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Learning and teaching for Advanced Higher is often different from the delivery of Courses at other levels. Advanced Higher candidates may be more self-directed and independent in their learning, often leading to a change in delivery style in centres. At Advanced Higher, candidates are likely to be undertaking greater amounts of independent study and often complete tasks with limited support and supervision. Advanced Higher study also demands higher-order thinking skills and a deep knowledge and understanding of the subject.
Pack 1
Notes:
This Unit assessment approach has not been used at lower levels. This approach has been used at
Advanced Higher level because of the difference in the Advanced Higher Course structure, to promote the integration of learning about artists/designers and applied practice.
As with the Unit-by-Unit assessment support packs at N3-Higher level, it supports a thematic context for creative learning which can be adapted to suit the interests of your learners.
Pack 2
Portfolio Unit Assessment Support packs have been produced for all levels of the new Art and Design
Courses. (National 3 – Advanced Higher)
These packs can be used by centres to ensure candidates are actively involved in the assessment and highlight that candidates may be able to contribute to the identification and gathering of assessment evidence to a greater extent than at lower levels. (Candidate
Progress Tracker)
Notes:
Pack 3
In the Art and Design Units at lower levels (National 3 –
Higher) Learning Outcome 1 focuses on the study of artists’ and designers’ work and practice before learners develop their own practical skills in Learning Outcomes 2 and 3.
At Advanced Higher the study of artist/designers is a freestanding Unit. The Unit-by-Unit packs can be used where learners are completing Units instead of or along with a full Advanced Higher Course.
Notes:
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ART AND DESIGN: DESIGN STUDIES (ADVANCED HIGHER)
Assessment Standards Making assessment judgements
1.1 Explaining the selection and relevance of a chosen area of design
The candidate must select an area of design that is of personal interest to them for the investigation and explain why they made this choice. The explanation can be brief and expressed in relatively simple terms but it must be clear. It will:
 explain their choice of a specific area of design /specific designers (a minimum of two designers)
 explain the relevance of the selection, summarising the designers’ contribution to the area of design
 explain why the designers’ works/area of design is of personal interest to them
1.2 Producing an action plan for carrying out research and investigation
1.3 Analysing examples of design work and practice
The action plan must be clear and use correct art and design vocabulary, where appropriate. It will include:
 a list of the research methods that the candidate plans to use when carrying out the investigation
 accurate identification of any planned sources of information that will be used in the investigation
 the names of the selected designers and their design work which will form the basis of research and investigation
 a simple timeline for carrying out research and investigation
Evidence of analysis can be presented in any appropriate format (oral/written/multimedia). The analysis should include:
 a clear description of the features of a minimum of two designers’ work (at least two specific examples of each designer’s work)
 an analysis of these features and their combined effect on the resulting design work
 a clear description of the contexts which informed the designers’ work and practice (at least two specific examples of design work by each designer)
 an analysis of the effect of these contexts on the designer’s work and practice
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1.4 Presenting substantiated judgements about designers’ work and the contexts which influenced it
This can be presented in any appropriate format (oral/written/multimedia).This will include:
 an evaluation of each designer’s work (at least two specific examples of each designer’s work )
 an evaluation of at least one context which influenced each designer’s work (social, cultural and/or other factors).
ART AND DESIGN: DESIGN ENQUIRY (ADVANCED HIGHER)
Assessment Standards Making assessment judgements
1.1 Producing a design brief establishing a personal focus to the enquiry
1.2 Selecting design stimuli and collating visual investigative material for the design enquiry
Candidates are expected to independently produce the design brief, determine their creative options and choices and establish a personal focus to the enquiry. The design area/design stimuli should be clearly communicated in the candidate’s design brief. The personal focus to the enquiry must be explicit. Evidence can be produced in any appropriate format.
Assessors can support candidates by acting as a mentor and sounding board, but must not specifically direct the candidate’s thinking or response.
The contextual visual investigation material and market research must be clearly related to the design area.
The investigative research material will be relevant to the specifics of the agreed design brief and highly focused.
The design stimuli selected must have clear potential to inspire the candidate’s own creative work.
1.3 Analysing opportunities and design constraints with reference to their understanding of designers and design practice
Candidates must show evidence of in-depth understanding of the specific requirements of the brief/ creative potential of the chosen design area.
Candidates will be able to:
 use their knowledge of designer’s work and practice to identify a variety of creative options and choices
 weigh up the benefits, limitations and creative value of choosing specific creative options
 recognise and understand potential connections that could be made between their own work and designers` work and practice.
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1.4 Planning initial approaches for developing design ideas and concepts
Evidence of planning initial approaches for the enquiry must include:
 clear evidence of the candidate’s personal interpretation and focus for the enquiry
 identification of a minimum of two distinct initial development approaches
Assessment Standards Making assessment judgements
2.1 Producing visual research and investigation showing indepth understanding of the design process
Candidate’s visual research and investigative studies can be produced in either 2D and/or 3D format as appropriate to the specific nature of the design enquiry. This work should include design drawings and studies produced by the candidates, informed by the investigative research material produced for Assessment Standard 1.2.
The visual research and investigative material produced by candidates must evidence in depth understanding of the design requirements and constraints of the design area and design brief.
A minimum of three pieces of visual research and investigation should be produced in any appropriate scale.
2.2 Using a range of design materials, techniques and/or technology in effective and highly creative ways
Candidates should show evidence of appropriate selection and assured, purposeful use of a range of selected design materials, techniques and/or technology. This work should be informed by the initial planned development approach in Assessment Standard 1.4.
The media handling skills and/or use of technology must show the candidate’s ability to work in a creative and explorative manner. The choice and use of design materials, techniques and/or technology must also show their ability to respond in a personal manner to the design brief.
Candidates are expected to demonstrate the effective use of a minimum of three materials and three techniques (and/or technology where appropriate) either individually and/or in combination. Candidate design work can be produced in 2D and/or in 3D in any scale as appropriate to the enquiry.
2.3 Analysing the impact of their creative decisions and
Candidates should be encouraged to engage in on going reflection, review and analysis throughout this Unit, although this only needs to be assessed
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choices and their personal response to the design brief on one occasion by the assessor. Evidence will include:
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 one analysis of the impact of the candidate’s creative choices one analysis of the candidate’s personal response to the design brief
Candidate analysis can be fairly brief. Analytical comments and responses do not need to be highly detailed. Supporting evidence of effective and considered analysis of their work and creative decision making may also be evident in the candidate’s design work and development ideas.
Assessment Standards Making assessment judgements
3.1 Developing initial design ideas and concepts, towards potential design solution(s)
The focus of this Outcome is the purposeful and progressive creative experimentation and development of design concepts and ideas. The development of ideas in this Assessment Standard will be experimental and explorative in nature leading to some variations in the quality of work and the level of finish. The candidate’s design work can be partly resolved. It does not have to be fully ‘finished’.
Candidate design work should show their ability to selectively develop aspects of their initial design ideas/ concepts when developing and refining
at least two distinct lines of enquiry. The candidate’s development work must be clearly be informed by the initial investigative studies and demonstrate their ability to sustain and progressively develop specific aspects of the two initial lines of enquiry.
Developmental ideas and experimental concepts should demonstrate a clear understanding of the requirements of the design brief and show the effective and creative use of design elements –line, shape, direction, size, texture and colour as appropriate as well as functional considerations.
3.2 Using a range of advanced problem-solving and planning skills in the design process
Evidence of problem solving and planning key skills should be evident as candidates develop and refine their initial ideas, for example when:
 analysing the effectiveness of their approach and planning how to adapt and refine their ideas further
 identifying and overcoming design problems while working through the design process
 formulating and crafting ideas and possible design solutions
3.3 Independently evaluating their design work and
This Assessment Standard is linked to and builds upon the skills assessed in Outcome 2, Assessment Standard 2.3. Evidence is required of the
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practice candidate’s ability to independently review and evaluate their creative decisions and modify their practice and approach.
Candidates are expected to be able to recognise strengths and areas for improvement in their work and be able to identify and adopt alternative approaches and ways of working that would be more effective in helping them realise their ideas. Candidates need only to be formally assessed on one occasion by the assessor. The following evidence is needed:
 one example of evaluating their work
 one example of evaluating their practice.
Candidate comments whether oral or annotated, can be fairly brief. They do not need to be highly detailed but they should be evaluative not simply descriptive.
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Assessment Standards Making assessment judgements
1.1 Explaining the selection and relevance of a chosen area of art
1.2 Producing an action plan for carrying out research and investigation
1.3 Analysing examples of art work and practice
The candidate must select an area of art that is of personal interest to them for the investigation and explain why they made this choice. The explanation can be brief and expressed in relatively simple terms but it must be clear. It will:
 explain their choice of a specific area of art /specific artists (a minimum of two artists)
 explain the relevance of the selection, summarising the artists’ contribution to the area of art
 explain why the artists’ works/area of expressive art is of personal interest to them
The action plan should be clear and use correct art and design vocabulary, where appropriate. It will include:
 a list of the research methods that the candidate plans to use when carrying out the investigation
 accurate identification of any planned sources of information that will be used in the investigation
 the names of the selected artists and their art work which will form the basis of research and investigation
 a simple timeline for carrying out research and investigation
Evidence can be presented in any appropriate format (oral/written/multimedia). The analysis should include:
 a clear description of the features of a minimum of two artists’ work (at least two specific examples of each artist’s work)
 an analysis of these features and their combined effect on the resulting art work
 a clear description of the contexts which informed the artists’ art work and practice (at least two specific examples of art work by each artist)
 an analysis of the effect of these contexts on the artist’s work and practice
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1.4 Presenting substantiated judgements about artists’ work and the contexts which influenced it
This can be presented in any appropriate format (oral/written/multimedia). This will include:
 an evaluation of each artist’s work (at least two specific examples of each artist’s work)
 an evaluation of at least one context which influenced each artist’s work (social, cultural and/or other factors)
ART AND DESIGN: EXPR ESSIVE ENQUIRY (ADVANCED HIGHER)
Assessment Standards Making assessment judgements
1.1 Identifying suitable stimuli and establishing a personal focus to the enquiry
Candidates are expected to independently select suitable stimuli and determine a personal focus to the enquiry. The candidate’s selection of stimuli must be clearly linked to and appropriate to the agreed enquiry. The personal focus to the enquiry must be explicit. Evidence can be presented in any appropriate format.
Assessors can support candidates by acting as a mentor and sounding board, but must not specifically direct the candidate’s thinking or response.
1.2 Identifying potential creative connections between the work of others and their own enquiry
Candidates are expected to evidence their ability to:
 make connections between the work of others and identify how aspects of this work and/or approach could be used in their own creative work
 use artists’ work to inspire their own creativity, identifying creative options and future development potential that could be used to inform their own personal enquiry
Evidence of this can be presented in any appropriate format.
1.3 Analysing opportunities and
Candidates must show evidence of in-depth understanding of the creative potential of their chosen area of expressive art and their stimuli. Candidates will be able to:
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creative choices with reference to their understanding of artists and art practice
1.4 Planning initial approaches for developing and producing ideas for art work
 use their knowledge of artists’ work and practice to identify a variety of creative options and choices
 weigh up the benefits, limitations and creative value of choosing specific creative options
 recognise and understand the potential connections that could be made between their own work and artists’ work and practice
Evidence of planning initial approaches for the enquiry will include:
 clear evidence of the candidate’s personal interpretation and focus for the enquiry
 identification of a minimum of two distinct initial development approaches
Assessment Standards Making assessment judgements
2.1 Using a range of art materials, techniques and/or technology purposefully to explore and investigate stimuli
Candidate’s drawings/investigative studies should show evidence of assured selection and proficient and purposeful use of a range of selected art materials, techniques and/or technology. This work should be informed by the initial planned development approach in
Assessment Standard 1.4.
Their media handling skills will show their ability to work in a creative and explorative manner. The choice and use of art materials, techniques and/or technology must also show their ability to respond in a personal manner to the stimuli.
Candidates are expected to demonstrate the effective use of a minimum of three art materials and three techniques, and/or technology, where appropriate, either individually and/or in combination.
A minimum of three drawings/investigative studies should be produced in any scale, as appropriate to the expressive enquiry/ stimuli and the materials/techniques and/or technology used. Candidate work can be produced in 2D and/or in 3D as appropriate to the enquiry. Media handling skills might be evident in the investigative research material (Assessment Standard 2.1) and/or in the candidate’s experimental development of ideas (Assessment Standard 3.2).
2.2 Producing initial drawings and creative investigative studies
Candidate art work should show their ability to selectively develop aspects of their initial visual approaches. The drawings and creative investigative studies produced should show clear visual continuity between the initial investigative approaches and the
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which communicate their ideas, feelings and thoughts about the stimuli candidate’s subsequent development work.
There will be evidence of the purposeful development of a minimum of two distinct initial ideas using one or more of the previously identified development approaches (Assessment Standard 1.4). The drawings/investigative studies produced can be experimental and explorative in nature. As a result there could be some variations in the overall quality of work and the level of finish.
2.3 Analysing the impact of their creative decisions and choices and their personal response to stimuli
Candidates should be encouraged to engage in ongoing reflection, review and analysis throughout this Unit, although this only needs to be assessed on one occasion by the assessor. Evidence will include:
 one analysis of the impact of the candidate’s creative choices
 one analysis of the candidate’s personal response to stimuli
Candidate analysis can be fairly brief. Analytical comments and responses do not need to be highly detailed. Supporting evidence of effective analysis of their work and creative decision making may also be evident in the candidate’s art work and development ideas.
Assessment Standards
3.1 Selecting initial expressive ideas with potential for further development and exploration
Making assessment judgements
The focus of this Outcome is the purposeful and progressive creative experimentation and development of ideas for art work. The development of ideas in this AS will be experimental and explorative in nature leading to some variations in the quality of work and the level of finish. The candidate’s art work can be partly resolved. It does not have to be fully ‘finished’.
Candidate art work should show their ability to selectively develop aspects of their initial drawings/investigative studies when developing and refining at least two distinct lines of enquiry. The ideas selected by the candidate must have sufficient creative development potential and allow them to develop the enquiry in a manner which shows a personal response to the stimuli.
Candidate’s practical work will provide evidence of their ability to effectively progress the enquiry and their ability to identify and progressively develop specific aspects of the two initial lines of enquiry.
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3.2 Using selected art materials, techniques and/or technology and visual elements to develop ideas for art work
The focus of this Outcome is purposeful and progressive creative experimentation and development of ideas for art work. Candidates should show their ability to refine and develop a minimum of two distinct ideas/compositions. These can be partly resolved. They do not need to be fully ‘finished’.
The ideas/compositions should demonstrate the effective and purposeful use of visual elements/composition/ form/space etc as appropriate. Supporting evidence of the candidate’s ability to use materials, techniques and/or technology effectively to develop ideas might also be evident in the investigative research material (Assessment Standard 2.1).
3.3 Independently evaluating their art work and practice
This Assessment Standard builds upon and is linked to the skills assessed in Outcome 2, Assessment Standard 2.3. Evidence is required of the candidate’s ability to independently review their creative decisions and modify their practice and approach to realise their creative intentions and ideas.
Candidates are expected to be able to recognise strengths and areas for improvement in their work and be able to identify and adopt alternative approaches and ways of working that would be more effective in helping them realise their ideas. Candidates need only to be formally assessed on one occasion by the assessor. The following evidence is needed:
 one example of evaluating their work
 one example of evaluating their practice or approach
Candidate comments, whether oral or annotated, can be fairly brief. They do not need to be highly detailed but they should be evaluative not simply descriptive.
Assessors may use their professional judgement, subject knowledge and experience, and understanding of their candidates, to determine the most appropriate ways to generate evidence for the Advanced Higher Units and the contexts in which they are used. The Unit assessment support packs also provide information on any specific assessment conditions for the Units.
Unit assessment evidence may be generated in response to an assessment task, for example Advanced Higher combined UASP 1 and Unit-by-Unit UASP 3), or may occur naturally during learning and teaching (portfolio UASP 2). Evidence must be of a type that allows a valid assessment judgement to be made.
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