{ "schema_version": "lesson-content-1", "id": "launch_dt_a2_w02", "lesson_code": "DT-LAUNCH-A2-W02", "title": "Plan and mark out a model", "subject": "Design & Technology", "pathway": "LAUNCH", "term": "Autumn 2", "week": 2, "edition": "public", "label": "Public edition", "minutes": 40, "week_range": { "start": "2026-11-09", "end": "2026-11-13" }, "teaching_date": null, "teaching_date_inferred": false, "objective_verbatim": "CONSTRUCTION: plan and mark out a simple structure.", "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": [ "C237" ], "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-W2-E1", "description": "Individual labelled plan plus an actual flat card blank marked at 2 cm and 6 cm from one long edge, with checked measurements, support and feedback response.", "status": "formative only", "edition": "public" } ], "routes": { "Supported": "Supported: ask an adult to steady the ruler.", "Independent": "Independent: plan, mark and check each line.", "Aspire": "Aspire: explain why both marks use one edge." }, "vocab": [ { "word": "plan", "definition": "A drawing or steps that guide our work.", "edition": "both" }, { "word": "mark out", "definition": "Put lines or points on a material.", "edition": "both" }, { "word": "measure", "definition": "Find a size using a scale.", "edition": "both" }, { "word": "edge", "definition": "The side of a flat shape.", "edition": "both" }, { "word": "fold line", "definition": "A mark that shows where to bend later.", "edition": "both" }, { "word": "span", "definition": "The gap a bridge crosses.", "edition": "both" }, { "word": "check", "definition": "Look again to see if work fits the plan.", "edition": "both" } ], "cases": [ { "id": "A", "text": "Draw the plan. Add 20 cm, 8 cm and the two fold lines.", "judgement": "step 1", "fact": "A plan shows the intended size and marks.", "next_step": "Label card as the material and ruler/pencil as tools.", "staff_note": "Plan not to scale. Future model spans a 10 cm gap with 5 cm of its length on each support when centred.", "edition": "both" }, { "id": "B", "text": "Check the flat card is 20 cm by 8 cm. Choose one long start edge.", "judgement": "step 2", "fact": "Use a staff-cut blank of the agreed size.", "next_step": "Label the chosen long edge with a small star.", "staff_note": "Staff prepare accurate blanks. If the card differs from the plan, replace it or agree and record a revised plan before marking.", "edition": "both" }, { "id": "C", "text": "Put ruler zero at the start edge. Mark 2 cm and 6 cm at one short end.", "judgement": "step 3", "fact": "Both distances begin at the same long edge.", "next_step": "Hold the ruler still and make two small pencil marks.", "staff_note": "Adult may steady the ruler. Record what the pupil actually measures and marks; do not label adult marks independent.", "edition": "both" }, { "id": "D", "text": "At the other short end, mark 2 cm and 6 cm from that same long edge.", "judgement": "step 4", "fact": "Matching marks at both ends guide straight lines.", "next_step": "Check ruler zero each time.", "staff_note": "Do not measure the 6 cm point from the 2 cm point: both start from the starred long edge.", "edition": "both" }, { "id": "E", "text": "Join the two 2 cm marks. Then join the two 6 cm marks. Use dash lines.", "judgement": "step 5", "fact": "The two lines run along the card.", "next_step": "Use the ruler as a straight edge. Label the lines fold.", "staff_note": "The middle panel is 4 cm wide. The future side panels are each 2 cm. No folding today.", "edition": "both" }, { "id": "F", "text": "Check the plan and marks. Add your ID. Store the card flat for next week.", "judgement": "step 6", "fact": "Rechecking can catch a wrong mark.", "next_step": "Correct a mark if needed and record the change.", "staff_note": "Keep the actual marked blank or a clear process photo/work reference with consent and normal evidence procedures. No model building or load testing yet.", "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-W02", "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": "Plan and mark out a model", "edition": "public" }, { "name": "lesson-subtitle", "text": "Week 2 · 9–13 November 2026 · 40 minutes", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "How can a clear plan guide our marks?", "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 a clear plan guide our marks?", "We will work with a small card model.", "Point, say, draw, write or show." ], "notes": "DT-LAUNCH-A2-W02 · Monday 9–Friday 13 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-W2-E1; Individual labelled plan plus an actual flat card blank marked at 2 cm and 6 cm from one long edge, with checked measurements, support and feedback response.\nScheme: LAUNCH Weekly - Autumn!C237; 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-W02", "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-W02 · Monday 9–Friday 13 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-W2-E1; Individual labelled plan plus an actual flat card blank marked at 2 cm and 6 cm from one long edge, with checked measurements, support and feedback response.\nScheme: LAUNCH Weekly - Autumn!C237; 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-W02", "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": "Find the long edge.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Where do we start?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What do the dash lines mean?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Plan first. Mark next.", "edition": "public" } ], "pupil_text": [ "Find the long edge.", "Where do we start?", "What do the dash lines mean?", "Plan first. Mark next." ], "notes": "DT-LAUNCH-A2-W02 · Monday 9–Friday 13 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-W2-E1; Individual labelled plan plus an actual flat card blank marked at 2 cm and 6 cm from one long edge, with checked measurements, support and feedback response.\nScheme: LAUNCH Weekly - Autumn!C237; 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-W02", "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: plan and mark out a simple structure.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "I can draw and label a simple plan.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I can measure and mark fold lines on card.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I can check my marks and ask for help.", "edition": "public" } ], "pupil_text": [ "CONSTRUCTION: plan and mark out a simple structure.", "I can draw and label a simple plan.", "I can measure and mark fold lines on card.", "I can check my marks and ask for help." ], "notes": "DT-LAUNCH-A2-W02 · Monday 9–Friday 13 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-W2-E1; Individual labelled plan plus an actual flat card blank marked at 2 cm and 6 cm from one long edge, with checked measurements, support and feedback response.\nScheme: LAUNCH Weekly - Autumn!C237; 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-W02", "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": "Plan then mark", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Plan a card bridge: 20 cm long, 8 cm wide.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Choose one long edge as the start edge.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "At one short end, put ruler zero on that edge.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Mark 2 cm and 6 cm from that same edge.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Repeat at the other short end. Join each pair.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "Check both lines. Keep the card flat.", "edition": "public" }, { "name": "diagram-caption", "text": "Two fold lines: 2 cm and 6 cm from the same long edge.", "edition": "public" } ], "pupil_text": [ "Plan a card bridge: 20 cm long, 8 cm wide.", "Choose one long edge as the start edge.", "At one short end, put ruler zero on that edge.", "Mark 2 cm and 6 cm from that same edge.", "Repeat at the other short end. Join each pair.", "Check both lines. Keep the card flat." ], "notes": "DT-LAUNCH-A2-W02 · Monday 9–Friday 13 November 2026\nI Do: 5 minutes.\nTeacher: Show the 20 by 8 cm flat blank and the plan. Star one long edge. Lay a ruler across a short end with zero at that edge. Mark 2 cm and 6 cm. Repeat at the other end using the same long edge. Join matching marks with dashed lines. Check the two distances at both ends; leave the card flat.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W2-E1; Individual labelled plan plus an actual flat card blank marked at 2 cm and 6 cm from one long edge, with checked measurements, support and feedback response.\nScheme: LAUNCH Weekly - Autumn!C237; 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 the 20 by 8 cm flat blank and the plan. Star one long edge. Lay a ruler across a short end with zero at that edge. Mark 2 cm and 6 cm. Repeat at the other end using the same long edge. Join matching marks with dashed lines. Check the two distances at both ends; leave the card flat." }, { "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-W02", "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": "The ruler starts at 1 cm on the card edge.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Keep it there and mark at 2 cm.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Guess where the mark should go.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Move zero to the edge, then measure.", "edition": "public" } ], "pupil_text": [ "The ruler starts at 1 cm on the card edge.", "A Keep it there and mark at 2 cm.", "B Guess where the mark should go.", "C Move zero to the edge, then measure." ], "notes": "DT-LAUNCH-A2-W02 · Monday 9–Friday 13 November 2026\nWe Do: 5 minutes.\nTeacher: Read A/B/C aloud and ask for a letter plus a reason. C. Align the zero mark, not the ruler end or the 1 cm mark, with the chosen long edge. At each short end mark 2 cm and 6 cm from that same edge. Re-model on scrap card if needed, then let the learner make a fresh mark. Ask why A would give the wrong distance.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W2-E1; Individual labelled plan plus an actual flat card blank marked at 2 cm and 6 cm from one long edge, with checked measurements, support and feedback response.\nScheme: LAUNCH Weekly - Autumn!C237; 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. C. Align the zero mark, not the ruler end or the 1 cm mark, with the chosen long edge. At each short end mark 2 cm and 6 cm from that same edge. Re-model on scrap card if needed, then let the learner make a fresh mark. Ask why A would give the wrong distance." }, { "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-W02", "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": "Draw your plan. Then mark the real card.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: ask an adult to steady the ruler.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: plan, mark and check each line.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: explain why both marks use one edge.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Keep the card flat. We will build later.", "edition": "public" } ], "pupil_text": [ "Draw your plan. Then mark the real card.", "Supported: ask an adult to steady the ruler.", "Independent: plan, mark and check each line.", "Aspire: explain why both marks use one edge.", "Keep the card flat. We will build later." ], "notes": "DT-LAUNCH-A2-W02 · Monday 9–Friday 13 November 2026\nYou Do practice: 12 minutes.\nTeacher: Use slide 3 for the full plan and Support Cards page 3 for the marking guide. Pupils draw and label their own plan, then mark an actual staff-cut blank following A–F. Start page 1 evidence during practice. Watch zero alignment, the same start edge and matching points. Adults may steady a ruler but record assistance.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W2-E1; Individual labelled plan plus an actual flat card blank marked at 2 cm and 6 cm from one long edge, with checked measurements, support and feedback response.\nScheme: LAUNCH Weekly - Autumn!C237; 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 slide 3 for the full plan and Support Cards page 3 for the marking guide. Pupils draw and label their own plan, then mark an actual staff-cut blank following A–F. Start page 1 evidence during practice. Watch zero alignment, the same start edge and matching points. Adults may steady a ruler but record assistance." }, { "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-W02", "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": "Keep your plan and your marked card.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Check 2 cm and 6 cm at both short ends.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Record your checks and any change.", "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": [ "Keep your plan and your marked card.", "Check 2 cm and 6 cm at both short ends.", "Record your checks and any change.", "Respond to feedback in the same colour, on the same page or usual mode." ], "notes": "DT-LAUNCH-A2-W02 · Monday 9–Friday 13 November 2026\nYou Do evidence: 6 minutes.\nTeacher: Use both Evidence Sheet pages. Plan: 20 cm length, 8 cm width, card material, two parallel fold lines 2 cm and 6 cm from the same long edge. Mark all four points on the actual card and join matching pairs. Distances between lines: 4 cm; side panels: 2 cm each. Check at both short ends against the ruler scale. Future centred 10 cm span leaves (20 − 10) ÷ 2 = 5 cm overlap at each end. Record measured values and support; a drawing alone does not evidence marking out. 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-W2-E1; Individual labelled plan plus an actual flat card blank marked at 2 cm and 6 cm from one long edge, with checked measurements, support and feedback response.\nScheme: LAUNCH Weekly - Autumn!C237; 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. Plan: 20 cm length, 8 cm width, card material, two parallel fold lines 2 cm and 6 cm from the same long edge. Mark all four points on the actual card and join matching pairs. Distances between lines: 4 cm; side panels: 2 cm each. Check at both short ends against the ruler scale. Future centred 10 cm span leaves (20 − 10) ÷ 2 = 5 cm overlap at each end. Record measured values and support; a drawing alone does not evidence marking out. 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-W02", "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-W02 · Monday 9–Friday 13 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-W2-E1; Individual labelled plan plus an actual flat card blank marked at 2 cm and 6 cm from one long edge, with checked measurements, support and feedback response.\nScheme: LAUNCH Weekly - Autumn!C237; 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-W02", "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": "Where should ruler zero go?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "How far from the same edge are both lines?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "How will you check a mark before building?", "edition": "public" } ], "pupil_text": [ "Where should ruler zero go?", "How far from the same edge are both lines?", "How will you check a mark before building?" ], "notes": "DT-LAUNCH-A2-W02 · Monday 9–Friday 13 November 2026\nExit ticket: 2 minutes.\nTeacher: Take a quiet exit response. Zero meets the same starred long edge. Lines are 2 cm and 6 cm from it, checked at both short ends. Keep card flat. Note the next teaching need.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W2-E1; Individual labelled plan plus an actual flat card blank marked at 2 cm and 6 cm from one long edge, with checked measurements, support and feedback response.\nScheme: LAUNCH Weekly - Autumn!C237; 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. Zero meets the same starred long edge. Lines are 2 cm and 6 cm from it, checked at both short ends. Keep card flat. 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-W02", "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": "Plan: A drawing to guide work.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Mark out: Put lines on a material.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Measure: Find a size with a scale.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Edge: The side of a shape.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Fold line: Where to bend later.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Span: The gap a bridge crosses.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Check: Look again at your work.", "edition": "public" } ], "pupil_text": [ "Plan: A drawing to guide work.", "Mark out: Put lines on a material.", "Measure: Find a size with a scale.", "Edge: The side of a shape.", "Fold line: Where to bend later.", "Span: The gap a bridge crosses.", "Check: Look again at your work." ], "notes": "DT-LAUNCH-A2-W02 · Monday 9–Friday 13 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-W2-E1; Individual labelled plan plus an actual flat card blank marked at 2 cm and 6 cm from one long edge, with checked measurements, support and feedback response.\nScheme: LAUNCH Weekly - Autumn!C237; 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-W02", "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-W02 · Monday 9–Friday 13 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 and individual access needs. Staff pre-cut clean, staple-free 20 by 8 cm card blanks before the lesson. Learners use only rulers, pencils and erasers to plan and mark. No pupil cutting, folding, assembly, load test, blades, hot glue or powered tools. Store marked blanks flat for Week 3.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed answer.\nEvidence: LAUNCH-DT-W2-E1; Individual labelled plan plus an actual flat card blank marked at 2 cm and 6 cm from one long edge, with checked measurements, support and feedback response.\nScheme: LAUNCH Weekly - Autumn!C237; 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 and individual access needs. Staff pre-cut clean, staple-free 20 by 8 cm card blanks before the lesson. Learners use only rulers, pencils and erasers to plan and mark. No pupil cutting, folding, assembly, load test, blades, hot glue or powered tools. Store marked blanks flat for Week 3." } ], "asset": { "path": "../../assets/Bridge_plan.jpg", "alt": "Top view of a 20 by 8 centimetre card bridge plan. Fold lines are 2 and 6 centimetres from the same long start edge. Drawing is not to scale.", "synthetic": false, "creation": "Authored vector diagram; not to scale", "visible_text": [ "Plan: card bridge model", "Not to scale. Keep flat this week.", "★ Same long start edge", "fold line", "fold line", "20 cm", "8 cm", "2 cm", "6 cm", "Both distances start at the starred edge.", "Later: this model will span a 10 cm gap." ] }, "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_w02_Planner.docx", "pdf_path": "launch_dt_a2_w02_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "Plan and mark out a model", "Monday 9–Friday 13 November 2026 · one 40-minute lesson", "Teaching date: __________________ Teacher: __________________", "Exact scheme cells", "LAUNCH Weekly - Autumn!C237CONSTRUCTION: plan and mark out a simple structure.", "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 a clear plan guide our marks?", "I can draw and label a simple plan. I can measure and mark fold lines on card. I can check my marks and ask for help.", "LAUNCH-DT-W2-E1: Individual labelled plan plus an actual flat card blank marked at 2 cm and 6 cm from one long edge, with checked measurements, support and feedback response.", "Before pupils arrive", "Prepare one flat 20 cm by 8 cm card blank per learner plus spares, cut by staff beforehand. Supply a clear centimetre ruler, pencil, eraser and mat. Print the Evidence Sheet, Support Cards and Vocabulary Mat. Keep cutting tools away. Have a folder for named flat blanks.", "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", "W2 runs Monday 9 to Friday 13 November. 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", "Draw a plan; measure and mark the actual card.", "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", "C. Align the zero mark, not the ruler end or the 1 cm mark, with the chosen long edge. At each short end mark 2 cm and 6 cm from that same edge. Re-model on scrap card if needed, then let the learner make a fresh mark. Ask why A would give the wrong distance. A correct letter alone does not show understanding.", "Access routes", "Supported: ask an adult to steady the ruler. Independent: plan, mark and check each line. Aspire: explain why both marks use one edge.", "Use slide 3 for the full plan and Support Cards page 3 for the marking guide. Pupils draw and label their own plan, then mark an actual staff-cut blank following A–F. Start page 1 evidence during practice. Watch zero alignment, the same start edge and matching points. Adults may steady a ruler but record assistance.", "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 and individual access needs. Staff pre-cut clean, staple-free 20 by 8 cm card blanks before the lesson. Learners use only rulers, pencils and erasers to plan and mark. No pupil cutting, folding, assembly, load test, blades, hot glue or powered tools. Store marked blanks flat for Week 3.", "Assessment and feedback", "Plan: 20 cm length, 8 cm width, card material, two parallel fold lines 2 cm and 6 cm from the same long edge. Mark all four points on the actual card and join matching pairs. Distances between lines: 4 cm; side panels: 2 cm each. Check at both short ends against the ruler scale. Future centred 10 cm span leaves (20 − 10) ÷ 2 = 5 cm overlap at each end. Record measured values and support; a drawing alone does not evidence marking out.", "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: Explain a plan, listen to the marking sequence, ask for the ruler to be steadied and describe a checked or corrected mark. 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_w02_Evidence_Sheet.docx", "pdf_path": "../launch_dt_a2_w02_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My plan and marked card", "LAUNCH-DT-W2-E1 · Plan and mark out a model", "Name or ID ____________________ Date ______________", "Point, say, draw or write. An adult may write your own words. Keep the work you do.", "Draw a top view of the card. Add: 20 cm long; 8 cm wide; two fold lines at 2 cm and 6 cm from the same long edge. Label that edge with a star.", "My plan — a sketch, not a full-size template", "", "Material: _______________ Tools: ___________________________", "Later the bridge will span a 10 cm gap. Today we plan and mark only.", "Now mark the real card", "Use the six steps on the Support Cards. Keep the card flat. Add your ID. Keep it with this sheet or add a clear photo or work reference.", "My marked card / photo / work reference is", "__________________________________________________________________", "", "My checks and response", "Name or ID ____________________", "Measure from the starred long edge at both short ends. Write the distances you actually find. Erase and re-mark if needed.", "Check", "First short end", "Other short end", "First fold line: aim 2 cm", "______ cm", "______ cm", "Second fold line: aim 6 cm", "______ cm", "______ cm", "Both lines straight? yes / recheck Card kept flat? yes / recheck", "I checked or changed", "__________________________________________________________________", "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_w02_Staff_Answers.docx", "pdf_path": "launch_dt_a2_w02_Staff_Answers.pdf", "edition": "public", "paragraphs_in_document_order": [ "Staff answers and response guide", "Plan and mark out a model", "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", "Step 1. A plan shows the intended size and marks.", "Label card as the material and ruler/pencil as tools.", "B", "Step 2. Use a staff-cut blank of the agreed size.", "Label the chosen long edge with a small star.", "C", "Step 3. Both distances begin at the same long edge.", "Hold the ruler still and make two small pencil marks.", "D", "Step 4. Matching marks at both ends guide straight lines.", "Check ruler zero each time.", "E", "Step 5. The two lines run along the card.", "Use the ruler as a straight edge. Label the lines fold.", "F", "Step 6. Rechecking can catch a wrong mark.", "Correct a mark if needed and record the change.", "Teacher model and hinge", "Plan a card bridge: 20 cm long, 8 cm wide. Choose one long edge as the start edge. At one short end, put ruler zero on that edge. Mark 2 cm and 6 cm from that same edge. Repeat at the other short end. Join each pair. Check both lines. Keep the card flat.", "C. Align the zero mark, not the ruler end or the 1 cm mark, with the chosen long edge. At each short end mark 2 cm and 6 cm from that same edge. Re-model on scrap card if needed, then let the learner make a fresh mark. Ask why A would give the wrong distance.", "Individual evidence key", "Plan: 20 cm length, 8 cm width, card material, two parallel fold lines 2 cm and 6 cm from the same long edge. Mark all four points on the actual card and join matching pairs. Distances between lines: 4 cm; side panels: 2 cm each. Check at both short ends against the ruler scale. Future centred 10 cm span leaves (20 − 10) ÷ 2 = 5 cm overlap at each end. Record measured values and support; a drawing alone does not evidence marking out.", "", "Feedback and safe teaching", "Card A: Plan not to scale. Future model spans a 10 cm gap with 5 cm of its length on each support when centred.", "Card B: Staff prepare accurate blanks. If the card differs from the plan, replace it or agree and record a revised plan before marking.", "Card C: Adult may steady the ruler. Record what the pupil actually measures and marks; do not label adult marks independent.", "Card D: Do not measure the 6 cm point from the 2 cm point: both start from the starred long edge.", "Card E: The middle panel is 4 cm wide. The future side panels are each 2 cm. No folding today.", "Card F: Keep the actual marked blank or a clear process photo/work reference with consent and normal evidence procedures. No model building or load testing yet.", "Common misunderstandings", "Start from zero on the scale, which may be inset from the ruler end. Both distances use the same long edge. A 6 cm mark is not 6 cm beyond the 2 cm mark. Dashed lines mean future folds, not cuts. A plan is not the actual marked card. Do not claim that the model is built, tested or strong yet.", "Practical boundary", "Staff check the task and room risk assessment and individual access needs. Staff pre-cut clean, staple-free 20 by 8 cm card blanks before the lesson. Learners use only rulers, pencils and erasers to plan and mark. No pupil cutting, folding, assembly, load test, blades, hot glue or powered tools. Store marked blanks flat for Week 3.", "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-W2-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_w02_Support_Cards.docx", "pdf_path": "../launch_dt_a2_w02_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Marking out step cards", "Read or ask an adult to read. Staff may cut these cards on the table lines.", "Cards", "Cards", "ADraw the plan. Add 20 cm, 8 cm and the two fold lines.", "BCheck the flat card is 20 cm by 8 cm. Choose one long start edge.", "CPut ruler zero at the start edge. Mark 2 cm and 6 cm at one short end.", "DAt the other short end, mark 2 cm and 6 cm from that same long edge.", "EJoin the two 2 cm marks. Then join the two 6 cm marks. Use dash lines.", "FCheck the plan and marks. Add your ID. Store the card flat for next week.", "Put the steps in order. Follow them on your own card.", "", "Plan and mark help frames", "My plan needs", "A top view of the card.20 cm length and 8 cm width.A star on one long start edge.Fold lines 2 cm and 6 cm from that edge.The material and tools I will use.", "My marks need", "Ruler zero on the start edge.Two marks at each short end.Matching marks joined with dash lines.A check at both ends.My ID on the flat card.", "A reason I can give", "I start from zero because __.Both marks use the same edge because __.I checked __ and changed __.", "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 marking guide", "", "The ruler goes across the short end. Zero meets the starred long edge. Mark at 2 cm and 6 cm. Repeat at the other short end.", "Join matching marks with dash lines. The middle panel is 4 cm wide. The two outer panels are 2 cm each. Keep the card flat for next week.", "This guide is not to scale. Measure your actual card with a ruler." ] }, { "kind": "Vocabulary_Mat", "path": "../launch_dt_a2_w02_Vocabulary_Mat.docx", "pdf_path": "../launch_dt_a2_w02_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Plan and mark out a model", "Word", "Meaning", "plan", "A drawing or steps that guide our work.", "mark out", "Put lines or points on a material.", "measure", "Find a size using a scale.", "edge", "The side of a flat shape.", "fold line", "A mark that shows where to bend later.", "span", "The gap a bridge crosses.", "check", "Look again to see if work fits the plan.", "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/Marking_steps.jpg", "visible_text": [ "Use zero. Mark 2 cm and 6 cm.", "One short end shown. Repeat at the other end.", "★ Same long start edge", "cm", "2 cm mark", "6 cm mark", "Not to scale. Join matching marks at both ends." ], "edition": "both" } }