We recently launched a new policy covering the use of observations, scribing and witness statements where these support evidence created by young people. This blog post explains the new policy and offers some examples.
The new policy details how and when observations, scribing and witness statements must be used. In addition, the witness statement process has now been formalised, and advisers must now fill in, sign and submit an Arts Award witness statement form alongside the young person’s portfolio of evidence.
Adviser/teacher observations
An observation is created by an adviser/teacher observing a young person engaged in an activity firsthand, often in real-time. A teacher or adviser can use observations to give context to a piece of evidence. Observations will not be accepted in place of supporting evidence unless in the form of witness statements.
Examples of observations:
‘Jake required occasional verbal/physical support. Jake created a wall hanging about his four favourite things (Alvin and the Chipmunks, Bob Marley’s music, lightening and sharks).’ Observed by [adviser's name and date].
2. For their Explore Part A (Take part), a young person took part in an arts activity workshop, and the portfolio shows a photo diary of them engaged in the workshop at various stages. Next to the photos on the following page in the portfolio are pictures of three symbols to identify what they had learnt about the workshop. The adviser annotated the photos with the following observation:
‘These are the three symbols Myra selected independently out of a choice of ten to show what she liked about her work.’ Observed by [adviser's name and date].
3. For Explore Part C (Create), a young person worked in a group to create a lantern and used symbols to explain the processes and planning. Underneath the symbols, the adviser wrote the following observation:
‘As a group we decided how we were going to make our lanterns’. Observed by [adviser's name and date].
Please read the policy for further information about the use of observations.
Scribing
Ideally, young people should create all their own evidence for their individual portfolio. However, we recognise that due to each young person’s individual learning needs and preferred learning style, advisers may need to use specific evidence tools and make adjustments to enable a young person to achieve their Arts Award.
Scribing should only be used if really needed. If a young person is unable to write or type for any reason, the use of scribing is accepted.
This is where the adviser/teacher/professional practitioner records by writing/typing word-for-word exactly what the young person says. So it must be the young person’s voice only – the scribe must not add any of their own words at all.
If scribing is used, it needs to be made clear that the words are scribed and who the scriber was. This can be as simple as writing ‘Scribed by adviser’ and adding your signature and the date.
If a young person would prefer not to write, or is not confident with writing, you could consider other evidence types such as audio and video recordings or possibly a dictation tool like Microsoft Word Dictate. You could also look at using templates, charts and proformas. Check out this blog post which has lots of suggestions for different evidence tools you could consider.
Examples of scribing:
‘I learned how to do soundscapes using my voice. We howled like wolves and barked. We said lines into the mic.’ Scribed by [adviser’s name and date].
2. For Bronze Part C (Arts inspiration), a young person researched her arts inspiration, the pop star Adele, and created a tactile portrait of the artist. She also researched Adele’s career and work. Alongside a picture of the portrait of Adele in the portfolio, the adviser scribed:
‘I made a portrait of Adele for my project. I used wool and tissue paper. Wool is soft and helped me to feel the shape of her face.’ Scribed by [adviser’s name and date].
3. For Bronze Part D (Arts skills share), a young person drew a picture of himself operating the lights for his school production and the adviser scribed:
‘My role in the show was to control the lights when needed. I learnt how to use them from the lighting box. I suggested the colours for the different scenes.’ Scribed by [adviser’s name and date].
4. For their Silver Arts Award, a young person played the drumkit. In the portfolio there are photos of them doing this and the adviser has scribed:
‘Me playing the drums. I was lead bass drum for a lot of the workshop.’ Scribed by [adviser’s name and date].
Please read the policy for further information about the use of scribing.
Witness statements
Witness statements are written accounts provided by the adviser, often after an event has occurred. They must be true and factual records of conversations or observations of the young person’s knowledge and skills in relation to the relevant Award requirements.
They are a way of formally recording a young person’s record of activity in relation to the Arts Award evidence requirements and assessment criteria.
The new policy states that witness statements must now fulfil certain criteria for them to be accepted so that, if selected for moderation, the moderator is satisfied that the evidence presented in a witness statement is credible, reliable and authentic. The quality of the witness statement will also be assessed alongside the other evidence provided in the portfolio.
Witness statements should only be used in exceptional circumstances, examples of which may include the following:
If you’re unsure, please contact Trinity for advice. Witness statements must not generally be used in place of evidence, and any suspected malpractice will be reported.
Witness statements must:
Witness statements must not:
New witness statement process
The adviser must fill in the new Arts Award witness statement form and submit this alongside the young people’s portfolio of evidence. Witness statements which are not written on the form will not be accepted and may result in referral.
Only one witness statement form can be used per part.
In the witness statement form, you will need to provide your centre details, young persons name, your name and the witness’s name (if not the adviser), witness role/job title and the Arts Award level and part/unit.
You will then need to confirm why a witness statement is being provided in addition to or in lieu of evidence created by and with the young person.
Then you need to provide a full description of the activity, including how it was carried out, where it took place, and any other relevant details. You will need to explain how the activity meets the specific evidence requirements and assessment criteria of the relevant Arts Award level and part.
Finally, the witness and adviser will need to sign and date the form.
Examples of witness statements:
1. Context: For Explore Part C (Create), a young person painted a picture and included a record of the process of creating their art work. Unfortunately, the young person lost the painting over the school holidays during a house move.
Witness statement (written by the adviser): I delivered the painting workshop myself and saw the young person creating their painting during the session. I saw their final painting at the end of the session. The young person had experimented with the use of colour mixing, using different types of paint, and different brush techniques to create a wonderful abstract picture inspired by their favourite outdoor space (the sea). I had a discussion with the young person about how they created their painting. The young person told me they first made a sketch of their picture on the paper and then mixed up some colours they liked, and thought would work well to represent the sea. They explained to me how they used different sizes and types of brushes to apply paint to their picture, including brushes made with bristles, sponge and modelling foam. They also used textured rollers to apply the paint in places. The young person described to me how and why they used poster paints, watercolour paints and paint sticks to create different effects. The young person also showed their painting to the rest of the class and they had a discussion about which aspects of each other’s paintings they liked best and why.
2. Context: For Bronze Part B (Explore the arts as an audience member), a young person went on a school trip to see the show, Wicked in London with their peers. The young person wrote a review of the show afterwards and shared it with their peers in class. Unfortunately, the young person moved schools before enrolment and took the review with them. The adviser could no longer contact the pupil to obtain the review. The only evidence in the portfolio was the admission ticket for the show.
Witness statement (written by the adviser): I witnessed that the young person wrote a review of the show and I read it myself. I also had a detailed conversation with the young person on the coach on the journey home from the show and heard discussions they had with their peers about what they thought of the show. The young person said they really enjoyed the show and thought it was really high quality; in particular they enjoyed the music and songs, the acting, costumes and scenery. They described how shocked they were at how realistic the scenery was and how it made you feel like the actors were actually in a real school or forest. They also made comments on the narrative of the show and how they had disliked one of the characters at the start of the show but towards the end, they changed their mind and liked the character once they understood more about them. They talked about how amazing they thought the costumes were, especially Glinda’s array of pink dresses and the significance of Elphaba’s witch hat. They said to their peers that because of the show they were now inspired to do some research into costume-making as a possible career path, or it might be something they look at in more depth for their Silver Arts Award. They described how catchy some of the music was and many of the pupils sang some of the songs together on the coach journey home. I witnessed the young person engaged in discussion with their peers, particularly a heated discussion about the quality of singing by one of the performers, as some thought their voice was weaker than others. The group had a discussion about how clever they thought it was when Elphaba flew high above the stage on the broomstick at the end using a harness, but how you don’t notice the use of the harness at all so it looks like she’s really flying.
Please read the policy for further information about the use of witness statements.
Grace period
We would like you to start using the witness statement form for any projects you are working on now. If you have already completed work or are near to submission there will be a grace period until 1 September 2026. After this date, only observations, scribing and witness statements following the new policy will be accepted.
If you have any queries regarding the new policy on observations, scribing and witness statements, please contact support@trinitycollege.com.
Image: Manor Green College by Daniel Tidbury