Professional Focus Paper
Course: Art and Design
1.
Level: National 5
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 5.
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 from 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 5 consists of two Units.
 Expressive Activity
 Design Activity
To achieve Art and Design National 5, learners must pass both Units, along with a course assessment, which will
consist of a portfolio and question paper, which will assess the added value of the course.
ART AND DESIGN
What are the key aspects of Art and Design National 5?
Integrated approach to skills development
The Expressive Activity and Design Activity Units build upon previous experience within the BGE or National 4 and
can be taught concurrently or sequentially at the discretion of the centre. The learning experiences will have an
emphasis on developing skills and techniques as well as an understanding and appreciation of the influences and
practices of working artists and designers. Learners will be able to develop their thoughts and ideas as well as
exploring media, techniques and technology to better express themselves creatively as well as to develop and
resolve design issues.
The Units can be taught and completed as free standing Units or as part of the National 5 Course. In order to
qualify for a course award the ‘course assessment’, which forms the value added component must be completed.
All expressive and design practical work should be closely linked to the critical analysis of practicing 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.
National 5 articulates with Higher Art and Design. This allows staff to choose areas of study to support progression
and allow themes to be continued into higher in greater depth or other areas of studies.
Wider range of evidence of learning
There is a focus on assessment as an integral part of teaching and learning. Assessment should be ongoing 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 artists 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. This would provide learners with a greater
understanding of a diverse range of approaches and techniques, which could be used to build upon their own
practice and critical appreciation as well as preparation for the question paper.
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 course in
order to make judgements regarding presentation level. As National 4 and 5 have similar structures a common
course could conceivably be taught with differentiation by outcome being the means by which candidates are
eventually assessed and presented. It is important, however, that any content in a course and/or Unit at one SCQF
level is not repeated if the learner progresses to the next level of the hierarchy. 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.
Course assessment
Careful planning should be used to ensure that units offer opportunities for personalisation and choice and enable
learners to develop the skills, knowledge and understanding needed to complete the course assessment.
ART AND DESIGN
The course assessment has two components: a portfolio and question paper.
The portfolio will require learners to present a selection of research and development ideas from both Units (design
and expressive). Learners will also produce a ‘final solution’ for both the expressive and design Units, which will
demonstrate the skills and knowledge gained throughout the course as well as producing an evaluation of their
learning. The completion of these solutions (which is similar to current practice) will form part of the added value
content of the course. Further added value will be assessed through the completion of a question paper, which will
assess their understanding of art and design issues, as well as their critical and analytical observations regarding
art and design practice.
What are the key features of learning in Art and Design National 5?
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 to find solutions to 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 their peer group, will result in confidence building as well as being able 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 for their own learning. Learning
should be tailored around the choices they 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, which may range from the Internet to
museum/gallery visits or the departmental/school library to discovering and utilising first-hand sources. Learners
should be encouraged to use as wide a range of sources as possible in order to develop as much depth and
diversity as they can, which will expand their own personal horizons and open up greater opportunities and creative
possibilities. As learners progress so should their level of independence and ability to make key decisions.
Developing the ability to self-evaluate, review and plan their 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 5 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 individual learners needs and the promotion of peer- and selfevaluation 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.
ART AND DESIGN
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 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 using 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 the develop the
four capacities of learning with the subject.
Applying learning and skills development
Learning experiences will enable learners to demonstrate and apply their practical knowledge, skills and
understanding in creating a final solution for both the expressive and design Units and in the completion of the
question paper. 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 design 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.
The skills developed at National 5, including literacy, numeracy, health and wellbeing, problem solving and the use
of technology can be applied in other areas of the curriculum.
ART AND DESIGN
3.
Qualification information
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:
Art and Design National 5: http://www.sqa.org.uk/sqa/47388.html
4.
What other materials are available on the Education Scotland website which staff
could use?
Support materials have been produced over the last year to support Curriculum for Excellence and further support
materials are planned. This downloadable list is updated quarterly with the most up-to-date details available from
the page below.
Published and planned support for Curriculum for Excellence:
http://www.educationscotland.gov.uk/publishedandplannedsupport
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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