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BUILD Art

Plan The Skills Share

BUILD · Art · Trinity Arts Award Bronze. Plan The Skills Share.

Objective: Choose an art skill to pass on and test your own plan for a short share.

Success evidence: Your own plan, a test note, a change made from the test, and a file plus page, slide or timecode.

Theme: My Creative Identity. Choose what your art does with line, shape, colour or form. You do not need to share private facts about your life.

40 minutes. Use the work and tools that staff have ready in the room.

This deck evidences Bronze Part D, Arts skills share: plan, then deliver a short workshop or presentation passing on an arts skill, then review how well it went. ONE Attempted allowed overall. Any Not Attempted = Below Pass. The whole Bronze evidence portfolio has a 10-file cap. The three assessment areas are art form knowledge and understanding, creativity, and communication. Results are Pass or Below Pass only. Core, Extend and Challenge are support choices within Bronze, not award levels. Advisers must not write plans, reviews or evidence for pupils. Scribe or record the pupil's own words without improving them. The digital portfolio is organised by part. Every locator names the file plus page, slide or timecode. Only an adviser trained at Bronze may assess, and delivery is through a validated centre; this deck does not assert that either condition is confirmed. Source: tools/artsaward/SPEC.json, Bronze and universal rules. Today evidences the planning step of Part D. It does not evidence delivery or the final review. A pupil may teach a peer, a small group or a staff member. Arrange a willing learner and safe tools; do not promise a public event. The suggested short times and number of steps are teaching scaffolds, not award quotas. Retain the pupil's original plan and later changes in the same Part D file. A pause or missing learner remains a next action, not evidence of delivery.
SPACE VOICE AUDIENCE INFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

3 min
Retrieval

Arrival · retrieve

A skill you can show

Bring your Part A work. Point to a small skill you can show: a tone, join, fold or mark. Choose your own skill; these are ideas.

Can you show the step with the tools here?

Choose a willing learner: a peer, group or staff member.

Keep your artwork in view while you plan.

SPACE VOICE AUDIENCE INFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

3 min
Starter

Starter · create the need

Seeing a skill is a start

Watch a short demo. First the adult makes a mark but hides their hand. What could a learner miss?

Now the adult turns the page so you can see. They show the grip, make the mark and leave space for you to try.

Which version helped you know what to do? Point, tell a partner or note a reason.

A share needs more than a finished piece. Your learner needs to see the skill and have a way to use it.

Today you will plan that chance. Then you will test whether your steps make sense.

SPACE VOICE AUDIENCE INFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

7 min
I Do

I Do · model

Build a plan that leaves room to learn

Watch the adult build a test plan for a simple paper fold. This is their example, not your plan to copy.

They choose one skill: line up two edges before they press the fold. They place an open sheet beside a folded one.

They name the learner and ask if the learner wants to try. They check that both people can see and reach the paper.

First they show the edges. Then they bring them together, hold them still and press. They slow down at the hard step.

Next the learner tries with a new sheet. The adult waits. They do not grab the sheet and finish it.

For the check, the learner points to the two edges. Do they meet? The next try depends on what that check shows.

The plan needs time to show, time to try and time to check. The adult sets a short time for each and tries it with a clock.

They add spare paper and a clear space to work. If folding is hard to grip, a larger sheet may help.

Your skill may need a different tool or check. Choose those from the work you know.

The learner has a roleSHOWmake the step clearTRYlearner has a goCHECKlook at the resultADAPThelp the next tryShow leads to try, check and adapt. The learner takes part in the skill.
SPACE VOICE AUDIENCE INFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

3 min
We Do

We Do · everyone commits

Make the plan teachable

Choose the note in each pair that helps a new learner take part. Then change one note so it fits the art skill you want to share.

Which note gives a clear step to show?

Which note gives the learner a turn?

Which note checks the skill?

Pick one pair and explain your choice to a partner or staff member. Add the learner action or check to your own plan. Your skill may use a different tool or action.

Activity model: Make the plan teachable

  1. Which note gives a clear step to show? — Show the angle of the pencil.. Showing the pencil angle gives the learner something they can see and try.
  2. Which note gives the learner a turn? — Try a mark on your own scrap.. A try on scrap lets the learner use the skill while you watch and help.
  3. Which note checks the skill? — Check if the two edges meet.. Meeting edges gives a clear check for this fold. Asking about enjoyment can be useful as an extra question.

This classroom check is not an award grade or proof of completed pupil evidence.

SPACE VOICE AUDIENCE INFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

7 min
I Do

I Do 2 · connect

Test the part that may go wrong

Look back at the fold plan. The adult asks a learner to try just the first step.

The learner puts the wrong edges together. That gives the adult useful news about the plan.

The adult adds two small dots to show which edges meet. They try the step again. They keep the first note so the change is clear.

A test helps you find a gap before the share. It is not the full share.

Choose the step in your own plan that may need a closer view, more time or a new cue.

Check the tools with staff. Keep sharp or hot tools out unless staff have agreed a safe way to use them. A paper or drawing skill may need less kit.

Give the learner a way to ask you to pause. They may watch a step again or use a different grip.

Plan how you will know what they learnt. A sample, a short reply or an observed try can help.

A test helps the shareTESTTry one hard stepFind what needs helpSHAREPass on the skillSee what the learner can doA test checks a step. The later share passes on the skill to a learner.
SPACE VOICE AUDIENCE INFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

5 min
We Do

We Do 2 · lab

Try your plan with someone

Tell a willing partner or staff member which step you want to test. Ask them to act as a new learner.

Show that step, then let them try. Ask what they could see and what they still need you to explain.

Listen before you change the plan. Their answer may show that one step needs to come sooner.

Write, draw or record the change you choose. Say why that change will help your learner.

Swap roles if both of you are ready. You may choose staff support for the test.

If there is no learner ready, mark the test as still to do. Ask staff to help you set it up. Do not claim a test that did not take place.

SPACE VOICE AUDIENCE INFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

9 min
Independent work

Independent · evidence

Make your plan your own

Now set out the plan you will use. Keep it easy to read while you teach.

Name your art skill and who will learn it. Say what you want the learner to be able to do.

Set out the steps you will show. Add what the learner will do at each point. Leave time for their try.

List your tools and where they will sit. Add how much time you need and how you will check learning.

Add a way to pause or change the task if a learner needs help. Keep the skill in that change.

Use your test note to make one useful edit, if the test showed a need. If it worked, say what showed that.

Keep the plan and test in your Part D section. Name the file and page, slide or timecode. Choose the support that helps you keep your own ideas.

SPACE VOICE AUDIENCE INFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

3 min
Exit ticket

Exit · Audience and Influence

SPACE: the learner may pause or choose a private response.

VOICE: the evidence statement remains in the learner’s chosen communication mode.

AUDIENCE: a familiar adult receives and names back exactly what was heard or seen.

INFLUENCE: one real next action is recorded: retain, add method detail, or leave open.

Ready for a real share

Show your plan to the person who helped you test it. Ask them to find the learner task and the check.

Can they find both without a long search? Add a clear label if needed.

Tell staff what you still need for the share. A missing tool, learner or test is a job to arrange.

Keep the plan ready for next time. You will use it, pass on the skill, then review what took place.

Your plan records what you intend. It does not yet prove that you taught the skill.

SPACE VOICE AUDIENCE INFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

BUILD Art · Week 6 · Art · Trinity Arts Award Bronze

Plan The Skills Share

Award evidence: Bronze Arts Award, Part D; no workbook cell (AAE-H7)

Objective: Choose an art skill to pass on and test your own plan for a short share.

My evidence record

Plan a short arts skills share that you can lead. Choose the skill and learner, test a hard step, and keep a note of what you changed.

My skill and learner · Steps, learner actions and time · Tools, access and learning check · Test, change and evidence location

Evidence focusMy words or responseFile and page, slide or time
What skill will I pass on, to whom, and what will they do?
What will I show, in what order, with which tools and time?
How can the learner take part, pause and show what they learnt?
What did my test show, what did I change, and where is my plan saved?
The learner has a roleSHOWmake the step clearTRYlearner has a goCHECKlook at the resultADAPThelp the next tryShow leads to try, check and adapt. The learner takes part in the skill.A test helps the shareTESTTry one hard stepFind what needs helpSHAREPass on the skillSee what the learner can doA test checks a step. The later share passes on the skill to a learner.

Name or learner code: ____________________ Date: ____________________

BUILD Art · Week 6 · Art · Trinity Arts Award Bronze

Plan The Skills Share

Choose the support you need

Core

Core · choose your skill and learner. Speak, point or write each part of your plan with the sheet prompts. Keep your own choices, the learner task, a check and the test change. Name the file and page, slide or timecode.

Extend

Extend · make the same full plan in your own layout. Use your test to change a step, tool, time or check. Name where the plan and test are saved.

Challenge

Challenge · keep the same plan and evidence. Test a second way to explain a hard step. Say which way you will use and why.

Check the evidence

  1. My plan is in my own words and includes a learner task.
  2. My steps, tools, time, access and check fit the skill.
  3. My test note says what happened and what I changed or kept.
  4. My locator names a file plus page, slide or timecode; a planned share is not marked as delivered.

My review or next step

For a recorded response, write the actual file name and page, slide or timecode.

Make the plan teachable

Choose the note in each pair that helps a new learner take part. Then change one note so it fits the art skill you want to share.

  1. Which note gives a clear step to show?

    Be good at drawing. · Show the angle of the pencil.

    My choice / reason: ____________________________

  2. Which note gives the learner a turn?

    Try a mark on your own scrap. · Watch me do it all.

    My choice / reason: ____________________________

  3. Which note checks the skill?

    Only ask if it was nice. · Check if the two edges meet.

    My choice / reason: ____________________________

Pick one pair and explain your choice to a partner or staff member. Add the learner action or check to your own plan. Your skill may use a different tool or action.