{ "schema_version": "lesson-content-1", "id": "launch_dt_a2_w01", "lesson_code": "DT-LAUNCH-A2-W01", "title": "Materials tools and safe work", "subject": "Design & Technology", "pathway": "LAUNCH", "term": "Autumn 2", "week": 1, "edition": "public", "label": "Public edition", "minutes": 40, "week_range": { "start": "2026-11-03", "end": "2026-11-06" }, "teaching_date": null, "teaching_date_inferred": false, "objective_verbatim": "CONSTRUCTION: identify materials, tools and safety.", "unit_verbatim": "Construction & making: safe structures", "accreditation": "[AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.", "assessment_verbatim": "F: safe-working observation. S: constructed product + evaluation (data drop).", "source_cells": { "LAUNCH Weekly - Autumn": [ "C236" ], "LAUNCH - Autumn": [ "D33", "I33", "J33" ] }, "sources": [ { "id": "scheme", "path": "measure/lane1/AUT2_SCHEME_LINES_AND_PAGES.md", "branch": "lane1/main", "revision": "840cc945143005b5e94ae6c8b49776a29a8d48fc", "requested_checkpoint": "push 132", "blob_sha": "d3eb8393b824811ea9ea2cb04b68395869a10598", "note": "Lane 1 scheme-line index. Actual workbook supplies exact wording behind index masks." }, { "id": "workbook", "path": "_authoring/science_2026-27/_toolchain/scheme_references/LAUNCH_SOW.xlsx", "revision": "9ed44bdf", "sha256": "b8063b7d6b3989f71375b5f2c3a62b9ebcd3be1bb1933706a009473c7b19ee02", "bytes": 111725, "note": "Read-only source, not redistributed." }, { "id": "format", "path": "reference/LAUNCH_PSHE_RSHE_A2_W01_W02_BUNDLE.zip", "sha256": "456e76f9560c42ea2904f5328cf52b48c8735198a7c2f035f5f01e8cf539a082", "note": "Accepted first issue: twelve-member core pack and Public substitutions. Uses established VOC slide furniture." }, { "id": "calendar", "path": "current_chat/Autumn2_weeks1_2_order", "revision": "24 October 2026", "note": "W1 Tue 3–Fri 6 Nov; Monday 2 Nov training. W2 Mon 9–Fri 13 Nov. Actual lesson day/clock slot not supplied." } ], "external_sources": [ { "id": "safety", "title": "HSE Health and safety checklist for classrooms", "url": "https://www.hse.gov.uk/risk/classroom-checklist.htm", "supports": "The ordinary classroom checklist excludes specialist D&T facilities. Staff must use activity-appropriate risk assessment and management for practical work." }, { "id": "structures", "title": "Science Buddies Build the Best Paper Bridge", "url": "https://www.sciencebuddies.org/stem-activities/build-best-bridge", "supports": "A flat paper sheet can be folded into a channel for a model bridge. The local 20 by 8 cm card plan is an authored choice. This pack covers identification and marking out only; building and testing occur in later scheme weeks." } ], "evidence": [ { "id": "LAUNCH-DT-W1-E1", "description": "Individual material and tool identification, a sample observation and a hazard with a safe action; record actual support and response to feedback.", "status": "formative only", "edition": "public" } ], "routes": { "Supported": "Supported: start with A, B, C and D.", "Independent": "Independent: sort all six and give a use.", "Aspire": "Aspire: explain a material choice for a model." }, "vocab": [ { "word": "material", "definition": "What we use to make something.", "edition": "both" }, { "word": "tool", "definition": "An item that helps us do a task.", "edition": "both" }, { "word": "hazard", "definition": "Something that could cause harm.", "edition": "both" }, { "word": "safe", "definition": "With risks checked and controlled.", "edition": "both" }, { "word": "stiff", "definition": "Hard to bend.", "edition": "both" }, { "word": "structure", "definition": "Parts arranged to hold a shape or load.", "edition": "both" }, { "word": "join", "definition": "Fix parts together.", "edition": "both" } ], "cases": [ { "id": "A", "text": "Paper: a thin sheet for a sketch or model.", "judgement": "material", "fact": "Paper is used to make or draw on.", "next_step": "Bend a small sample gently. Describe what you notice.", "staff_note": "Compare paper and card samples of the same size. Accept observations of the actual samples; do not assume every card is stiffer.", "edition": "both" }, { "id": "B", "text": "Card: a sheet for a small model.", "judgement": "material", "fact": "Card is used to form the model.", "next_step": "Check the edge before gently bending the sample.", "staff_note": "Use clean, dry card with no staples or rough edges. No folding or building of the final blank today.", "edition": "both" }, { "id": "C", "text": "Ruler: a tool with a scale.", "judgement": "tool", "fact": "It measures length and guides a straight line.", "next_step": "Lay it flat. Find the zero mark.", "staff_note": "Zero on the scale may not be the physical end of the ruler. Use a clear centimetre scale.", "edition": "both" }, { "id": "D", "text": "Pencil: a tool that leaves a mark.", "judgement": "tool", "fact": "It draws lines and marks points.", "next_step": "Keep it on the mat when it is not in use.", "staff_note": "Do not wave or throw pencils. Use an appropriate grip or larger pencil if needed.", "edition": "both" }, { "id": "E", "text": "Scissors: a tool for cutting. Use the picture today.", "judgement": "tool", "fact": "Scissors cut suitable materials.", "next_step": "Ask the adult before any cutting task.", "staff_note": "Identification only in this pack. No pupil cutting. Staff prepare blanks beforehand under local procedures.", "edition": "both" }, { "id": "F", "text": "Tape: a material used to join parts.", "judgement": "material", "fact": "Tape can hold parts together.", "next_step": "Use only a staff-prepared sample today.", "staff_note": "Use a short piece on a backing card; no live dispenser or assembly is needed.", "edition": "both" } ], "slides": [ { "number": 1, "stage": "Title and big question", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "TITLE AND BIG QUESTION", "edition": "public" }, { "name": "slide-number-time", "text": "1 / 12", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W01", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "lesson-title", "text": "Materials tools and safe work", "edition": "public" }, { "name": "lesson-subtitle", "text": "Week 1 · 3–6 November 2026 · 40 minutes", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "How can we get ready to make a model?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "We will work with a small card model.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point, say, draw, write or show.", "edition": "public" } ], "pupil_text": [ "How can we get ready to make a model?", "We will work with a small card model.", "Point, say, draw, write or show." ], "notes": "DT-LAUNCH-A2-W01 · Tuesday 3–Friday 6 November 2026\nTitle and big question: 0 minutes.\nTeacher: Open the question. Enter the actual date in the planner; the slide gives the authorised week range. One D&T period per week.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W1-E1; Individual material and tool identification, a sample observation and a hazard with a safe action; record actual support and response to feedback.\nScheme: LAUNCH Weekly - Autumn!C236; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Open the question. Enter the actual date in the planner; the slide gives the authorised week range. One D&T period per week." }, { "number": 2, "stage": "Arrival and regulation", "minutes": 4, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "ARRIVAL AND REGULATION", "edition": "public" }, { "name": "slide-number-time", "text": "2 / 12 · 4 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W01", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Ready for a calm start", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Check how you feel in private.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Choose a quiet seat or a short pause.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Clear your work space.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Ask the adult if you need support.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Keep tools on the mat when not in use.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "Tell the adult if you spot a hazard.", "edition": "public" } ], "pupil_text": [ "Check how you feel in private.", "Choose a quiet seat or a short pause.", "Clear your work space.", "Ask the adult if you need support.", "Keep tools on the mat when not in use.", "Tell the adult if you spot a hazard." ], "notes": "DT-LAUNCH-A2-W01 · Tuesday 3–Friday 6 November 2026\nArrival and regulation: 4 minutes.\nTeacher: Use a private check-in and quiet start. Explain help and pause routes. Check the work surface and pupil access needs.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W1-E1; Individual material and tool identification, a sample observation and a hazard with a safe action; record actual support and response to feedback.\nScheme: LAUNCH Weekly - Autumn!C236; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Use a private check-in and quiet start. Explain help and pause routes. Check the work surface and pupil access needs." }, { "number": 3, "stage": "Starter", "minutes": 2, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "STARTER", "edition": "public" }, { "name": "slide-number-time", "text": "3 / 12 · 2 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W01", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Look at the diagram", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "What can you name?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Which items are materials?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Which items are tools?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Point or say one clue.", "edition": "public" } ], "pupil_text": [ "What can you name?", "Which items are materials?", "Which items are tools?", "Point or say one clue." ], "notes": "DT-LAUNCH-A2-W01 · Tuesday 3–Friday 6 November 2026\nStarter: 2 minutes.\nTeacher: Read the diagram labels aloud and show real materials or a flat blank. Accept a pointed clue or quiet answer. Diagrams are not measuring templates.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W1-E1; Individual material and tool identification, a sample observation and a hazard with a safe action; record actual support and response to feedback.\nScheme: LAUNCH Weekly - Autumn!C236; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read the diagram labels aloud and show real materials or a flat blank. Accept a pointed clue or quiet answer. Diagrams are not measuring templates." }, { "number": 4, "stage": "Today", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "TODAY", "edition": "public" }, { "name": "slide-number-time", "text": "4 / 12", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W01", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Today", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "CONSTRUCTION: identify materials, tools and safety.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "I can name two materials and two tools.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I can say what a tool helps us do.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I can spot a hazard and a safe action.", "edition": "public" } ], "pupil_text": [ "CONSTRUCTION: identify materials, tools and safety.", "I can name two materials and two tools.", "I can say what a tool helps us do.", "I can spot a hazard and a safe action." ], "notes": "DT-LAUNCH-A2-W01 · Tuesday 3–Friday 6 November 2026\nToday: 0 minutes.\nTeacher: Read the scheme objective exactly. Explain the success checks. This is formative work, not award completion.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W1-E1; Individual material and tool identification, a sample observation and a hazard with a safe action; record actual support and response to feedback.\nScheme: LAUNCH Weekly - Autumn!C236; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read the scheme objective exactly. Explain the success checks. This is formative work, not award completion." }, { "number": 5, "stage": "I Do", "minutes": 5, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "I DO", "edition": "public" }, { "name": "slide-number-time", "text": "5 / 12 · 5 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W01", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Materials tools and safety", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Card is a material. It can form a model.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Paper is a material too. Feel how it bends.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "A ruler is a tool. It helps us measure.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "A pencil is a tool. It makes clear marks.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "A sharp point can hurt. Keep it on the mat.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "Clear the desk. Ask before using a new tool.", "edition": "public" }, { "name": "diagram-caption", "text": "A material is what we use. A tool helps us do a task.", "edition": "public" } ], "pupil_text": [ "Card is a material. It can form a model.", "Paper is a material too. Feel how it bends.", "A ruler is a tool. It helps us measure.", "A pencil is a tool. It makes clear marks.", "A sharp point can hurt. Keep it on the mat.", "Clear the desk. Ask before using a new tool." ], "notes": "DT-LAUNCH-A2-W01 · Tuesday 3–Friday 6 November 2026\nI Do: 5 minutes.\nTeacher: Show real paper, card, ruler and pencil. Name material/tool and purpose. Compare equal-size samples gently and describe only what you observe. Point to the picture of scissors without handing out scissors. Model placing a pencil on the mat and clearing space.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W1-E1; Individual material and tool identification, a sample observation and a hazard with a safe action; record actual support and response to feedback.\nScheme: LAUNCH Weekly - Autumn!C236; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Show real paper, card, ruler and pencil. Name material/tool and purpose. Compare equal-size samples gently and describe only what you observe. Point to the picture of scissors without handing out scissors. Model placing a pencil on the mat and clearing space." }, { "number": 6, "stage": "We Do", "minutes": 5, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "WE DO", "edition": "public" }, { "name": "slide-number-time", "text": "6 / 12 · 5 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W01", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "What is the safe next step?", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "You find a sharp staple in reused card.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Pull it out with your fingers.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Stop. Put it down and tell the adult.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Hide it under the card.", "edition": "public" } ], "pupil_text": [ "You find a sharp staple in reused card.", "A Pull it out with your fingers.", "B Stop. Put it down and tell the adult.", "C Hide it under the card." ], "notes": "DT-LAUNCH-A2-W01 · Tuesday 3–Friday 6 November 2026\nWe Do: 5 minutes.\nTeacher: Read A/B/C aloud and ask for a letter plus a reason. B. Stop handling the card and tell the adult. Staff replace it with clean, staple-free card. A risks a hand injury; C leaves the hazard for someone else. Reteach with a rough card edge: pause and ask for a sound piece.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W1-E1; Individual material and tool identification, a sample observation and a hazard with a safe action; record actual support and response to feedback.\nScheme: LAUNCH Weekly - Autumn!C236; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read A/B/C aloud and ask for a letter plus a reason. B. Stop handling the card and tell the adult. Staff replace it with clean, staple-free card. A risks a hand injury; C leaves the hazard for someone else. Reteach with a rough card edge: pause and ask for a sound piece." }, { "number": 7, "stage": "You Do practice", "minutes": 12, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "YOU DO PRACTICE", "edition": "public" }, { "name": "slide-number-time", "text": "7 / 12 · 12 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W01", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Our practice tasks", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Sort the six cards: material or tool.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: start with A, B, C and D.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: sort all six and give a use.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: explain a material choice for a model.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Feel paper and card. Say what you notice.", "edition": "public" } ], "pupil_text": [ "Sort the six cards: material or tool.", "Supported: start with A, B, C and D.", "Independent: sort all six and give a use.", "Aspire: explain a material choice for a model.", "Feel paper and card. Say what you notice." ], "notes": "DT-LAUNCH-A2-W01 · Tuesday 3–Friday 6 November 2026\nYou Do practice: 12 minutes.\nTeacher: Sort A–F as material/tool using page 2 labels. Compare equal-size paper and card by gentle bending, not a model load test. Supported pupils start with A–D. Begin page 1 evidence during practice; record exact pupil observations.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W1-E1; Individual material and tool identification, a sample observation and a hazard with a safe action; record actual support and response to feedback.\nScheme: LAUNCH Weekly - Autumn!C236; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Sort A–F as material/tool using page 2 labels. Compare equal-size paper and card by gentle bending, not a model load test. Supported pupils start with A–D. Begin page 1 evidence during practice; record exact pupil observations." }, { "number": 8, "stage": "You Do evidence", "minutes": 6, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "YOU DO EVIDENCE", "edition": "public" }, { "name": "slide-number-time", "text": "8 / 12 · 6 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W01", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "My evidence", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Name two materials and two tools.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Keep one note about the samples.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Name a hazard and a safe action.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Respond to feedback in the same colour, on the same page or usual mode.", "edition": "public" } ], "pupil_text": [ "Name two materials and two tools.", "Keep one note about the samples.", "Name a hazard and a safe action.", "Respond to feedback in the same colour, on the same page or usual mode." ], "notes": "DT-LAUNCH-A2-W01 · Tuesday 3–Friday 6 November 2026\nYou Do evidence: 6 minutes.\nTeacher: Use both Evidence Sheet pages. Materials: paper, card or tape. Tools: ruler, pencil or scissors. A ruler measures/guides a straight line; a pencil marks; scissors cut. Compare equal-size paper and card samples by gentle bending. Accept the observed result. A hazard must pair with a suitable action, for example sharp staple: stop and tell staff. Do not credit a copied model as an independent observation. Scribe without supplying the reason. Keep the actual work reference.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W1-E1; Individual material and tool identification, a sample observation and a hazard with a safe action; record actual support and response to feedback.\nScheme: LAUNCH Weekly - Autumn!C236; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Use both Evidence Sheet pages. Materials: paper, card or tape. Tools: ruler, pencil or scissors. A ruler measures/guides a straight line; a pencil marks; scissors cut. Compare equal-size paper and card samples by gentle bending. Accept the observed result. A hazard must pair with a suitable action, for example sharp staple: stop and tell staff. Do not credit a copied model as an independent observation. Scribe without supplying the reason. Keep the actual work reference." }, { "number": 9, "stage": "Tidy and evidence check", "minutes": 4, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "TIDY AND EVIDENCE CHECK", "edition": "public" }, { "name": "slide-number-time", "text": "9 / 12 · 4 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W01", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Tidy and check", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Check your name or ID and both pages.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Keep your work and record the help used.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Return tools to the tray.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Tell the adult your next step.", "edition": "public" } ], "pupil_text": [ "Check your name or ID and both pages.", "Keep your work and record the help used.", "Return tools to the tray.", "Tell the adult your next step." ], "notes": "DT-LAUNCH-A2-W01 · Tuesday 3–Friday 6 November 2026\nTidy and evidence check: 4 minutes.\nTeacher: Check ownership and actual assistance. Use VF, WS, I, NS+, //, ?, R and E appropriately. R needs Voice, Audience, NS+ and the pupil response in the same colour, on the same page or usual mode. E requires actual banking. Store materials safely.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W1-E1; Individual material and tool identification, a sample observation and a hazard with a safe action; record actual support and response to feedback.\nScheme: LAUNCH Weekly - Autumn!C236; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Check ownership and actual assistance. Use VF, WS, I, NS+, //, ?, R and E appropriately. R needs Voice, Audience, NS+ and the pupil response in the same colour, on the same page or usual mode. E requires actual banking. Store materials safely." }, { "number": 10, "stage": "Exit ticket", "minutes": 2, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "EXIT TICKET", "edition": "public" }, { "name": "slide-number-time", "text": "10 / 12 · 2 min", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W01", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Exit ticket", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Name one material and one tool.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "What does the tool help us do?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Name one hazard and a safe step.", "edition": "public" } ], "pupil_text": [ "Name one material and one tool.", "What does the tool help us do?", "Name one hazard and a safe step." ], "notes": "DT-LAUNCH-A2-W01 · Tuesday 3–Friday 6 November 2026\nExit ticket: 2 minutes.\nTeacher: Take a quiet exit response. Accept a correct material/tool pair, a purpose and a hazard-action link. Note the next teaching need.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W1-E1; Individual material and tool identification, a sample observation and a hazard with a safe action; record actual support and response to feedback.\nScheme: LAUNCH Weekly - Autumn!C236; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Take a quiet exit response. Accept a correct material/tool pair, a purpose and a hazard-action link. Note the next teaching need." }, { "number": 11, "stage": "Vocabulary", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "VOCABULARY", "edition": "public" }, { "name": "slide-number-time", "text": "11 / 12", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W01", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Words that help", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Material: What we make with.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Tool: An item that helps a task.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Hazard: What could cause harm.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Safe: Risks checked and controlled.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Stiff: Hard to bend.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Structure: Parts that hold a shape.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Join: Fix parts together.", "edition": "public" } ], "pupil_text": [ "Material: What we make with.", "Tool: An item that helps a task.", "Hazard: What could cause harm.", "Safe: Risks checked and controlled.", "Stiff: Hard to bend.", "Structure: Parts that hold a shape.", "Join: Fix parts together." ], "notes": "DT-LAUNCH-A2-W01 · Tuesday 3–Friday 6 November 2026\nVocabulary: 0 minutes.\nTeacher: Keep the Vocabulary Mat visible. Connect words to actual tools, materials and marks. Allow a home-language first response.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W1-E1; Individual material and tool identification, a sample observation and a hazard with a safe action; record actual support and response to feedback.\nScheme: LAUNCH Weekly - Autumn!C236; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Keep the Vocabulary Mat visible. Connect words to actual tools, materials and marks. Allow a home-language first response." }, { "number": 12, "stage": "Staff brief", "minutes": 0, "hidden": true, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "STAFF BRIEF", "edition": "public" }, { "name": "slide-number-time", "text": "12 / 12", "edition": "public" }, { "name": "printed-id", "text": "DT-LAUNCH-A2-W01", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Staff brief", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Check local risk controls before teaching.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Pupil tools: ruler and pencil; no cutting.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "TA: record physical help and exact words.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Keep each pupil’s own practical evidence.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Lundy: Space, Voice, Audience, Influence.", "edition": "public" } ], "pupil_text": [], "notes": "DT-LAUNCH-A2-W01 · Tuesday 3–Friday 6 November 2026\nStaff brief: 0 minutes.\nTeacher: Hidden adult reference. Use the planner, Staff Answers and local risk controls. Staff check the task and room risk assessment, individual access needs and local D&T procedures. Use only clean, dry, smooth, staple-free paper/card, rulers and pencils. Prepare tape samples beforehand. Scissors are pictured only. No pupil cutting, folding, assembly, power tools, blades, hot glue or load tests. Offer an observation alternative if touch is uncomfortable.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W1-E1; Individual material and tool identification, a sample observation and a hazard with a safe action; record actual support and response to feedback.\nScheme: LAUNCH Weekly - Autumn!C236; LAUNCH - Autumn!D33, I33, J33; revision 9ed44bdf.\nUnit: Construction & making: safe structures\nAccreditation: [AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.\nAssessment: F: safe-working observation. S: constructed product + evaluation (data drop).\nSources: https://www.hse.gov.uk/risk/classroom-checklist.htm; https://www.sciencebuddies.org/stem-activities/build-best-bridge\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Hidden adult reference. Use the planner, Staff Answers and local risk controls. Staff check the task and room risk assessment, individual access needs and local D&T procedures. Use only clean, dry, smooth, staple-free paper/card, rulers and pencils. Prepare tape samples beforehand. Scissors are pictured only. No pupil cutting, folding, assembly, power tools, blades, hot glue or load tests. Offer an observation alternative if touch is uncomfortable." } ], "asset": { "path": "../../assets/Materials_tools.jpg", "alt": "Six labelled drawings: paper, card, ruler, pencil, closed scissors and a tape sample. Scissors are for picture identification only.", "synthetic": false, "creation": "Authored vector diagram; not to scale", "visible_text": [ "A Paper", "B Card", "C Ruler", "D Pencil", "E Scissors", "F Tape", "Mark with care.", "Picture only today.", "A sample on card." ] }, "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "resources": [ { "kind": "Planner", "path": "launch_dt_a2_w01_Planner.docx", "pdf_path": "launch_dt_a2_w01_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "Materials tools and safe work", "Tuesday 3–Friday 6 November 2026 · one 40-minute lesson", "Teaching date: __________________ Teacher: __________________", "Exact scheme cells", "LAUNCH Weekly - Autumn!C236CONSTRUCTION: identify materials, tools and safety.", "LAUNCH - Autumn!D33Construction & making: safe structures", "LAUNCH - Autumn!I33[AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.", "LAUNCH - Autumn!J33F: safe-working observation. S: constructed product + evaluation (data drop).", "This lesson supplies formative work. The scheme places building in Week 3 and testing/evaluation in Week 4; this pack does not claim a completed product or award. Public award labels are masked only.", "Purpose and success checks", "How can we get ready to make a model?", "I can name two materials and two tools. I can say what a tool helps us do. I can spot a hazard and a safe action.", "LAUNCH-DT-W1-E1: Individual material and tool identification, a sample observation and a hazard with a safe action; record actual support and response to feedback.", "Before pupils arrive", "Prepare equal-size paper and card samples, a safe tape sample on backing card, rulers, pencils and tool trays. Keep actual scissors and cutting tools out of the pupil task. Print the two-page Evidence Sheet, three-page Support Cards and Vocabulary Mat. Read the Staff Answers.", "Check local risk controls and individual access needs. Offer a quiet seat, processing time and help with grip or ruler control. Pupils may work beside a peer or with an adult; capture each person’s own work.", "Calendar", "W1 starts Tuesday 3 November; Monday 2 November is a training day. The owner’s D&T allocation is one period a week. No fixed day or clock slot was supplied. Enter the actual date above.", "", "Forty minute sequence", "Slide", "Min", "Action", "1", "0", "Open title and big question before timing.", "2", "4", "Private check-in, clear work space, ask for support.", "3", "2", "Name a clue in the diagram; read labels aloud.", "4", "0", "Read the exact objective and success checks.", "5", "5", "Model the materials/tools or marking sequence.", "6", "5", "Read the hinge; obtain a letter and a reason.", "7", "12", "Sort A–F; compare equal-size paper/card samples.", "8", "6", "Finish individual evidence and check the actual work.", "9", "4", "Check name, help used and next step; return tools.", "10", "2", "Take one quiet exit response; note next teaching need.", "11", "0", "Keep the vocabulary mat available throughout.", "12", "0", "Hidden reference for adults.", "Hinge and reteach", "B. Stop handling the card and tell the adult. Staff replace it with clean, staple-free card. A risks a hand injury; C leaves the hazard for someone else. Reteach with a rough card edge: pause and ask for a sound piece. A correct letter alone does not show understanding.", "Access routes", "Supported: start with A, B, C and D. Independent: sort all six and give a use. Aspire: explain a material choice for a model.", "Sort A–F as material/tool using page 2 labels. Compare equal-size paper and card by gentle bending, not a model load test. Supported pupils start with A–D. Begin page 1 evidence during practice; record exact pupil observations.", "Begin evidence during the 12-minute practice and finish in the six-minute capture. Read or scribe the learner’s words. Record physical assistance precisely. No forced pair work, cold calling or public performance.", "", "Safe work evidence and learner voice", "Practical boundaries", "Staff check the task and room risk assessment, individual access needs and local D&T procedures. Use only clean, dry, smooth, staple-free paper/card, rulers and pencils. Prepare tape samples beforehand. Scissors are pictured only. No pupil cutting, folding, assembly, power tools, blades, hot glue or load tests. Offer an observation alternative if touch is uncomfortable.", "Assessment and feedback", "Materials: paper, card or tape. Tools: ruler, pencil or scissors. A ruler measures/guides a straight line; a pencil marks; scissors cut. Compare equal-size paper and card samples by gentle bending. Accept the observed result. A hazard must pair with a suitable action, for example sharp staple: stop and tell staff. Do not credit a copied model as an independent observation.", "Keep the actual work, reason, response mode and support. A copied model or blank form is not completed evidence. Use VF · WS · I · NS+ · // (self-edit) · ? (read back) · R (responded) · E (evidence in the school's evidence record). R requires Voice, Audience, an NS+ prompt and the learner’s response in the same colour, on the same page or usual mode. Record E only after actual banking.", "Lundy moments", "Space: a calm place and accessible materials. Voice: a choice or request for help. Audience: the adult listens, checks and replies. Influence: record the requested support or next task and the change made.", "Speaking listening and writing", "Possible communication evidence: Name materials and tools, listen to a safety instruction, explain an observed difference and ask for help with a hazard. The receiving teacher maps authentic responses to their own portfolio. No communication criteria are assigned here.", "Private help and reflection", "Offer a quiet help request or an observation alternative. If a concern is disclosed, listen calmly, follow local safeguarding procedures and keep that record separate from lesson evidence. Do not promise secrecy.", "What needs more practice? __________________________________________________Learner request and change made: ____________________________________________", "Provenance: lane1/main index revision 840cc945; unchanged workbook revision 9ed44bdf, cells above. Calendar and one-period allocation: owner order. The card model and responses are authored examples. Sources and limits: FACTS_LEDGER.md. No award criteria or registration are inferred." ] }, { "kind": "Evidence_Sheet", "path": "../launch_dt_a2_w01_Evidence_Sheet.docx", "pdf_path": "../launch_dt_a2_w01_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "Materials tools and safety", "LAUNCH-DT-W1-E1 · Materials tools and safe work", "Name or ID ____________________ Date ______________", "Point, say, draw or write. An adult may write your own words. Keep the work you do.", "Two materials", "Two tools and their uses", "1. ___________________", "1. ___________________It helps me ___________________", "2. ___________________", "2. ___________________It helps me ___________________", "Compare two samples", "Use paper and card of the same size. Bend each gently. Which feels harder to bend? You may ask an adult to show you.", "I noticed", "__________________________________________________________________", "__________________________________________________________________", "For a small model I would choose __________ because", "__________________________________________________________________", "__________________________________________________________________", "Use the real samples. Your result may differ from someone else’s.", "", "My safe action and response", "Name or ID ____________________", "Choose a hazard: sharp staple in card; pencil waved near a face; a cluttered desk. Do not act out the hazard.", "The hazard is", "__________________________________________________________________", "My safe action is", "__________________________________________________________________", "It helps because", "__________________________________________________________________", "My voice: I asked for __________________________________________", "Audience: I showed or told ____________________________________", "Adult reply / NS+ prompt ______________________________________", "My response, in the same colour, on the same page or usual mode", "__________________________________________________________________", "Next time I will ______________________________________________", "Adult record", "Mode: spoken / pointed / drawn / written / practical / scribedHelp used, including any adult marks: ______________________________Actual pupil work or words: _______________________________________Feedback code ______ Staff initials ______", "R needs Voice, Audience, an NS+ prompt and the pupil response in the same colour, on the same page or usual mode. E means evidence banked. Record support accurately." ] }, { "kind": "Staff_Answers", "path": "launch_dt_a2_w01_Staff_Answers.docx", "pdf_path": "launch_dt_a2_w01_Staff_Answers.pdf", "edition": "public", "paragraphs_in_document_order": [ "Staff answers and response guide", "Materials tools and safe work", "These are task guides, not learner observations. Accept a justified response that fits the actual sample or work. Record what each pupil does and any physical or verbal help.", "Card key", "Card", "Classification or step", "Action and reason", "A", "Material. Paper is used to make or draw on.", "Bend a small sample gently. Describe what you notice.", "B", "Material. Card is used to form the model.", "Check the edge before gently bending the sample.", "C", "Tool. It measures length and guides a straight line.", "Lay it flat. Find the zero mark.", "D", "Tool. It draws lines and marks points.", "Keep it on the mat when it is not in use.", "E", "Tool. Scissors cut suitable materials.", "Ask the adult before any cutting task.", "F", "Material. Tape can hold parts together.", "Use only a staff-prepared sample today.", "Teacher model and hinge", "Card is a material. It can form a model. Paper is a material too. Feel how it bends. A ruler is a tool. It helps us measure. A pencil is a tool. It makes clear marks. A sharp point can hurt. Keep it on the mat. Clear the desk. Ask before using a new tool.", "B. Stop handling the card and tell the adult. Staff replace it with clean, staple-free card. A risks a hand injury; C leaves the hazard for someone else. Reteach with a rough card edge: pause and ask for a sound piece.", "Individual evidence key", "Materials: paper, card or tape. Tools: ruler, pencil or scissors. A ruler measures/guides a straight line; a pencil marks; scissors cut. Compare equal-size paper and card samples by gentle bending. Accept the observed result. A hazard must pair with a suitable action, for example sharp staple: stop and tell staff. Do not credit a copied model as an independent observation.", "", "Feedback and safe teaching", "Card A: Compare paper and card samples of the same size. Accept observations of the actual samples; do not assume every card is stiffer.", "Card B: Use clean, dry card with no staples or rough edges. No folding or building of the final blank today.", "Card C: Zero on the scale may not be the physical end of the ruler. Use a clear centimetre scale.", "Card D: Do not wave or throw pencils. Use an appropriate grip or larger pencil if needed.", "Card E: Identification only in this pack. No pupil cutting. Staff prepare blanks beforehand under local procedures.", "Card F: Use a short piece on a backing card; no live dispenser or assembly is needed.", "Common misunderstandings", "A material becomes part of an item; a tool helps do the work. The same object may serve different purposes in other contexts. Card is not always stiffer than every kind of paper: compare the actual equal-size samples. Safe work means controlling risks, not claiming that nothing can go wrong.", "Practical boundary", "Staff check the task and room risk assessment, individual access needs and local D&T procedures. Use only clean, dry, smooth, staple-free paper/card, rulers and pencils. Prepare tape samples beforehand. Scissors are pictured only. No pupil cutting, folding, assembly, power tools, blades, hot glue or load tests. Offer an observation alternative if touch is uncomfortable.", "Response and next teaching step", "If a reason is vague, return to the actual item or mark. Model on a different sample, then let the learner retry. Use the NS+ prompt and learner response, in the same colour, on the same page or usual mode, before recording R. E means evidence actually banked in the school's evidence record. Keep safeguarding records separate.", "Assessment boundary", "LAUNCH-DT-W1-E1 is formative evidence. Building is in Week 3, testing/evaluation in Week 4. This pack claims no completed product, criterion or award. Sources: FACTS_LEDGER.md." ] }, { "kind": "Support_Cards", "path": "../launch_dt_a2_w01_Support_Cards.docx", "pdf_path": "../launch_dt_a2_w01_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Material and tool cards", "Read or ask an adult to read. Staff may cut these cards on the table lines.", "Cards", "Cards", "APaper: a thin sheet for a sketch or model.", "BCard: a sheet for a small model.", "CRuler: a tool with a scale.", "DPencil: a tool that leaves a mark.", "EScissors: a tool for cutting. Use the picture today.", "FTape: a material used to join parts.", "Sort each item. Give a use and a safe step.", "", "Sort and compare", "Material", "Tool", "What we use to make something.", "An item that helps us do a task.", "Compare the samples", "Use paper and card of the same size. Bend each gently. Say which feels harder to bend. Do not fold or tear the samples.", "I noticed __.For my model I would choose __ because __.A tool I could use is __. It helps me __.", "Spot a hazard", "A sharp staple is in a card sample. A pencil is being waved. A desk is cluttered. Choose one to discuss; do not act it out.", "The hazard is __.My safe step is __.It helps because __.", "Help card", "Please help me with this step.", "I can point to the part I mean.Please read the words or steady the ruler.I can ask for a pause.", "", "A clear work space", "", "Clear the desk. Check the card edge. Put tools on the mat or in the tray when they are not in use.", "Tell the adult if you spot a sharp staple or rough edge. Ask before using a new tool. Use the scissors picture only today." ] }, { "kind": "Vocabulary_Mat", "path": "../launch_dt_a2_w01_Vocabulary_Mat.docx", "pdf_path": "../launch_dt_a2_w01_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Materials tools and safe work", "Word", "Meaning", "material", "What we use to make something.", "tool", "An item that helps us do a task.", "hazard", "Something that could cause harm.", "safe", "With risks checked and controlled.", "stiff", "Hard to bend.", "structure", "Parts arranged to hold a shape or load.", "join", "Fix parts together.", "A sentence I can use", "I chose __ because __.I checked __.Please help me with __.", "Ask an adult to read a word with you. You can point or use a word in your home language first." ] } ], "shared_diagram": { "path": "../../assets/Safe_workspace.jpg", "visible_text": [ "Clear space. Tools at rest.", "Tool tray", "Check card edges. Ask if you spot a hazard." ], "edition": "both" } }