GROW · Bronze · Week 6 of 8

Plan and Rehearse the Skill Share

Teesside Art Studio Suite · Bronze Arts Award

Progress SoW · Arts Aut 1 · 2026–27 · GROW · Week 6🎨 Bronze Part D · Skill Share (Plan)

Enquiry: What do I need to plan so another person can successfully learn an arts skill from me?

Success looks like

I can choose an art skill I'm strong enough to teach
I can break it into steps someone else can follow
I can rehearse my teaching and improve it

Aspire · LAUNCH reach: plan for the moment your learner gets stuck — what's your move?

Teacher Print Tools — Week 6

Retrieval Quiz

Arrival Task – What Do You Already Know?

1. Inspiration (Last week)

Read the standard you adopted.

Own answer.

2. Teach (Recall)

Which process did you flag to teach?

Own answer — from Week 3.

3. Learn (Think)

Think of someone who taught you a skill well. What did they DO?

Showed, chunked, let me try, stayed calm…

4. Steps (Recall)

Say your process's steps from the control sheet.

Own answer — Week 2's sequence.

1. Retrieval (Last week)

Why do decisions transfer but luck doesn't?

Decisions are repeatable choices; luck is circumstance.

2. Part D (Recall)

What does Bronze Part D require?

Pass on an arts skill to someone else — planned, delivered, evidenced.

3. Chunk (Think)

Why teach in chunks rather than the whole thing at once?

Working memory — one step lands before the next loads.

4. Check (Recall)

How do you know a learner actually got it?

They DO it without you — the doing is the check.

1. Retrieval (Last week)

What makes a study honest?

Sourced facts + admitted gaps.

2. Demonstration (Think)

What makes a demo watchable vs confusing?

Narrated decisions, visible hands, one thing at a time, deliberate pace.

3. Anticipate (Think)

Predict your process's TOP learner-error.

Own answer — from Week 2's symptom table.

4. Adapt (Recall)

Your learner is stuck mid-share. Name two moves.

Re-demo the chunk, simplify the step, hands-together, swap material…

Starter

Starter: The Best Teacher You've Had

Key Question: Someone once taught you something that stuck — a skill your hands still know. Whatever they did, that's the toolkit. Today you build YOUR version of it.

🧩

They Chunked It

One piece at a time

Working memory

👆

They Showed First

Hands visible, decisions narrated

The demo

🤝

They Let You Try

Early, safely, with rescue near

Doing is learning

😌

They Stayed Calm

Your errors didn't rattle them

Prepared for faults

Pairs: the skill + who taught you + the ONE thing they did that made it stick. Steal that thing today.

I Do

I Do: Turning a Process into a Lesson

Key Idea: The teaching plan = your control sheet re-engineered for a stranger's hands: chunks, demo script, first-try task, fault plan.

👀 Look: teaching a skill proves you own it — plan it, then rehearse it for real.

Step 0 of 4

Chunk the sequence

My five print steps become three learner chunks: PREP (cut is pre-done for them), INK+PLACE, PRESS+PULL. Chunking is deciding what NOT to teach today.

Script the demo

Each chunk's demo gets a narration line: 'listen for the quiet hiss — that's enough ink.' The sensory cues are the actual teaching.

Design the first try

The learner's first attempt is engineered to SUCCEED: pre-cut plate, forgiving paper, my registration jig. Early success buys the confidence errors will spend.

Plan the faults

Week 2's symptom table becomes my rescue script: patchy → 'more ink, listen again.' A fault plan is calm, written down.

We Do

We Do: Tap the Teaching Decision

How it works: Tap each planning choice — strong or weak teaching, and why. Found: 0/6

📚 'I'll teach all five steps'

👀 '10-minute silent demo first'

📐 'I made them a registration jig'

🧯 'I wrote rescue lines for the top 3 faults'

✋ 'If they struggle I'll just do it for them'

✅ 'They'll pull one WITHOUT me at the end'

I Do

I Do: Rehearsing on a Friendly Audience

Key Idea: Today's rehearsal: run one chunk on a classmate, collect three feedback ticks, adjust the plan while it's cheap.

Step 0 of 3

One chunk, full dress

I rehearse INK+PLACE only — narration, demo, their try. Rehearsing everything rehearses nothing; one chunk deep beats three shallow.

The feedback card

My rehearsal partner ticks: clear? paced? could you DO it? — plus one 'I got stuck when…'. Their stuck-point rewrites my script tonight.

Adjust in pencil

The plan takes the hit now: my hiss cue confused them → becomes 'sounds like frying, quietly.' Cheap fixes today; expensive ones on delivery day.

We Do

We Do: Match the Plan Part → Its Job

Step 1: Tap a card, then its partner. Step 2: Watch the WAGOLL write itself. Score: 0/6

🧩 Chunks

🎬 Demo script

🍀 Engineered first try

🧯 Fault plan

✅ Unassisted attempt

🎭 Rehearsal

Success bought early, on purpose

Scripted calm for the top errors

Narrated sensory cues per chunk

Cheap fixes before delivery day

The proof they learned — Part D's check

What today teaches — and doesn't

🧩 Chunked🎬 Demo script📐 Scaffold✅ The check

Independent Work

Independent Work — Studio Time

Instructions: Work at your level. Evidence photos go in your Arts Award portfolio — your teaching plan + rehearsal feedback card (Part D begins).

Supported

Task: Build the plan on the frame (3 chunks, one demo line each, the first-try task) + rehearse ONE chunk with a partner.

Steps: Frame filled from your control sheet · rehearsal run · feedback card collected.

Standard

Task: Full teaching plan (chunks, scripted demos, engineered first try, fault plan, unassisted check) + one-chunk rehearsal + tonight's pencil fix.

Steps: Plan complete · rehearsed · the stuck-point fix written into the script.

Stretch

Task: Plan + differentiation layer: the scaffold you'll remove for a fast learner, the simplification for a struggling one, and how you'll spot which is which in the first two minutes.

Steps: All Standard · both adaptations designed · the two-minute read described · rehearsal tests one adaptation.

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

Rehearsal pairs claim their own corners — teaching needs its own acoustic; the room re-arranges around the rehearsals.

📣 VOICE

Your demo NARRATION is the voice skill of the fortnight — rehearsal partners echo your best cue line back to you.

👥 AUDIENCE

Next week's learners are real (the invited class/visitors per the ballot) — today's partner stands in for a genuine stranger.

⭐ INFLUENCE

Logistics vote: skill-share format next week — stations carousel or paired sessions? Your ruling configures the room.

Exit Ticket

Instructions: Answer independently. No sketchbooks.

1.

How many chunks maximum?

Three.

2.

What's the unassisted attempt for?

Proof they learned — the check.

3.

Read your best demo cue line.

Own answer.

1.

Why engineer the first try to succeed?

Confidence funds the errors that follow.

2.

What did rehearsal change in your script?

Own answer — the stuck-point fix.

3.

Rescue ≠ replace — what's the hands-together rule?

One move together, then hands back; they finish their own.

1.

Describe your two-minute learner read.

Own answer — the signals + the fork.

2.

Which scaffold comes OUT for a fast learner, and when?

Own answer.

3.

What's your fault plan's calmest line?

Own answer — scripted dignity.

Knowledge Organiser (GROW W6): Plan and Rehearse the Skill Share

Teesside Art Studio Suite · Bronze Arts Award · Bronze Part D · Skill Share (Plan)

Key Word	Definition
Skill share	Passing on an arts skill — Bronze Part D
Chunking	Teaching in working-memory-sized pieces
Demo script	Narrated demonstration with sensory cues
Engineered first try	Early success, designed in
Fault plan	Scripted calm for predicted errors
Unassisted attempt	The learner doing it without you — the proof

Key Facts

Cutting content is kindness — three chunks max.
Sensory cues ('sounds like frying, quietly') are the actual teaching.
Rescue ≠ replace: hands-together once, then hands back.
Rehearsal makes fixes cheap; delivery day makes them expensive.

Plan and Rehearse the Skill Share

Name: ____________________ Class: __________ Date:

This week's enquiry

What do I need to plan so another person can successfully learn an arts skill from me?

Arts Award evidence

your teaching plan + rehearsal feedback card (Part D begins).

Arrival Task

1) Read the standard you adopted.

2) Which process did you flag to teach?

3) Think of someone who taught you a skill well. What did they DO?

4) Say your process's steps from the control sheet.

1) Why do decisions transfer but luck doesn't?

2) What does Bronze Part D require?

3) Why teach in chunks rather than the whole thing at once?

4) How do you know a learner actually got it?

1) What makes a study honest?

2) What makes a demo watchable vs confusing?

3) Predict your process's TOP learner-error.

4) Your learner is stuck mid-share. Name two moves.

Starter: The Best Teacher You've Had

Key Question: Someone once taught you something that stuck — a skill your hands still know. Whatever they did, that's the toolkit. Today you build YOUR version of it.

We Do 1: We Do: Tap the Teaching Decision

📚 'I'll teach all five steps', 👀 '10-minute silent demo first', 📐 'I made them a registration jig', 🧯 'I wrote rescue lines for the top 3 faults', ✋ 'If they struggle I'll just do it for them', ✅ 'They'll pull one WITHOUT me at the end'

We Do 2: We Do: Match the Plan Part → Its Job

Draw lines to match:

🧩 Chunks · 🎬 Demo script · 🍀 Engineered first try · 🧯 Fault plan · ✅ Unassisted attempt · 🎭 Rehearsal

Success bought early, on purpose · Scripted calm for the top errors · Narrated sensory cues per chunk · Cheap fixes before delivery day · The proof they learned — Part D's check · What today teaches — and doesn't

Scaffolding – Supported

Word Bank

chunk, show, try, cue, calm, without me

Plan Frame

"Chunk 1: ___ (cue: ___)" | "Their first try: ___" | "If stuck: ___"

Scaffolding – Standard

Plan Layout

Chunks ×3 with demo lines → First try engineered → Fault plan (top 3 + rescue lines) → Check: the unassisted attempt.

Scaffolding – Stretch

Differentiation frames

"Scaffold out for fast: ___ at ___" | "Simplify for struggling: ___" | "Two-minute read: I'll watch for ___"

Independent Work – Supported

Teaching Plan (framed)

Chunk 1 + cue:

Chunk 2 + cue:

Chunk 3 + cue:

First try / If stuck:

Rehearsal feedback card attached □

Independent Work – Standard

Full Plan + Rehearsal

Chunks + scripts □ First try engineered □ Fault plan (3) □ Unassisted check planned □

Rehearsal stuck-point + tonight's fix:

Independent Work – Stretch

Plan + Differentiation

Standard items □

Fast-learner adaptation:

Struggling-learner adaptation:

The two-minute read:

Exit Ticket – Supported

1) How many chunks maximum?

2) What's the unassisted attempt for?

3) Read your best demo cue line.

Exit Ticket – Standard

1) Why engineer the first try to succeed?

2) What did rehearsal change in your script?

3) Rescue ≠ replace — what's the hands-together rule?

Exit Ticket – Stretch

1) Describe your two-minute learner read.

2) Which scaffold comes OUT for a fast learner, and when?

3) What's your fault plan's calmest line?

Lundy Loop — this lesson

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

Space	Rehearsal pairs claim their own corners — teaching needs its own acoustic; the room re-arranges around the rehearsals.
Voice	Your demo NARRATION is the voice skill of the fortnight — rehearsal partners echo your best cue line back to you.
Audience	Next week's learners are real (the invited class/visitors per the ballot) — today's partner stands in for a genuine stranger.
Influence	Logistics vote: skill-share format next week — stations carousel or paired sessions? Your ruling configures the room.

Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Saying it aloud starts the loop; writing it is what closes it. Pass is always allowed.

What I said, and what it changed:

Plan and Rehearse the Skill Share — Feedback Sheet

Keep with your sketchbook / portfolio.

Pupil name:	Date:
WWW (What Went Well):
EBI (Even Better If):
Level worked at: Supported / Standard / Stretch	Arts Award evidence filed: Yes / Not yet
Authorship — what I chose or decided myself:
Support given — prepared / scribed / modelled / hand-over-hand:
Pupil response — my next step:

Plan and Rehearse the Skill Share

Success looks like

Teacher Print Tools — Week 6

Arrival Task – What Do You Already Know?

1. Inspiration (Last week)

2. Teach (Recall)

3. Learn (Think)

4. Steps (Recall)

1. Retrieval (Last week)

2. Part D (Recall)

3. Chunk (Think)

4. Check (Recall)

1. Retrieval (Last week)

2. Demonstration (Think)

3. Anticipate (Think)

4. Adapt (Recall)

Starter: The Best Teacher You've Had

They Chunked It

They Showed First

They Let You Try

They Stayed Calm

I Do: Turning a Process into a Lesson

Chunk the sequence

Script the demo

Design the first try

Plan the faults

We Do: Tap the Teaching Decision

I Do: Rehearsing on a Friendly Audience

One chunk, full dress

The feedback card

Adjust in pencil

We Do: Match the Plan Part → Its Job

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.

Plan and Rehearse the Skill Share — complete!

Pens down — quick partner check!

Knowledge Organiser (GROW W6): Plan and Rehearse the Skill Share

Key Facts

Plan and Rehearse the Skill Share

This week's enquiry

Arts Award evidence

Arrival Task

Starter: The Best Teacher You've Had

We Do 1: We Do: Tap the Teaching Decision

We Do 2: We Do: Match the Plan Part → Its Job

Scaffolding – Supported

Word Bank

Plan Frame

Scaffolding – Standard

Plan Layout

Scaffolding – Stretch

Differentiation frames

Independent Work – Supported

Independent Work – Standard

Independent Work – Stretch

Exit Ticket – Supported

Exit Ticket – Standard

Exit Ticket – Stretch

Lundy Loop — this lesson

Plan and Rehearse the Skill Share — Feedback Sheet