Arrival · retrieve

Open your own project and role plan from Part 2A. State the arts purpose and the responsibility you will lead. These will guide the practical choices you make today.

List what is already known about possible people, materials and space. Then list what still needs checking. Keep a confirmed fact separate from a hope or a question.

Choose a practical issue that could stop the project working as intended. Perhaps learners need a clearer invitation, a different tool grip or more space for wet work. Explain how the issue connects to your actual activity.

Starter · create the need

Imagine a clear arts activity with no way for learners to hear about it. Now imagine an inviting message with no materials ready. Either gap could prevent people from taking part.

Promotion explains the opportunity and why it may interest people. Recruitment is how you invite willing people and find out who can take part. They connect, but they are not the same task.

Resources include materials, tools, space, time and useful support. Risk planning considers what could cause harm and what will reduce that risk. Feedback planning sets out what you need to learn and how to ask.

A practical plan turns each area into a decision and an action. It should be clear enough for you and another person to use when preparing the project.

I Do · model

Watch me plan a model print activity. The arts purpose is to help learners explore repeated shapes. I work through each practical area rather than writing a vague note to get everything ready.

For promotion, I draft a short invitation explaining the activity and how to ask about access. For recruitment, I choose an agreed way to invite a willing group and check responses. No invitation has been sent in this model.

For resources, I list backing paper, print tools, washable paint, table covers, drying space and support. I check what is actually available before deciding the activity’s scale.

For risk, I notice that spilled paint could make the floor slippery. I plan to keep trays on a stable covered table and use the setting’s spill procedure. Staff must check the real arrangement.

For feedback, I plan to ask learners which choice helped their pattern work. They could point to a print and explain, so the question fits the arts purpose.

These are model decisions, not your plan. A display, collage or other project will need choices that fit its own people, materials and purpose.

We Do · everyone commits

I Do 2 · connect

I check whether my plan is ready to use by pairing a known fact with an unresolved action. This prevents an empty question from looking like a completed arrangement.

Suppose the actual stock check shows fewer tools than I hoped. I could reduce the group, use turns or choose a different method. I compare those options with the arts purpose before deciding.

Then I revisit recruitment, resources and timing. A smaller group changes who can join. Turns may require another activity while learners wait. One practical choice can affect the whole plan.

I also test my feedback question. Did you like it? may give a quick view, but asking what helped a learner make a pattern gives more useful evidence about my project aim.

We Do 2 · lab

Check a resource or instruction for your actual project with an adult or partner. You might inspect a tool, test a paper join or read your draft invitation aloud.

Ask whether the plan gives enough information for someone to take part. Can they understand the art activity, find the next step and request useful access support?

Record the result of the real check and the change it suggests. If an arrangement cannot be checked now, identify who needs to confirm it. Keep that point open until the answer is known.

Independent · evidence

Create the practical plan for your own project. Cover promotion, recruitment, resources, risk and feedback. Use the five headings on a page or make an equivalent clear spoken or visual plan.

For each area, state your choice and the next action needed. Identify who is responsible and what needs agreement. Explain a decision that helps your arts purpose or the people taking part.

• Core: use the five headings, prompts and an exact scribe. Make your own choices for promotion, recruitment, resources, risk and feedback, keeping checked facts and pending actions clear.
• Extend: organise the same five required areas in your own format, with workable actions, responsibilities and reasons.
• Challenge: retain all five areas and compare two responses to a practical constraint. Explain your choice and update each area affected by it.

Keep the draft invitation and feedback question with your plan where useful. They are preparation materials, not evidence that invitations were sent or feedback was collected. Save the earlier version before revising it.

Exit · check the trail

Point to each of the five planning areas. Which action is ready for the next preparation stage, and which needs a real answer first? Keep a clear distinction between the two.

Save the plan under Silver Unit 2 Part 2B. Add the actual file name plus page, slide or timecode. Retain the earlier project and role plan so your practical decisions can be traced to its purpose.

Choose a next action to test with the team. Your plan will need to respond to what happens in real preparation and delivery. Do not mark an arrangement complete just because it appears on a page.