{ "schema_version": "lesson-content-1", "id": "launch_dt_a2_w04", "lesson_code": "DT-LAUNCH-A2-W04", "title": "Test and evaluate my model", "subject": "Design & Technology", "pathway": "LAUNCH", "term": "Autumn 2", "week": 4, "edition": "public", "label": "Public edition", "minutes": 40, "lessons_per_week": 1, "week_range": { "start": "2026-11-23", "end": "2026-11-27" }, "teaching_date": null, "teaching_date_inferred": false, "objective_verbatim": "CONSTRUCTION: test and evaluate what I made.", "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": [ "C239" ], "LAUNCH - Autumn": [ "D33", "I33", "J33" ] }, "sources": [ { "id": "scheme", "path": "measure/lane1/AUT2_SCHEME_LINES_AND_PAGES.md", "branch": "lane1/main", "revision": "840cc945143005b5e94ae6c8b49776a29a8d48fc", "blob_sha": "d3eb8393b824811ea9ea2cb04b68395869a10598" }, { "id": "workbook", "path": "_authoring/science_2026-27/_toolchain/scheme_references/LAUNCH_SOW.xlsx", "revision": "9ed44bdf", "verified_ref": "main", "blob_sha": "cfc7fbe6305f65d5d3e9eaf99ae1e0719e7f5aee", "sha256": "b8063b7d6b3989f71375b5f2c3a62b9ebcd3be1bb1933706a009473c7b19ee02", "note": "Current main bytes match the accepted unchanged source; workbook not redistributed." }, { "id": "previous", "path": "accepted/LAUNCH_DT_A2_W01_W02_BUNDLE.zip", "sha256": "fb0e0958d12397c23ce06a4dc44a9a510680dcb4577b9f428f8f7a0390f13442", "note": "Accepted Weeks 1–2 format and continuity." }, { "id": "calendar", "path": "current_chat/Autumn2_weeks3_7_order", "revision": "2026-10-24", "note": "W3 16–20 Nov; W4 23–27 Nov. One lesson weekly per line; no day or slot inferred." } ], "external_sources": [ { "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; staff use activity-appropriate risk controls and local procedures." }, { "title": "Science Buddies: Build the Best Paper Bridge", "url": "https://www.sciencebuddies.org/stem-activities/build-best-bridge", "supports": "Folding a sheet into a channel can change how it resists bending. The local dimensions, light block test and stop rules are authored classroom choices; no strength result is assumed." } ], "evidence": [ { "id": "LAUNCH-DT-W4-E1", "description": "An actual test record for up to three identical light blocks, including stop/not-tried entries, observed results and a justified proposed improvement.", "accreditation": "[AWARD] [QUAL] (Level 1/2); [AWARD] [QUAL] '[QUAL]', '[QUAL]'.", "status": "contribution to source assessment; no completion claim", "edition": "public" } ], "routes": { "Supported": "Supported: place one block with help.", "Independent": "Independent: test, observe and record each step.", "Aspire": "Aspire: explain how to make a comparison fair." }, "vocab": [ { "word": "test", "definition": "A planned check of how something works.", "edition": "both" }, { "word": "load", "definition": "What a structure carries.", "edition": "both" }, { "word": "observe", "definition": "Look closely and notice what happens.", "edition": "both" }, { "word": "result", "definition": "What happened in a test.", "edition": "both" }, { "word": "evaluate", "definition": "Use results to judge how well it worked.", "edition": "both" }, { "word": "improve", "definition": "Make a change that aims to help.", "edition": "both" }, { "word": "fair", "definition": "Using the same conditions for comparison.", "edition": "both" } ], "cases": [ { "id": "A", "text": "Check the model, tray and equal-height supports. Set a 10 cm gap.", "judgement": "step 1", "fact": "A stable setup makes the check meaningful.", "next_step": "Ask staff to approve the setup before loading.", "staff_note": "If the model or supports are damaged/unstable, do not test. Record not tested and the reason.", "edition": "both" }, { "id": "B", "text": "Use the same set of three identical light blocks.", "judgement": "step 2", "fact": "Changing blocks changes the load.", "next_step": "Keep the agreed block type, gap and centre position.", "staff_note": "Staff select large light foam or plastic blocks and trial the setup. No coins, heavy masses or small choking-risk items.", "edition": "both" }, { "id": "C", "text": "Put one block at the centre. Wait five seconds.", "judgement": "step 3", "fact": "The first check uses one block.", "next_step": "Look from the side; record what you see.", "staff_note": "Hands stay clear during the observation. No touching underneath to support the bridge.", "edition": "both" }, { "id": "D", "text": "If stable, try two blocks, then three. Check for five seconds each time.", "judgement": "step 4", "fact": "Each load is checked before adding more.", "next_step": "Use the same central loading place and stop at three.", "staff_note": "If blocks cannot be stacked safely in the centre, stop and adapt under staff control. Do not continue just to complete a table.", "edition": "both" }, { "id": "E", "text": "Stop if the model slips, splits or bends sharply. Tell the adult.", "judgement": "stop rule", "fact": "The model or load is becoming unstable.", "next_step": "Let the adult remove the blocks. Record the result.", "staff_note": "A slight bend can be recorded; a sharp bend, split or slip ends the test. Do not load to destruction.", "edition": "both" }, { "id": "F", "text": "Use one result to suggest an improvement.", "judgement": "evaluate", "fact": "A claim should match what was observed.", "next_step": "Say what happened, what to change and why.", "staff_note": "“Held three” means it held the highest load tried here, not its maximum possible strength. A change is proposed, not claimed effective without a later fair retest.", "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-W04", "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": "Test and evaluate my model", "edition": "public" }, { "name": "lesson-subtitle", "text": "Week 4 · 23–27 November 2026 · 40 minutes", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "What does a fair test tell me about my model?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Use your own work and ask for support.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point, say, draw, write or show.", "edition": "public" } ], "pupil_text": [ "What does a fair test tell me about my model?", "Use your own work and ask for support.", "Point, say, draw, write or show." ], "notes": "DT-LAUNCH-A2-W04 · Monday 23–Friday 27 November 2026\nTitle and big question: 0 minutes.\nTeacher: Open the big question without requiring personal disclosure. Staff enter the actual date in the planner.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W4-E1; An actual test record for up to three identical light blocks, including stop/not-tried entries, observed results and a justified proposed improvement.\nScheme: LAUNCH Weekly - Autumn!C239; 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 big question without requiring personal disclosure. Staff enter the actual date in the planner." }, { "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-W04", "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": "Keep your work space clear.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Ask the adult if you need support.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Use the agreed help route.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "We listen without judging each other.", "edition": "public" } ], "pupil_text": [ "Check how you feel in private.", "Choose a quiet seat or a short pause.", "Keep your work space clear.", "Ask the adult if you need support.", "Use the agreed help route.", "We listen without judging each other." ], "notes": "DT-LAUNCH-A2-W04 · Monday 23–Friday 27 November 2026\nArrival and regulation: 4 minutes.\nTeacher: Use a private check-in, quiet start and processing time. Identify the available adult and backup support route.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W4-E1; An actual test record for up to three identical light blocks, including stop/not-tried entries, observed results and a justified proposed improvement.\nScheme: LAUNCH Weekly - Autumn!C239; 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, quiet start and processing time. Identify the available adult and backup support route." }, { "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-W04", "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": "Same gap. Same light blocks.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Place each block at the centre.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What should we keep the same?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "The picture is not a result.", "edition": "public" } ], "pupil_text": [ "Same gap. Same light blocks.", "Place each block at the centre.", "What should we keep the same?", "The picture is not a result." ], "notes": "DT-LAUNCH-A2-W04 · Monday 23–Friday 27 November 2026\nStarter: 2 minutes.\nTeacher: Read all diagram labels aloud. Accept a pointed clue. Diagrams are authored examples, not learner evidence or measuring templates.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W4-E1; An actual test record for up to three identical light blocks, including stop/not-tried entries, observed results and a justified proposed improvement.\nScheme: LAUNCH Weekly - Autumn!C239; 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 all diagram labels aloud. Accept a pointed clue. Diagrams are authored examples, not learner evidence or 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-W04", "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: test and evaluate what I made.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "I can follow a safe test plan.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I can record what I actually observe.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I can use a result to suggest an improvement.", "edition": "public" } ], "pupil_text": [ "CONSTRUCTION: test and evaluate what I made.", "I can follow a safe test plan.", "I can record what I actually observe.", "I can use a result to suggest an improvement." ], "notes": "DT-LAUNCH-A2-W04 · Monday 23–Friday 27 November 2026\nToday: 0 minutes.\nTeacher: Read the exact scheme objective and the success checks. Explain today’s contribution without claiming award completion.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W4-E1; An actual test record for up to three identical light blocks, including stop/not-tried entries, observed results and a justified proposed improvement.\nScheme: LAUNCH Weekly - Autumn!C239; 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 exact scheme objective and the success checks. Explain today’s contribution without claiming 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-W04", "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": "Watch the model", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Check the model and the 10 cm gap.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Put one light block at the centre.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Wait five seconds and look from the side.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "If stable, try two, then three blocks.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Stop if it slips, splits or bends sharply.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "Record what happened. Use it to suggest a change.", "edition": "public" }, { "name": "diagram-caption", "text": "Test only to the agreed limit. Do not seek a collapse.", "edition": "public" } ], "pupil_text": [ "Check the model and the 10 cm gap.", "Put one light block at the centre.", "Wait five seconds and look from the side.", "If stable, try two, then three blocks.", "Stop if it slips, splits or bends sharply.", "Record what happened. Use it to suggest a change." ], "notes": "DT-LAUNCH-A2-W04 · Monday 23–Friday 27 November 2026\nI Do: 5 minutes.\nTeacher: Model each line aloud and make the reasoning explicit. Record actual block counts and observations at each attempted load. Leave later loads as not tried after a stop. Controls: same model, 10 cm support gap, block type, central loading and five-second observation. An evaluation links a real observation to a reasoned change, for example neater folds or a secure agreed join. Three blocks is a classroom cap, not a strength rating. No result is prefilled.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W4-E1; An actual test record for up to three identical light blocks, including stop/not-tried entries, observed results and a justified proposed improvement.\nScheme: LAUNCH Weekly - Autumn!C239; 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": "Model each line aloud and make the reasoning explicit. Record actual block counts and observations at each attempted load. Leave later loads as not tried after a stop. Controls: same model, 10 cm support gap, block type, central loading and five-second observation. An evaluation links a real observation to a reasoned change, for example neater folds or a secure agreed join. Three blocks is a classroom cap, not a strength rating. No result is prefilled." }, { "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-W04", "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": "Which step fits the facts?", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "The model starts to slip. What next?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Add more blocks to find the breaking point.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Stop and let the adult remove the blocks.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Hold it up so it looks as if it passed.", "edition": "public" } ], "pupil_text": [ "The model starts to slip. What next?", "A Add more blocks to find the breaking point.", "B Stop and let the adult remove the blocks.", "C Hold it up so it looks as if it passed." ], "notes": "DT-LAUNCH-A2-W04 · Monday 23–Friday 27 November 2026\nWe Do: 5 minutes.\nTeacher: Read the hinge aloud, ask for a choice and a reason. B. Stop the test and let the adult remove the load safely. Record the slip as an observation. A ignores the stop rule; C changes the test and conceals the result. Re-model the stop signal with an empty setup, not by deliberately breaking a model.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W4-E1; An actual test record for up to three identical light blocks, including stop/not-tried entries, observed results and a justified proposed improvement.\nScheme: LAUNCH Weekly - Autumn!C239; 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 hinge aloud, ask for a choice and a reason. B. Stop the test and let the adult remove the load safely. Record the slip as an observation. A ignores the stop rule; C changes the test and conceals the result. Re-model the stop signal with an empty setup, not by deliberately breaking a model." }, { "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-W04", "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": "Follow the test cards with an adult.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: place one block with help.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: test, observe and record each step.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: explain how to make a comparison fair.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Stop at three blocks, or sooner if needed.", "edition": "public" } ], "pupil_text": [ "Follow the test cards with an adult.", "Supported: place one block with help.", "Independent: test, observe and record each step.", "Aspire: explain how to make a comparison fair.", "Stop at three blocks, or sooner if needed." ], "notes": "DT-LAUNCH-A2-W04 · Monday 23–Friday 27 November 2026\nYou Do practice: 12 minutes.\nTeacher: Demonstrate on a separate example. Pupils test their own model with support, one load at a time up to three blocks. Record observations as they happen. If a staff-made substitute is used, mark whose model it is. The learner can still evidence testing, but not claim the earlier building work.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W4-E1; An actual test record for up to three identical light blocks, including stop/not-tried entries, observed results and a justified proposed improvement.\nScheme: LAUNCH Weekly - Autumn!C239; 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": "Demonstrate on a separate example. Pupils test their own model with support, one load at a time up to three blocks. Record observations as they happen. If a staff-made substitute is used, mark whose model it is. The learner can still evidence testing, but not claim the earlier building work." }, { "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-W04", "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": "Record each load tried and what happened.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Use not tried after a stop. Do not guess.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Link one improvement to an observed result.", "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": [ "Record each load tried and what happened.", "Use not tried after a stop. Do not guess.", "Link one improvement to an observed result.", "Respond to feedback in the same colour, on the same page or usual mode." ], "notes": "DT-LAUNCH-A2-W04 · Monday 23–Friday 27 November 2026\nYou Do evidence: 6 minutes.\nTeacher: Complete both Evidence Sheet pages. Record actual block counts and observations at each attempted load. Leave later loads as not tried after a stop. Controls: same model, 10 cm support gap, block type, central loading and five-second observation. An evaluation links a real observation to a reasoned change, for example neater folds or a secure agreed join. Three blocks is a classroom cap, not a strength rating. No result is prefilled.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W4-E1; An actual test record for up to three identical light blocks, including stop/not-tried entries, observed results and a justified proposed improvement.\nScheme: LAUNCH Weekly - Autumn!C239; 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": "Complete both Evidence Sheet pages. Record actual block counts and observations at each attempted load. Leave later loads as not tried after a stop. Controls: same model, 10 cm support gap, block type, central loading and five-second observation. An evaluation links a real observation to a reasoned change, for example neater folds or a secure agreed join. Three blocks is a classroom cap, not a strength rating. No result is prefilled." }, { "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-W04", "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": "Put resources away safely.", "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.", "Put resources away safely.", "Tell the adult your next step." ], "notes": "DT-LAUNCH-A2-W04 · Monday 23–Friday 27 November 2026\nTidy and evidence check: 4 minutes.\nTeacher: Check actual support, ownership and response. Use VF, WS, I, NS+, //, ?, R and E appropriately. R needs Voice, Audience, NS+ and a response in the same colour, on the same page or usual mode. E requires actual banking.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W4-E1; An actual test record for up to three identical light blocks, including stop/not-tried entries, observed results and a justified proposed improvement.\nScheme: LAUNCH Weekly - Autumn!C239; 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 actual support, ownership and response. Use VF, WS, I, NS+, //, ?, R and E appropriately. R needs Voice, Audience, NS+ and a response in the same colour, on the same page or usual mode. E requires actual banking." }, { "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-W04", "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": "What did you keep the same?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "What did the test show?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What would you improve, and why?", "edition": "public" } ], "pupil_text": [ "What did you keep the same?", "What did the test show?", "What would you improve, and why?" ], "notes": "DT-LAUNCH-A2-W04 · Monday 23–Friday 27 November 2026\nExit ticket: 2 minutes.\nTeacher: Take a quiet exit response and note the next teaching need. Use the Staff Answers to assess the reason rather than just a letter.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W4-E1; An actual test record for up to three identical light blocks, including stop/not-tried entries, observed results and a justified proposed improvement.\nScheme: LAUNCH Weekly - Autumn!C239; 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 and note the next teaching need. Use the Staff Answers to assess the reason rather than just a letter." }, { "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-W04", "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": "Test: A planned check.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Load: What a structure carries.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Observe: Notice what happens.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Result: What happened in a test.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Evaluate: Judge using results.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Improve: Change to help.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Fair: Same conditions to compare.", "edition": "public" } ], "pupil_text": [ "Test: A planned check.", "Load: What a structure carries.", "Observe: Notice what happens.", "Result: What happened in a test.", "Evaluate: Judge using results.", "Improve: Change to help.", "Fair: Same conditions to compare." ], "notes": "DT-LAUNCH-A2-W04 · Monday 23–Friday 27 November 2026\nVocabulary: 0 minutes.\nTeacher: Keep the Vocabulary Mat available. Link each word to a case or actual task. Allow a home-language first response.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W4-E1; An actual test record for up to three identical light blocks, including stop/not-tried entries, observed results and a justified proposed improvement.\nScheme: LAUNCH Weekly - Autumn!C239; 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 available. Link each word to a case or actual task. 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-W04", "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": "Read the planner and local support route.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Use the task limits and right to pass.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "TA: scribe exact words; record physical help.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Keep each learner’s own evidence.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Lundy: Space, Voice, Audience, Influence.", "edition": "public" } ], "pupil_text": [], "notes": "DT-LAUNCH-A2-W04 · Monday 23–Friday 27 November 2026\nStaff brief: 0 minutes.\nTeacher: Hidden staff reference. Staff approve and supervise each setup. Use a stable low desk/tray; keep hands clear of the loaded model. No body-weight tests, heavy loads or deliberate collapse. Stop for slipping, splitting or sharp bending; adult removes the blocks. If conditions are unsuitable, record not tested and evaluate the setup instead. No invented result for an absent or stopped test.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: LAUNCH-DT-W4-E1; An actual test record for up to three identical light blocks, including stop/not-tried entries, observed results and a justified proposed improvement.\nScheme: LAUNCH Weekly - Autumn!C239; 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 staff reference. Staff approve and supervise each setup. Use a stable low desk/tray; keep hands clear of the loaded model. No body-weight tests, heavy loads or deliberate collapse. Stop for slipping, splitting or sharp bending; adult removes the blocks. If conditions are unsuitable, record not tested and evaluate the setup instead. No invented result for an absent or stopped test." } ], "asset": { "path": "../../assets/launch_dt_a2_w04.jpg", "alt": "A card bridge over a 10 centimetre gap with one central light block and a five-second check. Stop signs show slipping, splitting and sharp bending. Illustration only, not a recorded result.", "synthetic": false, "creation": "Authored SVG diagram with JPEG rendering", "visible_text": [ "Test with care and record facts", "Keep the test the same", "10 cm gap", "Same light blocks", "5 seconds at each count", "One central block shown", "Add one at a time.", "Stop at 3 blocks", "or a lower limit", "set by staff.", "Stop early for", "a slip, split or", "sharp bend.", "Illustration, not a result. Record only what you observe." ], "edition": "both" }, "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_w04_Planner.docx", "pdf_path": "launch_dt_a2_w04_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "Test and evaluate my model", "Monday 23–Friday 27 November 2026 · one 40-minute lesson", "Teaching date: __________________ Teacher: __________________", "Exact scheme cells", "LAUNCH Weekly - Autumn!C239CONSTRUCTION: test and evaluate what I made.", "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).", "The source assessment is retained. This lesson contributes evidence; it does not by itself complete an award. Public award labels are masked only.", "Purpose and success checks", "What does a fair test tell me about my model?", "I can follow a safe test plan. I can record what I actually observe. I can use a result to suggest an improvement.", "LAUNCH-DT-W4-E1: An actual test record for up to three identical light blocks, including stop/not-tried entries, observed results and a justified proposed improvement.", "Before pupils arrive", "Retrieve each Week 3 model and work reference. Staff trial a stable setup with equal-height supports, a 10 cm gap and a tray. Select three identical large light foam/plastic blocks that can sit safely at the centre; set a lower cap if local risk controls require. Have rulers, a five-second timer and evidence sheets. Provide a model for a missed build, clearly labelled staff-made.", "Offer processing time, a quiet start and the usual communication support. Capture each learner’s own work. Read the Staff Answers before teaching.", "Calendar and continuity", "Monday 23–Friday 27 November 2026. One lesson per week on this line. No day or clock slot is inferred; staff enter the actual date above. Continue the accepted card model sequence.", "", "Forty minute sequence", "Slide", "Min", "Action", "1", "0", "Open title and big question before timing.", "2", "4", "Private check-in, quiet start and support choice.", "3", "2", "Read the diagram; hear one clue or question.", "4", "0", "Read the exact objective and success checks.", "5", "5", "Model the six lines; explain the reason for each.", "6", "5", "Ask for a hinge answer and reason; reteach if needed.", "7", "12", "Use the six cards and the Supported/Independent/Aspire routes.", "8", "6", "Complete the individual two-page evidence record.", "9", "4", "Check ownership, support, response and next step.", "10", "2", "Take a short quiet exit response.", "11", "0", "Use the vocabulary mat throughout.", "12", "0", "Hidden reference for adults.", "Hinge and reteach", "B. Stop the test and let the adult remove the load safely. Record the slip as an observation. A ignores the stop rule; C changes the test and conceals the result. Re-model the stop signal with an empty setup, not by deliberately breaking a model.", "Access and practice", "Supported: place one block with help. Independent: test, observe and record each step. Aspire: explain how to make a comparison fair.", "Demonstrate on a separate example. Pupils test their own model with support, one load at a time up to three blocks. Record observations as they happen. If a staff-made substitute is used, mark whose model it is. The learner can still evidence testing, but not claim the earlier building work.", "Begin evidence during practice and finish during capture. Accept speech, pointing, drawing, writing or usual AAC. Scribe exact words without supplying the assessed reason. No forced pair work or public performance.", "", "Safe teaching evidence and learner voice", "Boundaries", "Staff approve and supervise each setup. Use a stable low desk/tray; keep hands clear of the loaded model. No body-weight tests, heavy loads or deliberate collapse. Stop for slipping, splitting or sharp bending; adult removes the blocks. If conditions are unsuitable, record not tested and evaluate the setup instead. No invented result for an absent or stopped test.", "Assessment and feedback", "Record actual block counts and observations at each attempted load. Leave later loads as not tried after a stop. Controls: same model, 10 cm support gap, block type, central loading and five-second observation. An evaluation links a real observation to a reasoned change, for example neater folds or a secure agreed join. Three blocks is a classroom cap, not a strength rating. No result is prefilled.", "Retain actual work, response mode and support. 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 evidence is banked. Blank forms and adult models are not completed learner evidence.", "Lundy moments", "Space: calm, accessible participation. Voice: a choice, reason or help request. Audience: the adult listens or reads and replies. Influence: record the support or next-step change made in response.", "Speaking listening and writing", "Give a clear observation, listen to the stop instruction and explain an improvement using a result. The receiving teacher maps authentic responses to their own portfolio; no communication criteria are assigned here.", "Reflection and provenance", "Next teaching need: __________________________________________________Learner request and change made: _______________________________________", "Sources: lane1/main scheme index, revision 840cc945; workbook revision 9ed44bdf, cells above, checked against main by blob/hash. Calendar: owner order. Local examples and diagrams are authored. Source URLs and limits: FACTS_LEDGER.md. No registration or award criteria are inferred." ] }, { "kind": "Evidence_Sheet", "path": "../launch_dt_a2_w04_Evidence_Sheet.docx", "pdf_path": "../launch_dt_a2_w04_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My evidence: Test and evaluate my model", "LAUNCH-DT-W4-E1", "Name or ID ____________________ Date ______________", "Point, say, draw or write. An adult may write your own words. Record the help you use.", "Model owner / ID ______________ My role in the test ______________", "Use the same light blocks and a 10 cm gap. Check for five seconds at each load. Stop at three blocks, or earlier if it slips, splits or bends sharply.", "Load", "What happened?", "Stop or continue?", "1 block", "____________________________________________", "________________", "2 blocks", "____________________________________________", "________________", "3 blocks", "____________________________________________", "________________", "Write not tried after a stop. Do not guess. If no test was safe, record not tested and why.", "What I kept the same was", "__________________________________________________________________", "My actual model / test record reference is", "__________________________________________________________________", "", "My reason next step and response", "Name or ID ____________________", "The test showed", "__________________________________________________________________", "I would improve ____ because", "__________________________________________________________________", "__________________________________________________________________", "This is a proposed change. A later fair test would check whether it helps.", "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", "__________________________________________________________________", "My next step is ______________________________________________", "Adult record", "Mode: spoken / pointed / drawn / written / practical / scribed / AACSupport used: __________________________________________________Actual learner work or words: _____________________________________Feedback code ______ Staff initials ______", "R needs Voice, Audience, NS+ and the learner response in the same colour, on the same page or usual mode. E means evidence banked. Keep private safeguarding information separate." ] }, { "kind": "Staff_Answers", "path": "../launch_dt_a2_w04_Staff_Answers.docx", "pdf_path": "../launch_dt_a2_w04_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and response guide", "Test and evaluate my model", "These are possible responses and task guides, not learner observations. Accept a defensible answer based on the facts or actual work. Record each learner’s reasoning and support.", "Card key", "Card", "Judgement or step", "Possible action", "A", "Step 1. A stable setup makes the check meaningful.", "Ask staff to approve the setup before loading.", "B", "Step 2. Changing blocks changes the load.", "Keep the agreed block type, gap and centre position.", "C", "Step 3. The first check uses one block.", "Look from the side; record what you see.", "D", "Step 4. Each load is checked before adding more.", "Use the same central loading place and stop at three.", "E", "Stop rule. The model or load is becoming unstable.", "Let the adult remove the blocks. Record the result.", "F", "Evaluate. A claim should match what was observed.", "Say what happened, what to change and why.", "Model and hinge", "Check the model and the 10 cm gap. Put one light block at the centre. Wait five seconds and look from the side. If stable, try two, then three blocks. Stop if it slips, splits or bends sharply. Record what happened. Use it to suggest a change.", "B. Stop the test and let the adult remove the load safely. Record the slip as an observation. A ignores the stop rule; C changes the test and conceals the result. Re-model the stop signal with an empty setup, not by deliberately breaking a model.", "Individual evidence key", "Record actual block counts and observations at each attempted load. Leave later loads as not tried after a stop. Controls: same model, 10 cm support gap, block type, central loading and five-second observation. An evaluation links a real observation to a reasoned change, for example neater folds or a secure agreed join. Three blocks is a classroom cap, not a strength rating. No result is prefilled.", "", "Feedback boundaries and next teaching", "Card A: If the model or supports are damaged/unstable, do not test. Record not tested and the reason.", "Card B: Staff select large light foam or plastic blocks and trial the setup. No coins, heavy masses or small choking-risk items.", "Card C: Hands stay clear during the observation. No touching underneath to support the bridge.", "Card D: If blocks cannot be stacked safely in the centre, stop and adapt under staff control. Do not continue just to complete a table.", "Card E: A slight bend can be recorded; a sharp bend, split or slip ends the test. Do not load to destruction.", "Card F: “Held three” means it held the highest load tried here, not its maximum possible strength. A change is proposed, not claimed effective without a later fair retest.", "Common misunderstandings", "Not tried is different from failed. Holding three blocks does not prove three is the maximum load. Holding the model with a hand changes the test. A proposed improvement is not proven until checked under comparable conditions. An unsuccessful model can still provide useful evidence.", "Teaching boundary", "Staff approve and supervise each setup. Use a stable low desk/tray; keep hands clear of the loaded model. No body-weight tests, heavy loads or deliberate collapse. Stop for slipping, splitting or sharp bending; adult removes the blocks. If conditions are unsuitable, record not tested and evaluate the setup instead. No invented result for an absent or stopped test.", "Feedback", "If a reason is missing, return to the fact or actual work. Re-model a different example, then keep the learner’s own revision. Use NS+ and the learner response, in the same colour, on the same page or usual mode, before R. E means evidence actually banked. Keep safeguarding records separate.", "Assessment boundary", "LAUNCH-DT-W4-E1 contributes to the source assessment. No criterion, registration or award completion is invented. Sources: FACTS_LEDGER.md." ] }, { "kind": "Support_Cards", "path": "../launch_dt_a2_w04_Support_Cards.docx", "pdf_path": "../launch_dt_a2_w04_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Test sequence and stop cards", "Read or ask an adult to read. Staff may cut on the table lines.", "Cards", "Cards", "ACheck the model, tray and equal-height supports. Set a 10 cm gap.", "BUse the same set of three identical light blocks.", "CPut one block at the centre. Wait five seconds.", "DIf stable, try two blocks, then three. Check for five seconds each time.", "EStop if the model slips, splits or bends sharply. Tell the adult.", "FUse one result to suggest an improvement.", "Follow the sequence and explain a check.", "", "Keep the test fair", "Same model and 10 cm gap.", "Same type of light block.", "Same central loading place.", "Five seconds at each load tried.", "Stop at three blocks or the first stop sign.", "Record what happened, not what you hoped for.", "Words I can use", "At __ block(s), I saw __.", "I stopped because __.", "I would change __ because the test showed __.", "Help card", "Please help me with this step.", "I can point to what I mean.Please read the words or show the step.I can ask for a pause or private talk.", "", "A visual guide", "", "Test only to the agreed limit. Do not seek a collapse.", "The diagram is an example, not a record of your work. It is not to scale. Use a ruler for real dimensions.", "I notice __.The next step is __.I can ask __ for help." ] }, { "kind": "Vocabulary_Mat", "path": "../launch_dt_a2_w04_Vocabulary_Mat.docx", "pdf_path": "../launch_dt_a2_w04_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Test and evaluate my model", "Word", "Meaning", "test", "A planned check of how something works.", "load", "What a structure carries.", "observe", "Look closely and notice what happens.", "result", "What happened in a test.", "evaluate", "Use results to judge how well it worked.", "improve", "Make a change that aims to help.", "fair", "Using the same conditions for comparison.", "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." ] } ] }