Teesside Art Studio Suite · Bronze Arts Award · Bronze Part D · Skill Share (Deliver)
| Key Word | Definition |
|---|---|
| The promise | The visible destination, stated up front |
| The read | Two minutes deciding the adaptation fork |
| Scripted rescue | Fault plan lines, delivered calm |
| The step back | The unassisted moment made theirs |
| Double credit | Teacher + learner honoured on the label |
| The receipt | The learner's line — reception evidenced |
Name: ____________________ Class: __________ Date:
How can I adapt my teaching and presentation so my audience can act successfully?
delivery photos (consent filed) + your learner's unassisted outcome + feedback (Part D's core proof).
1) Say your three chunks.
2) Read one rescue line from your fault plan.
3) How does the session end?
4) One thing that steadies you before teaching?
1) Rescue ≠ replace — the rule?
2) What are you reading in the first two minutes?
3) Before any photo of your learner?
4) Why does today ALSO curate?
1) Your two-minute read — what signals?
2) Your learner races ahead. First move?
3) A learner's error in front of others — what protects dignity?
4) Name Part D's three proof items.
Key Question: Someone is about to know something because YOU planned how to hand it over. Chunks ready, cues scripted, rescue lines calm. Deliver.
😕 Learner stuck at inking, ⚡ Learner races ahead, 🤐 Learner won't try, 👀 Others watching an error, 💬 You're over-talking, ✅ The unassisted moment
Draw lines to match:
🤝 The promise · 👀 The two-minute read · 🧯 Scripted rescue · 🚶 The visible step back · 🏷️ Double credit · 🧾 The receipt
Teacher + learner both honoured · The proof moment belongs to them · Calm + dignity through faults · Destination visible = learner relaxed · Adaptation decided early, quietly · Reception evidenced for Part D
show, together, your turn, listen, well done, without me
Promise → Map → Chunk 1-2-3 → Their pull → Receipt
Promise + map → read (2 min) → chunks as rehearsed → rescues from the script → step back for the proof → curate + receipts.
"Learner A needed ___; learner B ___" | "The plan flexed at ___" | "Same skill, different route because ___"
Delivery Record
Chunks delivered □□□ Rescue used: ________
Unassisted attempt happened □ (what they made: ________)
Receipt collected □
Full Delivery Record
Promise/map □ Read decided: ________ Adaptation made: ________
Proof captured (consent □): ________
Display curated + double credit □ Receipts: ____
One line while it's fresh:
Delivery + Comparison
Standard items □
Between learners / vs rehearsal — what changed:
Week 8 headline candidate:
1) Did your learner do the unassisted attempt? What happened?
2) Which rescue line did you actually use (if any)?
3) One word from your learner's receipt.
1) What did your two-minute read decide, and were you right?
2) What did you adapt live?
3) Why did the step-back matter?
1) What changed between your two learners (or between rehearsal and delivery)?
2) What protected dignity at the hardest moment?
3) What will Week 8's reflection celebrate first, on today's evidence?
🤝 HANDS TOGETHER, ONCE. Guide the tool with them one time. Then step back a metre and let them own it.
Why: the part that counts as your evidence is their unassisted attempt. If you do it for them, you have shown a skill but not shared one.
My three chunks (nothing bigger than three):
1. ______________________ 2. ______________________ 3. ______________________
My demo cue (what it should sound, look or feel like):
If it goes wrong I will say:
Rescue, do not replace: name the fix out loud, hand the tool back, stay a metre away.
Learner’s unassisted attempt photographed? ☐ Their feedback slip collected? ☐ Consent filed? ☐
Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.
| Space | The studio belongs to the shares: stations/pairs per your vote, learners moving on your signals — you hold the room today. |
| Voice | Your teaching voice IS the lesson — and the learner's receipt line is theirs; both voices go in the evidence. |
| Audience | Real learners, real display, real passers-by: today has three audiences, and your labels speak to all of them. |
| Influence | Learner receipts + your delivery notes decide Week 8's headline: what the reflection audit celebrates first is chosen by what today's evidence shows. |
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:
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: | |