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BUILD Art

Deliver The Skills Share

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

Objective: Use your plan to pass on an art skill, check the learner's response and keep evidence of your role.

Success evidence: A real skills share led by you, a record of what you and the learner did, feedback, and an exact evidence location.

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 delivery of Part D. Use each pupil's own D1 plan; retain any changes. Arrange willing peers, small groups or staff learners. Practical delivery starts in the lab stage and continues in independent work; rotate pairs or use staff learners to give each pupil the planned time. Do not force a share into the lesson window if safe delivery needs longer. Record rehearsal, partial delivery and completed delivery accurately, and schedule the next step. A staff observation may record what happened, but must not replace the pupil's plan or review. Film and photographs are optional; follow setting consent rules. Keep role evidence without requiring faces, full names or public posting. Do not assess charisma, eye contact or speaking without aids.
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

Your plan becomes a share

Set your plan beside the tools. Find the skill and the learner’s step.

Check that your peer, group or staff learner is here and willing.

Explain the skill. Check they can see, reach and have room to try.

Add the change from your test to the plan. Ask staff to help resolve any tool or space gap before starting.

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

Who is passing on the skill?

Watch the adult show a mark twice. In the first version they do all the work. The learner holds a blank sheet.

In the next version the adult shows a step, lets the learner try and asks them to point out a change in the mark.

Where could you see the learner use the skill? Point to the part that helped.

Your share can be a short workshop or a presentation. In either form, make the skill clear. Give your learner a way to try it or show how the step works.

The size of your audience does not make the skill share better.

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

Show, wait and notice

The adult will model a share using a mark from their own work. Watch the order, rather than copying their words.

They show the finished mark first. Then they place the tool where the learner can see the grip.

They make the mark slowly and name the step that matters. They pause and invite the learner to try on scrap paper.

While the learner works, the adult waits. They watch the tool and the result. They do not finish the mark for the learner.

The learner presses hard and gets a dark line. The planned aim was a pale line. The adult points to a light mark and shows a softer grip.

The learner tries again. They choose which line is nearer the pale one and say or point to what they changed.

That check tells the adult more than a quick yes to 'Did you get it?'

The adult ends by asking what helped and what could be clearer. They note the reply as it was given.

Your plan may call for a fold, shape or other skill. Keep that skill at the centre of your own share.

Teach from the learner responseSHOWmake the step clearWAITgive time to tryNOTICElook and listenRESPONDhelp the next stepShow the skill, wait for a try, notice the result and respond to what the learner needs.
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 · predict then check

Predict a learner response

Read each made-up rehearsal. Make your prediction first, then check the model with your adult. Real learners may respond in other ways.

A hand blocks the view. We move the sample. What might that help?

Three steps were said at once. We show just the first. What may change?

The learner asks to pause. We agree. What does that allow?

Compare a prediction with the model result. During your own share, ask and listen. Record the response you get, not the one you hoped for.

Activity model: Predict a learner response

  1. A hand blocks the view. We move the sample. What might that help? — The learner can see the next step. Model result: the learner saw the grip and asked to see it again. We checked their view before continuing.
  2. Three steps were said at once. We show just the first. What may change? — The next try may be easier to start. Model result: the learner tried the first step, then asked for help with the next. We gave one clear cue at a time.
  3. The learner asks to pause. We agree. What does that allow? — A real choice about taking part. Model result: the learner watched for a while. We recorded the pause honestly and agreed what could happen next.

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

Predictions are tentative, not judgments about the learner. These are fictional rehearsals. Actual delivery, a willing learner, feedback and an honest status remain required; a practice answer cannot stand in for delivery.

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

Keep a trace of the real share

A plan shows what you meant to do. A record of the share shows what took place.

Before you begin, agree how to keep that record. You do not need to film faces or post work online.

A staff note can say what skill you showed, how you led it and what the learner did. A photo of tools and samples may support that note.

A short audio clip or a labelled slide may also help. Choose a method that staff can support and your learner agrees to.

The record must make your role clear. A photo of a finished fold alone cannot show who taught the steps.

Keep the learner's reply or work if they agree. Label what it tells you about their learning.

Do not change a reply to make it sound better. A difficult step gives you something useful to review.

Write the real date of the share. If you only rehearsed, label it rehearsal and keep delivery as a next step.

Plan and record have different jobsPLANWhat I meant to teachThe learner task and stepsDELIVERY RECORDWhat we really didMy role and their responseThe plan sets out the intended share. The delivery record shows the pupil role and the learner response.
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

Set up and begin

Go to your agreed space with your learner. Keep your plan where you can use it.

Check the tools, view and space once more. Tell the learner how to ask you to pause.

Start with the art skill and a sample of what it does. Then show the first step from your plan.

Give the learner a clear task. Watch their try before you move on. Use the time you set aside for them.

Ask for staff help if a tool or task becomes unsafe. A pause is a sensible choice.

If you are waiting for your turn, check the cues on your plan quietly. Do not mark delivery complete until your learner has taken part.

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

Lead the share and hear the reply

Keep going with your own plan. Show the skill in steps your learner can follow.

Use your check to find out what they can now do. Let them show, point or explain. Make a change if the response shows a need.

At the end, ask what helped them learn and what could be clearer. Keep their reply with the record of the share.

Look at the evidence before you put the tools away. Does it show your role and the learner's response?

Write a short note while you remember. What stayed as planned? What changed? Save your full review for the next lesson, when you can look back at the evidence.

Name the file and the page, slide or timecode so you can find it again.

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.

Keep the facts ready to review

Tell staff which part of the share took place. Say if any part is still to do.

Find the plan, the delivery record and the learner feedback. Keep them together in Part D.

Name one moment you want to look at next time. It may show a clear step, a useful change or a part that needs work.

Put tools away with your learner when it is safe to do so.

Next time, you will review how well the share went. Your evidence will help you judge what to keep and what to change.

SPACE VOICE AUDIENCE INFLUENCE

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

BUILD Art · Week 7 · Art · Trinity Arts Award Bronze

Deliver The Skills Share

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

Objective: Use your plan to pass on an art skill, check the learner's response and keep evidence of your role.

My evidence record

Use your own plan to pass on the art skill. Keep a record that shows your role, the learner response and their feedback. Label rehearsal and delivery accurately.

My skill, learner and real date · What I showed and what the learner did · Learner feedback and changes made · Delivery status and evidence location

Evidence focusMy words or responseFile and page, slide or time
How will I make the skill clear and give my learner a turn?
What did I do, and what did my learner show or say?
What helped, what changed and what was the learner feedback?
Was this rehearsal, partial delivery or a completed share? Where is the record?
Teach from the learner responseSHOWmake the step clearWAITgive time to tryNOTICElook and listenRESPONDhelp the next stepShow the skill, wait for a try, notice the result and respond to what the learner needs.Plan and record have different jobsPLANWhat I meant to teachThe learner task and stepsDELIVERY RECORDWhat we really didMy role and their responseThe plan sets out the intended share. The delivery record shows the pupil role and the learner response.

Name or learner code: ____________________ Date: ____________________

BUILD Art · Week 7 · Art · Trinity Arts Award Bronze

Deliver The Skills Share

Choose the support you need

Core

Core · use your own plan as a cue, or ask an adult to read it. Lead the skill and the learner try yourself. Keep a record of your role, the learner response and your feedback. Name the file and page, slide or timecode.

Extend

Extend · lead the same full share from your own plan. Make a note of a change you made while teaching and why it helped. Keep the same delivery and feedback evidence.

Challenge

Challenge · keep the same full share and evidence. Adapt a hard step in response to your learner, then check what changed in their next try.

Check the evidence

  1. The learner was willing and had a way to take part or pause.
  2. The delivery record shows the skill, my role and the learner response.
  3. The feedback is recorded as given, without making it sound better.
  4. The record has the real date, delivery status and file plus page, slide or timecode.

My review or next step

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

Predict a learner response

Read each made-up rehearsal. Make your prediction first, then check the model with your adult. Real learners may respond in other ways.

  1. A hand blocks the view. We move the sample. What might that help?

    The learner can see the next step · The learner must finish at once

    My choice / reason: ____________________________

  2. Three steps were said at once. We show just the first. What may change?

    All questions will stop forever · The next try may be easier to start

    My choice / reason: ____________________________

  3. The learner asks to pause. We agree. What does that allow?

    A real choice about taking part · A claim that the whole share is done

    My choice / reason: ____________________________

Compare a prediction with the model result. During your own share, ask and listen. Record the response you get, not the one you hoped for.