Pathway grammar
Reading age 9–14 · optimise, qualify evidence and uncertainty.
Least-prompt ladder: wait → self-prompt → visual/source cue → general verbal → specific verbal → model → direct support
Response routes: write/edit · structured verbal · make/lead/demonstrate · compare/evaluate · plan/delegate · revise/adapt
Evidence triad: learner decision → authentic action → critical reasoning
Before each lesson
- Read the local risk assessment, equipment list, closed-kit route and evidence target.
- Prepare only authorised tools. Count controlled tools out and in. If one is missing, stop work and tell staff; staff manage movement and exits.
- Open the lesson locally and test projection, keyboard navigation, Calm mode, Static diagrams and print route.
- For W4, approve exact artist and organisation sources and rights before pupils arrive.
- Plan who genuinely receives exit Voice and what can change in response.
Practical map
| Week | Focus | Kit | Closed-kit/access parity | Minimum hand-off |
|---|---|---|---|---|
| W1 | Armature & Frame | Card strips and bases; masking tape; scissors; optional wire/cutters or glue-gun bench; ruler; pencil. | Pre-cut card strips and slots, masking tape and a broad base. The pupil still chooses the frame shape and brace position. | Standing frame + baseline/revision sketch or authorised photo + weak point fixed + pupil reason. |
| W2 | Scale & Negative Space | Week 1 armature; card offcuts; masking tape; paper scale figure; viewfinder; pencil; optional camera. | Paper person, folded card base and pre-cut shapes. Trace, point or annotate instead of cutting where needed. | Baseline and revision silhouette + labelled negative space + scale/viewpoint decision + pupil explanation. |
| W3 | Surface & Patination | Identical card test pieces; water-based acrylic; sponge; clean craft sand; pencil/wax dry media; optional risk-assessed Mod Roc; aprons. | Dry-media patination simulation on card: graphite/coloured pencil or wax for base, recess and edge layers. A dry collage/tonal route has equal status. | Labelled sample rail + chosen layer order + maquette area + useful failure/retry + reason and process limitation. |
| W4 | Contextual Study · Kapoor, Whiteread & Barlow | Teacher-approved printed source cards; source-record sheet; maquette; card and dry-media test materials; optional locally loaded image with full text parity. | Printed text/source cards, original concept diagrams and a small response test. Images are optional; every claim has text parity. | Artist + organisation + exact source locator + observation/context distinction + before/after transfer test + pupil judgement. |
| W5 | Site Integration | Maquette; teacher-approved site image or fictional site sheet; paper silhouettes; tracing overlay; masking tape; pencil; optional camera. | Printed fictional reclaimed-space view, paper silhouette and traced horizon/light arrows. No camera is required. | Baseline + revised view + chosen site/why + scale method + artist-method consequence + remaining limitation. |
| W6 | Proposal, Pitch & Review | Maquette; selected site image/sketch; surface sample; A4/A3 proposal board; adhesive or clips; pens; feedback card; optional authorised recording device. | Physical maquette, printed or sketched site view and a folded paper proposal board. Spoken, accurately scribed or written pitch routes are equal. | Proposal board + three-sentence pitch + authentic audience receipt + pupil review/change + privacy choice + report-back route. |
Lundy live loop
SPACE
Predictability, regulation, pass/return later, safe routes and stable sensory/motor access.
VOICE
A real choice, judgement, mark, demonstration, disagreement or revision.
AUDIENCE
A named adult actually reads, hears or watches the pupil response and names it back.
INFLUENCE
The next material, scaffold, question, setup, access route or decision visibly changes.
Qualification boundary
This lesson can support selected Trinity Arts Award Silver evidence only when authentic practice, experience or leadership exists beyond the interface. A trained adviser must audit the full portfolio; planning or a simulated pitch does not prove delivery or complete a Unit.
Bronze Part D scope and Silver 2A–B planning are particularly guarded: a classroom pitch does not prove authentic skill share or leadership delivery. Keep rights, consent, collaborator contribution and pupil authorship distinct.
Emergency basics
- Hot-glue burn: cool under cool running water for at least 20 minutes, report/escalate, do not peel stuck material, do not use ice.
- Wire/cutters: goggles where locally required, offcut down into tray, fold/tape/cap ends, carry wire coiled.
- Mod Roc: cut strips before wetting, no dry sanding, bowl not sink, never wrap body parts, manage spills.
- The card-slot route is always available and does not reduce the status of the artistic decision.