Professional Focus Paper
Course: Art and Design
1.
Level: National 3
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 Art
and Design National 3.
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, 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 highquality 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?
Art and Design National 3 consists of two Units.
 Expressive Activity
 Design Activity
To achieve Art and Design National 3, learners must pass both units.
ART AND DESIGN
What are the key aspects of Art and Design National 3?
Integrated approach to skills development
Expressive Activity and Design Activity build upon previous experience within the BGE. These Units could be
taught concurrently or sequentially at the discretion of the centre. The learning experiences will have an emphasis
on developing practical skills as well as experiential learning. Learners should also develop an appreciation and
understanding of the influences, practices and external factors affecting working artists and designers.
All expressive and design practical work should be closely linked to the critical analysis of practising artists and
designers from the outset. By referencing the working methods and contexts in which professional practitioners
work, learners will be better able to describe, respond and analyse not only the work of others but also be able to
self-evaluate and develop their own practice.
Art and Design National 3 can provide progression to Art and Design National 4.
Wider range of evidence of learning
There is a focus on assessment as an integral part of learning and teaching. Assessment should be on-going and
in dialogue with the learners. Staff can collate evidence in a number of ways, for example, sketch books, extended
writing, notes, group discussions, presentations, blogs, reviews and critiques.
Learners could be spilt into small groups each researching a particular artist or designer working in a specific
manner or style. Each group could then present their findings to their peers, which would offer an excellent forum
for discussion and the sharing of information and research.
Hierarchy of Units
The hierarchical nature of Units allows for a smooth transition from one level to another and a flexibility in the
delivery of learning. Programmes of study should be carefully planned to encourage learners to aim for the highest
level of achievement possible. Owing to the focus on developing skills and understanding, it is inevitable that
learners will progress at different rates and staff must ensure that evidence is gathered throughout the period of
learning in order to make judgements regarding presentation level.
How is National 3 different from National 4 and National 5?
To achieve National 3, learners will not be required to complete an Added Value Unit nor will they be required to
produce a final solution for each of the Units. They will be required to study the work of only one visual artist and
only one designer.
With the exception of the Added Value Unit and a final solution stage for both the expressive and the design Units,
Art & Design National 3 has a similar structure to National 4 and 5 and, therefore, a common course could
conceivably be taught with differentiation by outcome being the means by which candidates are eventually
assessed. The skills developed in the hierarchy of Units, allow staff to plan programmes of learning to cater for
multi-level delivery. Staff would use their own expertise to make informed judgements keeping in mind that
although the knowledge and skill set is similar across the hierarchical Units, there are differences in the depth of
knowledge and understanding and the complexity of applied skills.
ART AND DESIGN
What are the key features of learning in Art and Design National 3?
Active learning
Learners are expected to take an active role in the learning process, working individually and collectively to develop
skills, techniques and concepts related to their chosen area of study. The emphasis is on exploration and
experiential learning where the learner embarks on a personal journey, developing skills and understanding along
the way. Activities will require them to research and collate information relating to art and design practice and be
able to examine, comment and reflect on the work of art and design practitioners as well as their own and that of
their peers. Practical tasks will require the learner to problem solve, demonstrate resilience and overcome
obstacles in relation to the requirements of design briefs as well as working with and controlling the visual elements
to express personal ideas and opinions. Regular critiques, where the learner has to explain and justify choices,
decisions and approaches to others in their peer group, will build confidence as well as allowing learners to use
feedback and peer-assessment as a means to review, reflect and plan their next steps.
Learning independently
Personalisation and choice is a key aspect in ensuring that learners take ownership of their learning. Learning
should be tailored around the choices learners make, with staff facilitating the process, guiding and supporting the
learner in making decisions while ensuring they meet the standard and requirements of the course. Staff should
provide suggestions for where they can access information and research: this may range from the Internet to
museum/gallery visits or the departmental/school library to discovering and utilising first-hand sources. Developing
the ability to self-evaluate, review and plan next steps are key to a successful learner. Regular reviews of learner
progress should help to build confidence and allow the learner to set their own targets and take control of their own
learning.
Responsibility for learning
Learners undertaking Art and Design National 3 should be encouraged to take ownership of their own learning. By
allowing learners the freedom of personalisation and choice they should already have made key decisions based
around their own interests, which should enable them to engage more with the subject matter. Learning intentions
and success criteria should be developed that reflect the individual learner’s needs and the promotion of peer and
self-evaluation should be used to encourage reflection and planning of learners’ next steps. Opportunities should
be made available for learners to reflect upon and discuss their own learning and progress on a regular basis.
Planned critiques will give the learner the opportunity to discuss and explain their choices, monitor their own
progress and make informed decisions.
Collaborative learning
Opportunities should be made available for learners to work in groups, comparing and contrasting approaches and
learning from each other. Discussing, debating and the sharing of ideas and techniques should be encouraged.
This will result in reflection and deeper, more meaningful learning. Learners should be able to justify ideas and
approaches and use peer-assessment opportunities to challenge and question the views and opinions of others.
This will help inform and build upon critical analysis skills and support relevant written work.
Problem-solving tasks, for example, construction techniques in product, fashion or jewellery design, Photoshop and
IT skills in graphic design could be undertaken in a collaborative manner where learners work in partnership and
learn from other.
Learners could also work collaboratively to produce an art and design exhibition, digital presentation, fashion show,
website or blog of their work where each member plays a part in the process, which would further develop the four
capacities of learning in the subject.
ART AND DESIGN
Applying learning and skills development
Learning experiences will enable learners to demonstrate and apply their practical knowledge, skills and
understanding in creating development ideas for both the expressive and design Units. In-depth investigation into
the working methods, techniques and factors affecting the working lives of artists and designers should be
encouraged so learners can apply their knowledge and understanding out with the context of their area of study.
For example, a learner studying in the genre of still life, should be able to comment on and make informed
judgment on the work of a portrait painter, by transferring the knowledge they have accrued in one area of work to
another, which may include the use of the visual elements, the handling of media, composition, perspective, etc.
Similarly in the design Unit learners should have the generic skills to tackle any area of design by using the same
principles, the use of the visual elements, materials used, cost implications, practicality, desirability, form over
function, target market, etc. By utilising these higher-order thinking skills the learner will be able to transfer and
adapt their knowledge and understanding to make better sense of the visual world around them.
Skills developed at National 3, including literacy, numeracy, health and wellbeing, problem solving and the use of
technology are transferrable and can be applied in other areas of the curriculum.
3.
Qualification information
The SQA website provides you with the following documents:
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Assessment Overview
Course Specification
Unit Specification
Course and Unit Support Notes
Unit Assessment Support Materials
Full information on arrangements for this qualification is available at the SQA website:
Art and Design National 3: http://www.sqa.org.uk/sqa/48580.html
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
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