Opening

LAUNCH · Humanities · Summer 1 · Week 4

An accurate Earth Day campaign

Learning goal

Create a digital sustainability campaign linked to Earth Day.

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 4

Arrival task

Start here: a claim needs evidence. A request asks someone to act. The cards give the date, classroom brief and action, even if earlier work is missing.

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

1. What makes the first weak draft an overclaim?

Help

Compare the promise with evidence.

My answer 1

2. What feasible action does card D propose?

Help

Read the invitation.

My answer 2

3. What indicator can check that action?

Help

Use the counting plan.

My answer 3

4. How do a claim and a request differ?

Help

Compare says with asks.

My answer 4

Word and evidence bank

A Earth Day and our audience

Earth Day is observed on 22 April. Our product is a classroom digital message for school users. Name one feasible action and its intended effect. Keep it on the school-approved classroom device; do not create accounts or publish it online.

EARTHDAY.ORG History; authored classroom brief

Limit: The date does not prove that a campaign action has worked.

B A supported climate link

NASA explains that burning fossil fuels releases CO2, which contributes to warming. A campaign may explain that link with a citation. It must not turn a small proposed action into a promise to stop climate change.

NASA Causes; authored campaign application

Limit: This source does not calculate a CO2 saving for a school paper tray or a particular campaign.

C Weak drafts to repair

AUTHORED EXAMPLES, not facts: This will stop climate change. Our tray has already saved a tonne of CO2. Both go beyond the supplied evidence. Repair the claim, name the audience and action, and state what you will measure.

Authored weak-draft examples, 21 September 2026

Limit: These are deliberately unsupported claims for editing, not estimates to repeat.

D An honest action message

AUTHORED PLAN: invite school users to choose clean spare paper for suitable drafts, with teacher permission. Count new sheets issued for the same task before and during a short trial. Explain the intended effect as reducing new-sheet use, then check it.

Authored campaign and measurement plan, 21 September 2026

Limit: No guaranteed result or carbon saving is supplied. Include no pupil names, faces or personal details.

Feedback loop

SPACE

VOICE · A request asks someone to act.

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: A request asks someone to act. 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 “A request asks someone to act” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “A request asks someone to act” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “A request asks someone to act” 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 4

Start the enquiry

Repair both AUTHORED weak drafts in the editor. Replace each overclaim with a feasible action, supporting evidence and a measurable intention.

Choose help or a further challenge

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

Repair both AUTHORED weak drafts in the editor. Replace each overclaim with a feasible action, supporting evidence and a measurable intention.

Propose a further evidence check and explain its value.

What I notice and what I need to check

Feedback loop

SPACE

VOICE · Repair both AUTHORED weak drafts in the…

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Repair both AUTHORED weak drafts in the editor. 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 “Repair both AUTHORED weak drafts in the editor” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Repair both AUTHORED weak drafts in the editor” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Repair both AUTHORED weak drafts in the editor” 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 4

I do · a worked method

Choose help or a further challenge

Explain how each revision makes the claim more accurate.

Read all model steps

Question: How can I repair the claim that our tray will stop climate change?

Evidence: No result is supplied. The plan counts new sheets issued for the same task.

Explain: I write: Try approved spare paper for suitable drafts; we will check new-sheet use.

Check: I add the audience, Earth Day date and source. I promise no carbon saving.

Evidence and source credits

A Earth Day and our audience

Earth Day is observed on 22 April. Our product is a classroom digital message for school users. Name one feasible action and its intended effect. Keep it on the school-approved classroom device; do not create accounts or publish it online.

EARTHDAY.ORG History; authored classroom brief

Limit: The date does not prove that a campaign action has worked.

B A supported climate link

NASA explains that burning fossil fuels releases CO2, which contributes to warming. A campaign may explain that link with a citation. It must not turn a small proposed action into a promise to stop climate change.

NASA Causes; authored campaign application

Limit: This source does not calculate a CO2 saving for a school paper tray or a particular campaign.

C Weak drafts to repair

AUTHORED EXAMPLES, not facts: This will stop climate change. Our tray has already saved a tonne of CO2. Both go beyond the supplied evidence. Repair the claim, name the audience and action, and state what you will measure.

Authored weak-draft examples, 21 September 2026

Limit: These are deliberately unsupported claims for editing, not estimates to repeat.

D An honest action message

AUTHORED PLAN: invite school users to choose clean spare paper for suitable drafts, with teacher permission. Count new sheets issued for the same task before and during a short trial. Explain the intended effect as reducing new-sheet use, then check it.

Authored campaign and measurement plan, 21 September 2026

Limit: No guaranteed result or carbon saving is supplied. Include no pupil names, faces or personal details.

Evidence and factual claim record

Exact unit scheme and access text

Authored scenarios and limits

Teacher-supplied book and source checks

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 4

We do · repair the draft

Repair both AUTHORED weak drafts in the editor. Replace each overclaim with a feasible action, supporting evidence and a measurable intention.
Identify school users as the audience. Prepare a classroom-only Earth Day message with a source, intended effect and a clear limit.

Choose help or a further challenge

Explain how each revision makes the claim more accurate.

Our explanation of the decision

Evidence beside the activity

A Earth Day and our audience

Earth Day is observed on 22 April. Our product is a classroom digital message for school users. Name one feasible action and its intended effect. Keep it on the school-approved classroom device; do not create accounts or publish it online.

EARTHDAY.ORG History; authored classroom brief

Limit: The date does not prove that a campaign action has worked.

B A supported climate link

NASA explains that burning fossil fuels releases CO2, which contributes to warming. A campaign may explain that link with a citation. It must not turn a small proposed action into a promise to stop climate change.

NASA Causes; authored campaign application

Limit: This source does not calculate a CO2 saving for a school paper tray or a particular campaign.

C Weak drafts to repair

AUTHORED EXAMPLES, not facts: This will stop climate change. Our tray has already saved a tonne of CO2. Both go beyond the supplied evidence. Repair the claim, name the audience and action, and state what you will measure.

Authored weak-draft examples, 21 September 2026

Limit: These are deliberately unsupported claims for editing, not estimates to repeat.

D An honest action message

AUTHORED PLAN: invite school users to choose clean spare paper for suitable drafts, with teacher permission. Count new sheets issued for the same task before and during a short trial. Explain the intended effect as reducing new-sheet use, then check it.

Authored campaign and measurement plan, 21 September 2026

Limit: No guaranteed result or carbon saving is supplied. Include no pupil names, faces or personal details.

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. Repair both AUTHORED weak drafts in the editor. Replace each overclaim with a feasible action, supporting evidence and a measurable intention.

2. Identify school users as the audience. Prepare a classroom-only Earth Day message with a source, intended effect and a clear limit.

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
AUTHORED WEAK DRAFT: Our tray has already saved a tonne of CO2
AUTHORED WEAK DRAFT: This will stop climate change

Rewrite one draft and explain what you changed.

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 · Repair both AUTHORED weak drafts in the…

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Repair both AUTHORED weak drafts in the editor. 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 “Repair both AUTHORED weak drafts in the editor” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Repair both AUTHORED weak drafts in the editor” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Repair both AUTHORED weak drafts in the editor” 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 4

Check the method

How can I repair the claim that our tray will stop climate change?

My first answer

Choose help or a further challenge

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

Repair both AUTHORED weak drafts in the editor. Replace each overclaim with a feasible action, supporting evidence and a measurable intention.

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 4

Independent application

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

Standard task

Repair the two drafts and plan a message for a stated school audience.
Create a classroom digital message with Earth Day’s date, a feasible action and a named source.
Independently explain the intended effect, indicator and one limit on your claim.

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

Audience and proposed actionSupported claim and sourceIntended effect and indicatorAccurate final classroom message

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 4

Review and improve

Check the required evidence: campaign accuracy, evidence and two exit questions.

Choose help or a further challenge

Explain how each revision makes the claim more accurate.

One thing I checked or improved

Model knowledge check

Question: How can I repair the claim that our tray will stop climate change? Evidence: No result is supplied. The plan counts new sheets issued for the same task. Explain: I write: Try approved spare paper for suitable drafts; we will check new-sheet use. Check: I add the audience, Earth Day date and source. I promise no carbon saving.

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 4 Check the required evidence: campaign accuracy, evidence and two exit… 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 4 Check the required evidence: campaign accuracy, evidence and two exit” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Review LAUNCH · Humanities · Summer 1 · Week 4 Check the required evidence: campaign accuracy, evidence and two exit” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Review LAUNCH · Humanities · Summer 1 · Week 4 Check the required evidence: campaign accuracy, evidence and two exit” 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 4

Exit ticket

1. Explain your message’s intended effect.

Use a named detail and your own explanation.

My response

2. How did you repair an unsupported claim?

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
audience	The people a message is intended for
claim	A statement that needs support
evidence	Information used to support a claim
campaign	A planned message asking for a stated action

An accurate Earth Day campaign

Arrival task

1. When is Earth Day?

2. Who is our message for?

3. Can we claim the tray has saved a tonne of CO2?

4. Where is the message kept?

1. What makes the first weak draft an overclaim?

2. What feasible action does card D propose?

3. What indicator can check that action?

4. How do a claim and a request differ?

1. Why is intended effect different from proven effect?

2. Why must a campaign cite a source precisely?

3. What must be removed from an unsafe draft?

4. How can a qualification improve a message?

A Earth Day and our audience

B A supported climate link

C Weak drafts to repair

D An honest action message

Start the enquiry

I do · a worked method

A Earth Day and our audience

B A supported climate link

C Weak drafts to repair

D An honest action message

We do · repair the draft

A Earth Day and our audience

B A supported climate link

C Weak drafts to repair

D An honest action message

Shared investigation

Move or match the cards

Check the method

How can I repair the claim that our tray will stop climate change?

Independent application

Supported task

Standard task

Stretch task

Review and improve

Exit ticket

1. Give your audience and proposed action.

2. Which source supports one claim?

1. Explain your message’s intended effect.

2. How did you repair an unsupported claim?

1. Why does your evidence justify that wording?

2. What measurement could test the intended effect?