Learning Outcome Five: Confidently present outcomes to an informed audience in an appropriate form

Our group and I appropriately addressed the class when we were in the school. We presented the workshops to the children at the correct learning level and gave them appropriate tasks to work on.

I was unsure about my own task (paper weaving). Before going into the school I did feel that the children would either find my task difficult or boring. However the class of children were very bright and I know that a lot of the children really did enjoy the task. Some children were faster learners than other children and could grasp the concept of paper weaving better than others. This was something I learnt on the day, which now I know seems obvious to me.

The other tasks were set at good levels for the children’s learning as well.

Overall the workshop day was a huge success, I know this because the children were never bored, or losing interest in the tasks. As they got to try out 6 different workshops by moving around the class they seemed to be more engaged with the work.

I presume the reason the children were so engaged with our tasks is because the afternoon was set out in such a completely different way than their usual classes. For once they were allowed to walk around the class every fifteen minutes. They were encouraged to create different work than the people sat next to them and they were allowed to create as much mess as they wanted. I think that this way of working was exciting to them and as they felt positively towards the work they were then able to become more creative and make exciting things.

As well as pitching to the children, we pitched our workshops to the teacher of the class beforehand. This went very well as we were all prepared for our workshops and the art afternoon. I prepared my workshop by first of all deciding what to do (paper weaving) and then doing the task myself. This gave me a rough idea of the amount of time that it would take to complete the task. I even presented the task to my sister at home and asked her to follow my instruction to try and see how it would work. I wrote a list of the materials I would need and tried to keep it as simple as possible.

This was good because when it came to doing the workshop in class I knew exactly what was needed for the task, I knew the exact method that the children should follow. This meant that I could effectively tell the teacher what my task was. Being confident in my own methods proved to the teacher that it would be a successful workshop, and it was!