Professional Focus Paper
Course: Performance 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
Performance 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 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 and
personalisation of learning, 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?
Performance Arts National 2 comprises one mandatory Unit and two optional Units providing learners with the
opportunity to develop and apply a range of performance arts skills for life and work within real-life contexts.
Mandatory
 Developing Performance Skills
Optional
 Using Performance Skills
 Contributing to a Performance
 Developing Performance Ideas – Performance Art
PERFORMANCE ARTS
To achieve Performance Arts National 2, learners must pass all three of the required Units – one mandatory unit
and two optional units. The outcomes across the units at Performance Arts National 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 Performance Arts National 2?
Skills development
Performance Arts National 2 builds on the experiences and skills developed within the BGE expressive arts and
has an emphasis on skills development and application of those skills. Learners will develop skills in performing
and develop an awareness of how the performance arts can be used as a means of communication. Learners will
also develop skills that are complementary to other areas such as health and wellbeing, creative arts, English and
communication and information and communications technology as well as skills for learning, life and work.
Learners will have the opportunity to explore a range of performance arts and practise and consolidate these in a
contextualised, engaging and enjoyable way. By exploring and expressing personal thoughts and ideas in
conjunction with performance skills, learners will be enabled to communicate these to an audience. For example,
learners could perform a short drama piece, an aspect of a story to peers, parents or invited guests. Being able to
express emotions in an appropriate manner is an important part of communication and social and emotional health
and wellbeing. Undertaking the role of another character can assist in understanding and managing emotions.
Learners will also use planning, problem solving and decision making skills when creating a piece of work, such as,
the type of performance, how long it should be and what resources are required to support the performance. 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; learning and teaching
activities which generate physical evidence for assessment. Opportunities for interdisciplinary and crosscurriculum working can provide a framework for integrated approaches to assessment.
Hierarchy of Units
Performance Arts National 2 builds on learning and skills developed within the BGE and National 1 Units. The
hierarchical nature of units allows for flexible approaches to learning and teaching. It provides progression to other
Units, Awards and Courses at National 2 and National 3. Programmes of learning can be designed to enable
learners to experience learning within and across SCQF levels as appropriate to their needs. This approach has
the potential to encourage all learners to achieve at the highest level and build a strong platform for further learning
at the appropriate SCQF level.
PERFORMANCE ARTS
What are the key features of learning in Performance 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. 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. For example, a learner may choose to explore a character
from a favourite film or television programme and then develop and perform a short scenario as that character.
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 will you plan opportunities for learners to take a more active role in their learning?
Personalised learning and learning independently
Learners undertaking Performance Arts 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 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. Using performance skills to present to an audience in real life contexts will enable leaners to
communicate personal and group ideas, feelings and emotions. Undertaking these experiences helps builds
confidence and resilience. For example, participating in a talent show will give learners opportunities to choose
from a wide range of performance activities suited to their interests and talents and enable them to express
themselves and share that with the audience.
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
technology such as electronic tablets, film and recording equipment and virtual sound production will play an
important role in allowing the learner to take increased responsibility for learning. Using real-life situations as
contexts for learning will engage learners with real-life materials such as makeup, lighting equipment, costumes,
props, musical instruments helping them to understand themselves and the world in which they live.
How will you support learners to take responsibility for, and plan, their own learning?
PERFORMANCE ARTS
Collaborative learning
Performance 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 participate in workshops involving professional actors, musicians and singers. They could work with peers to
create an animation which could then be presented to different audiences in the centre or local community. The
performance arts Units give learners opportunities to work both at front and back of house and develop
interpersonal skills that enable them to co-operate and collaborate with others in a sustained activity before, during
and after the event. As part of this collaborative work they will have opportunities to recognise creativity and skills in
the work of others. They will be able to observe how different people respond to stimuli.
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
Performance 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. For example, links with music, practical
crafts, information and communication technology and English and communication will assist learners make
connections when creating and participating in an event. For example, a real life event like a Burns Supper enables
learners to use their performance skills in a meaningful manner. Bringing coherence and relevance to learners will
enhance these performance skills and learning within Scottish culture. This will ensure that skills are reinforced and
transferrable.
How can you ensure that learners can access opportunities to apply their learning in other curricular areas?
PERFORMANCE ARTS
3.
Qualification information
The SQA website provides you with the following documents:
The SQA website provides you with the following documents:
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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:
Performance Arts National 2: http://www.sqa.org.uk/sqa/48569.html
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/principlesan
dpractice/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
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