self-reflection?
Collaborative learning
Creative Arts National 2 builds on collaborative approaches to learning from the BGE. Collaborative learning
challenges learners to think independently and engage in discussion, debate and activity to achieve specific
outcomes. In planning activities, staff should provide opportunities for learners to collaborate more widely with
others. This recognises that learning takes place both within and beyond the classroom. For example, learners
could make links with a local theatre group and participate in workshops involving professional actors, musicians
and singers. They could use their different skills and talents to prepare for a centre enterprise event. Activities
could include, making artwork, collage, jewellery, and framed photographs for display and sale; designing attractive
packaging for home-made sweets and cakes; making attractive posters, tickets and programmes for the event.
Talking, communicating and listening are fundamental to collaborative working and learners need to work with
others to explain their thinking in order to explore, develop and reinforce concepts. Collaborative learning helps to
develop essential social and interpersonal skills which are important in enhancing a young person’s level of
employability.
How will you ensure learners show respect for their peers and value the opinions of others?
Applying learning
Creative Arts National 2 encourages learners to apply their learning across a wide range of themes and contexts.
This brings together different disciplines and curriculum areas. Links with music, science, practical crafts,
information and communication technology and English and communication will assist learners make connections
and ensure that skills are reinforced and transferable. For example, as part of a topic on the seashore, learners
could photograph or create images, record the various sounds and then create an audio-visual presentation.
Many of the skills learned in the course, for example, self-motivation, independent and collaborative learning, are
key transferable skills for the learner’s future learning, life and work. In home economics learners could create a
number of pictorial or symbolic recipes for use by other learners. As many of these activities will involve working in
collaboration with others, learners’ understanding and confidence in cooperating and communicating with a range
of different people will be developed and can be transferred to other real-life situations
How can you ensure that learners can access opportunities to apply their learning in other curriculum areas?
CREATIVE ARTS
3.
Qualification information
The SQA website provides you with the following documents:






Assessment Overview
Course Specification
Unit Specification
Support Notes
Course Assessment Specification
Unit Assessment Support Packages
Full information on arrangements for this qualification is available at the SQA website:
Creative Arts National 2: SQA – National 2 Creative Arts
4.
What other materials are available on the Education Scotland website which staff
could use?
Expressive arts main page:
http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/expressivearts/index.asp
Expressive arts principles and practice
document:http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/expressivearts/pr
inciplesandpractice/index.asp
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
© Crown copyright, 2012
You may re-use this information (excluding images and logos) free of charge in any format or medium, under the terms of the Open Government Licence providing that it is reproduced
accurately and not in a misleading context. The material must be acknowledged as Crown copyright and the document title specified.
To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence or e-mail: psi@nationalarchives.gsi.gov.uk
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.