BUILD · Bronze · Week 7 of 7 · Autumn 2

Bank It and Plan the Teach

Teesside Art Studio Suite · Trinity Arts Award Bronze

Progress SoW · Arts Aut 2 · 2026–27 · BUILD · Week 7🎨 Bronze Part D scope

Enquiry: What can I do well enough to teach someone else — and how would I teach it?

Success looks like

I can name one skill I could hand to someone else
I can break it into three steps a stranger could follow
I can name the fault my learner is most likely to make

Aspire · GROW reach: say what could go wrong on the day — and what you will do about it.

Teacher Print Tools — Week 7

Retrieval Ladder

Arrival Task – Four Steps Back

1. Last lesson (Recall)

Where did one of your prints go?

Own answer.

2. Last week (Vocab)

What is an EDITION?

A set of prints made deliberately the same.

3. Foundational (Recall)

Name one thing you can now do that you could not in September.

Own answer.

4. Greater depth (Think)

Why is it harder to teach something than to do it?

You have to know the order, and spot what is going wrong for someone else.

1. Last lesson (Recall)

What makes five prints a set?

Same image, colours and placement — consistency.

2. Last week (Vocab)

What is the stop line?

The sentence naming what you chose not to add.

3. Foundational (Recall)

Name a fault you can now diagnose on sight.

Bleeding, patchy, drift, mud — own answer.

4. Greater depth (Think)

Why does teaching a FAULT beat teaching a technique?

Anyone can copy a movement; spotting what has gone wrong is the actual skill.

1. Last lesson (Recall)

Why does placing four matter more than making five?

Making is participation; someone receiving it reaches an audience.

2. Last week (Vocab)

Fault or feature — how did you argue it?

Own answer, defended.

3. Foundational (Think)

What has to be true before you can teach something?

You can do it reliably, name the steps, and recognise the failure.

4. Greater depth (Think)

Bronze Part D asks you to share skills with others. Why is a plan not enough?

There has to be a learner, and something the learner made.

Starter

Starter: The Thing You Now Do Without Thinking

Key question: Seven weeks ago you did not know that a wet sponge bleeds under a stencil. Now you spot it across a room. That is the thing worth teaching.

You are not looking for your best piece. You are looking for the smallest thing you now do automatically that somebody else still gets wrong.

I Do

I Do: Sizing a Skill, and Breaking It

Key idea: I pick one skill, test it against the ten-minute rule, then break it into three steps and name the fault to watch for. Three steps — not nine.

🔍 Spot it, then fix it

❌ Too big — “I’ll teach them to make art”

❌ Too small — “I’ll show them the glue stick”

✅ Right — one skill, a visible result, about ten minutes

Pick the FAULT you can spot fastest. Teaching someone to SEE a bleeding edge is worth more than teaching them to hold a sponge — and it cannot be faked.

We Do

We Do: Size the Skill

How it works: Tap each card to reveal whether it is the right size to teach in ten minutes. Found: 0/6

💧 The squeeze test

📌 Taping to the paper

✏️ Crayon on its side

⭕ Cutting a bridge

🖼️ “How to make art”

🩹 Opening a glue stick

I Do

I Do: Three Steps a Stranger Could Follow if time

Second model: My three steps read aloud to someone who has never done it.

Watch for: Every time they ask “how?”, that step is too vague. Rewrite it and read it again.

We Do

We Do: Right Size or Wrong Size? if time

Step 1: Tap a card, then its partner. Score: 0/6

💧 SQUEEZE TEST

📌 TAPING

✏️ CRAYON FLAT

⭕ BRIDGE CUT

🖼️ “MAKE ART”

🩹 GLUE STICK

Right size — stops paint bleeding under the edge

Right size — stops the prints drifting

Right size — turns a ghost into a clear rubbing

Right size, but needs supervision

Too big — not a skill at all

Too small — nothing to show at the end

Independent Work

Independent Work — Studio Time

Instructions: Work at your level. Your named skill, named learner and three steps ARE the opening Part D evidence. You do not have to have taught anyone yet — Spring 1 is where the teach happens.

Supported

Task: Choose your skill from the Skill Deck, name who you will teach, and write your three steps.

Steps: Skill chosen · learner named · three steps written · the fault named.

Standard

Task: Name your skill, your learner and your three steps, then test the steps by reading them to someone who has not done it.

Steps: All Supported · steps read aloud and rewritten where they asked “how?”

Stretch

Task: All of Standard, plus: what could go wrong on the day, and what you will do about it. Bring the piece you will teach from.

Steps: All Standard · risks named with responses · teaching piece selected.

Lundy Loop

Lundy Loop — Your Voice in the Studio

Why: Article 12 — your view on this work counts, and it changes what the studio does next.

🚪 SPACE

The Skill Deck means nobody has to invent a skill from memory — choosing from the deck is a real choice.

🗣️ VOICE

You choose your skill and your learner. Neither is allocated to you.

👂 AUDIENCE

Your three steps get read to a real person this lesson, and rewritten where they stalled.

⭐ INFLUENCE

The skills chosen most often decide which stations run in Spring 1 — your plan builds next term’s room.

Exit Ticket

Instructions: Answer independently. No sketchbooks.

1.

What skill are you teaching?

Own answer.

2.

Who are you teaching?

Own answer — a peer or a TA.

3.

How many steps?

Three.

1.

Why three steps and not nine?

Nobody can hold nine; three can be followed without you.

2.

Name the fault your learner will most likely make.

Own answer, drawn from the term’s diagnostics.

3.

What makes a skill the right size?

One skill, a visible result, about ten minutes.

1.

Why is a plan not the same as a teach?

Part D needs a real learner and something the learner made.

2.

Your steps were too vague. How did you know?

They asked “how?” — that step needed rewriting.

3.

Why teach a fault rather than a technique?

Anyone can copy a movement; recognising failure is the transferable skill.

Knowledge Organiser

Key word	Definition
Skill share	Handing something you can do to somebody else, so they can do it.
Task analysis	Breaking a skill into steps in the right order.
The ten-minute rule	A teachable skill produces a visible result in about ten minutes.
The fault to watch for	The mistake your learner is most likely to make.
Skill Deck	The printed set of skills taught this year, to choose from.
Part D	Bronze: sharing your arts skills with others.

Bank It and Plan the Teach

Enquiry: What can I do well enough to teach someone else — and how would I teach it?

Award part: Bronze Part D scope

Diagnostic: ❌ Too big — “I’ll teach them to make art” · ❌ Too small — “I’ll show them the glue stick” · ✅ Right — one skill, a visible result, about ten minutes

Fix: Pick the FAULT you can spot fastest. Teaching someone to SEE a bleeding edge is worth more than teaching them to hold a sponge — and it cannot be faked.

Arrival Task

1. Last lesson (Recall) What makes five prints a set?

2. Last week (Vocab) What is the stop line?

3. Foundational (Recall) Name a fault you can now diagnose on sight.

4. Greater depth (Think) Why does teaching a FAULT beat teaching a technique?

Starter

Seven weeks ago you did not know that a wet sponge bleeds under a stencil. Now you spot it across a room. That is the thing worth teaching.

We Do — the surfaces / cards

The squeeze test TEACHABLE. Ten seconds to show, instantly visible when it goes wrong, and it fixes the commonest fault. The strongest choice in the room.

Taping to the paper TEACHABLE. One move, obvious result, and the drift disappears. Easy to demonstrate, easy to check.

Crayon on its side TEACHABLE. Two minutes, and the difference between a ghost and a clear rubbing.

Cutting a bridge TEACHABLE, HARDER. Needs a blade, so it needs supervision — pick it only if you can be supervised throughout.

“How to make art” TOO BIG. Not a skill. Nobody could follow it, and nothing gets made in ten minutes.

Opening a glue stick TOO SMALL. Nothing visible results, so there is nothing for your learner to have made.

Scaffolding – Supported

My skill is ____________. I am teaching ____________.

Step 1 ____________. Step 2 ____________. Step 3 ____________.

Scaffolding – Standard

The fault my learner will make is ____________.

They will spot it because ____________.

Scaffolding – Stretch

What could go wrong on the day: ____________. What I will do: ____________.

I am teaching a fault rather than a technique because ____________.

Independent Work – Supported

Skill · learner · three steps

My skill:

Who I am teaching:

Steps 1, 2, 3:

Independent Work – Standard

Steps, tested

My three steps after reading them aloud:

The step I rewrote, and why:

Independent Work – Stretch

Plan + risks

What could go wrong, and my response:

The piece I will teach from:

Exit Ticket

1) Why three steps and not nine?

2) Name the fault your learner will most likely make.

3) What makes a skill the right size?

Lundy Loop — this lesson

Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.

Space	The Skill Deck means nobody has to invent a skill from memory — choosing from the deck is a real choice.
Voice	You choose your skill and your learner. Neither is allocated to you.
Audience	Your three steps get read to a real person this lesson, and rewritten where they stalled.
Influence	The skills chosen most often decide which stations run in Spring 1 — your plan builds next term’s room.

Closing the loop: out loud, as a class, is enough here. Any inclusion counts — a nod, a word, a pointed finger. If a pupil wants theirs written down, an adult scribes it in their words. Pass is always allowed.

Bank It and Plan the Teach — Feedback Sheet

Authorship — what I selected, made, directed or decided:	Exact support given — prepared / modelled / prompted / scribed:
WWW:	EBI:
Verified by / date:

Bank It and Plan the Teach

Success looks like

Teacher Print Tools — Week 7

Arrival Task – Four Steps Back

1. Last lesson (Recall)

2. Last week (Vocab)

3. Foundational (Recall)

4. Greater depth (Think)

1. Last lesson (Recall)

2. Last week (Vocab)

3. Foundational (Recall)

4. Greater depth (Think)

1. Last lesson (Recall)

2. Last week (Vocab)

3. Foundational (Think)

4. Greater depth (Think)

Starter: The Thing You Now Do Without Thinking

I Do: Sizing a Skill, and Breaking It

We Do: Size the Skill

I Do: Three Steps a Stranger Could Follow if time

We Do: Right Size or Wrong Size? if time

Independent Work — Studio Time

Supported

Standard

Stretch

Lundy Loop — Your Voice in the Studio

🚪 SPACE

🗣️ VOICE

👂 AUDIENCE

⭐ INFLUENCE

Exit Ticket

1.

2.

3.

1.

2.

3.

1.

2.

3.

Knowledge Organiser

Bank It and Plan the Teach

Arrival Task

Starter

We Do — the surfaces / cards

Scaffolding – Supported

Scaffolding – Standard

Scaffolding – Stretch

Independent Work – Supported

Independent Work – Standard

Independent Work – Stretch

Exit Ticket

Lundy Loop — this lesson

Bank It and Plan the Teach — Feedback Sheet

Bank It and Plan the Teach — complete!

Pens down — quick partner check!