Opening

LAUNCH · Humanities · Summer 1 · Week 3

Choosing a school sustainability option

Learning goal

Make a reasoned geographical decision.

How can we make a justified decision about sustainability?

I can interpret resource and climate evidence, evaluate responses, compare options against criteria and justify a practical decision.

40 minutes, with flexible pauses. Point, speak, draw, type or write. A fictional example is welcome.

Editable Word pack Printable pupil resources PDF

Arrival

LAUNCH · Humanities · Summer 1 · Week 3

Arrival task

Start here: read the two authored options. Environmental concerns resources; Social concerns people and access; Practical concerns carrying out a plan.

Start with 1 and 2. Continue with 3 and 4 when ready.

1. What is a trade-off?

Help

Use the glossary.

My answer 1

2. Which criterion fits access?

Help

Use the three labels.

My answer 2

3. Why are these options not evidence of real school results?

Help

Check their labels.

My answer 3

4. What should accompany a preferred option?

Help

Read card D.

My answer 4

Word and evidence bank

A Option A reuse paper

AUTHORED OPTION A: put clean spare paper in an accessible classroom tray for suitable drafts. Assume the teacher approves the paper and a pupil checks the tray daily. Intended resource benefit: use spare sheets before taking new ones. Disadvantage: it does not suit every task.

Authored school-option scenario, 21 September 2026

Limit: No measured reduction or emissions saving is claimed. Never reuse paper with personal information.

B Option B plan a cool space

AUTHORED OPTION B: ask an adult to assess an accessible shaded break space. Assume a suitable space can be checked but permission is not yet given. Intended social benefit: a usable option during hot weather. Disadvantage: it needs adult assessment before use.

Authored option; NASA Mitigation and Adaptation gives heat planning as an example

Limit: This is a proposal, not evidence that a particular school is safe, cooler or at risk.

C Sort the evidence

For these authored options, a statement about using spare sheets fits Environmental. A statement about who can reach the break space fits Social. A statement about obtaining permission fits Practical. Some statements fit more than one category; explain your main reason.

Authored sorting criteria, 21 September 2026

Limit: A category organises evidence. It does not decide which option everyone must prefer.

D A reasoned choice

Compare A and B against all three criteria. Name the evidence behind each judgement, one disadvantage of your preferred option, and what must be checked next. The options solve different immediate problems, so explain your priority.

Authored decision framework, 21 September 2026

Limit: Do not present assumed benefits as measured outcomes or judge the people who prefer another option.

Feedback loop

SPACE

VOICE · Environmental concerns resources;…

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Environmental concerns resources; Social concerns people and access; Practical concerns carrying out a plan. In-lesson edit; structured verbal response; for full essays, deferred edit.

At Arrival task, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Environmental concerns resources; Social concerns people and access; Practical concerns carrying out a plan” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Environmental concerns resources; Social concerns people and access; Practical concerns carrying out a plan” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Environmental concerns resources; Social concerns people and access; Practical concerns carrying out a plan” and take the reason in the pupil’s own mode.

Did it and explained → move on: Start the enquiry

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
No public comparison. No grade boards, no "look how X has improved."
Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Starter

LAUNCH · Humanities · Summer 1 · Week 3

Start the enquiry

Sort the three statements into Environmental, Social or Practical. Read options A and B and discuss statements that could fit more than one criterion.

Choose help or a further challenge

Read one evidence card, identify its source and plan a reason before responding.

Sort the three statements into Environmental, Social or Practical. Read options A and B and discuss statements that could fit more than one criterion.

Propose a further evidence check and explain its value.

What I notice and what I need to check

Feedback loop

SPACE

VOICE · Sort the three statements into…

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Sort the three statements into Environmental, Social or Practical. In-lesson edit; structured verbal response; for full essays, deferred edit.

At Start the enquiry, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Sort the three statements into Environmental, Social or Practical” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Sort the three statements into Environmental, Social or Practical” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Sort the three statements into Environmental, Social or Practical” and take the reason in the pupil’s own mode.

Did it and explained → move on: I do · a worked method

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
No public comparison. No grade boards, no "look how X has improved."
Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

I do

LAUNCH · Humanities · Summer 1 · Week 3

I do · a worked method

Choose help or a further challenge

Sort the full set and explain one boundary case.

Read all model steps

Question: Which criterion fits checking access to the proposed cool space?

Evidence: Option B requires an accessible space and adult assessment.

Explain: Access fits Social; getting permission also raises a Practical issue.

Check: My preferred option still needs a disadvantage and a stated priority.

Evidence and source credits

A Option A reuse paper

AUTHORED OPTION A: put clean spare paper in an accessible classroom tray for suitable drafts. Assume the teacher approves the paper and a pupil checks the tray daily. Intended resource benefit: use spare sheets before taking new ones. Disadvantage: it does not suit every task.

Authored school-option scenario, 21 September 2026

Limit: No measured reduction or emissions saving is claimed. Never reuse paper with personal information.

B Option B plan a cool space

AUTHORED OPTION B: ask an adult to assess an accessible shaded break space. Assume a suitable space can be checked but permission is not yet given. Intended social benefit: a usable option during hot weather. Disadvantage: it needs adult assessment before use.

Authored option; NASA Mitigation and Adaptation gives heat planning as an example

Limit: This is a proposal, not evidence that a particular school is safe, cooler or at risk.

C Sort the evidence

For these authored options, a statement about using spare sheets fits Environmental. A statement about who can reach the break space fits Social. A statement about obtaining permission fits Practical. Some statements fit more than one category; explain your main reason.

Authored sorting criteria, 21 September 2026

Limit: A category organises evidence. It does not decide which option everyone must prefer.

D A reasoned choice

Compare A and B against all three criteria. Name the evidence behind each judgement, one disadvantage of your preferred option, and what must be checked next. The options solve different immediate problems, so explain your priority.

Authored decision framework, 21 September 2026

Limit: Do not present assumed benefits as measured outcomes or judge the people who prefer another option.

Evidence and factual claim record

Exact unit scheme and access text

Authored scenarios and limits

Watch the captioned model video

Silent authored model with four caption cards. Read, pause and rehearse each step; use the matching transcript for access.

We do

LAUNCH · Humanities · Summer 1 · Week 3

We do · sort and justify

Sort the three statements into Environmental, Social or Practical. Read options A and B and discuss statements that could fit more than one criterion.
Build a two-option grid across all three criteria. Model a choice with a disadvantage, then compare another justified priority.

Choose help or a further challenge

Sort the full set and explain one boundary case.

Our explanation of the decision

Evidence beside the activity

A Option A reuse paper

AUTHORED OPTION A: put clean spare paper in an accessible classroom tray for suitable drafts. Assume the teacher approves the paper and a pupil checks the tray daily. Intended resource benefit: use spare sheets before taking new ones. Disadvantage: it does not suit every task.

Authored school-option scenario, 21 September 2026

Limit: No measured reduction or emissions saving is claimed. Never reuse paper with personal information.

B Option B plan a cool space

AUTHORED OPTION B: ask an adult to assess an accessible shaded break space. Assume a suitable space can be checked but permission is not yet given. Intended social benefit: a usable option during hot weather. Disadvantage: it needs adult assessment before use.

Authored option; NASA Mitigation and Adaptation gives heat planning as an example

Limit: This is a proposal, not evidence that a particular school is safe, cooler or at risk.

C Sort the evidence

For these authored options, a statement about using spare sheets fits Environmental. A statement about who can reach the break space fits Social. A statement about obtaining permission fits Practical. Some statements fit more than one category; explain your main reason.

Authored sorting criteria, 21 September 2026

Limit: A category organises evidence. It does not decide which option everyone must prefer.

D A reasoned choice

Compare A and B against all three criteria. Name the evidence behind each judgement, one disadvantage of your preferred option, and what must be checked next. The options solve different immediate problems, so explain your priority.

Authored decision framework, 21 September 2026

Limit: Do not present assumed benefits as measured outcomes or judge the people who prefer another option.

Choose one useful support: fewer visible cards, reading together or a private response. Try it and decide whether it helped.

Paper cards and partner routine

Shared investigation

1. Sort the three statements into Environmental, Social or Practical. Read options A and B and discuss statements that could fit more than one criterion.

2. Build a two-option grid across all three criteria. Model a choice with a disadvantage, then compare another justified priority.

Work with a partner or adult, or use your own table. One person suggests; the other checks the evidence. Swap after one turn. Passing is allowed.

Move or match the cards

Cards to use
Option B needs adult assessment and permission
Option B must be accessible to users
Option A uses spare sheets before new ones

Possible labels: Environmental / Social / Practical

Our explanation

Support: Read one evidence card, identify its source and plan a reason before responding.

Further challenge: Propose a further evidence check and explain its value.

Feedback loop

SPACE

VOICE · Sort the three statements into…

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Sort the three statements into Environmental, Social or Practical. In-lesson edit; structured verbal response; for full essays, deferred edit.

At We do, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Sort the three statements into Environmental, Social or Practical” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Sort the three statements into Environmental, Social or Practical” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Sort the three statements into Environmental, Social or Practical” and take the reason in the pupil’s own mode.

Did it and explained → move on: Check the method

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
No public comparison. No grade boards, no "look how X has improved."
Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Check

LAUNCH · Humanities · Summer 1 · Week 3

Check the method

Which criterion fits checking access to the proposed cool space?

My first answer

Choose help or a further challenge

Read one evidence card, identify its source and plan a reason before responding.

Sort the three statements into Environmental, Social or Practical. Read options A and B and discuss statements that could fit more than one criterion.

Propose a further evidence check and explain its value.

Feedback loop

SPACE

VOICE · Check the method

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Check the method In-lesson edit; structured verbal response; for full essays, deferred edit.

At Check the method, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Check the method” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Check the method” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Check the method” and take the reason in the pupil’s own mode.

Did it and explained → move on: Independent application

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
No public comparison. No grade boards, no "look how X has improved."
Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Independent

LAUNCH · Humanities · Summer 1 · Week 3

Independent application

Choose one route and one response mode. Keep the same learning goal.

Standard task

Compare both options using Environmental, Social and Practical criteria.
Explain a trade-off with details from the authored cards.
Independently choose and justify an option, naming a disadvantage and a needed check.

Use the cards and organiser. Choose your own evidence and explanation.

Option and stated priorityEnvironmental social and practical evidencePreferred option and disadvantageAssumption and next check

Compare your reasoning with one alternative.

Save before closing the lesson.

Feedback loop

SPACE

VOICE · Choose one route and one response mode.

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Choose one route and one response mode. In-lesson edit; structured verbal response; for full essays, deferred edit.

At Independent application, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Choose one route and one response mode” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Choose one route and one response mode” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Choose one route and one response mode” and take the reason in the pupil’s own mode.

Did it and explained → move on: Review and improve

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
No public comparison. No grade boards, no "look how X has improved."
Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Review

LAUNCH · Humanities · Summer 1 · Week 3

Review and improve

Check the required evidence: reasoned decision and two exit questions.

Choose help or a further challenge

Sort the full set and explain one boundary case.

One thing I checked or improved

Model knowledge check

Question: Which criterion fits checking access to the proposed cool space? Evidence: Option B requires an accessible space and adult assessment. Explain: Access fits Social; getting permission also raises a Practical issue. Check: My preferred option still needs a disadvantage and a stated priority.

Feedback loop

SPACE

VOICE · Review LAUNCH · Humanities · Summer 1 ·…

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Review LAUNCH · Humanities · Summer 1 · Week 3 Check the required evidence: reasoned decision and two exit questions. In-lesson edit; structured verbal response; for full essays, deferred edit.

At Review and improve, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Review LAUNCH · Humanities · Summer 1 · Week 3 Check the required evidence: reasoned decision and two exit questions” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Review LAUNCH · Humanities · Summer 1 · Week 3 Check the required evidence: reasoned decision and two exit questions” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Review LAUNCH · Humanities · Summer 1 · Week 3 Check the required evidence: reasoned decision and two exit questions” and take the reason in the pupil’s own mode.

Did it and explained → move on: Exit ticket

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
No public comparison. No grade boards, no "look how X has improved."
Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Exit

LAUNCH · Humanities · Summer 1 · Week 3

Exit ticket

1. Justify your choice using two criteria.

Use a named detail and your own explanation.

My response

2. Which trade-off or uncertainty matters most?

Use a named detail and your own explanation.

My response

Share privately, speak, point, type or write. Save or print your work before closing.

Feedback loop

SPACE

VOICE · Use a named detail and your own…

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Use a named detail and your own explanation. In-lesson edit; structured verbal response; for full essays, deferred edit.

At Exit ticket, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Use a named detail and your own explanation” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Use a named detail and your own explanation” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Use a named detail and your own explanation” and take the reason in the pupil’s own mode.

Did it and explained → move on: Exit ticket

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
No public comparison. No grade boards, no "look how X has improved."
Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Earwig, lean capture (E): 30-second clip, photo, or one-line context note. Central tags only. Listen / look before tagging (Audience).

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Word	Meaning
environmental	Concerning resources and the natural environment
social	Concerning people and access
practical	Concerning how an action can be carried out
trade-off	A benefit gained alongside a disadvantage

Word	Meaning
environmental	Concerning resources and the natural environment
social	Concerning people and access
practical	Concerning how an action can be carried out
trade-off	A benefit gained alongside a disadvantage

Choosing a school sustainability option

Arrival task

1. Name one Environmental issue for option A.

2. Name one Social issue for option B.

3. What permission does option B need?

4. Must everyone choose the same option?

1. What is a trade-off?

2. Which criterion fits access?

3. Why are these options not evidence of real school results?

4. What should accompany a preferred option?

1. Can one statement fit two criteria?

2. How could a changed priority alter the choice?

3. Why separate an assumption from an observation?

4. What makes an alternative view useful?

A Option A reuse paper

B Option B plan a cool space

C Sort the evidence

D A reasoned choice

Start the enquiry

I do · a worked method

A Option A reuse paper

B Option B plan a cool space

C Sort the evidence

D A reasoned choice

We do · sort and justify

A Option A reuse paper

B Option B plan a cool space

C Sort the evidence

D A reasoned choice

Shared investigation

Move or match the cards

Check the method

Which criterion fits checking access to the proposed cool space?

Independent application

Supported task

Standard task

Stretch task

Review and improve

Exit ticket

1. Which option do you choose and why?

2. Name one disadvantage.

1. Justify your choice using two criteria.

2. Which trade-off or uncertainty matters most?

1. Why is your preferred option stronger under your priority?

2. What evidence could favour the alternative?