{ "id": "ICT_LAUNCH_A2_W03", "title": "Evaluating sources", "date": "Tuesday 17 November 2026", "week_commencing": "2026-11-16", "duration_minutes": 40, "timetable": "Tuesday P6", "theme": "Identity & Belonging", "careers": "Before an application, check role and training details against current evidence so your choices are well informed.", "goal": "I can compare sources and use evidence to explain a choice.", "success": [ "I compared who, when, purpose and evidence.", "I used two source letters and details for my choice.", "I named one thing I still need to check.", "I saved and reopened my own work." ], "words": [ [ "source", "Where a claim or fact comes from." ], [ "claim", "Something a source says is true." ], [ "evidence", "Details that help us check a claim." ], [ "purpose", "Why the source was made." ], [ "opinion", "A view or judgement someone holds." ], [ "reliable", "Worth trusting for this question, with reasons." ] ], "cards": [ { "label": "A", "title": "Information sheet", "who": "Session organiser", "date": "12 November 2026", "purpose": "To explain the taster session", "text": [ "Plan for a 30-minute session.", "All kit is supplied for the session.", "Beginners can join. No past skill is needed." ], "evidence": "Gives the current session plan, but no test results." }, { "label": "B", "title": "Advert", "who": "Kit seller", "date": "1 September 2026", "purpose": "To sell a kit", "text": [ "The best choice for everyone!", "The session takes just 10 minutes.", "Buy a kit before you join." ], "evidence": "No timings or checks are shown." }, { "label": "C", "title": "Check record", "who": "Staff observer", "date": "14 November 2026", "purpose": "To record what happened", "text": [ "Three taster sessions took 29, 30 and 31 minutes.", "All kit was loaned at each session.", "The notes cover these three sessions only." ], "evidence": "Records three timings and kit use." } ], "routes": { "Supported": [ "Use cards A and C first. Then check B.", "Mark who, date, purpose and evidence on each card.", "Choose a source for the kit and time question.", "Use the frame to compare it with another card.", "Add one fact you still need to check.", "Save, close and reopen your file." ], "Independent": [ "Compare cards A, B and C for the question.", "Record who, date, purpose and evidence.", "Choose the most useful sources for kit and time.", "Write a short reason with two letters and details.", "State one limit or question that remains.", "Save, close and reopen your file." ], "Aspire": [ "Complete the Independent task first.", "Explain why the advert alone is not enough.", "Explain what three timings cannot prove.", "Would a recent date alone change your choice? Why?", "Improve your reason and keep the first version.", "Save a v2 copy and check it opens." ] }, "slides": [ { "stage": "Opening", "minutes": 0, "title": "Evaluating sources", "lines": [ "I can compare sources and use evidence to explain a choice.", "Use made-up sources only.", "Think quietly. Keep answers private." ], "cue": "Point, write, type or speak quietly to an adult.", "notes": "Show the aim before any request for a response. No learner reads aloud, presents to the pair or answers without opting in. Staff may offer to read text privately. All case facts are fictional. Model before each new demand.", "example": [ "WHO? WHEN?", "WHY? WHAT PROOF?" ], "answers": [] }, { "stage": "Arrival", "minutes": 3, "title": "A clear record", "lines": [ "Watch a short model first.", "Use a title and two headings.", "Save and reopen to check your file." ], "cue": "Choose a way to record your answer.", "notes": "Model opening a new practice document with title Source check and headings Evidence and My decision. Model the save-and-open routine. Then offer a private recall response. Do not rely on a missing Week 2 file.", "example": [ "Source check", "Evidence", "My decision" ], "answers": [] }, { "stage": "Starter", "minutes": 4, "title": "A neat page can be wrong", "lines": [ "Look at the two made-up claims.", "Which source gives a checkable detail?", "Point to the detail in private." ], "cue": "Mark one claim and one piece of evidence.", "notes": "Model on the first pair: the check note names a method and number; the slogan has no test. Then ask the pupil to locate the evidence. Do not call on either learner. Staff can read privately on request.", "example": [ "Claim: The best paper for every task!", "Check note: Six sheets were tested. Five held a small weight." ], "answers": [ "The check note gives a test and a result.", "That small test does not prove it is best for every task." ] }, { "stage": "Model", "minutes": 3, "title": "Four source checks", "lines": [ "Who made it?", "When was it made or checked?", "Why was it made?", "What evidence does it show?" ], "cue": "Watch the adult mark all four checks.", "notes": "Use model card M: session staff; 10 November 2026; purpose to record a trial; three trials took 18, 20 and 22 minutes. Mark the role, date, purpose and actual data. A role or date is a clue, not a guarantee.", "example": [ "M: Trial note", "Session staff | 10 November 2026", "Three trials: 18, 20, 22 minutes" ], "answers": [] }, { "stage": "Model", "minutes": 3, "title": "Compare the evidence", "lines": [ "A second source says it takes 5 minutes.", "It shows no timings and no date.", "Use the trial note for this question.", "Say what it cannot prove." ], "cue": "Watch a reason use details from both sources.", "notes": "Finish the model before the pupil task. Model comparison: M records three trials near 20 minutes; N claims 5 without data. M is better supported for these trials. It does not prove every future trial will take 20. Model uncertainty rather than saying M is always true.", "example": [ "N: Undated advert", "A trial takes 5 minutes!", "No timings or method shown." ], "answers": [] }, { "stage": "Words", "minutes": 2, "title": "Words for checking sources", "lines": [ "source: Where a claim or fact comes from.", "claim: Something a source says is true.", "evidence: Details that help us check a claim.", "purpose: Why the source was made." ], "cue": "Choose a word and match it quietly to a card.", "notes": "Model source and evidence with M, then give processing time. Use the word page or point to a printed definition; no oral rehearsal is required.", "example": [ "A claim says something.", "Evidence helps us check it." ], "answers": [] }, { "stage": "Together", "minutes": 5, "title": "Compare the three cards", "lines": [ "Must a new learner buy a kit, and how long should they plan for?", "Use A, B and C on the source sheet.", "Mark details before choosing." ], "cue": "Make your own marks; an adult checks privately.", "notes": "Display or distribute the source page. Read quietly to a learner if requested. Model locating the date on A only, then fade. Each learner marks the source checks. A current plan and C separate recorded observations agree on kit and about 30 minutes. B is older and has a selling purpose, with no supporting data. Do not teach that all adverts are false.", "example": [ "A: 30 minutes; kit supplied", "B: 10 minutes; buy a kit", "C: 29, 30, 31 minutes; kit loaned" ], "answers": [] }, { "stage": "Check", "minutes": 3, "title": "Does the date prove it?", "lines": [ "A new advert says: Best for everyone.", "It gives no tests or facts.", "Is a new date enough to trust the claim?" ], "cue": "Choose yes or no privately, then give one reason.", "notes": "Hinge: each learner answers privately. Expected no: the date alone does not support the claim. If either gives yes or only cites appearance/date, re-model purpose and evidence for up to 90 seconds within this slot. Parallel check: two pages repeat the same advert; does that count as two separate tests? No. For a correct response, ask what evidence would help.", "example": [ "New date", "No tests", "Best for everyone?" ], "answers": [ "No. A recent date is only one clue.", "Two copies of one claim are not two separate checks." ] }, { "stage": "Your task", "minutes": 12, "title": "My source decision", "lines": [ "Must a new learner buy a kit, and how long should they plan for?", "Compare the source cards.", "Write your own reason and one question.", "Save and check your own file." ], "cue": "Choose Supported, Independent or Aspire.", "notes": "Slides 9-13 share twelve minutes. Individual decisions and files for the pair. With one device use two six-minute turns while the other learner plans privately on paper. Staff may scribe exactly; record support. Do not require partner reading or public comparison.", "example": [ "Use two source letters.", "Quote a short detail from each.", "What is still unknown?" ], "answers": [] }, { "stage": "Route", "minutes": 0, "title": "Supported", "lines": [ "Use cards A and C first. Then check B.", "Mark who, date, purpose and evidence on each card.", "Choose a source for the kit and time question.", "Use the frame to compare it with another card.", "Add one fact you still need to check." ], "cue": "Use the frame, then make your own choice.", "notes": "Use A and C first but ensure B is available for comparison. Point to the location before supplying a choice. Never pre-complete the decision. Use a title and headings in a word processor. Read aloud only as optional adult support in private.", "example": [ "I would use source ... because ...", "Source ... supports or challenges this by ...", "I still need to check ..." ], "answers": [] }, { "stage": "Route", "minutes": 0, "title": "Independent", "lines": [ "Compare cards A, B and C for the question.", "Record who, date, purpose and evidence.", "Choose the most useful sources for kit and time.", "Write a short reason with two letters and details.", "State one limit or question that remains." ], "cue": "Make the link between each detail and your choice.", "notes": "Accept A as the plan and C as evidence. Either may be the main source if the comparison and limit are justified. Save as Source_check_A_v1 or Source_check_B_v1 in the agreed W03_Sources practice folder; letters distinguish the two files, not the sources selected.", "example": [ "Choice", "Evidence from two cards", "One limit or question" ], "answers": [] }, { "stage": "Route", "minutes": 0, "title": "Aspire", "lines": [ "Complete the Independent task first.", "Explain why the advert alone is not enough.", "Explain what three timings cannot prove.", "Would a recent date alone change your choice? Why?", "Improve your reason and keep the first version." ], "cue": "Improve a reason without making a stronger claim than the evidence.", "notes": "Extend the quality of reasoning, not the volume of writing. C records only three sessions; the next may differ. A newer unsupported advert would still lack evidence. Keep v1 when saving v2.", "example": [ "Three sessions checked", "Useful evidence", "Not a promise for every session" ], "answers": [] }, { "stage": "Evidence", "minutes": 0, "title": "My evidence record", "lines": [ "I used sources ... and ...", "The details that helped were ...", "I still need to check ...", "My saved file opens: yes / not yet." ], "cue": "Share your work privately with the adult.", "notes": "Record actual prompt, scribing and digital saving support. Evidence is an individual comparison plus a reason and an unresolved question. Give one next step. R follows the pupil response with an audience, not the adult correction. Paper evidence cannot prove digital saving.", "example": [ "Choice + details + limit", "One next step", "Your response" ], "answers": [] }, { "stage": "Exit", "minutes": 5, "title": "A new claim to check", "lines": [ "Two sessions took 12 and 13 minutes.", "A claim says: It always takes 12 minutes.", "Does the evidence support always?" ], "cue": "Record your answer privately and show your saved work.", "notes": "Use the first two minutes for the transfer check, then three for file check and one next-step response. Answer no: one session took 13 and only two were checked. Do not substitute the model response for pupil evidence. Week 4 uses spreadsheet formulas; Week 7 is assessing.", "example": [ "Record: 12, 13 minutes", "Claim: Always 12 minutes", "Use the data, not a guess." ], "answers": [ "No. One session took 13 minutes.", "Two trials cannot prove what always happens." ] } ], "pupil_pages": [ { "title": "Source check steps", "sections": [ [ "Today I can", "I can compare sources and use evidence to explain a choice." ], [ "1 Find the question", "Must a new learner buy a kit, and how long should they plan for?" ], [ "2 Check each source", "Who made it? When? Why? What evidence is shown?" ], [ "3 Compare details", "Use two letters. Explain which details support or challenge your choice." ], [ "4 Keep a limit", "Write one question the cards do not answer." ], [ "5 Save and check", "Use a title and clear headings. Save, close and reopen your own file." ], [ "Your choice", "Point, write, type or speak quietly to an adult. No reading aloud is required." ] ] }, { "title": "Words for checking sources", "sections": [ [ "source", "Where a claim or fact comes from." ], [ "claim", "Something a source says is true." ], [ "evidence", "Details that help us check a claim." ], [ "purpose", "Why the source was made." ], [ "opinion", "A view or judgement someone holds." ], [ "reliable", "Worth trusting for this question, with reasons." ], [ "A short reason", "I trust this detail more because ..." ] ], "lines": 2 }, { "title": "Knowledge organiser", "sections": [ [ "The aim", "I can compare sources and use evidence to explain a choice." ], [ "Four checks", "Who made it? When was it made or checked? Why was it made? What evidence is shown?" ], [ "Compare", "Do two sources give separate evidence? Two copies of one claim are not two checks." ], [ "Keep a limit", "A neat page or a new date does not prove a claim. A source may help with one question but not another." ], [ "My success checks", "[ ] I compared who, when, purpose and evidence.\n[ ] I used two source letters and details for my choice.\n[ ] I named one thing I still need to check.\n[ ] I saved and reopened my own work." ], [ "Where this leads", "Before an application, check role and training details against current evidence so your choices are well informed." ] ] }, { "title": "Fictional source cards", "sections": [ [ "Your question", "Must a new learner buy a kit, and how long should they plan for?" ], [ "A Information sheet", "Session organiser | 12 November 2026\nPurpose: To explain the taster session.\nPlan for a 30-minute session. All kit is supplied for the session. Beginners can join. No past skill is needed.\nEvidence: Gives the current session plan, but no test results." ], [ "B Advert", "Kit seller | 1 September 2026\nPurpose: To sell a kit.\nThe best choice for everyone! The session takes just 10 minutes. Buy a kit before you join.\nEvidence: No timings or checks are shown." ], [ "C Check record", "Staff observer | 14 November 2026\nPurpose: To record what happened.\nThree taster sessions took 29, 30 and 31 minutes. All kit was loaned at each session. The notes cover these three sessions only.\nEvidence: Records three timings and kit use." ], [ "Keep it fictional", "These cards are made up for this lesson. Do not search online or add personal details." ] ] }, { "title": "Supported route", "sections": [ [ "The question", "Must a new learner buy a kit, and how long should they plan for?" ], [ "Steps", "1. Use cards A and C first. Then check B.\n2. Mark who, date, purpose and evidence on each card.\n3. Choose a source for the kit and time question.\n4. Use the frame to compare it with another card.\n5. Add one fact you still need to check.\n6. Save, close and reopen your file." ], [ "My reason", "I would use source ... because ...\nSource ... supports or challenges this by ...\nI still need to check ..." ], [ "Check my work", "[ ] I compared who, when, purpose and evidence.\n[ ] I used two source letters and details for my choice.\n[ ] I named one thing I still need to check.\n[ ] I saved and reopened my own work." ], [ "Private responses", "Write in your book or type. You may point or ask for exact scribing." ] ], "lines": 2 }, { "title": "Independent route", "sections": [ [ "The question", "Must a new learner buy a kit, and how long should they plan for?" ], [ "Steps", "1. Compare cards A, B and C for the question.\n2. Record who, date, purpose and evidence.\n3. Choose the most useful sources for kit and time.\n4. Write a short reason with two letters and details.\n5. State one limit or question that remains.\n6. Save, close and reopen your file." ], [ "My reason", "Use two source letters, a detail from each, and a limit or question." ], [ "Check my work", "[ ] I compared who, when, purpose and evidence.\n[ ] I used two source letters and details for my choice.\n[ ] I named one thing I still need to check.\n[ ] I saved and reopened my own work." ], [ "Private responses", "Write in your book or type. You may point or ask for exact scribing." ] ], "lines": 2 }, { "title": "Aspire route", "sections": [ [ "The question", "Must a new learner buy a kit, and how long should they plan for?" ], [ "Steps", "1. Complete the Independent task first.\n2. Explain why the advert alone is not enough.\n3. Explain what three timings cannot prove.\n4. Would a recent date alone change your choice? Why?\n5. Improve your reason and keep the first version.\n6. Save a v2 copy and check it opens." ], [ "My reason", "Use two source letters, a detail from each, and a limit or question." ], [ "Check my work", "[ ] I compared who, when, purpose and evidence.\n[ ] I used two source letters and details for my choice.\n[ ] I named one thing I still need to check.\n[ ] I saved and reopened my own work." ], [ "Private responses", "Write in your book or type. You may point or ask for exact scribing." ] ], "lines": 2 }, { "title": "My evidence record", "sections": [ [ "My file and folder", "" ], [ "Sources I compared", "" ], [ "My choice and two details", "" ], [ "One thing I still need to check", "" ], [ "Saved file reopened", "Yes / Not yet" ], [ "My response to the next step", "" ], [ "Adult record", "Date: __________ Support used: ____________________\nSeen / supported / not yet: comparison; reason; limit; saved file.\nNext step: ________________________________________\nResponse acknowledged: _____________________________" ] ], "form": true } ], "plan_pages": [ { "title": "Teacher and cover plan", "sections": [ [ "Lesson", "Evaluating sources | Tuesday 17 November 2026 | Tuesday P6 | 40 minutes\nLAUNCH pair. Year A. Formative; Week 7 is assessing." ], [ "Aim", "I can compare sources and use evidence to explain a choice." ], [ "Theme", "Identity & Belonging: informed choices about joining a fictional activity." ], [ "Careers", "Before an application, check role and training details against current evidence so your choices are well informed." ], [ "Prepare", "Open the lesson page or fourteen editable slides. Provide the fictional source sheet, one route and one evidence record for each learner. Offer the pink-paper versions. Check the agreed practice folder and a word processor. Use up to two devices, display and pens. Hide personal files." ], [ "Participation", "Model first. No cold calling. No required reading aloud or presentation. Each pupil may point, write, type or speak quietly to an adult. Allow processing time. Staff reading is optional, private support. Do not display pupil answers." ], [ "Success", "I compared who, when, purpose and evidence.\nI used two source letters and details for my choice.\nI named one thing I still need to check.\nI saved and reopened my own work." ] ] }, { "title": "Lesson sequence", "sections": [ [ "0 to 3 minutes Arrival", "Slides 1-2. Model a title, headings and save-and-open routine. Private recall choice." ], [ "3 to 7 Starter", "Slide 3. Model the difference between a slogan and a checkable test result. Private pointing or marking." ], [ "7 to 13 Model", "Slides 4-5. Compare M and N. Demonstrate who, date, purpose and evidence, then a reason and limit." ], [ "13 to 15 Words", "Slide 6. Match a term privately after an example." ], [ "15 to 20 Together", "Slide 7. Mark A, B and C. Fade from locating one date to pupil comparison." ], [ "20 to 23 Hinge", "Slide 8. Is a recent date enough? No. Re-model for up to 90 seconds if needed; use repeated-advert parallel check." ], [ "23 to 35 Task", "Slides 9-13. Each learner compares, writes a reason and one limit, saves and reopens. One device: two six-minute turns." ], [ "35 to 40 Exit", "Slide 14. Transfer claim about 12 and 13 minutes, then saved work and response to feedback." ] ] }, { "title": "Modelling and adaptations", "sections": [ [ "Worked example", "M is a trial note by session staff dated 10 November 2026. It records 18, 20 and 22 minutes. N is an undated advert saying 5 minutes with no data. Model: M has evidence for these trials; N has an unsupported claim. Neither proves every future result." ], [ "Fade the support", "Mark all four checks on M. Locate only the date on A. Let the pupil mark the other checks. Then ask for an individual reason. Point to the source before offering choices; scribe exactly only if needed." ], [ "Cognition and language", "Use one step at a time, a visible worked model and the word page. Reduce copying with the Supported frame. Allow planning in any language. Use short stems and check meaning privately." ], [ "Communication and SEMH", "Explain the routine in advance; offer private response modes and processing time. No surprise questions, comparison of learners or forced reading. Offer a brief pause within the stage time and return to one clear step." ], [ "Sensory and physical", "Offer the pink-paper variant, larger display text and a clear uncluttered desk. A learner may point while staff records their exact choice. Record access support separately from source reasoning." ], [ "Misconceptions", "New means true: a date helps with relevance but evidence is still needed. Two matching pages prove it: copied claims are not separate checks. Adverts are always false: purpose raises questions, not an automatic verdict." ] ] }, { "title": "Evidence and next steps", "sections": [ [ "Core evidence", "Each pupil compares at least two sources, cites a detail from each, makes a reasoned choice and states an unresolved question or limit. Record source-check prompts used. Observe the saved file opening with the intended text." ], [ "Saving", "Use the agreed ICT_Practice/W03_Sources folder. Distinguish individual files as Source_check_A_v1 and Source_check_B_v1 with the native extension. Aspire retains v1 and saves v2. A folder name alone does not make work private; staff checks access." ], [ "Feedback", "Give one specific success and one NS. Pupil responds in the same colour, on the same page or usual mode. Record VF, WS or I accurately. Use R only when the pupil has responded and an adult audience has heard or read that response. Do not prefill completion." ], [ "Paper fallback", "Use the same cards and frame in the book. Paper can show comparison and a reason. Mark digital saving and reopening not yet observed, then complete these at a device session." ], [ "Assessment decision", "Secure: relevant comparison, supported reason and limit are present. Developing: choice is given but relies only on date, appearance or one claim. Revisit the model and record the next teaching step. This is formative, not an accreditation claim." ], [ "Progression", "Week 4: spreadsheet formulas. Week 5: charts. Week 6: accessible presentation. Week 7: independent task with a paragraph frame; assessing." ] ] } ], "staff_pages": [ { "title": "Staff answers", "sections": [ [ "Starter", "The test note gives a method, six sheets and five successful results. It does not support best for every task." ], [ "Model", "M has dated observations of three trials around 20 minutes. N gives a five-minute claim without data. Prefer M for those trials; keep uncertainty about future trials." ], [ "Source checks", "A: organiser; 12 November; inform; current plan. B: seller; 1 September; sell; no timings. C: observer; 14 November; record; three timings and kit loans." ], [ "A justified decision", "A is a useful current plan. C supports it with three timings and kit loans. I would plan for about 30 minutes and use the supplied kit. I would still check that these details apply to the next session." ], [ "Acceptable alternatives", "A may be the main source because it states the plan; C may be the main source because it records checks. Either is defensible with relevant comparison. B alone is weak for kit and time. Do not require the model wording." ], [ "Unanswered questions", "How many places are available? Do the same kit and time details apply next time? Does a session ever run longer? Accept a relevant question not already answered by the cards." ] ] }, { "title": "Checks and feedback", "sections": [ [ "Hinge", "No: a new date does not supply evidence for best for everyone. If either learner relies only on date or layout, re-model evidence and purpose before independent work." ], [ "Parallel hinge", "Two pages repeating the same advert are not two separate tests. Look for another evidence source, not a duplicate claim." ], [ "Aspire", "Three records support about 30 minutes for the observed sessions. They cannot guarantee every future session. A newer unsupported advert remains unsupported. Selling purpose does not automatically make each claim false." ], [ "Exit", "No: one observed session took 13 minutes, so always 12 is contradicted. Two trials would not justify always anyway." ], [ "Possible next steps", "Add a specific detail from a second source. Explain how the detail affects the choice. State what the evidence cannot show. Use only one next step per learner." ], [ "Support record", "Separate access support from reasoning prompts. Record exact scribing, pointing cues and adult typing. Do not use a shared or model file as individual evidence." ] ] }, { "title": "Support adult brief", "sections": [ [ "Before", "Offer white or pink paper and a private answer mode. Check the sources and route are ready. Confirm no reading aloud is expected." ], [ "Model", "Point to the four checks while the teacher models. Keep M and N distinct from task cards A, B and C." ], [ "Together", "Use the prompt ladder: point to the instruction; ask a short question; rephrase; offer a scaffold or choice; model the first step only, then return the task." ], [ "Independent", "Allow quiet thinking. Prompt the location of evidence without choosing the strongest source. With one device change turns at six minutes; the other learner plans privately." ], [ "Record", "Keep a separate evidence record per learner. Note actual help. Check that the learner can show the detail behind their choice and one limit." ], [ "Close", "Check the saved document, give the agreed next step and acknowledge the pupil response privately. Mark unobserved skills not yet; do not infer them." ] ] } ], "sequence_pages": [ { "title": "Sequence and evidence guide", "sections": [ [ "The discrete ICT sequence", "Year A, Autumn 2. Week 1 files and personal information; Week 2 a structured document; Week 3 evaluating sources; Week 4 spreadsheet formulas; Week 5 charts; Week 6 accessible presentation; Week 7 an independent task with a paragraph frame, assessing." ], [ "This lesson", "Tuesday 17 November 2026, P6. Week commencing 16 November. One 40-minute lesson for the LAUNCH pair. Public and school content is generic and identical." ], [ "Evidence to retain", "One individual source comparison, a reason with two source details, an unresolved question, and the saved-file observation. Keep the chosen route and actual support record with the work." ], [ "Workload", "Print the source sheet, one route and evidence record per learner. The organiser and words page can be shared or kept in the book. Do not require all routes or duplicate white and pink sheets." ], [ "Next lesson", "Spreadsheet formulas on Tuesday 24 November 2026. Do not treat the Week 3 result as completion of the later independent assessing task." ] ] } ] }