Upgraded Scheme of Work · Autumn 1 (8 weeks) · Trinity Arts Award Silver (Unit 1 + Unit 2)
How can a young artist in Teesside turn a local challenge into an independent, critically-evidenced arts practice — and then lead a real arts project that changes something for other people?
This is the first suite to span both Silver units in one term: Unit 1 (arts practice, arts experience and career pathways) across Weeks 1–4, and Unit 2 (the arts leadership project — design, pilot, deliver, review) across Weeks 5–8. It is pitched at genuine Silver demand — coherence, qualification of claims, and independent transfer — while staying entirely SEMH-safe.
Unit 1: FRAME the challenge → research PRACTICE, CAREERS & PATHWAYS → IMPLEMENT & critically develop → attend, analyse & SHARE an arts experience
Unit 2: DESIGN the leadership project → PILOT, lead & adapt → DELIVER & curate → REVIEW, INFLUENCE & audit the portfolio
Each week retrieves a decision from the last and hands a specific decision forward. Week 8 turns the learner's review into a real recommendation a named adult acts on and reports back — the loop is paid, and the Silver portfolio is audited across both units.
Matt hand-built these as a complete, place-rooted 12-section Silver suite with a deep-Teesside palette (steel-teal, copper, gold, teal, violet) and a tier-appropriate, focused engine. This upgrade layers the house system on top without altering a line of his authored content:
Left deliberately untouched: his engine, his per-week visual explainers, his deep-Teesside palette. No extra hero graphics were added — his title and visual explainers already carry the visual load.
Progression is coherence, qualification, leadership and independent transfer — not volume of writing. Learners weigh evidence and counter-evidence, qualify claims with limitations, research real career pathways, plan for risk and access, lead and adapt a project with others, and reach a critically-evidenced review. Adult support, collaboration and learner authorship are recorded separately.
Personal disclosure is optional; place knowledge is optional; independent artistic and leadership decisions are the task. Every slide names access routes — annotate, point, sequence cards, private note, recorded response, adult relay, assistive technology, planned break, alternative audience. The Lundy loop closes with a report-back contract a named adult must honour.
The leadership project is staged around the technique this estate actually teaches: the stencil-and-sponge chain — cut → tape → load → dab → lift — with registration marks for layered work. A Silver leader here is leading a technique their learners have already met in BUILD and GROW, which is what makes the teaching load realistic in a forty-minute period.
The obvious Silver move from a leadership unit is a print run. It is off the table: there is no press, no rollers and no printing inks in the room, and no screens, squeegees or dyes either. No press, no rollers, no inks — stencils, sponged acrylic and registered layers only. Everything Unit 2 needs is already on the shelf: paper, card, wax crayons, graphite, scissors, glue, acrylic, sponges, sand, masking tape, a camera, supervised blades, wire and cutters, a glue gun, Mod Roc, calico or tote blanks.
Stations follow the chain, not the equipment, and they carry the names GROW already uses: the cutting tables, the taping bench and the dabbing station, plus drying and check. GROW Week 2 sets the routing rule this project inherits — stations are open-order and queues are negotiated, not policed. Every leadership beat — allocating roles, clearing a queue, running the contingency, absorbing a disruption — happens at one of those, so a Silver leader is running a floor their learners already know how to move around.
The four zone positions are mapped onto Matt's deep-Teesside palette: SPACE steel-teal · VOICE violet · AUDIENCE copper · INFLUENCE teal. Positions are identical to every pathway (Space → Voice → Audience → Influence); the deep-Teesside register marks this as the top tier while keeping the suite unmistakably of its place.
LAUNCH entry = the routine with support; LAUNCH secure = a qualified claim with a limitation and a comparison; GOLD reach = qualify, adapt for an audience, lead others, and transfer the routine to an unfamiliar brief, participant group, venue or project issue.
Week 1: Frame the Local Challenge (Unit 1A)
Enquiry: How can a Teesside enquiry become a demanding, achievable and personally meaningful arts challenge?
Retrieves: unit start. Feeds: your challenge choices set the media, references, equipment and modelling supplied in Week 2.
Week 2: Practice, Careers and Pathways (Unit 1D)
Enquiry: How do artists and organisations build sustainable creative careers — and where do I connect?
Retrieves: Week 1's framed challenge. Feeds: your research shapes Week 3 demonstrations and identifies potential cultural partners or professionals.
Week 3: Implement and Critically Develop (Unit 1B)
Enquiry: What is working, what is the weak link, and what does the evidence justify changing?
Retrieves: Week 2's researched pathways. Feeds: your unresolved questions set the focus of the Week 4 arts experience.
Week 4: Arts Experience — Attend, Analyse and Share (Unit 1C)
Enquiry: What did I actually notice at this arts experience, and how does it change my practice?
Retrieves: Week 3's unresolved questions. Feeds: your reviews change future cultural opportunities, access formats and the leadership project's audience design.
Week 5: Design the Leadership Project (Unit 2A–B)
Enquiry: Who is this project for, what is the aim, and how will I plan for risk and access?
Retrieves: Week 4's reviews (Unit 1 → Unit 2 handover). Feeds: your participant consultation changes the Week 6 pilot, resources, timings and communication route.
Week 6: Pilot, Lead and Adapt (Unit 2C–D)
Enquiry: What does the pilot reveal, and how do I lead others and adapt before delivery?
Retrieves: Week 5's design and consultation. Feeds: your pilot evidence sets the final delivery format, support roles, resources and access conditions in Week 7.
Week 7: Deliver and Curate the Arts Project (Unit 2C–D)
Enquiry: What did participants and audience genuinely receive, and how does curation shape that?
Retrieves: Week 6's piloted plan. Feeds: your participant and audience feedback set Week 8 evaluation and one real future provision or partnership.
Week 8: Review, Influence and Portfolio Audit (Unit 2E + Unit 1 review)
Enquiry: What does the evidence justify, what should change next, and is the portfolio complete across both units?
Retrieves: Week 7's delivered project. Feeds (closes): a named adult responds to your recommendation with a decision, action, responsibility and deadline — and the Silver portfolio is audited across both units.
Silver completion requires all tasks across Unit 1 and Unit 2, confirmed by a trained Arts Award adviser after an individual portfolio audit of learner attribution. Artsmark is whole-setting development, not an individual pupil award. Add locally approved, credited Teesside references, verified current arts experiences and practitioner/career sources before teaching. This module can contribute Silver evidence; it does not by itself guarantee completion.
Hours are not a threshold. Trinity publishes total qualification time as guidance only; there is no hours requirement to meet at Silver or at any other level. Completion is decided by the tasks evidenced across both units and the adviser's individual portfolio audit, never by a total.
Made by Matt · madebymatt.uk