{ "id": "ICT_LAUNCH_A2_W06", "title": "An accessible presentation", "date": "Tuesday 8 December 2026", "week_commencing": "2026-12-07", "duration_minutes": 40, "timetable": "Tuesday P6", "theme": "Identity & Belonging", "careers": "Office and support roles use clear slides to explain information. Describing one access change gives evidence of a communication skill for an application.", "goal": "I can make three slides easier to read and navigate.", "success": [ "I used clear titles and readable text.", "I described the chart and checked the reading order.", "I explained one change, then saved and reopened my slides." ], "words": [ [ "audience", "The people who will use the slides." ], [ "accessible", "Designed so more people can use the content." ], [ "contrast", "How clearly text stands out from its background." ], [ "alternative text", "A short text description of the meaning of an image." ], [ "reading order", "The order in which slide objects are read." ], [ "preview", "Check how the slides work before sharing them." ] ], "cards": [], "task_rows": [ [ "Paper packs", 12 ], [ "Card packs", 10 ], [ "Fastener packs", 8 ] ], "model_rows": [ [ "Paper packs", 12 ], [ "Card packs", 10 ], [ "Fastener packs", 8 ] ], "practice": [ { "title": "Kit", "lines": [ "This activity kit uses paper packs, card packs and fastener packs.", "We compare the points needed for each item." ], "issue": "The title is vague. Body text is size 22 and pale on white. Replace the title and use larger dark text." }, { "title": "Points", "lines": [ "Paper packs use 12 points. Card packs use 10. Fastener packs use 8.", "Paper uses 2 more points than card." ], "issue": "The title is vague. The chart image has no alternative text and precedes the title in object order. Give it a meaningful description and put the title first." }, { "title": "Checks", "lines": [ "Easy to read.", "Labels and words.", "Check the file." ], "issue": "The title and statements are too vague. Replace them with a clear title and a specific change with its reason." } ], "routes": { "Supported": [ "Open your own copy of the three-slide practice deck.", "On slide 1, use a clear title and larger dark text.", "On slide 2, add a clear title and a useful chart description.", "Check title, chart, then comparison in reading order.", "On slide 3, explain one change using the reason frame.", "Preview all three slides. Save, close and reopen." ], "Independent": [ "Check the three slides against the task brief.", "Give each slide a clear title and one main point.", "Use large text, strong contrast and words with colour.", "Describe the chart and check reading order.", "Explain one access change and check the data.", "Preview, save and reopen your own file." ], "Aspire": [ "Complete the Independent task first.", "Check what is lost if the chart image is not seen.", "Improve the description without repeating every word.", "Explain why colour alone is not enough.", "Check titles, order and text in the saved file again.", "Save a v2 copy and keep your earlier v1." ] }, "slides": [ { "stage": "Opening", "minutes": 0, "title": "An accessible presentation", "lines": [ "Make three slides easier to use.", "Keep the facts clear and correct.", "Check the file before you share it." ], "cue": "Point, write, type or speak quietly to an adult.", "notes": "Model first. Use only the fictional kit facts. Offer pink paper and private responses. No cold calling, required reading aloud, public presentation or forced sharing. This is formative; Week 7 is assessing.", "example": [ "READ", "NAVIGATE", "CHECK" ], "answers": [], "chart": null }, { "stage": "Arrival", "minutes": 3, "title": "Carry the facts forward", "lines": [ "Watch the adult check one value.", "Our task uses the final Week 5 values.", "Points are not pack counts or prices." ], "cue": "Show one matching value privately.", "notes": "Model checking paper 12, card 10, fasteners 8 against the brief. These are the accepted Week 5 final task values after its change. A pupil may open their earlier file for comparison, but use the supplied deck and brief for this lesson.", "example": [ "Paper packs: 12 points", "Card packs: 10 points", "Fastener packs: 8 points" ], "answers": [], "chart": null }, { "stage": "Starter", "minutes": 4, "title": "Who will use these slides?", "lines": [ "The audience needs the facts without a live talk.", "Use one main point on each slide.", "Make each title tell us what the slide is about." ], "cue": "Choose a useful title in private.", "notes": "Model replacing Model with A small activity kit in an adult copy. The audience is another small group planning a kit. Do not ask pupils to disclose personal access needs. Ask privately which title is clearer: Points or Activity kit points.", "example": [ "Slide 1: introduce the kit", "Slide 2: compare points", "Slide 3: explain a change" ], "answers": [ "Activity kit points tells us more than Points." ], "chart": null }, { "stage": "Model", "minutes": 3, "title": "Make the text clear", "lines": [ "Choose a plain, uncluttered layout.", "Use larger text and strong contrast.", "Keep a clear title and short sentences.", "Check from the actual viewing position." ], "cue": "Choose one change that helps the reader.", "notes": "In a disposable copy of practice slide 1, model a clear title and dark text on white. Use body text at least 28 in this practice and a larger title; check the actual display rather than treating one size as a guarantee. Use a title layout where available. Do not change the facts. Fade help after the first repair.", "example": [ "Clear title", "Dark text on a light page", "Large, short text" ], "answers": [], "chart": null }, { "stage": "Model", "minutes": 3, "title": "Use words with colour", "lines": [ "Colour may help draw attention.", "Keep labels and values as well.", "A colour alone does not explain a result.", "Do not add effects that distract from the facts." ], "cue": "Point to the words that carry the meaning.", "notes": "Model replacing Pick the green item with Paper packs use 12 points. Explain that a person may not see the colour difference. A label or symbol with words preserves meaning. Keep slides still and avoid flashing or unnecessary movement.", "example": [ "Weak: the green one", "Clear: Paper packs", "Value: 12 points" ], "answers": [], "chart": null }, { "stage": "Words", "minutes": 2, "title": "Describe the chart", "lines": [ "An image needs a useful text description.", "Say what the data means.", "A file name or the word chart is not enough." ], "cue": "Choose the description that gives useful information.", "notes": "Teach alternative text using the checked kit data. Model description: Paper packs use 12 points, card packs 10 and fastener packs 8. Add it in the image description or alternative-text field, not just speaker notes. A visible summary also helps. Do not claim a complete accessibility check from this single feature.", "example": [], "answers": [], "chart": { "title": "Activity kit points", "values": [ 12, 10, 8 ], "maximum": 14, "step": 2, "labels": [ "Paper packs", "Card packs", "Fastener packs" ] } }, { "stage": "Together", "minutes": 5, "title": "Check the reading order", "lines": [ "Start with the slide title.", "Then read the chart description and comparison.", "Use the order tool and check each object.", "Check the order again after moving things." ], "cue": "Show the next object privately.", "notes": "Model in a disposable copy of practice slide 2. It deliberately stores the picture before the title. Use the presentation software reading-order or object-order tool: title, chart, then comparison. Verify in that tool; visual position alone does not prove order. Set a useful chart description. If the tool is unavailable, record order not yet checked. Use the same checked values as the picture: 12, 10 and 8.", "example": [ "1 Title", "2 Chart description", "3 Comparison" ], "answers": [], "chart": null }, { "stage": "Check", "minutes": 3, "title": "Is this description useful?", "lines": [ "A chart image has the description chart.png.", "Does that explain the important data?", "What would make the description useful?" ], "cue": "Choose yes or no privately, with a reason.", "notes": "Hinge: no. A file name does not describe the meaning. If either pupil accepts it, re-model a short data statement within this slot. Parallel hinge: is Choose the blue bar enough without a label? No. Use the item name and value. Do not cold call.", "example": [ "File name: chart.png", "Meaning: items and points" ], "answers": [ "No. Name the items, values or key comparison.", "Colour needs words or another clear cue." ], "chart": null }, { "stage": "Your task", "minutes": 12, "title": "Improve my three slides", "lines": [ "Use your own practice deck and the brief.", "Repair text, titles and chart access.", "Explain one change on slide 3.", "Preview all three slides and save." ], "cue": "Choose Supported, Independent or Aspire.", "notes": "Slides 9-13 share twelve minutes. The supplied practice deck deliberately has pale small text on slide 1, vague titles, missing image description and image-before-title order on slide 2, and vague checks on slide 3. Pupils improve it; it is not a finished model. One device: two six-minute turns while the other plans in their book.", "example": [ "Three clear titles", "A useful image description", "One change with a reason" ], "answers": [], "chart": null }, { "stage": "Route", "minutes": 0, "title": "Supported", "lines": [ "Open your own copy of the three-slide practice deck.", "On slide 1, use a clear title and larger dark text.", "On slide 2, add a clear title and a useful chart description.", "Check title, chart, then comparison in reading order.", "On slide 3, explain one change using the reason frame." ], "cue": "Use one step at a time; keep your own choices.", "notes": "Offer the title frame Activity kit points and reason frame I changed ... so ... . Adult may type the pupil exact choice; record access support and any reasoning prompts separately. Show the location of the alternative-text field without supplying the whole final answer.", "example": [ "I changed ...", "This helps because ...", "I checked it by ..." ], "answers": [], "chart": null }, { "stage": "Route", "minutes": 0, "title": "Independent", "lines": [ "Check the three slides against the task brief.", "Give each slide a clear title and one main point.", "Use large text, strong contrast and words with colour.", "Describe the chart and check reading order.", "Explain one access change and check the data." ], "cue": "Check the meaning as well as the appearance.", "notes": "Inspect all three slides, including object order and image description. Readable on a laptop is not proof of readable on the teaching display. A built-in checker can help find issues but is not a pass guarantee. No live talk is required.", "example": [ "Clear title and purpose", "Description and order", "Private explanation" ], "answers": [], "chart": null }, { "stage": "Route", "minutes": 0, "title": "Aspire", "lines": [ "Complete the Independent task first.", "Check what is lost if the chart image is not seen.", "Improve the description without repeating every word.", "Explain why colour alone is not enough.", "Check titles, order and text in the saved file again." ], "cue": "Make the meaning available in more than one way.", "notes": "Ask for a concise description and a visible summary. Example: paper 12, card 10, fasteners 8; paper is highest. Avoid duplicating long paragraphs. Discuss colour labels and a limit: points do not show preference or price. Keep all facts unchanged.", "example": [ "If the image is not seen ...", "The words still show ...", "A remaining limit is ..." ], "answers": [], "chart": null }, { "stage": "Evidence", "minutes": 0, "title": "My presentation evidence", "lines": [ "One change I made was ...", "It helps the audience because ...", "I checked the chart description and order by ...", "I reopened my saved file and found ..." ], "cue": "Show your file quietly; no live talk is needed.", "notes": "Record the actual edits, three-slide content, description, order check and reopen. One next step, a private response and adult acknowledgement. Do not count an unchecked setting as observed. Paper planning can show ideas but not digital editing, alternative text or object order.", "example": [ "Change + reason", "Access settings checked", "Saved file reopened" ], "answers": [], "chart": null }, { "stage": "Exit", "minutes": 5, "title": "Check a new slide", "lines": [ "The heading says Results.", "A red bar has no words or values.", "Name two changes that would help the reader." ], "cue": "Give a private answer, then reopen your file.", "notes": "Use two minutes for transfer and three for save/reopen and feedback. Accept a useful specific title; item and value labels; a meaningful image description; clear contrast; checked reading order where relevant. A colour change alone is insufficient. Week 7 combines skills in an independent task with a paragraph frame and is assessing.", "example": [ "A clear, specific title", "Item names and values", "A description of meaning" ], "answers": [ "Name what the results show. Add item names and values.", "Describe the image meaning; do not rely on red alone." ], "chart": null } ], "pupil_pages": [ { "title": "Presentation step cards", "sections": [ [ "Today I can", "I can make three slides easier to read and navigate." ], [ "1 Keep the facts", "Use the task brief. Paper packs use 12 points, card packs 10 and fastener packs 8." ], [ "2 Repair the text", "Give each slide a clear title. Use short sentences and larger dark text on a light page." ], [ "3 Describe the chart", "Add alternative text that tells the reader the useful meaning. A file name is not a useful description." ], [ "4 Check the order", "Check title, chart and comparison in the reading-order tool. Use labels and words as well as colour." ], [ "5 Explain and save", "On slide 3 explain one change and why it helps. Preview all three slides, save, close and reopen." ], [ "Private responses", "Plan in your book or type privately. Point or speak quietly to an adult. You do not need to read aloud or give a live talk." ] ] }, { "title": "Words for clear slides", "sections": [ [ "audience", "The people who will use the slides." ], [ "accessible", "Designed so more people can use the content." ], [ "contrast", "How clearly text stands out from its background." ], [ "alternative text", "A short text description of the meaning of an image." ], [ "reading order", "The order in which slide objects are read." ], [ "preview", "Check how the slides work before sharing them." ], [ "A useful reason", "I changed ... so that the audience can ..." ] ], "lines": 2 }, { "title": "Knowledge organiser", "sections": [ [ "The aim", "I can make three slides easier to read and navigate." ], [ "Clear content", "Use one main point per slide and a useful title. Keep the facts correct. Short sentences help." ], [ "Readable text", "Use a plain layout, larger text and strong contrast. For this practice use body text at least 28 and check it on the display." ], [ "More than colour", "Use names and values with colour. The audience should not have to guess what a colour means." ], [ "Images and order", "Describe the meaning of a useful image. Check the title comes first in reading order. Then the image and the comparison." ], [ "My success checks", "[ ] I used clear titles and readable text.\n[ ] I described the chart and checked the reading order.\n[ ] I explained one change, then saved and reopened my slides." ], [ "Where this leads", "Office and support roles use clear slides to explain information. Describing one access change gives evidence of a communication skill for an application." ] ] }, { "title": "Three slide task brief", "sections": [ [ "Audience and purpose", "Help another small group understand an activity kit without a live talk. Use made-up points, not prices or pack counts." ], [ "Use these checked facts", "These are the final Week 5 task values. Keep them unchanged." ] ], "table": [ [ "Item", "Points", "Comparison" ], [ "Paper packs", "12", "2 more than card" ], [ "Card packs", "10", "2 more than fasteners" ], [ "Fastener packs", "8", "Lowest points" ] ], "after": [ [ "Slide 1", "Introduce the kit. Replace Kit with a useful title. Make the pale small text larger and darker." ], [ "Slide 2", "Compare the points. Give the chart a useful title and alternative text. Check title, chart, then comparison in reading order." ], [ "Slide 3", "Explain one change you made and why it helps. Use: I changed ... so ... . Preview, save and reopen all three slides." ] ] }, { "title": "Supported route", "sections": [ [ "The aim", "I can make three slides easier to read and navigate." ], [ "Steps", "1. Open your own copy of the three-slide practice deck.\n2. On slide 1, use a clear title and larger dark text.\n3. On slide 2, add a clear title and a useful chart description.\n4. Check title, chart, then comparison in reading order.\n5. On slide 3, explain one change using the reason frame.\n6. Preview all three slides. Save, close and reopen." ], [ "In your book or private file", "I changed ...\nThis helps because ...\nI checked ...\nMy next step is ..." ], [ "Success", "[ ] I used clear titles and readable text.\n[ ] I described the chart and checked the reading order.\n[ ] I explained one change, then saved and reopened my slides." ], [ "Private responses", "Point, write, type or ask for exact scribing. A live talk is not required." ] ] }, { "title": "Independent route", "sections": [ [ "The aim", "I can make three slides easier to read and navigate." ], [ "Steps", "1. Check the three slides against the task brief.\n2. Give each slide a clear title and one main point.\n3. Use large text, strong contrast and words with colour.\n4. Describe the chart and check reading order.\n5. Explain one access change and check the data.\n6. Preview, save and reopen your own file." ], [ "In your book or private file", "I changed ...\nThis helps because ...\nI checked ...\nMy next step is ..." ], [ "Success", "[ ] I used clear titles and readable text.\n[ ] I described the chart and checked the reading order.\n[ ] I explained one change, then saved and reopened my slides." ], [ "Private responses", "Point, write, type or ask for exact scribing. A live talk is not required." ] ] }, { "title": "Aspire route", "sections": [ [ "The aim", "I can make three slides easier to read and navigate." ], [ "Steps", "1. Complete the Independent task first.\n2. Check what is lost if the chart image is not seen.\n3. Improve the description without repeating every word.\n4. Explain why colour alone is not enough.\n5. Check titles, order and text in the saved file again.\n6. Save a v2 copy and keep your earlier v1." ], [ "In your book or private file", "I changed ...\nThis helps because ...\nI checked ...\nMy next step is ..." ], [ "Success", "[ ] I used clear titles and readable text.\n[ ] I described the chart and checked the reading order.\n[ ] I explained one change, then saved and reopened my slides." ], [ "Private responses", "Point, write, type or ask for exact scribing. A live talk is not required." ] ] }, { "title": "My evidence record", "sections": [ [ "Record in your book or private file", "Use these prompts to keep your own evidence. Show the file privately to the adult." ], [ "My three slides", "File and folder: ...\nThree titles: ...\nFacts checked against: ..." ], [ "One change and its reason", "Before: ... After: ...\nThis helps because ..." ], [ "Chart access", "My description: ...\nReading order checked: title, chart, comparison.\nHow I checked: ... / Not yet checked." ], [ "Preview and reopen", "All three slides checked: ...\nSaved file reopened: ..." ], [ "My response to the next step", "My next step was ... I responded by ..." ], [ "Adult record", "Date: ... Support used: ...\nSeen / supported / not yet: edits, facts, description, order, preview, reopen.\nNext step: ... Response acknowledged: ..." ] ] } ], "plan_pages": [ { "title": "Teacher and cover plan", "sections": [ [ "Lesson", "An accessible presentation | Tuesday 8 December 2026 | Tuesday P6 | 40 minutes\nLAUNCH pair. Year A. Formative; Week 7 is assessing." ], [ "Aim", "I can make three slides easier to read and navigate." ], [ "Theme", "Identity & Belonging: make a fictional shared kit explanation usable by more people. Do not ask for personal access needs." ], [ "Careers", "Office and support roles use clear slides to explain information. Describing one access change gives evidence of a communication skill for an application." ], [ "Prepare", "Open the fourteen-slide lesson or HTML page and Presentation_Practice.pptx in presentation software. The three-slide practice deck contains deliberate issues for repair; it is not a finished model. Make an adult demo copy and a fresh copy for each pupil. Print the brief, chosen route and evidence prompts; offer pink paper. Use books, pens and up to two devices." ], [ "Participation", "Model first, private answers, no cold calling or required reading aloud. Offer pointing, typing, book work or quiet conversation. No live presentation is required. Keep pupil answers off the shared display." ], [ "Success", "I used clear titles and readable text.\nI described the chart and checked the reading order.\nI explained one change, then saved and reopened my slides." ] ] }, { "title": "Lesson sequence", "sections": [ [ "0 to 3 minutes Arrival", "Slides 1-2. Check the final Week 5 values: 12, 10 and 8 points." ], [ "3 to 7 Starter", "Slide 3. Identify audience, one main point and useful titles." ], [ "7 to 10 Model text", "Slide 4. Repair slide 1 in an adult copy: clear title, larger dark text." ], [ "10 to 13 Model meaning", "Slide 5. Replace colour-only directions with item names and values." ], [ "13 to 15 Words", "Slide 6. Model useful alternative text with the checked 12, 10, 8 dataset." ], [ "15 to 20 Together", "Slide 7. Check slide 2 object order: title, chart, comparison. Add a meaningful description." ], [ "20 to 23 Hinge", "Slide 8. A file name is not an image description. Re-model if needed; parallel check tests colour-only meaning." ], [ "23 to 35 Task", "Slides 9-13. Repair three slides, explain one change, preview and save. One device: six minutes each." ], [ "35 to 40 Exit", "Slide 14. Transfer check, reopen and one private next-step response." ] ] }, { "title": "Modelling and adaptations", "sections": [ [ "Deliberate practice issues", "Slide 1: vague title Kit; pale body text at size 22. Slide 2: vague title Points; image has no alternative text and is stored before the title. Slide 3: vague title Checks and generic statements. These are the repair task, not accidental defects in the teacher lesson." ], [ "Exact demonstration", "Use a disposable copy. Rename slide 1, set dark body text at least 28 and retain the facts. Demonstrate a meaningful image description using the checked values 12, 10, 8. Use the order tool to put title, chart and comparison in sequence. Do not infer order from screen position alone." ], [ "Cognition and learning", "Chunk to one repair at a time. Keep the brief visible. Fade from a complete model to a location prompt and then an independent check. Use a clear title layout where the software offers it." ], [ "Communication and EAL", "Use I changed ... so ... . Allow planning in any language. Let the pupil point to before and after before writing or speaking quietly. Staff may read privately on request." ], [ "SEMH and physical access", "Use predictable stages, quiet time and no comparison between learners. Offer a brief pause within stage time, pink paper, zoom and uncluttered views. Allow exact adult typing with support recorded." ], [ "Checks and limits", "Use the software checker if available, then inspect manually. If description or order controls cannot be used, record that part not yet checked. No screen-reader playback is claimed by the supplied previews." ] ] }, { "title": "Evidence and next steps", "sections": [ [ "Core evidence", "Inspect three useful titles, correct facts, readable text and contrast, a meaningful chart description and checked object order. Retain the pupil access-change reason, preview and reopen observation. Record support actually used." ], [ "Task facts", "Paper 12 points; card 10; fasteners 8. Paper uses 2 more points than card and 4 more than fasteners. Whole total 30 is not a fourth item. The chart does not show preference, pack count or price. Keep its data unchanged." ], [ "Saving and turn-taking", "Use ICT_Practice/W06_Presentation. Save as Slides_A_v1 or Slides_B_v1 with the presentation extension. One device: each pupil has their own file and six-minute turn; the other plans in their book. Aspire keeps v1 and saves v2." ], [ "Feedback", "Give one success and one NS. Record VF, WS or I accurately. The pupil responds in the same colour, on the same page or usual mode. Use R only after the response and an adult audience have both happened." ], [ "Paper fallback", "Plan three slides and an image description in the book. This shows content and reasoning. Mark digital editing, description settings, order and reopening not yet observed; complete later on a device." ], [ "Progression", "Week 7 is the independent assessing task with a paragraph frame. Keep the checked files available. Avoid claiming independence from an adult-made model or a finished file without observation." ] ] } ], "staff_pages": [ { "title": "Staff answers", "sections": [ [ "Titles and text", "Accept three clear, distinct titles such as Our activity kit, Activity kit points and One change that helps. Use dark text on a plain light background, readable size and short text. For this practice body text is at least 28, checked on the actual display." ], [ "Model description", "Paper packs use 12 points, card packs 10 and fastener packs 8. The adult copy and pupil chart use the same checked facts." ], [ "Pupil chart description", "Example: Paper packs use 12 points, card packs 10 and fastener packs 8. Paper uses the most points. Accept a concise equivalent that preserves the meaning. The visible comparison may also state that paper exceeds card by 2." ], [ "Reading order", "Title, chart with its description, then comparison. Verify the software order, not only visual placement. The starting slide 2 deliberately stores the image first." ], [ "Hinge and parallel check", "chart.png is just a file name, not a description. Choose the blue bar does not work without a label or another cue. Name the item and value." ], [ "Exit", "Give a specific title and item/value labels. A useful description also helps. Changing red to another colour alone does not solve the missing meaning." ] ] }, { "title": "Checks and feedback", "sections": [ [ "Reason examples", "I made the text larger and darker so it is easier to read. I described the chart so its key information is available without seeing the image. I put the title first so the slide is introduced before the detail." ], [ "Aspire", "A concise description should include the important values or comparison. Use visible labels as well as colour. The chart cannot tell us preference, prices or pack counts. No single font size, contrast choice or checker guarantees access for everyone." ], [ "File inspection", "Check three slides and no accidental extra copies. Inspect alternative text and reading order in the software. Preview the full deck and reopen the saved file. If controls are unavailable, log the remaining check without inventing success." ], [ "If an image is replaced", "Keep the factual data unchanged. Recheck its description and order after replacement. A visible summary is helpful but does not prove that the image description field was set." ], [ "One next step", "Choose one repair: clearer title; readable text; useful description; corrected order; a specific reason. Wait for the pupil response and acknowledge it privately." ], [ "Evidence boundary", "An adult edit, a supplied model or a good spoken explanation does not prove independent digital editing. Record pupil choices, access support, prompts and corrections separately." ] ] }, { "title": "Support adult brief", "sections": [ [ "Before", "Offer white or pink paper and a private response mode. Prepare fresh files. The practice deck has deliberate issues; use the teacher model to show the repair." ], [ "Model", "Point to title, text and chart. Show the relevant description or order control. Check one repaired feature before adding another demand." ], [ "Together", "Use the prompt ladder: point to instruction; ask a short question; rephrase; offer a scaffold or choice; model the first step only, then return the task." ], [ "Independent", "Prompt the next check without doing the whole repair. Use exact typing if agreed and record it. Change one-device turns at six minutes while the other pupil plans in their book." ], [ "Record", "Keep individual records of edits, data checks, description, order, preview and reopen. Distinguish access support from reasoning prompts and adult corrections." ], [ "Close", "Give one next step privately. Acknowledge the pupil response. No live talk or reading aloud is required. Mark unobserved digital checks not yet." ] ] } ], "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 independent task with a paragraph frame, assessing." ], [ "This lesson", "Tuesday 8 December 2026, P6. Week commencing 7 December. One 40-minute lesson for the LAUNCH pair. School and Public teaching content is identical and generic." ], [ "Evidence to retain", "An individual three-slide file, one access-change reason, correct chart facts, an observed description and reading-order check, actual support and reopen observation. Keep unverified checks marked not yet." ], [ "Print and access", "Use the task brief, one route and evidence prompts. Offer pink PDFs or ordinary PDFs on pink stock. Plan and respond in books or a private file. No required reading aloud, cold calling or public presentation." ], [ "Next lesson", "Tuesday 15 December 2026 is Week 7, the assessing lesson. It combines the ICT skills in an independent task with a paragraph frame. Keep this term files available." ] ] } ] }