Professional Focus Paper
Course: Practical Craft Skills
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
Practical Craft Skills 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 strong focus on the 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, self-motivation is
likely to be increased and learners will be more engaged and enthused. To ensure continuity and progression,
qualifications at the senior phase have been changed 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 schools may take the opportunity to offer National Courses
over two years which might involve bypassing qualifications at a given level, whereas others may work towards a
qualification within one year. In both cases, this advice 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?
Practical Craft Skills National 2 comprises three mandatory Units providing learners with the opportunity to develop
and apply a range of practical craft skills for life and work within real-life contexts.
Mandatory
 Practical Craft Skills : Working with Craft Tools – An Introduction
 Practical Craft Skills : Working with Materials
 Practical Craft Skills : Making a Craftwork Item
PRACTICAL CRAFT SKILLS
To achieve Practical Skills National 2, learners must pass all three of the required Units. The outcomes across the
units at Lifeskills Mathematics 2 may also provide personalised achievement opportunities for learners, for
example:
 National 2 Personal Achievement Awards
 National 2 Personal Development Award
What are the key aspects of Practical Craft Skills National 2?
Skills development
Practical Craft Skills National 2 builds on the experiences and skills developed within the BGE and has an
emphasis on skills development and application in real-life contexts. Learners will also have the opportunity to
develop skills for learning, life and work. They will develop practical skills by selecting and working with a range of
materials, tools and equipment. For example, they may choose to make a picture frame or a cushion cover and will
use generic decision making and problem solving skills as part the process. They will also learn about and
appreciate the need for safe working practices in a practical environment, for example, ensuring tools and materials
are used safely and tidied up at the end of the work undertaken. Following instructions within practical contexts will
provide learners with further opportunities to practice their literacy and communication skills and demonstrate their
understanding. Using designs, patterns and measuring materials will enable learners to use their mathematics
skills. 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
activities and skill development in this area, staff should also take account of targets set in other curricular areas,
including literacy, numeracy and personal development.
Wider range of evidence of learning
There is an increased emphasis on naturally occurring evidence and combined assessments, building on
approaches developed in the BGE. Staff can now make use of a wider range of evidence including, for example:
observation of evidence demonstrated during an activity by using an observation checklist, visual recording,
photography or equivalent; oral questioning before, during and on completion of task; using drawings and sketches;
learning and teaching activities which generate physical evidence for assessment. Opportunities for
interdisciplinary and cross-curriculum working can provide a framework for integrated approaches to assessment.
Hierarchy of Units
Practical Craft Skills National 2 builds on the skills developed in the BGE Technologies and National 1 Units.
The hierarchical nature of units allows for flexible approaches to learning and teaching. Programmes of learning
can be designed to enable learners to experience learning within and across SCQF levels as appropriate to their
needs. Learners can progress to other courses and units at National 2 that have a craft work focus offering breadth
and depth. They can also progress to related Units at National 3. This approach has the potential to encourage all
learners to achieve at the highest level.
What are the key features of learning in Practical Craft Skills 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. 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
2
PRACTICAL CRAFT SKILLS
make links across their learning that help them to make sense of the world and give their learning relevance and
authenticity.
How will you plan opportunities for learners to take a more active role in their learning?
Personalised learning and learning independently
Learners undertaking Practical Craft Skills National 2 will continue to develop their confidence as independent
learners either working on their own or in groups. Learners can develop confidence and self-motivation through
activities that offer a choice of approaches and resources and which encourage them to be self-reliant. This could
nurture their leadership skills and promote responsibility and team working, essential skills for learning, life and
work. Personalised learning helps every learner to develop and understand their own distinctive set of skills and
abilities, into adulthood and beyond. Learners working at National 2 level may require varying degrees of staff
support for all or part of the tasks. Well defined assessment 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 can build on strengths and interests to create pathways that link with other areas of
the curriculum. For example, they can use their Information and Technology Skills to find out find information
relevant to their craft activities. They can use their practical skills in enterprise activities as part of whole centre
events which enhances their citizenship role in the wider life of their community, building confidence and social
skills.
How will you plan opportunities for learners to work independently?
Responsibility for learning
Learners should be expected to take increasing responsibility for, and plan their own learning based on an
understanding of how best they themselves learn. Opportunities for personalisation and choice will enable learners
to show what they can do. This will promote motivation and ensure that individuals are challenged appropriately.
Learners progress at different rates and will require different levels of support depending on the task/activity to be
undertaken. Staff should be aware of the types and range of supports required to enable the learner to achieve and
experience success, with the least possible intervention. Personalised learning, with clear links to previous
learning, progress and achievement ensures that learning and teaching and individual educational programmes are
tailored to learners’ needs across the contexts for learning. Learners’ preferred methods of communication and the
increasing use of technology such as electronic tablets and design and graphics software will play an important role
in allowing the learner to take increased responsibility for their learning. Within Practical Craft National 2 the use of
real-life situations as contexts for learning will engage learners with real-life materials such as everyday tools,
equipment and materials, safety instructions and websites helping them to understand themselves and the world in
which they live. Having the opportunity to visit hardware and textile stores will assist in widening learners’
understanding of materials, tools and equipment.
How will you support learners to take responsibility for, and plan, their own learning?
Collaborative learning
Practical Craft Skills 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. For example learners could work with community environmental groups or the RSPB to find out about bird
boxes as part of the design development stage of their own projects and the eco work of the centre. Working with
PRACTICAL CRAFT SKILLS
partners in this way provides the relevant and real-life contexts and situations that promote problem-solving
approaches and fosters decision making skills. Staff can also use this learning situation to raise learners’
knowledge of suitable materials and sustainability. Working with others to plan centre events can be used to
enhance learners’ creative skills, allowing them to engage in a variety of roles and make effective contributions as
part of a team. For example, working in teams, learners can create and make decorations for a celebration or
produce practical items for a centre sale or fundraising event. In these real-life settings learners are actively
engaged practising and consolidating practical, interpersonal and enterprise skills in meaningful way.
How will you ensure that learners have the confidence to take on appropriate roles and responsibilities in
collaborative tasks?
How will you ensure that learners can access opportunities to work with a wide range of partners?
Applying learning
Practical Craft Skills National 2 enables learners to develop practical skills which can be applied to a range of
learning and everyday situations. Learners will develop confidence when applying their practical skills in as many
real-life situations as possible. Links with other curricular areas such as science, performance and creative arts will
enable learners to make connections in their learning. For example, creating hats for a fashion show will provide
learners with a real life opportunity to apply their practical skills in a creative and innovative way. Making a visit to a
department store will widen their understanding and help with their choices of materials. As part of a centre or
community photographic or art event, learners could use the picture frames they made in practical craft skills to
present and display their work. Using their ICT skills for research will enable learners see the connections between
design, technology and practical craft skills. This will bring relevance and coherence to the overall learning
experience and ensure skills are reinforced and transferable.
How can ensure that learners can access opportunities to apply their learning in other curricular areas?
4
PRACTICAL CRAFT SKILLS
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 Package
Full information on arrangements for this qualification is available at the SQA website:
Practical Craft Skills National 2: http://www.sqa.org.uk/sqa/48571.html
4.
What other materials are available on the Education Scotland website which staff
could use?
http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/technologies/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.