LAUNCH · Week 7 of 8

Source-based assessment

LAUNCH Humanities · Autumn 1 · Week 7 · 40 minutes

Progress SoW · Humanities Aut 1 · 2026–27 · LAUNCH · Week 7 · 'LAUNCH Weekly - Autumn'!C52
Verbatim workbook outcome: Source-based assessment. · Trace: 'LAUNCH Weekly - Autumn'!C52
Today you sit the assessment, then find the four errors planted in a marked answer and say what each one costs.

Today at a Glance

LAUNCH Humanities40 minutesoffline sources
LAUNCH entry · find two errors with the criteria strip · LAUNCH secure · find all four and name the criterion each fails · LAUNCH stretch · give the smallest repair for each and rank them by cost

◆ Supported

Your answer and two errors marked, scribing permitted.

▲ Standard

Your answer and all four with criteria and repairs.

★ Stretch

All four with repairs, ranked by cost, and your own first fix.

Staff card: the marked answer is written for this lesson. It is not a learner script from this or any class, and the card says so on its face.
Staff and source drawer: source extracts carry origin and date; the mark criteria strip stays on the table throughout, including during the timed section.
Tool modal: the sort frames, the annotation grid and the print route all remain offline.

Teacher Print Tools — Week 7

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 what the criteria ask

The marked answer is written for this lesson and is nobody work. No learner script is shown to the class. Every source is from the pack, and nothing said here leaves this room.
You can work from the criteria strip alone. You can dictate and the words stay yours. Extra time is a route, not a concession. Each is a full route.
Criterion is one line of the mark scheme, which an answer either meets or does not.

Four criteria: point stated, evidence quoted with origin, evidence explained, judgement reached.

Explaining means saying what the evidence shows, not repeating it in other words.

Arrival decision: Take the assessment paper and the criteria strip. Everyone works from the same two.

Keep the strip visible during the timed section. Marking criteria withheld until afterwards teach memory, not assessment.
SPACEVOICEAUDIENCEINFLUENCE

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

Starter

Starter: A marked answer with four errors in it

One answer, marked as though it met every criterion.

Marker note: “All four met. Full marks.”

Your job: the note is wrong. Four criteria are unmet, and each one is visible on the page.

You are not marking a person. The answer is written for this lesson and it is nobody work, which is why we can be direct about it.

Do not confirm a single error before the timed section is finished; the assessment comes first.
SPACEVOICEAUDIENCEINFLUENCE

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

I Do

I Do: Reading an answer against the criteria

The diagram lists the four criteria down the left and, on the right, the commonest way each one is missed.

Modelled: criterion two. I find a quotation and look for its origin. There is none. Error found. Smallest repair: eight words naming who wrote it and when. The paragraph does not need rewriting.

Smallest repair is the least you could add to meet the criterion, without rewriting what is already there.
Model the repair as well as the error. Learners who only learn to spot errors mark harshly and improve nothing.
SPACEVOICEAUDIENCEINFLUENCE

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

We Do

We Do: Spot the error: four of them are planted

Paragraph 1: which criterion does it miss, and what is the smallest repair?

The quotation in paragraph 2: what is missing before it can count?

The final paragraph: is that a judgement, or a summary?

Spot first: spot the error and mark it on your copy with the criterion number, then correct the line in the margin. Everyone commits at the same time, then we hold up the copies together and compare.

Take the criterion from one learner and the repair from another; splitting them doubles the number of learners who speak.
SPACEVOICEAUDIENCEINFLUENCE

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

I Do

I Do: What each error costs

The picture separates errors that cost a phrase from errors that cost a paragraph.

An answer with three cheap errors is usually closer to the standard than one with a single expensive one.

Ranked together: the missing origin is cheap. The missing judgement is expensive, because nothing in the answer can be reused to build it.

Push for cost, not count. It is the reasoning that transfers to a learner own work.
SPACEVOICEAUDIENCEINFLUENCE

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

We Do

We Do: Which error costs most to repair?

Everyone writes a ranking on a whiteboard, then we hold them up at the same time.

Scribe the repair 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: the paper and the marking

16:00

Your record is your own answer plus your marking of the planted one. Both are assessed.

◆ Supported

Your answer, and two errors marked with criterion numbers. Scribing permitted.

▲ Standard

Your answer, all four errors marked with criteria and repairs.

★ Stretch

Your answer, all four with repairs, ranked by cost, and the one you would fix first in your own paper.

Check yourself: is every repair the smallest one that would meet the criterion?

Check yourself: did you check your own answer against the same four criteria?

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 mark: paragraph two, criterion two unmet, the quotation carries no origin. Smallest repair: name the writer and the year, eight words, no rewriting. Cost: cheap.

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 one of your marks to a partner. They say back which criterion you meant.

Did they name a different criterion? Change the wording of your mark. That change is your influence.

Close by naming one learner whose mark was rewritten 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.