Skills for Life: Arts and Crafts
Arts and Crafts is an Open Awards Skills for Life unit offered at 5 levels from Entry Level 1 to Level 2, each 20 guided learning hours, in which learners prepare for, make and review an art or craft piece, with planning, comparison of techniques and evaluation at Level 2. The provider designs the tasks and learners build a portfolio assessed Pass or Fail. Digital demand is low: the unit lists Literacy, not Digital, as its cross-curricular skill and no criterion needs a computer. Digital work sits in an optional comparison with digital drawing, online research for inspiration, planning and photographing work for the e-portfolio.
- Awarding body
- Open Awards
- Level
- Entry Level 1 to Level 2
- Guided learning hours
- 20
- First taught
- September 2027
- Amount of digital work
- Low
- Specification
- Open the specification
How this unit is assessed
- Entry Level (Entry Level 1 CBM021, Entry Level 2 CBM022, Entry Level 3 CBM023): Each Entry level has 3 learning outcomes: prepare for a creative task, take part in or produce a piece, and respond to or review it. Entry Level 1 has 9 criteria, such as recognise materials, state a safety instruction, hold a tool correctly, use a colour to make a mark and indicate if they like their piece. Entry Level 2 has 9 criteria, such as identify shapes, colours and tools, use tools safely with guidance, carry out steps to create a piece and talk about it. Entry Level 3 has 9 criteria, such as describe sources of ideas, list and explain safety rules for materials and tools, follow a sequence of structured steps, use colour, texture or shape to express an idea, explain decisions and help display the work. Tasks are designed by the provider and evidence goes in a portfolio, assessed Pass or Fail. Each level is 2 credits and 20 guided learning hours.
- Level 1 and Level 2 (Level 1 CBM024, Level 2 CBM025): Level 1 has 3 learning outcomes and 10 criteria: describe sources of inspiration, explain the purpose of materials and equipment, outline health and safety procedures, use colour, texture and shape to express an idea, use tools safely, create a piece, describe the creative process, analyse how the piece compares with the original idea and suggest one strength and one improvement. Level 2 has 3 outcomes and 8 criteria: analyse sources of inspiration for a design brief, compare at least 2 art or craft techniques, plan a staged project with objectives and resources, create a piece safely, and evaluate both the final piece, using feedback, and the design process. Tasks are designed by the provider and evidence goes in a portfolio, assessed Pass or Fail. Each level is 2 credits and 20 guided learning hours.
The digital skills in this qualification
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Comparing digital and traditional drawing
Level 2 learners must compare the characteristics of at least 2 art or craft techniques, and the first example compares the speed and detail of pencil drawing with digital drawing. Choosing this comparison means learners try a digital drawing tool and judge its strengths and limits. It is one example, so the digital technique is taught where the provider chooses it.
DCF: Creating digital content, Evaluating and improving digital content
Getting pupils ready
- Year 7
- Pupils draw the same simple object in pencil and with a drawing app, and say which was quicker.
- Year 8
- Pupils use layers and the colour picker in a drawing app to create a patterned design and compare it with a hand-painted version.
- Year 9
- Pupils produce a digital and a pencil study of the same subject and write a short comparison of detail, time and finish, justifying which suits a set brief.
Show the specification wording and the DCF statements
Where it is in the specification: Level 2 criterion 1.2, page 22, and indicative content, page 23
“Comparing the speed and detail achievable with pencil drawing vs. digital drawing”
Progression step 3
I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:
- text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
- presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.
I can explain reasons for layout and content of my own work and the work of others.
Progression step 4
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.
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Researching sources of inspiration
Level 1 learners must describe at least 2 sources of inspiration, including other artists’ work, and Level 2 learners must analyse sources relevant to a design brief, such as specific artists, cultural artefacts, architecture, mood boards and photography. The Level 2 task table suggests a research task to explore sources. Online image searches are a common route but the specification does not require them.
DCF: Sourcing, searching and planning digital content, Digital rights, licensing and ownership
Getting pupils ready
- Year 7
- Pupils search a gallery website for 3 artworks that use bright colours and bookmark them.
- Year 8
- Pupils refine their searches to find works by a named craft maker and save the images with the artist’s name to a digital mood board.
- Year 9
- Pupils research an artist online for a design brief, record where each image came from, and discuss how to use it as inspiration without copying.
Show the specification wording and the DCF statements
Where it is in the specification: Level 2 assessment tasks, page 9; Level 1 indicative content, page 20; Level 2 criterion 1.1 and indicative content, page 23
“Explore sources of inspiration for a creative project.”
Progression step 3
I can adjust keywords and search techniques to find relevant information.
I can store search results for future use, e.g. bookmark, add to favourites.
Progression step 4
I can search a variety of sources using relevant search techniques with increased complexity.
I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues.
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Planning a project and its equipment
Level 2 learners must plan a staged creative project with clear objectives and resource requirements, such as a weekly timeline and a list of specialist equipment, which can include specific software. The plan is required by the criterion, but planning digitally and using software are options rather than requirements.
DCF: Sourcing, searching and planning digital content
Getting pupils ready
- Year 7
- Pupils list the steps and materials for a collage before they start, using a template.
- Year 8
- Pupils make a simple weekly timeline for a craft project in a shared document.
- Year 9
- Pupils plan a 4 week project in a spreadsheet or planning app, listing objectives, materials, equipment and any software needed.
Show the specification wording and the DCF statements
Where it is in the specification: Level 2 criterion 1.3, page 22, and indicative content, page 23
“Identifying specialist equipment needed (e.g., printing press, specific software, kiln firing schedule)”
Progression step 3
I can independently create and plan work before beginning a digital task.
Progression step 4
I can select and effectively use a variety of planning techniques.
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Photographing work for an e-portfolio
Learners must collect evidence in a portfolio, and Open Awards encourages e-portfolios wherever possible. Practical art and craft pieces and displays are often evidenced by photographs, so learners may need to photograph, name and upload images of their work. The portfolio is required, but the digital format is optional.
DCF: Storing and sharing, Creating digital content
Getting pupils ready
- Year 7
- Pupils take a clear photo of their finished piece and save it in a named folder.
- Year 8
- Pupils photograph each stage of a craft piece and upload the images in order to an online folder.
- Year 9
- Pupils build a digital portfolio page showing development photos with short captions, cropping and arranging the images for a clear record.
Show the specification wording and the DCF statements
Where it is in the specification: Assessment Approach, page 7
“Wherever possible, e-portfolios are encouraged.”
Progression step 3
I can manage files and folders locally or online, e.g. move files to a folder.
I can upload files from a local drive to online storage.
Progression step 4
I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.
I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:
- text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
- presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.
Good to know
- Each level has its own unit code and the same size: CBM021 to CBM025, "Credit Value: Two (2)" and "Guided Learning Hours: 20" (Unit Content, pages 10, 13, 16, 19 and 22). The unit is titled Arts and Crafts inside the document.
- Units at different levels cannot be combined: "with the exception of British Sign Language (BSL), units with the same title at different levels are barred for completion within the same qualification" (Open Awards Level 1 Qualification Guide, Qualification Units, page 17).
- Every criterion must be met: "All assessment criteria must be met in full for the learner to be awarded a ‘pass’" (Assessment Approach, page 7). There is no grade above Pass.
- The provider writes the tasks: the unit is "assessed through assessment tasks and activities designed by the provider", and providers must "undertake pre‑course verification" to confirm the tasks cover all criteria (Assessment Approach, page 7).
- Evidence goes in a portfolio, paper or digital: "Wherever possible, e-portfolios are encouraged." (Assessment Approach, page 7). Assessments are subject to internal quality assurance and external quality assurance by Open Awards.
- The unit specification says nothing about AI or referencing. The qualification guide requires assessment evidence to "Be the learner’s own work" (Open Awards Level 1 Qualification Guide, Assessment Conditions, page 31).
- Practical work must be safe: providers must ensure "learners are supervised during practical work" and "risk assessments are in place where required" (Health and Safety, page 6).
- The minimum resources are mostly physical art materials, plus "A laptop or computer for accessing digital resources and presentations" for the teacher (Physical Resources, page 5). The cross-curricular skills row names "Literacy" only, not Digital (pages 12, 15, 18, 21 and 24).
- Indicative content and criteria do not always match. Entry Level 2 criterion 1.3 says "State instructions for keeping safe" but the content says learners "must recognise two simple rules" (pages 13 to 14), and criteria 3.1 and 3.2 are described the other way round. At Level 2 the content for criterion 2.1 says "select appropriate tools / equipment / materials safely" though the criterion is about colour, texture and shape (pages 22 to 23). Level 1 content stops after criterion 3.1, so criteria 2.1, 2.3 and 3.2 to 3.4 have no guidance (pages 20 to 21).
Links with other qualifications
Arts and Crafts leads into GCSE Art and Design and links with the Expressive Arts Area of Learning and Experience that it is mapped to, and with the Foundation in Expressive Arts; textiles, ceramics and sewing machine work also touch GCSE Design and Technology. The Level 2 comparison of pencil and digital drawing gives a bridge to GCSE Digital Media and Film and the VCSE in Creative and Media Production and Technology. The Pearson unit of the same name is also 20 hours. Within the Open Awards suites, Digital Film and Media and Music, Dance and Drama are the nearest creative units, and the encouragement to use recycled materials links with Sustainability in Action.
Source: Open Awards Skills for Life Unit Specification, Arts and Crafts, Entry Level 1 to Level 2.