ASDAN Studio · Community & Enterprise · Week 2 of 6

Plan a Social-Action or Enterprise Project

LAUNCH Pathway · ASDAN Studio · Community Project & Enterprise

Progress SoW · LAUNCH ASDAN Aut 1 · 2026–27 · Community Project & Enterprise · Week 2🏅 Banks: ASDAN Community / Active Citizenship — plan a project; AQA UAS ‘Enterprise skills’

Spark: A good plan turns a need into something that actually happens.

Success looks like

I can turn a need into a project aim
I can list the steps and resources
I can say how we will know it worked

Aspire · build a project plan with a simple practice budget to a strong standard.

Teacher Print Tools — Week 2

Retrieval Quiz

Arrival Task – What Do You Already Know?

1. Say it

Name the community need you chose.

Any honest answer counts.

2. Spot it

Name one thing you would need to run a project.

Any honest answer — e.g. helpers, materials.

3. Point to it

Point to a first step you could take.

Any honest answer counts.

1. The big idea

What is the difference between a need and a project?

Own words — a project is the plan to meet the need.

2. Today’s work

What is a project ‘aim’?

A sensible answer — what the project will achieve.

3. Success check

By the end you plan the steps. How will you know it worked?

Name one measure — e.g. the space is used again.

1. Plan logic

Why list resources before you start?

Because a missing resource can stall the whole project.

2. Evidence test

‘Our project will help.’ What measure would show it did?

A checkable outcome tied to the people who benefit.

3. Scope

Is a small, finished project better than a big, unfinished one? Argue it.

Own argument — a completed small project actually helps.

Starter

Today at a Glance

Key Question: How do we turn our need into a project — with a clear aim and steps?

💡 Big Idea

A project plan sets an aim, lists steps and resources, and names a success measure.

🎲 Today We Play

Wordsearch — project-planning words

🧱 The Wall Grows

Onto the Community Board

🏅 It Banks

ASDAN Community / Active Citizenship — plan a project; AQA UAS

Talk first, then we play — every voice counts here.

I Do

The Model — Planning the Project

Key Idea: Set an aim, list steps and resources, and name how you will measure success.

👀 Look: an aim, ordered steps, the resources, and a success measure.

Step 0 of 3

Set the aim.

The aim says what the project will achieve for the people who benefit, and why. A clear aim keeps everyone pointed the same way.

List steps and resources.

Break the project into ordered steps, and list what each needs: people, time, materials, and any practice budget. Missing resources stall projects.

Name the success measure.

Decide how you will know it worked — a checkable outcome tied to the beneficiaries, like a space used again or people reached.

We Do

Wordsearch — project-planning words

How it works: Say what each word means, then tap to check.Found: 0/8

AIM

PLAN

STEP

RESOURCE

BUDGET

TIMELINE

SUCCESS

OUTCOME

I Do

Proving It — The Evidence Loop

Key Idea: A written project plan with an aim and steps is real project evidence.

Step 0 of 3

Documentarian

photo your project plan.

Annotate

write ‘our success measure is ___’.

Witness

staff sign your project plan.

For the moderator, not just the folder

A tick says it happened. A witness statement says what you did. Before the photo is filed, the adult writes one sentence naming the thing they actually saw you do — and rings whether you did it Supported, Standard or Stretch.

That ring is the part that counts. It is the difference between “the class did this” and “this candidate did it, at this level, with this much help.” The witness sheet prints with every pack.

We Do

Match the Plan Part to Its Job

Step 1: Tap a card, then its partner. Step 2: Watch the WAGOLL write itself. Score: 0/6

AIM

STEP

RESOURCE

TIMELINE

BUDGET

SUCCESS MEASURE

Says what the project will achieve

One action on the way there

Something the project needs to run

When each part happens

The practice money set aside

How you will know it worked

Aim setSteps listedResources namedSuccess measured

Independent Work

Independent Work — Studio Time

Instructions: Work at your level. Evidence goes in your ASDAN portfolio — Documentarian photo + annotation + witness tick — ASDAN Community / Active Citizenship — plan a project; AQA UAS ‘Enterprise skills’.

🤝 With support

Task: Order the project step cards, then match two resources to the steps, with an adult.

Steps: One step at a time — adult support is right there. Photo it when you are proud of it.

👤 On your own

Task: Turn your need into a project plan with an aim, ordered steps, resources and a success measure.

Steps: Work it through — photo as you go, annotate at the end, witness tick before you pack up.

🚀 Take it further

Task: Build a project plan with a timeline and a simple practice budget, and justify your success measure.

Steps: Task first, budget second — show the practice money fits the resources.

Lundy Loop

Lundy Loop — Your Voice on the Wall

Why: Article 12 — your voice shapes the project we plan together.

🚪 SPACE

The Community Board tracks progress, never rankings — ‘pass’ is always allowed.

📣 VOICE

Say one step you want to lead or help with. Your words.

👥 AUDIENCE

Your plan is yours — the board shows only the headline you choose.

⭐ INFLUENCE

The steps the room chooses shape how we run the project next.

Exit Ticket

Instructions: Answer independently. Own words — no wall-peeking.

1.

You have a project aim — true? Say it.

Point to today’s work as your proof.

2.

You listed a step — true? Say one.

Point to today’s work as your proof.

3.

You named a resource — true? Say one.

Point to today’s work as your proof.

1.

State your project aim in one sentence.

Own words — what and why.

2.

How will you know your project worked?

Your success measure — tied to beneficiaries.

3.

Where does today’s evidence bank?

ASDAN Community / Active Citizenship — plan a project; AQA UAS.

1.

Which resource is most vital, and why?

Own pick + reasons.

2.

Why is a small, finished project better than a big, unfinished one?

Because a completed project actually helps.

3.

Explain how your practice budget fits your resources.

Own link — money to what is needed.

Knowledge Organiser (LAUNCH ASDAN W2): Plan a Social-Action or Enterprise Project

LAUNCH · ASDAN Studio · Community Project & Enterprise · Banks: ASDAN Community plan a project; AQA UAS

Key Word	Definition
AIM	What the project will achieve.
RESOURCE	Something the project needs to run.
TIMELINE	When each step happens.
SUCCESS MEASURE	How you will know it worked.

Key Facts

A project is the plan to meet a need.
List resources so nothing stalls the project.
Tie the success measure to the people who benefit.
Banks: ASDAN Community / Active Citizenship — plan a project; AQA UAS.
Pupil voice: name a step you want to help with.

Plan a Social-Action or Enterprise Project

Name: ____________________ Class: __________ Date:

This week’s spark

A good plan turns a need into something that actually happens.

ASDAN evidence

Documentarian photo + annotation + witness tick — ASDAN Community / Active Citizenship — plan a project; AQA UAS ‘Enterprise skills’.

Arrival Task

1) Name the community need you chose.

2) Name one thing you would need to run a project.

3) Point to a first step you could take.

1) What is the difference between a need and a project?

2) What is a project ‘aim’?

3) By the end you plan the steps. How will you know it worked?

1) Why list resources before you start?

2) ‘Our project will help.’ What measure would show it did?

3) Is a small, finished project better than a big, unfinished one? Argue it.

Today at a Glance

Key Question: How do we turn our need into a project — with a clear aim and steps?

We Do 1: Wordsearch — project-planning words

AIM, PLAN, STEP, RESOURCE, BUDGET, TIMELINE, SUCCESS, OUTCOME

We Do 2: Match the Plan Part to Its Job

Draw lines to match:

AIM · STEP · RESOURCE · TIMELINE · BUDGET · SUCCESS MEASURE

Says what the project will achieve · One action on the way there · Something the project needs to run · When each part happens · The practice money set aside · How you will know it worked

Scaffolding – Supported

Access & sensory notes (staff)
· The supported task today is: Order the project step cards, then match two resources to the steps, with an adult.
· Fine motor: offer the chunky-grip pen, and accept a card sort or a spoken answer scribed by an adult — the judgement is the evidence, not the handwriting.
· Sensory: offer the write-it-first option before any share-aloud; nobody is put on the spot cold.
· Cognitive load: a completed small piece beats a half-done large one at moderation. Cut the target, never the thinking.
· Ring the level honestly on the witness sheet. Supported with the work finished is a stronger portfolio entry than Standard with it abandoned.

Sentence starters

Our aim is ______.

Our steps are ______.

We will know it worked when ______.

Word bank

aim · plan · step · resource · budget · timeline · success · outcome

Scaffolding – Standard

Frame

1) Set the aim. 2) List ordered steps and resources. 3) Name the success measure.

Scaffolding – Stretch

Stretch prompts

Which resource is most vital, and why? How does your practice budget fit the plan?

Independent Work – Supported

Task: Order the project step cards, then match two resources to the steps, with an adult.

Work here (an adult can scribe):

Independent Work – Standard

Task: Turn your need into a project plan with an aim, ordered steps, resources and a success measure.

Evidence check: photo ☐ annotation ☐ witness ☐

Independent Work – Stretch

Task: Build a project plan with a timeline and a simple practice budget, and justify your success measure.

Stretch (L2 standard): build a project plan with a simple practice budget to a strong standard.

Exit Ticket – Supported

1) You have a project aim — true? Say it.

2) You listed a step — true? Say one.

3) You named a resource — true? Say one.

Exit Ticket – Standard

1) State your project aim in one sentence.

2) How will you know your project worked?

3) Where does today’s evidence bank?

Exit Ticket – Stretch

1) Which resource is most vital, and why?

2) Why is a small, finished project better than a big, unfinished one?

3) Explain how your practice budget fits your resources.

Assessor Witness Statement

LAUNCH ASDAN W2 · Plan a Social-Action or Enterprise Project
LAUNCH · ASDAN Studio · Community Project & Enterprise · Banks: ASDAN Community plan a project; AQA UAS

Candidate name
Date of activity
Activity witnessed	Plan a Social-Action or Enterprise Project

1 · What I actually saw this candidate do

Name the observable action, not the worksheet. Write what a stranger would have seen from the doorway.

2 · Level the candidate worked at — ring ONE

SUPPORTED
Order the project step cards, then match two resources to the steps, with an adult.

STANDARD
Turn your need into a project plan with an aim, ordered steps, resources and a success measure.

STRETCH
Build a project plan with a timeline and a simple practice budget, and justify your success measure.

Prompts given (if any):

3 · Evidence attached

☐ Dated photograph ☐ Candidate’s written annotation ☐ Completed sheet ☐ Other:

4 · Assessor declaration

I confirm the work described above was produced by the named candidate, and that the level ringed reflects the support actually given on the day.

Assessor name (print)	Role
Signature	Date

5 · Learner confirmation

I confirm this is my own work.

Learner name (print)	Signature
Date

One statement per candidate per session. File it with the photo, not instead of it.

Lundy Loop — this lesson

Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.

Space	The Community Board tracks progress, never rankings — ‘pass’ is always allowed.
Voice	Say one step you want to lead or help with. Your words.
Audience	Your plan is yours — the board shows only the headline you choose.
Influence	The steps the room chooses shape how we run the project next.

Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Pass is always allowed.

What I said, and what it changed:

Plan a Social-Action or Enterprise Project — Feedback Sheet

Keep with your ASDAN portfolio.

Pupil name:	Date:
WWW (What Went Well):
EBI (Even Better If):
Level worked at: Supported / Standard / Stretch	ASDAN evidence filed: Yes / Not yet
Pupil response — my next step:

Plan a Social-Action or Enterprise Project

Success looks like

Teacher Print Tools — Week 2

Arrival Task – What Do You Already Know?

1. Say it

2. Spot it

3. Point to it

1. The big idea

2. Today’s work

3. Success check

1. Plan logic

2. Evidence test

3. Scope

Today at a Glance

💡 Big Idea

🎲 Today We Play

🧱 The Wall Grows

🏅 It Banks

The Model — Planning the Project

Set the aim.

List steps and resources.

Name the success measure.

Wordsearch — project-planning words

Proving It — The Evidence Loop

Documentarian

Annotate

Witness

Match the Plan Part to Its Job

Independent Work — Studio Time

🤝 With support

👤 On your own

🚀 Take it further

Lundy Loop — Your Voice on the Wall

🚪 SPACE

📣 VOICE

👥 AUDIENCE

⭐ INFLUENCE

Exit Ticket

1.

2.

3.

1.

2.

3.

1.

2.

3.

Plan a Social-Action or Enterprise Project — banked!

Pens down — quick partner check!

Knowledge Organiser (LAUNCH ASDAN W2): Plan a Social-Action or Enterprise Project

Key Facts

Plan a Social-Action or Enterprise Project

This week’s spark

ASDAN evidence

Arrival Task

Today at a Glance

We Do 1: Wordsearch — project-planning words

We Do 2: Match the Plan Part to Its Job

Scaffolding – Supported

Sentence starters

Word bank

Scaffolding – Standard

Frame

Scaffolding – Stretch

Stretch prompts

Independent Work – Supported

Independent Work – Standard

Independent Work – Stretch

Exit Ticket – Supported

Exit Ticket – Standard

Exit Ticket – Stretch

Assessor Witness Statement

Lundy Loop — this lesson

Plan a Social-Action or Enterprise Project — Feedback Sheet