Creative Arts · BUILD / GROW
00:00
OpeningWithin this stage

Autumn 2 · Week 7 · Lesson 2 · Part D

Rehearse and check your portfolio

I can practise my share and check that my records can be found.

I can share what I enjoyed and learnt with a listener.

I can use a response to make my share clear.

I can find my work and check the file count.

Practise, use the response, then check the real records.

You can point, speak, sign, draw or write. You may ask for a quiet space or a pause.

Practise, use the response, then check the real records.
Class model. Practise, use the response, then check the real records.

You can point, speak, sign, draw or write. You may ask for a quiet space or a pause.

Arrival5 min

Autumn 2 · Week 7 · Lesson 2 · Part D

What we bring from last time

Find the choices you made for your share.

What did you enjoy, and why?

What did you learn or achieve?

What will you show to help your listener?

Practise, use the response, then check the real records.
Class model. Practise, use the response, then check the real records.

In your book: Your own choices from last time.

You can point, speak, sign, draw or write. You may ask for a quiet space or a pause.

Starter3 min

Autumn 2 · Week 7 · Lesson 2 · Part D

Look and choose

Which record shows a real share? A says “we practised”. B has a real date, audience and own words.

Practise, use the response, then check the real records.
Class model. Practise, use the response, then check the real records.

In your book: A or B, with one reason.

You can point, speak, sign, draw or write. You may ask for a quiet space or a pause.

I do2 min

Autumn 2 · Week 7 · Lesson 2 · Part D

Try and Check

Try your share with a listener you trust.

Ask what they learnt from your share.

Practise, use the response, then check the real records.
Class model. Practise, use the response, then check the real records.

In your book: Your cue and your chosen listener.

You can point, speak, sign, draw or write. You may ask for a quiet space or a pause.

I do2 min

Autumn 2 · Week 7 · Lesson 2 · Part D

Change and Find

Make one part clear. Try that part once more.

Check your files, pages and gaps with an adult.

Practise, use the response, then check the real records.
Class model. Practise, use the response, then check the real records.

In your book: What the model listener asked.

You can point, speak, sign, draw or write. You may ask for a quiet space or a pause.

I do2 min

Autumn 2 · Week 7 · Lesson 2 · Part D

Words to use

rehearse — To try your share before the real event.

response — What someone says, signs or shows back to you.

index — A list that shows where to find each record.

file — A saved record with its own name.

Practise, use the response, then check the real records.
Class model. Practise, use the response, then check the real records.

In your book: One word with a sketch or example.

You can point, speak, sign, draw or write. You may ask for a quiet space or a pause.

We do4 min

Autumn 2 · Week 7 · Lesson 2 · Part D

Try it together

We try the short share from the class model.

We ask what the listener understood.

Practise, use the response, then check the real records.
Class model. Practise, use the response, then check the real records.

In your book: A real listener response.

You can point, speak, sign, draw or write. You may ask for a quiet space or a pause.

We do4 min

Autumn 2 · Week 7 · Lesson 2 · Part D

One check and one choice

We point to the tab to make the meaning clear.

We find the right page in the model index.

Practise, use the response, then check the real records.
Class model. Practise, use the response, then check the real records.

In your book: A file name and page you opened.

You can point, speak, sign, draw or write. You may ask for a quiet space or a pause.

You do15 min

Autumn 2 · Week 7 · Lesson 2 · Part D

Choose one route

Supported: use the steps with help.

Independent: make your own choices.

Aspire: add depth to your review or plan.

Use one route. Keep your own record.

GROW starts with Independent. You can use help.

Practise, use the response, then check the real records.
Class model. Practise, use the response, then check the real records.

In your book: Your practice record and file check.

Part D • D_Share.pdf • page 2; Evidence_Index.pdf • pages 1–2

You doWithin this stage

Autumn 2 · Week 7 · Lesson 2 · Part D

Supported

Use your own cue card with a trusted adult.

Show what you liked and what you learnt.

Ask what they saw or heard.

Try one part again with help if needed.

Find the right pages and count files with an adult.

Practise, use the response, then check the real records.
Class model. Practise, use the response, then check the real records.

In your book: Your practice record and file check.

Part D • D_Share.pdf • page 2; Evidence_Index.pdf • pages 1–2

You doWithin this stage

Autumn 2 · Week 7 · Lesson 2 · Part D

Independent

Rehearse your own share with a listener.

Ask what they understood about your choices.

Use their response to make one part clear.

Try that part again and keep a short record.

Open the files and pages in your index. Count them.

Practise, use the response, then check the real records.
Class model. Practise, use the response, then check the real records.

In your book: Your practice record and file check.

Part D • D_Share.pdf • page 2; Evidence_Index.pdf • pages 1–2

You doWithin this stage

Autumn 2 · Week 7 · Lesson 2 · Part D

Aspire

Explain two choices and what you learnt from them.

Ask which detail made your meaning clear.

Use the response to refine your own account.

Link your next aim to what you can show.

Check every page link and set a plan for each gap.

Practise, use the response, then check the real records.
Class model. Practise, use the response, then check the real records.

In your book: Your practice record and file check.

Part D • D_Share.pdf • page 2; Evidence_Index.pdf • pages 1–2

You doWithin this stage

Autumn 2 · Week 7 · Lesson 2 · Part D

My evidence record

My listener said or showed ___.

I made ___ clear by ___.

When I tried again ___.

My next task is ___.

Keep practice at D page 2. Check the index on pages 1–2.

Practise, use the response, then check the real records.
Class model. Practise, use the response, then check the real records.

In your book: Your practice at D page 2 and checked index.

Part D • D_Share.pdf • page 2; Evidence_Index.pdf • pages 1–2

Exit3 min

Autumn 2 · Week 7 · Lesson 2 · Part D

What I learnt and what comes next

What did your listener understand?

What did you make clear when you tried again?

What is the file count, and what still needs to be done?

Practise, use the response, then check the real records.
Class model. Practise, use the response, then check the real records.

In your book: One clear part and one task still to do.

Part D • D_Share.pdf • page 2; Evidence_Index.pdf • pages 1–2

Use arrow keys or the stage buttons.

Tools and print

Print from this page

Word pack, slides and PDFs

Sequence and evidence guide

Unconfirmed encounter: visit or visitor/live-call variants

Word help

rehearse — To try your share before the real event.

response — What someone says, signs or shows back to you.

index — A list that shows where to find each record.

file — A saved record with its own name.

Knowledge organiser

I can practise my share and check that my records can be found.

I can share what I enjoyed and learnt with a listener.

I can use a response to make my share clear.

I can find my work and check the file count.

Four steps

rehearse — To try your share before the real event.

response — What someone says, signs or shows back to you.

index — A list that shows where to find each record.

file — A saved record with its own name.

Pause

Rest the tools. Take the time you need.

When ready, choose one small step with an adult.

Staff notes

TA brief

Use one route, with Independent as the GROW default. Offer Supported when useful and Aspire as optional stretch. All pupil text uses the BUILD band. The routes change support and depth, not the part requirements. For five learners, use a pair and a trio, with a separate piece and record for each learner. In the trio, rotate maker, observer and materials roles; every learner retains their own choices. Offer private responses, silent directing and a pause. Do not cold call or seek personal or family disclosure. Scribe exact words or confirmed choices, read them back and allow correction. Do not compose pupils’ plans or reviews. Mark I, S or C beside the task in staff records and note the actual prompt. Give one specific success and one useful next step. Use VF / WS / I / NS+ / // / ? / R / E as appropriate. Record R only after Voice, Audience, an NS+ prompt and the pupil’s response in their own colour; capture alone is not closure. Upload the selected individual evidence to the evidence app on the same day.

D page 2 records the actual rehearsal, listener response, pupil’s chosen adjustment or reasoned retained feature, and another try. Audit A–D separately against the existing requirements. Use Evidence_Index pages 1–2 for verified file/page locators, real time totals, file count and gaps. Count the index among the five core PDFs and all separate media within ten. The actual December event must later record enjoyment and achievement, date, audience and receipt at D page 3. Do not prefill a part outcome.

Prompt ladder for adults

Point to the relevant place / instruction.

Ask one short question: "What is it asking you to find?"

Rephrase the instruction in simpler language.

Provide a scaffold or limited choice.

Model the first step only, then return the task to the pupil.

End question: What did your listener understand, and what still needs to be done?