Teesside Art Studio Suite · Silver Arts Award · Silver Unit 2A-2B · Identify & Plan the Leadership Project
| Key Word | Definition |
|---|---|
| Unit 2 | Plan + deliver an arts leadership project |
| Evidenced need | A need that cites its proof |
| Measurable aim | Countable in the review |
| Designed roles | Jobs others can succeed in |
| Crew brief | A role card a stranger could run |
| Pre-mortem | Failing on paper first, then immunising |
Name: ____________________ Class: __________ Date:
How can I design an arts leadership project that meets a real audience need and remains achievable, safe and inclusive?
your project plan: need, aim, roles, schedule, risk register (Unit 2 opens).
1) What did your challenge series communicate?
2) When have you led anything before?
3) Name one thing this school's audiences NEED more of, from Week 4's receipts.
4) Why do projects need roles?
1) What was your crossing line?
2) What does Unit 2 ask you to do?
3) Why must the project meet a REAL need, not an invented one?
4) What was your leadership rehearsal?
1) What did Unit 2 inherit from your self-audit?
2) Skill share → leadership project: what scales UP?
3) What can a leader NOT delegate?
4) How will you MEASURE the project met its need?
Key Question: Bronze: you taught ONE learner ONE skill. Silver: you lead a PROJECT — people, parts, schedule, audience. Same nerve, bigger machine. What need will YOUR machine serve?
🧍 'Easier to do it all myself', 🌫️ 'The aim: make art fun', 📋 'I just want to run a comic club', 👥 'My mates as crew', 📝 'Permissions can wait', 🧩 'Nothing will go wrong'
Draw lines to match:
🧭 Need · 🎯 Aim · 👥 Roles · 🗓️ Schedule · 🧩 Risk register · 📇 Crew brief
Cites its evidence — receipts, requests · A stranger could run the role · Top three, mitigated + shrinkable · Pilot → deliver → review, dated · Others can succeed in them — designed · Countable in Week 8's review
need, aim, role, week, risk, because
"The need is ___ (evidence: ___)" | "Aim: ___ (count: ___)" | "Roles: ___" | "W6 ___ W7 ___ W8 ___"
Need (evidenced) → aim (counts) → roles + briefs → schedule → risks (3 × mitigation + shrink) → permissions (owner + date each).
"It failed because ___" | "Immunisation: ___ (now in the plan at ___)" | "Funder's answer: for ___, now because ___"
Project Plan (framed)
Need + evidence:
Aim + count:
Roles:
W6 / W7 / W8:
Full Unit 2 Plan
Five parts complete □ Briefs drafted □
Permissions (owner + date each):
Risk register (3):
Plan + Pre-Mortem
Standard items □
Pre-mortems + immunisations:
The funder's question, answered:
1) Name the plan's five parts.
2) What's your project's need + its evidence?
3) Who's on your crew, doing what?
1) Why must the aim be countable?
2) Tasks delegate; what doesn't?
3) Read one risk + mitigation + shrink.
1) Read one pre-mortem + its immunisation.
2) What shine moment did you design, for whom?
3) Answer the funder's question for your project.
Fill one per station. Written so an adult who has never seen the project can pick it up cold — that way an absence does not cost you your leadership evidence.
Station 1: ______________________ Crew member: ______________
In one sentence, this station does:
Set up with:
Say this to a participant:
If it jams: ____________________ Find me if: ____________________
Station 2: ______________________ Crew member: ______________
In one sentence, this station does:
Set up with:
Say this to a participant:
If it jams: ____________________ Find me if: ____________________
Station 3: ______________________ Crew member: ______________
In one sentence, this station does:
Set up with:
Say this to a participant:
If it jams: ____________________ Find me if: ____________________
Cover plan: if a crew member is absent, an adult reads the card and runs the station. The project is still yours — you planned it, briefed it and are running the room.
Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.
| Space | Project HQ corners are claimed today — planning walls, crew huddle spots; the studio re-organises around projects, not desks. |
| Voice | The pitch: two minutes, your need + aim to the room. The room's receipts (one line each) tell you if the need reads as real. |
| Audience | The plan's first audience is your CREW — if the briefs don't land with them this week, they won't land with participants next. |
| Influence | Resource bids (materials, space, staff cover) go from your permission lists to the Head — this room's projects set next month's studio budget lines. |
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: | |