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Opening

LAUNCH · Humanities · Summer 1 · Week 6

Our sustainability decision report

Learning goal

Complete a sustainability decision report.

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 packPrintable pupil resources PDF
Arrival

LAUNCH · Humanities · Summer 1 · Week 6

Arrival task

Start here: a decision uses criteria and evidence. Cards A to D restate the options, scoring method and report requirements; earlier work is optional.

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

1. What five elements should the report explain?

Help

Read card C.

2. Are the scenario scores environmental measurements?

Help

Check card A’s limit.

3. Can NOAA prove a paper-tray saving?

Help

Compare the quantities and coverage.

4. Why record a realistic next action?

Help

Consider an evidence gap.

Word and evidence bank

A Explicit decision criteria

AUTHORED options: A uses spare paper before new sheets for suitable drafts. Assume teacher permission and a daily checker; it does not suit every task. B proposes an accessible cool break space for hot weather. It needs adult assessment and permission before use; no result is measured. Compare resource benefit, access and feasibility. Score each criterion 1 for weak support, 2 for some support or 3 for clear support, with an evidence note.

Authored decision-scoring framework, 21 September 2026

Limit: Scores are judgements supported by evidence, not measured environmental savings or an examination grade.

B Evidence available

The NOAA table records CO2 concentration. NASA explains the climate link and response types. The school options and 12-to-8 sheet comparison are AUTHORED PRACTICE. A real school decision needs the teacher’s checked local evidence as well.

NOAA GML; NASA Causes and Mitigation and Adaptation; authored practice record

Limit: A global climate source cannot establish a particular school action’s result.

C Explain the preferred option

State your priority and preferred option. Give criterion scores with evidence, a trade-off, an evidence limit and a realistic next action. A higher total informs a decision but does not remove the need to explain who can use the option.

Authored report framework, 21 September 2026

Limit: Different priorities can lead to different justified decisions. Nobody must disclose a family or personal view.

D Keep the report your own

Check figures, units, sources and whether a claim is observed, inferred or proposed. Record the access support and any content prompts used. An adult may faithfully record your spoken response with a date. Select the report and supporting grid as evidence.

Authored evidence-retention checklist

Limit: Do not copy the shared model as your independent conclusion. No qualification code or award is assigned.

Feedback loop
SPACE
VOICE · Cards A to D restate the options,…
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Cards A to D restate the options, scoring method and report requirements; earlier work is optional. 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 “Cards A to D restate the options, scoring method and report requirements; earlier work is optional” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Cards A to D restate the options, scoring method and report requirements; earlier work is optional” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Cards A to D restate the options, scoring method and report requirements; earlier work is optional” 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 6

Start the enquiry

Score the two authored options against resource benefit, access and feasibility. Require an evidence note for each 1-to-3 judgement.

Choose help or a further challenge

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

Score the two authored options against resource benefit, access and feasibility. Require an evidence note for each 1-to-3 judgement.

Score the two authored options against resource benefit, access and feasibility. Require an evidence note for each 1-to-3 judgement.

Propose a further evidence check and explain its value.

Feedback loop
SPACE
VOICE · Score the two authored options against…
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Score the two authored options against resource benefit, access and feasibility. 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 “Score the two authored options against resource benefit, access and feasibility” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Score the two authored options against resource benefit, access and feasibility” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Score the two authored options against resource benefit, access and feasibility” 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 6

I do · a worked method

Choose help or a further challenge

Select evidence for each required outcome and explain what it shows.

Read all model steps

Question: How do I support a feasibility score for the paper-reuse option?

Evidence: The authored scenario supplies teacher permission and a daily tray-check role.

Explain: I can justify 3 for feasibility in this scenario and record that reason.

Check: I still score access and resource benefit, name a trade-off and check real local evidence.

Evidence and source credits

A Explicit decision criteria

AUTHORED options: A uses spare paper before new sheets for suitable drafts. Assume teacher permission and a daily checker; it does not suit every task. B proposes an accessible cool break space for hot weather. It needs adult assessment and permission before use; no result is measured. Compare resource benefit, access and feasibility. Score each criterion 1 for weak support, 2 for some support or 3 for clear support, with an evidence note.

Authored decision-scoring framework, 21 September 2026

Limit: Scores are judgements supported by evidence, not measured environmental savings or an examination grade.

B Evidence available

The NOAA table records CO2 concentration. NASA explains the climate link and response types. The school options and 12-to-8 sheet comparison are AUTHORED PRACTICE. A real school decision needs the teacher’s checked local evidence as well.

NOAA GML; NASA Causes and Mitigation and Adaptation; authored practice record

Limit: A global climate source cannot establish a particular school action’s result.

C Explain the preferred option

State your priority and preferred option. Give criterion scores with evidence, a trade-off, an evidence limit and a realistic next action. A higher total informs a decision but does not remove the need to explain who can use the option.

Authored report framework, 21 September 2026

Limit: Different priorities can lead to different justified decisions. Nobody must disclose a family or personal view.

D Keep the report your own

Check figures, units, sources and whether a claim is observed, inferred or proposed. Record the access support and any content prompts used. An adult may faithfully record your spoken response with a date. Select the report and supporting grid as evidence.

Authored evidence-retention checklist

Limit: Do not copy the shared model as your independent conclusion. No qualification code or award is assigned.

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 6

We do · review the evidence

  1. Score the two authored options against resource benefit, access and feasibility. Require an evidence note for each 1-to-3 judgement.
  2. Preview a practice report selection in the portfolio. Check preferred option, trade-offs, limits and next action before independent reports.
Choose help or a further challenge

Select evidence for each required outcome and explain what it shows.

Evidence beside the activity

A Explicit decision criteria

AUTHORED options: A uses spare paper before new sheets for suitable drafts. Assume teacher permission and a daily checker; it does not suit every task. B proposes an accessible cool break space for hot weather. It needs adult assessment and permission before use; no result is measured. Compare resource benefit, access and feasibility. Score each criterion 1 for weak support, 2 for some support or 3 for clear support, with an evidence note.

Authored decision-scoring framework, 21 September 2026

Limit: Scores are judgements supported by evidence, not measured environmental savings or an examination grade.

B Evidence available

The NOAA table records CO2 concentration. NASA explains the climate link and response types. The school options and 12-to-8 sheet comparison are AUTHORED PRACTICE. A real school decision needs the teacher’s checked local evidence as well.

NOAA GML; NASA Causes and Mitigation and Adaptation; authored practice record

Limit: A global climate source cannot establish a particular school action’s result.

C Explain the preferred option

State your priority and preferred option. Give criterion scores with evidence, a trade-off, an evidence limit and a realistic next action. A higher total informs a decision but does not remove the need to explain who can use the option.

Authored report framework, 21 September 2026

Limit: Different priorities can lead to different justified decisions. Nobody must disclose a family or personal view.

D Keep the report your own

Check figures, units, sources and whether a claim is observed, inferred or proposed. Record the access support and any content prompts used. An adult may faithfully record your spoken response with a date. Select the report and supporting grid as evidence.

Authored evidence-retention checklist

Limit: Do not copy the shared model as your independent conclusion. No qualification code or award is assigned.

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. Score the two authored options against resource benefit, access and feasibility. Require an evidence note for each 1-to-3 judgement.

2. Preview a practice report selection in the portfolio. Check preferred option, trade-offs, limits and next action before independent reports.

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.

Use the evidence cards and any visual sheet. Follow the two shared steps above, then record one decision.

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 · Score the two authored options against…
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Score the two authored options against resource benefit, access and feasibility. 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 “Score the two authored options against resource benefit, access and feasibility” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Score the two authored options against resource benefit, access and feasibility” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Score the two authored options against resource benefit, access and feasibility” 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 6

Check the method

How do I support a feasibility score for the paper-reuse option?

Choose help or a further challenge

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

Score the two authored options against resource benefit, access and feasibility. Require an evidence note for each 1-to-3 judgement.

Score the two authored options against resource benefit, access and feasibility. Require an evidence note for each 1-to-3 judgement.

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 6

Independent application

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

Standard task

  1. Score both options against the three stated criteria and justify each score.
  2. Write the report with preferred option, evidence, trade-offs, limitations and next action.
  3. Independently check the report against unit success criteria and retain the support record.

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

Compare your reasoning with one alternative.

Save before closing the lesson.

Use the evidence pack and agreed access support. Keep worked answers closed while you complete your response.

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 6

Review and improve

Check the required evidence: decision report against unit success criteria; retain evidence.

Choose help or a further challenge

Select evidence for each required outcome and explain what it shows.

Model knowledge check

Question: How do I support a feasibility score for the paper-reuse option? Evidence: The authored scenario supplies teacher permission and a daily tray-check role. Explain: I can justify 3 for feasibility in this scenario and record that reason. Check: I still score access and resource benefit, name a trade-off and check real local evidence.

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 6 Check the required evidence: decision report against unit success… 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 6 Check the required evidence: decision report against unit success” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Review LAUNCH · Humanities · Summer 1 · Week 6 Check the required evidence: decision report against unit success” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Review LAUNCH · Humanities · Summer 1 · Week 6 Check the required evidence: decision report against unit success” 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 6

Exit ticket

1. Explain your decision using criterion scores and evidence.

Use a named detail and your own explanation.

2. What trade-off and limitation have you retained?

Use a named detail and your own explanation.

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.

Pause

Take a quiet pause.

You can look away from the screen. Come back when you are ready.

The lesson and your work are still here. Close this box to return.

Invite a response

Give thinking time. Invite a response by voice, pointing or showing work. A pupil can pass; check in privately when useful.

Lesson tools

Print one route

Prints organiser, arrival choices, sources, shared work, one independent route and exit choices.

Knowledge organiser

Our sustainability decision report

Learning goal: Complete a sustainability decision report.

Words to use

WordMeaning
criterionA stated feature used to compare options
trade-offA choice involving benefits and disadvantages
limitationSomething the evidence cannot establish
decisionA choice justified by evidence and criteria

Remember

Why does your final judgement remain defensible? The pupil selects and explains the decision; any support or prompts are recorded.

What evidence could change it and what support was used? Checked counts, permissions, access needs or feasibility information could change the decision.

How to show your learning

Audit the criteria and explain any extra priority before scoring both options.

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

Evidence matters

Fictional cases are teaching examples. Historical, geographical and religious claims use the named sources. A model video demonstrates a method.

You can respond by speaking, pointing, drawing, typing or writing. A fictional personal example is welcome.

Sources: Evidence and factual claim record; Exact unit scheme and access text; Authored scenarios and limits; Teacher-supplied book and source checks

Word help

criterion
A stated feature used to compare options

trade-off
A choice involving benefits and disadvantages

limitation
Something the evidence cannot establish

decision
A choice justified by evidence and criteria

Teacher brief

Teacher notes and answers

Teacher card

Our sustainability decision report / LAUNCH_SU1_W06

Outcome: Complete a sustainability decision report.

Evidence to retain: S: decision report against unit success criteria; retain evidence.

Forty minute route

Arrival 4 min; starter 3; model 6; shared task 7; check 2; independent 12; review 3; exit 3. Pause time is flexible.

Preparation

Choose one independent route. Print the evidence and shared cards, required visual or data sheet, route worksheet and exit. The organiser is one separate A4 page. Keep answers with staff.

Prepare the cards, organiser and one task route. Model the four steps before independent work. Use the supplied source record and distinguish real evidence from authored scenarios. The teacher supplies the school’s copy of No One Is Too Small by Greta Thunberg; no extract or quotation is included. Use the two authored options and the explicit three-criterion scoring grid. Accept the pupil’s supported conclusion or a faithful dated adult note. Record support used; this is adult-life work, not an examination.

Access and regulation

Pre-teach terminology and model evidence use. Chunk sources and data; provide an initial frame, then reduce it. Maintain normal access arrangements. Extend by weighing limitations, alternative explanations and evidence quality. Adults support access and evidence selection without supplying answers. Use labelled examples and a reduced data set before the full task.

Offer a calm start, an agreed pause and a private response option. Accept speech, pointing, typing or writing. Invite reasoned disagreement without personal or family disclosure.

Use sensitive content warnings where relevant. Do not ask for family details or personal experiences.

Assessment

Retain the individual report, criterion grid and support record. Keep access arrangements while removing answer models and recording any content prompts.

UAS: no approved unit code is supplied. Match the learner’s evidence to the centre-selected unit and exact criteria before submission. This pack makes no automatic award claim.

Model and answers

Read these pages before teaching. Hide the model during independent assessment.

Question: How do I support a feasibility score for the paper-reuse option?

Evidence: The authored scenario supplies teacher permission and a daily tray-check role.

Explain: I can justify 3 for feasibility in this scenario and record that reason.

Check: I still score access and resource benefit, name a trade-off and check real local evidence.

Arrival answers

1. Preferred option, criterion evidence, trade-offs, limitations and next action.

2. No. They are reasoned judgements about the scenario.

3. No. CO2 concentration data do not establish the result of that school action.

4. It shows how the decision can be checked or carried out responsibly.

Shared activity reasoning

Exit responses

Explain your decision using criterion scores and evidence. Accept a preferred option supported by criterion scores and reasons from the authored scenario.

What trade-off and limitation have you retained? Require a trade-off and a limitation, such as a tray not suiting every task and scores being judgements rather than measured savings.

Teaching and evidence record

Supplied scheme of work teaching sequence: Score options against explicit criteria. Use unit evidence to write a reasoned report explaining the preferred option, trade-offs, limitations and a realistic next action.

Look for

S: decision report against unit success criteria; retain evidence.

Accept accurate equivalents, including speech or exact scribing. Check the concept and use of evidence rather than length or handwriting. Record access support separately from content prompting.

BUILD: a concrete example with a reason or demonstrated action. GROW: explain or compare with a relevant detail. LAUNCH: connect evidence and reasoning; use a limitation when the outcome requires it. Keep RE responses non-GCSE.

Media

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

Use manual steps for a calm pace. The silent MP4 has visible captions and a matching text transcript. The supplied model is authored for this lesson.

Source credits

Evidence and factual claim record ../../../Sources_and_checks.html#w06

Exact unit scheme and access text ../../../Sources_and_checks.html#sow

Authored scenarios and limits ../../../Sources_and_checks.html#authored

Teacher-supplied book and source checks ../../../Sources_and_checks.html#book

Source access results and dates are recorded in Sources_and_checks.html.

Teacher notes PDF

Made by Matt