LAUNCH · Week 5 of 8

Who shaped Britain, and how we decide

LAUNCH Humanities · Autumn 1 · Week 5 · 40 minutes

Progress SoW · Humanities Aut 1 · 2026–27 · LAUNCH · Week 5 · 'LAUNCH Weekly - Autumn'!C50
Verbatim workbook outcome: Diverse British history: people who shaped Britain. · Trace: 'LAUNCH Weekly - Autumn'!C50
Today you commit privately to which contribution changed most, reveal together, and defend the criterion you used.

Today at a Glance

LAUNCH Humanities40 minutesoffline sources
LAUNCH entry · apply the criterion to two cards using the frame · LAUNCH secure · commit, reveal and defend a criterion · LAUNCH stretch · argue that a different criterion reverses your order

◆ Supported

Two cards under one criterion, scribing permitted.

▲ Standard

Four ranked, criterion named, one sentence of defence.

★ Stretch

Four ranked, defended, with a concession.

Staff card: the contribution cards come from the school agreed figure set held in the room; the deck does not name individuals, because naming a person inside a deck needs a registry review that has not happened.
Staff and source drawer: each card gives a field, a dated contribution and its documented reach. Provenance is the agreed set only, and cards without a date are withdrawn.
Tool modal: the sort frames, the annotation grid and the print route all remain offline.

Teacher Print Tools — Week 5

SPACEVOICEAUDIENCEINFLUENCE

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

Space, voice, audience and influence together mean that you are given room to participate, that your contribution is received in the words you chose, that somebody listens to it with attention, and that one real decision changes as a consequence.
Arrival Task

Arrival Task – Retrieving how judgement works

No learner is asked about their own heritage, nationality or family history. Every judgement is made from the cards on the table, and no learner speaks for a group. Nothing said here leaves this room.
You can work from the frame alone. You can dictate and the words stay yours. You can rank by moving cards. Each is a full route.
Criterion is the stated test you are judging against, agreed before you judge.

A ranking without a stated criterion is a preference.

Reach, endurance and whether it opened a door for others are three usable criteria.

Arrival decision: Take four contribution cards from the set. Everyone works from the same four.

Insist all four are read first. A ranking begun after one card is an anchoring effect, not a judgement.
SPACEVOICEAUDIENCEINFLUENCE

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

Starter

Starter: Two rankings, one set of cards

Two learners rank the same four cards.

Ranking A puts the card with the widest documented reach first.

Ranking B puts the card whose change lasted longest first.

Neither is wrong. They used different criteria, and each order follows from the criterion that produced it.

Take no ranking aloud at this point; the first spoken order sets the room.
SPACEVOICEAUDIENCEINFLUENCE

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

I Do

I Do: Criterion, then order

The diagram shows the same four cards under two criteria. The orders differ, and neither is a mistake.

Modelled: criterion, documented reach. I read each card for how many people the contribution touched, not for how well known it is. Card C names a change applied across a whole service, so C leads. That order came out of the criterion, not out of my preference.

Reach is how many people a change actually touched, as documented.
Model the swap. It converts the lesson from ranking people to reasoning about criteria, which is the assessable skill.
SPACEVOICEAUDIENCEINFLUENCE

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

We Do

We Do: Commit to your ranking. Reveal together.

Card A and B: which leads under reach, and what in the card says so?

Card C: does endurance move it up or down?

Card D: which criterion is kindest to it, and is that a reason to choose it?

Commit first: write your criterion and your order on a whiteboard and turn it over. Everyone commits at the same time; nobody reveals until every board is down. Then we hold up together.

Wait for every board. Take the defence from a learner who has not spoken today, and scribe the criterion exactly.
SPACEVOICEAUDIENCEINFLUENCE

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

I Do

I Do: Defending the criterion, not the name

Two challenges arrive at a ranking. One says the order is wrong. One says the criterion was too narrow.

Refusing the second challenge is the commonest weakness at this level, and it is visible in a single sentence.

Modelled reply: under reach my order stands. Under a criterion that counted whether a door was opened for others, card D would rise, and I would not be able to keep it fourth.

Reward the concession. Learners who never concede are not being rigorous, they are being defensive, and the distinction is worth naming.
SPACEVOICEAUDIENCEINFLUENCE

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

We Do

We Do: Say what a wider criterion would change

Everyone writes one sentence of concession on a whiteboard, then we hold up together.

Scribe the concession verbatim; it is the assessed evidence for this outcome.
SPACEVOICEAUDIENCEINFLUENCE

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

Independent Work

Independent Work — Your record: criterion, order, concession

16:00

Produce one record. The criterion and the concession carry more weight than the order.

◆ Supported

Two cards ranked under one criterion, with the frame. Scribing permitted.

▲ Standard

Four cards ranked, criterion named, and one sentence of defence.

★ Stretch

Four ranked, defended, and a concession naming what a wider criterion changes.

Check yourself: did you apply it to every card in the same way?

Check yourself: does your concession name a criterion and a consequence?

Record route and scribing on the evidence line, keeping adult support visible and separate from the learner own words.

⏸ Pens down — quick partner check!

Half way through: stop, swap with a partner, and check one thing on the list above together. Then carry on.

WAGOLL — what a good one looks like

A finished record: criterion, documented reach. Order C, B, A, D. Defence, C names a change applied across a whole service and the card documents it. Concession, under a criterion counting doors opened for others, D rises and I could not keep it last.

SPACEVOICEAUDIENCEINFLUENCE

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

Lundy Loop

Lundy Loop — Your Voice in This Lesson

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

🚪 SPACE

Space ,

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

📣 VOICE

👥 AUDIENCE

⭐ INFLUENCE

SPACEVOICEAUDIENCEINFLUENCE

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

Exit Ticket

Exit Ticket — Audience receives; influence changes something

Read your criterion and concession to a partner. They say back what your criterion counted.

Did they name something you did not mean to count? Change one phrase. That change is your influence.

Close by naming one learner whose criterion was rephrased after a partner misread it. That is the influence record.

✅ Complete

Hand in your record and tick the learner confirmation on your sheet. That is the lesson done.

SPACEVOICEAUDIENCEINFLUENCE

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

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🧑‍🏫 TA Focus

LAUNCH Humanities · Week 8 · OS Map Skills: Unfamiliar Problem

ArrivalConnection before correction — settle first. Retrieval grid is level-toggled: set each pupil's level quietly, not publicly.StarterThe personal hook — let them talk about THEIR answer before the history. Everyone has one; pass still allowed.I Do ×1Pupils watch, you watch pupils. Note who tracks the reasoning — no interruptions yet.We Do ×1Tap-tap sort: click-only by design. Sit with whoever hesitates to start; wrong taps cost nothing.I Do ×2Second short model — if attention dipped, this is the reset point. Keep it under four minutes.We Do ×2Match round: use 🎯 Cold Call with band filter so questions are tier-matched. Reveal is always available.IndependentSupported/Standard/Stretch is per pupil, not per class. Print packs from the title slide; record exactly which level and what support.Lundy LoopSpace · Voice · Audience · Influence — scribe verbatim where you can; a quote beats a summary.ExitLevel-matched exit ticket, no notes. Flag anyone leaving dysregulated for check-out follow-up.
This lesson: Unfamiliar-problem week: resist rescuing. Structured struggle IS the lesson; log what unlocked each pupil.

🎯 Cold Call

Add your class once — names stay on this device only, and every Made by Matt lesson on it shares the list. Band each pupil so questions are tier-matched.

Pass is always allowed — passing still counts as taking part.