Opening

LAUNCH · Humanities · Summer 1 · Week 5

A measurable community contribution

Learning goal

Link learning to local action with Community Project links.

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 5

Arrival task

Start here: a baseline is a starting count; an indicator checks progress. Card B gives a complete labelled practice example if local evidence is unavailable.

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

1. What difference do the practice counts show?

Help

Subtract the trial from the baseline.

My answer 1

2. Which role repeats the count?

Help

Read card C.

My answer 2

3. What is the indicator in card D?

Help

Name exactly what is counted.

My answer 3

4. Why keep conditions comparable?

Help

Think about task and group size.

My answer 4

Word and evidence bank

A Use local evidence first

The teacher supplies a dated, anonymised record of new sheets issued for one repeated classroom task. Label the task, period, group size and counting method. If no record is available, use card B as AUTHORED PRACTICE, not a fact about our school.

Teacher-supplied evidence requirement; authored method

Limit: No real school count or Teesside claim is supplied in this pack.

B Practice before and after

AUTHORED PRACTICE: the same task uses 12 new sheets before a reuse tray and 8 during the trial, with the same group size. The difference is 4 fewer new sheets. These numbers are invented to practise comparison.

Authored practice record, 21 September 2026

Limit: One trial does not prove the tray caused the change. Task difficulty, attendance or counting could differ in real use.

C Roles for a small action

AUTHORED PLAN: the adult checks permission and suitable paper. A tray monitor organises clean sheets. A recorder counts new sheets issued; a checker repeats the count. Agree a review date and rotate pupil roles. No names go in the shared record.

Authored Community Project planning example

Limit: Pupils do not handle confidential paper, electrical equipment or household records.

D Check the contribution

Use the same task, group size and counting rule when comparing. An indicator is new sheets issued per repeated task; a proposed target is fewer than the baseline, not a promised result. Share an anonymised conclusion with the class and agree one next check.

Authored indicator and review framework

Limit: A sheet count is not a CO2 measurement. Do not claim an emissions saving from these numbers.

Feedback loop

SPACE

VOICE · Card B gives a complete labelled…

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Card B gives a complete labelled practice example if local evidence is unavailable. 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 “Card B gives a complete labelled practice example if local evidence is unavailable” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Card B gives a complete labelled practice example if local evidence is unavailable” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Card B gives a complete labelled practice example if local evidence is unavailable” 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 5

Start the enquiry

Connect each cause to the correct event and later evidence.

Choose help or a further challenge

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

Build the practice chain: 12 new sheets before, a reuse-tray trial, then a count of 8 using the same task. Identify evidence, action and indicator.

Propose a further evidence check and explain its value.

What I notice and what I need to check

Feedback loop

SPACE

VOICE · Connect each cause to the correct event…

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Connect each cause to the correct event and later evidence. 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 “Connect each cause to the correct event and later evidence” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Connect each cause to the correct event and later evidence” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Connect each cause to the correct event and later evidence” 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 5

I do · a worked method

Choose help or a further challenge

Connect the cards with because and therefore, using evidence.

Read all model steps

Question: How could the recorder check a contribution to the paper trial?

Evidence: AUTHORED PRACTICE counts are 12 new sheets before and 8 during the same task.

Explain: The recorder notes 4 fewer new sheets, while the checker repeats the count.

Check: These are practice numbers. One comparison does not prove cause or a CO2 saving.

Evidence and source credits

A Use local evidence first

The teacher supplies a dated, anonymised record of new sheets issued for one repeated classroom task. Label the task, period, group size and counting method. If no record is available, use card B as AUTHORED PRACTICE, not a fact about our school.

Teacher-supplied evidence requirement; authored method

Limit: No real school count or Teesside claim is supplied in this pack.

B Practice before and after

AUTHORED PRACTICE: the same task uses 12 new sheets before a reuse tray and 8 during the trial, with the same group size. The difference is 4 fewer new sheets. These numbers are invented to practise comparison.

Authored practice record, 21 September 2026

Limit: One trial does not prove the tray caused the change. Task difficulty, attendance or counting could differ in real use.

C Roles for a small action

AUTHORED PLAN: the adult checks permission and suitable paper. A tray monitor organises clean sheets. A recorder counts new sheets issued; a checker repeats the count. Agree a review date and rotate pupil roles. No names go in the shared record.

Authored Community Project planning example

Limit: Pupils do not handle confidential paper, electrical equipment or household records.

D Check the contribution

Use the same task, group size and counting rule when comparing. An indicator is new sheets issued per repeated task; a proposed target is fewer than the baseline, not a promised result. Share an anonymised conclusion with the class and agree one next check.

Authored indicator and review framework

Limit: A sheet count is not a CO2 measurement. Do not claim an emissions saving from these numbers.

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 5

We do · connect the evidence

Build the practice chain: 12 new sheets before, a reuse-tray trial, then a count of 8 using the same task. Identify evidence, action and indicator.
Agree adult, monitor, recorder and checker roles. Explain one contribution and a review date; replace practice counts with checked local evidence if available.

Choose help or a further challenge

Connect the cards with because and therefore, using evidence.

Our explanation of the decision

Evidence beside the activity

A Use local evidence first

The teacher supplies a dated, anonymised record of new sheets issued for one repeated classroom task. Label the task, period, group size and counting method. If no record is available, use card B as AUTHORED PRACTICE, not a fact about our school.

Teacher-supplied evidence requirement; authored method

Limit: No real school count or Teesside claim is supplied in this pack.

B Practice before and after

AUTHORED PRACTICE: the same task uses 12 new sheets before a reuse tray and 8 during the trial, with the same group size. The difference is 4 fewer new sheets. These numbers are invented to practise comparison.

Authored practice record, 21 September 2026

Limit: One trial does not prove the tray caused the change. Task difficulty, attendance or counting could differ in real use.

C Roles for a small action

AUTHORED PLAN: the adult checks permission and suitable paper. A tray monitor organises clean sheets. A recorder counts new sheets issued; a checker repeats the count. Agree a review date and rotate pupil roles. No names go in the shared record.

Authored Community Project planning example

Limit: Pupils do not handle confidential paper, electrical equipment or household records.

D Check the contribution

Use the same task, group size and counting rule when comparing. An indicator is new sheets issued per repeated task; a proposed target is fewer than the baseline, not a promised result. Share an anonymised conclusion with the class and agree one next check.

Authored indicator and review framework

Limit: A sheet count is not a CO2 measurement. Do not claim an emissions saving from these numbers.

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. Build the practice chain: 12 new sheets before, a reuse-tray trial, then a count of 8 using the same task. Identify evidence, action and indicator.

2. Agree adult, monitor, recorder and checker roles. Explain one contribution and a review date; replace practice counts with checked local evidence if available.

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
Count new sheets for the same task: practice trial 8
Trial an adult-approved clean-paper reuse tray
AUTHORED PRACTICE baseline: 12 new sheets for the task

Possible labels: Evidence / Action / Indicator

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 · Identify evidence, action and indicator.

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Identify evidence, action and indicator. 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 “Identify evidence, action and indicator” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Identify evidence, action and indicator” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Identify evidence, action and indicator” 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 5

Check the method

How could the recorder check a contribution to the paper trial?

My first answer

Choose help or a further challenge

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

Build the practice chain: 12 new sheets before, a reuse-tray trial, then a count of 8 using the same task. Identify evidence, action and indicator.

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 5

Independent application

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

Standard task

Identify one manageable paper-use action from the supplied evidence.
Agree roles, baseline, counting rule, proposed target and review date.
Independently explain one contribution, its indicator and a limit on the conclusion.

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

Local or practice evidence and baselineAction roles and my contributionIndicator target and review dateFair-check method and limitation

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 5

Review and improve

Check the required evidence: action proposal, targeted questioning and two exit questions.

Choose help or a further challenge

Connect the cards with because and therefore, using evidence.

One thing I checked or improved

Model knowledge check

Question: How could the recorder check a contribution to the paper trial? Evidence: AUTHORED PRACTICE counts are 12 new sheets before and 8 during the same task. Explain: The recorder notes 4 fewer new sheets, while the checker repeats the count. Check: These are practice numbers. One comparison does not prove cause or a CO2 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 5 Check the required evidence: action proposal, targeted questioning and… 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 5 Check the required evidence: action proposal, targeted questioning and” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Review LAUNCH · Humanities · Summer 1 · Week 5 Check the required evidence: action proposal, targeted questioning and” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Review LAUNCH · Humanities · Summer 1 · Week 5 Check the required evidence: action proposal, targeted questioning and” 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 5

Exit ticket

1. Explain how your contribution supports the action.

Use a named detail and your own explanation.

My response

2. How will the indicator be checked fairly?

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
baseline	A starting measurement for comparison
indicator	A measure used to check progress
role	A defined contribution to a shared task
contribution	What a person adds to an agreed action

A measurable community contribution

Arrival task

1. What is a baseline?

2. How many new sheets are in the practice baseline?

3. How many are in the practice trial?

4. Are these real school findings?

1. What difference do the practice counts show?

2. Which role repeats the count?

3. What is the indicator in card D?

4. Why keep conditions comparable?

1. Does one before-and-after comparison prove cause?

2. What makes a target measurable?

3. How could a pupil contribute without handling private paper?

4. What would you report if the target was not met?

A Use local evidence first

B Practice before and after

C Roles for a small action

D Check the contribution

Start the enquiry

I do · a worked method

A Use local evidence first

B Practice before and after

C Roles for a small action

D Check the contribution

We do · connect the evidence

A Use local evidence first

B Practice before and after

C Roles for a small action

D Check the contribution

Shared investigation

Move or match the cards

Check the method

How could the recorder check a contribution to the paper trial?

Independent application

Supported task

Standard task

Stretch task

Review and improve

Exit ticket

1. Name your role and contribution.

2. What will be counted and when?

1. Explain how your contribution supports the action.

2. How will the indicator be checked fairly?

1. What other factor could affect the result?

2. How would you improve the action or its measurement?