{ "id": "ICT_LAUNCH_A2_W07", "title": "My final ICT task", "date": "Tuesday 15 December 2026", "week_commencing": "2026-12-14", "duration_minutes": 40, "timetable": "Tuesday P6", "theme": "Identity & Belonging", "careers": "A short account of checked work can support an application. Use a saved example to explain a skill and the help you used.", "goal": "I can use my ICT skills to make and check a clear kit update.", "success": [ "I used the right source and checked my results.", "I made clear files for the reader.", "I gathered evidence and recorded the help I used." ], "words": [ [ "source", "Where a fact came from." ], [ "formula", "A calculation made with cell references." ], [ "evidence", "Work or an action that shows a skill." ], [ "independent", "A choice or action you made without a prompt." ], [ "access", "Ways to make the information easier to use." ], [ "review", "Check the work and choose a next step." ] ], "cards": [ { "title": "Source A", "text": "Checked task brief. 15 December 2026. For this kit use paper packs 3 at 4 points each, card packs 2 at 5, and fastener packs 3 at 2. These are made-up points, not money." }, { "title": "Source B", "text": "Draft note. 8 December 2026. Card packs were listed at 4 points each. This note has not been checked for the new kit." } ], "task_rows": [ [ "Paper packs", 3, 4 ], [ "Card packs", 2, 5 ], [ "Fastener packs", 3, 2 ] ], "model_rows": [ [ "Strip packs", 2, 3 ], [ "Tab packs", 1, 4 ] ], "practice": [], "routes": { "Supported": [ "Use one step of the brief at a time. Point to the source you will use.", "Check the starter inputs. Work out each row with a formula, then the whole total.", "Make a chart of the three row totals. Leave the whole total out.", "Use the paragraph frame in a document with a title and heading.", "Update one slide. Add a chart description and check its object order.", "Save and reopen. Record your evidence and all help used." ], "Independent": [ "Choose a source and give a reason linked to this kit.", "Use cell references for the row totals and whole total. Check one by hand.", "Make a labelled chart of the three items. Check its values.", "Write a short structured update with the paragraph frame if useful.", "Update one slide so the new chart and its meaning are clear.", "Save, reopen and index this task beside your earlier work." ], "Aspire": [ "Finish and check the core task first.", "In a v2 copy, change paper packs from 3 to 4.", "Check how the row total, whole total and chart change.", "Revise the explanation and slide so they match the v2 values.", "Explain one limit of the data and one access choice.", "Keep v1 and v2. Record what you checked and any support." ] }, "slides": [ { "stage": "Opening", "minutes": 0, "title": "My final ICT task", "lines": [ "Use the skills from this half-term.", "Make a clear update for a small group.", "Keep your work and answers private." ], "cue": "Point, write, type or speak quietly to an adult.", "notes": "Assessing week. Model on different data before the timed task. Do not require reading aloud, a live talk or public answers. Record support and evidence separately for each pupil.", "example": [ "Source and results", "Clear files", "Evidence and review" ], "answers": [], "chart": null }, { "stage": "Arrival", "minutes": 3, "title": "My files are ready", "lines": [ "Find your earlier ICT files with the adult.", "Keep each original file. Work in new copies.", "Use a task label, with no personal details." ], "cue": "Show the folder privately.", "notes": "Before arrival, make earlier outputs easy to find. Use ICT_Practice/W07_Final and A or B task labels. Record adult-prepared copies as preparation, not pupil file-management evidence. Missing earlier work is recorded, not recreated as though it were original.", "example": [ "W07_Final", "Kit_A_v1", "Kit_B_v1" ], "answers": [], "chart": null }, { "stage": "Starter", "minutes": 3, "title": "A source for this task", "lines": [ "Two notes give different points for card.", "Which one is checked for this kit?", "Give a reason using the source card." ], "cue": "Make your own choice before checking.", "notes": "Use the two source cards from the pupil brief. Collect a private answer before any reveal. Date alone does not prove reliability: purpose, checked status and match to the task matter. This pre-task response can inform assessment, with support recorded.", "example": [ "Source A: checked brief", "Source B: old draft", "Purpose and checks" ], "answers": [], "chart": null }, { "stage": "Model", "minutes": 4, "title": "A separate worked example", "lines": [ "Watch the adult use different kit data.", "Two strip packs use 3 points each.", "The row total is 2 times 3, which is 6.", "The formula uses the two input cells." ], "cue": "Point to the inputs in the model.", "notes": "Use a disposable example with strip packs 2 at 3 points and tab packs 1 at 4. Model a cell-reference product, total 10, and chart of 6 and 4 without the total row. Do not complete the pupil task data. Fade to one place prompt, then independent work.", "example": [ "Strip packs: 2 x 3 = 6", "Tab packs: 1 x 4 = 4", "Whole total: 10" ], "answers": [], "chart": null }, { "stage": "Model", "minutes": 2, "title": "A short explanation", "lines": [ "A useful paragraph explains the work.", "Name the source and one check.", "Say what the chart shows.", "Explain a choice that helps the reader." ], "cue": "Use the frame if it helps you explain.", "notes": "Model with the separate example: I used the checked brief for this kit. My product formula gives 6 points for strips. Strips use 2 more points than tabs. I added a chart description so its facts are available without the image. Do not leave this model as pupil-authored evidence.", "example": [ "I used ... because ...", "My formula ...", "I made ... easier by ..." ], "answers": [], "chart": null }, { "stage": "Words", "minutes": 0, "title": "What counts as evidence?", "lines": [ "A saved file shows a result.", "A seen action shows how you made it.", "Record the help you used." ], "cue": "Keep earlier work and today's work distinct.", "notes": "Explain evidence before work starts. Prior work retains its original date and support record. A finished file alone does not prove independence. Exact scribing is access support; supplied reasoning or corrections must be recorded separately.", "example": [ "File or book location", "Action seen and date", "Help used or not yet" ], "answers": [], "chart": null }, { "stage": "Together", "minutes": 3, "title": "The checks before work", "lines": [ "Watch a copy save and reopen.", "Check one chart value against its source.", "On a slide, check the title comes first." ], "cue": "Point to one check you will use.", "notes": "Use the separate model. Show where alternative text and reading order are set, without answering the assessed source or totals. Check title, chart, comparison using the software order tool. Check pupils can locate the brief, then use the private hinge on the next slide within this slot.", "example": [ "Save a new copy", "Check the facts", "Check description and order" ], "answers": [], "chart": null }, { "stage": "Check", "minutes": 0, "title": "A total in the chart", "lines": [ "A chart compares two kit items.", "It also has a bar for the whole total.", "Does that third bar represent another item?" ], "cue": "Give a private answer with a reason.", "notes": "Hinge before the timed task: no, whole total combines the items. Re-model within this slot if needed. Parallel hinge: a chart description says image.png. Does it convey the data? No. Record any prompt used. Do not cold call.", "example": [ "Items are separate rows", "Whole total combines rows", "Labels carry meaning" ], "answers": [ "No. Leave the whole total out of the item chart.", "A file name does not explain the chart data." ], "chart": null }, { "stage": "Your task", "minutes": 18, "title": "My kit update", "lines": [ "Use the brief and the starter spreadsheet.", "Make formulas and a chart of the items.", "Write the short structured update.", "Update one slide with the new chart.", "Save and reopen your files." ], "cue": "Work privately. Choose a route and record support.", "notes": "Slides 9-12 share 18 minutes. Suggested split: formulas and chart 7; document 5; slide and save 6. Use a copy of an earlier document/slide or a blank file if missing. Collect independent first responses before prompts. One device: two nine-minute turns with paper planning alongside; record incomplete digital actions for follow-up, never infer completion.", "example": [ "Three task files", "Paragraph frame available", "Earlier originals kept" ], "answers": [], "chart": null }, { "stage": "Route", "minutes": 0, "title": "Supported", "lines": [ "Use one step of the brief at a time. Point to the source you will use.", "Check the starter inputs. Work out each row with a formula, then the whole total.", "Make a chart of the three row totals. Leave the whole total out.", "Use the paragraph frame in a document with a title and heading.", "Update one slide. Add a chart description and check its object order." ], "cue": "Use one step at a time and keep your own choices.", "notes": "Use the prompt ladder. Offer a multiplication cue and point to input cells before supplying a formula. If a formula or answer is supplied, record it as prompted. Exact typing of the pupil choice is access support. The route label is not a judgement of independence.", "example": [ "I chose ... because ...", "I checked ...", "Help I used ..." ], "answers": [], "chart": null }, { "stage": "Route", "minutes": 0, "title": "Independent", "lines": [ "Choose a source and give a reason linked to this kit.", "Use cell references for the row totals and whole total. Check one by hand.", "Make a labelled chart of the three items. Check its values.", "Write a short structured update with the paragraph frame if useful.", "Update one slide so the new chart and its meaning are clear." ], "cue": "Show what you can do before asking for a hint.", "notes": "The paragraph frame is available to all. Observe formula entry, chart range, source reason and an access check. A completed inherited formula or title is prior evidence, not a new independent action. Keep task data out of shared answer reveals until first attempts are recorded.", "example": [ "Source reason", "Formula and chart check", "Clear explanation and slide" ], "answers": [], "chart": null }, { "stage": "Route", "minutes": 0, "title": "Aspire", "lines": [ "Finish and check the core task first.", "In a v2 copy, change paper packs from 3 to 4.", "Check how the row total, whole total and chart change.", "Revise the explanation and slide so they match the v2 values.", "Explain one limit of the data and one access choice." ], "cue": "Keep the first version before you try a change.", "notes": "Only after the core task. Paper quantity 4 gives paper 16, card 10, fasteners 6 and total 32. Check chart and narrative update in v2, including image description if copied as a static picture. Record this as extension evidence, not a requirement for the core task.", "example": [ "v1 kept", "v2 checked", "Words and chart agree" ], "answers": [], "chart": null }, { "stage": "Evidence", "minutes": 5, "title": "Seven weeks of evidence", "lines": [ "Use the evidence sheet to find each output.", "Record a file or book page for each week.", "Mark missing work clearly.", "Record today's checks and the help used." ], "cue": "Show the evidence privately to the adult.", "notes": "Gather seven weeks of outputs through an index. Reference the actual pupil work, not supplied lesson resources. Use original dates for earlier work and today for current observations. Review source choice, privacy, document, formula, chart, slide access and explanation. No invented grade or accreditation claim.", "example": [ "Weeks 1 to 6: earlier work", "Week 7: this task", "Location, status and support" ], "answers": [], "chart": null }, { "stage": "Exit", "minutes": 2, "title": "My next step", "lines": [ "Name one skill shown by your work.", "Choose one small next step.", "Respond to the adult's feedback privately." ], "cue": "Leave with your files saved and evidence located.", "notes": "Give one NS and time for a private response. Mark R only after the response and adult acknowledgement. Keep missing files or unseen digital checks pending. This closes the ICT half-term. Creative Arts Spring 1 awaits the next owner brief.", "example": [ "I can show ... in ...", "My next step is ...", "I responded by ..." ], "answers": [], "chart": null } ], "pupil_pages": [ { "title": "Final task step cards", "sections": [ [ "Today I can", "I can use my ICT skills to make and check a clear kit update." ], [ "1 Choose and protect", "Read the two source cards. Choose the source for this kit and give a reason. Use only made-up kit facts. Keep personal details out of the files." ], [ "2 Work out and chart", "Check the starter inputs. Use formulas for each row and the whole total. Make a chart of the three items, with clear labels and points. Leave the whole total out." ], [ "3 Explain in a document", "Use a title, a heading and a short paragraph. Explain the source, a formula, the chart and one access choice. The frame is on the word page." ], [ "4 Update one slide", "Use a copy of an earlier slide or a blank slide. Add the new chart, a useful title and a short comparison. Use clear text. Give the chart a useful description and check its reading order." ], [ "5 Save and gather", "Save and reopen the task files. Use the evidence sheet to locate outputs from all seven weeks. Record any missing work and the help used." ], [ "Private responses", "Plan in your book or type privately. Point or speak quietly to an adult. No reading aloud or live talk is needed." ] ] }, { "title": "Words and paragraph frame", "sections": [ [ "source", "Where a fact came from." ], [ "formula", "A calculation made with cell references." ], [ "evidence", "Work or an action that shows a skill." ], [ "independent", "A choice or action you made without a prompt." ], [ "access", "Ways to make the information easier to use." ], [ "review", "Check the work and choose a next step." ], [ "In your book or private document", "I used source ... because ... . My formula ... works out ... . The chart shows ... . I made ... easier to use by ... ." ], [ "Keep it clear", "Use a title and a heading. Short sentences help. Use your own task results. You may plan in any language." ] ] }, { "title": "Knowledge organiser", "sections": [ [ "The aim", "I can use my ICT skills to make and check a clear kit update." ], [ "Files and privacy", "Use a new folder and clear task labels. Keep original versions. Leave out personal details." ], [ "Sources and facts", "Check who or what the source is for, when it was checked and whether it fits the task. A new date alone is not proof." ], [ "Formulas and charts", "Use cell references to multiply inputs. Add row totals once. Chart the items with a useful title, labels and points. Start a bar or column chart at zero." ], [ "Clear communication", "Use a title, heading and short paragraph. On a slide, use readable text and contrast. Describe a useful image and check its reading order." ], [ "Evidence and review", "Keep file or book locations for seven weeks. Record dates, actions and help used. Missing work stays marked missing." ], [ "Where this leads", "A short account of checked work can support an application. Use a saved example to explain a skill and the help you used." ] ] }, { "title": "Final task brief and sources", "sections": [ [ "Audience and purpose", "Help a small group plan a new activity kit. All values are made-up points, not prices." ], [ "Source A", "Checked task brief, 15 December 2026. The table below gives the inputs for this kit." ], [ "Source B", "Draft note, 8 December 2026. Card packs were listed at 4 points each. This note has not been checked for the new kit." ] ], "table": [ [ "Item", "Packs", "Points for each pack" ], [ "Paper packs", "3", "4" ], [ "Card packs", "2", "5" ], [ "Fastener packs", "3", "2" ] ], "widths": [ 6.3, 3.2, 7.0 ], "after": [ [ "Spreadsheet", "In the Task sheet, A3:D7 holds the table. Inputs are in B4:C6. Add row formulas in D4:D6 and the whole total in D7. Make a chart from item names A4:A6 and row totals D4:D6. Check one product by hand." ], [ "Document and slide", "Write the short update using the frame. Update one slide with the new chart, a clear title and comparison. Add a useful image description and check title, chart, comparison order." ], [ "Save and reopen", "Use ICT_Practice/W07_Final and Kit_A_v1 or Kit_B_v1 with each file type. Keep earlier files. Record what you did and any help used." ] ] }, { "title": "Supported route", "sections": [ [ "The aim", "I can use my ICT skills to make and check a clear kit update." ], [ "Steps", "1. Use one step of the brief at a time. Point to the source you will use.\n2. Check the starter inputs. Work out each row with a formula, then the whole total.\n3. Make a chart of the three row totals. Leave the whole total out.\n4. Use the paragraph frame in a document with a title and heading.\n5. Update one slide. Add a chart description and check its object order.\n6. Save and reopen. Record your evidence and all help used." ], [ "In your book or private file", "I used source ... because ... . My formula ... works out ... . The chart shows ... . I made ... easier to use by ... ." ], [ "Success", "[ ] I used the right source and checked my results.\n[ ] I made clear files for the reader.\n[ ] I gathered evidence and recorded the help I used." ], [ "Support record", "I used ... . I did ... on my own. The adult helped with ... . A route name does not prove independence." ] ] }, { "title": "Independent route", "sections": [ [ "The aim", "I can use my ICT skills to make and check a clear kit update." ], [ "Steps", "1. Choose a source and give a reason linked to this kit.\n2. Use cell references for the row totals and whole total. Check one by hand.\n3. Make a labelled chart of the three items. Check its values.\n4. Write a short structured update with the paragraph frame if useful.\n5. Update one slide so the new chart and its meaning are clear.\n6. Save, reopen and index this task beside your earlier work." ], [ "In your book or private file", "I used source ... because ... . My formula ... works out ... . The chart shows ... . I made ... easier to use by ... ." ], [ "Success", "[ ] I used the right source and checked my results.\n[ ] I made clear files for the reader.\n[ ] I gathered evidence and recorded the help I used." ], [ "Support record", "I used ... . I did ... on my own. The adult helped with ... . A route name does not prove independence." ] ] }, { "title": "Aspire route", "sections": [ [ "The aim", "I can use my ICT skills to make and check a clear kit update." ], [ "Steps", "1. Finish and check the core task first.\n2. In a v2 copy, change paper packs from 3 to 4.\n3. Check how the row total, whole total and chart change.\n4. Revise the explanation and slide so they match the v2 values.\n5. Explain one limit of the data and one access choice.\n6. Keep v1 and v2. Record what you checked and any support." ], [ "In your book or private file", "I used source ... because ... . My formula ... works out ... . The chart shows ... . I made ... easier to use by ... ." ], [ "Success", "[ ] I used the right source and checked my results.\n[ ] I made clear files for the reader.\n[ ] I gathered evidence and recorded the help I used." ], [ "Support record", "I used ... . I did ... on my own. The adult helped with ... . A route name does not prove independence." ] ] }, { "title": "Seven week evidence sheet", "sections": [ [ "Record in your book or private file", "For every row, note the actual file and folder or book page, its date, status and support used. Use found, missing or not yet checked. Earlier lesson resources do not count as your work." ] ], "table": [ [ "Week", "Output to locate", "Evidence to check" ], [ "1", "Files and personal information", "Folder or saved file; safe fictional details" ], [ "2", "Structured document", "Title, headings and clear text" ], [ "3", "Source comparison", "Chosen source and reason" ], [ "4", "Formula spreadsheet", "Formula cells and a checked result" ], [ "5", "Chart and comparison", "Labels, values and meaning" ], [ "6", "Accessible presentation", "Title, description and order check" ], [ "7", "Final task files and paragraph", "Source, calculations, chart, document and slide" ] ], "widths": [ 1.5, 7.4, 7.6 ], "after": [ [ "Today's observation", "Date: ... Action seen: ... File or book location: ...\nOn my own / with access support / with a reasoning prompt / not yet seen. Note the actual help. Repeat for each skill." ], [ "My review", "One skill I can show: ... My next step: ...\nMy response: ... Adult acknowledgement: ...\nMissing work and follow-up action: ..." ] ] } ], "plan_pages": [ { "title": "Teacher and cover plan", "sections": [ [ "Lesson", "My final ICT task | Tuesday 15 December 2026 | Tuesday P6 | 40 minutes\nYear A. LAUNCH pair. Assessing week." ], [ "Aim", "I can use my ICT skills to make and check a clear kit update." ], [ "Theme", "Identity & Belonging: communicate a fictional kit plan so others can use it. No personal profile or access disclosure is required." ], [ "Careers", "A short account of checked work can support an application. Use a saved example to explain a skill and the help you used." ], [ "Prepare", "Use the fourteen-slide lesson or HTML and the Assessment_Start spreadsheet. Prepare each pupil earlier outputs from Weeks 1-6 for private access. Make document and slide copies available, keeping originals. Missing work is logged. Offer the task brief, one route and the evidence sheet in ordinary or pink print. Two devices are preferred." ], [ "Participation", "Model first on different data. Use private answers, pointing, typing, books or quiet talk. No cold calling, required reading aloud or public presentation. The paragraph frame is available to all. Record access support separately from supplied reasoning." ], [ "Success", "I used the right source and checked my results.\nI made clear files for the reader.\nI gathered evidence and recorded the help I used." ] ] }, { "title": "Lesson sequence", "sections": [ [ "0 to 3 minutes Arrival", "Slides 1-2. Find earlier outputs, protect originals and choose task labels. Adult preparation is not pupil file-management evidence." ], [ "3 to 6 Starter", "Slide 3. Private source choice from the two task cards. Capture the first response and support used." ], [ "6 to 10 Model calculation", "Slide 4. Use strip packs 2 at 3 and tab packs 1 at 4. Model products 6 and 4, total 10 and chart range excluding total." ], [ "10 to 12 Model paragraph", "Slides 5-6. Model a short explanation on the separate data. Explain how evidence and support will be recorded." ], [ "12 to 15 Guided checks", "Slides 7-8. Model copy-save-reopen, image description and order. Private hinge: whole total is not another item. Re-model if needed within the slot." ], [ "15 to 33 Assessed task", "Slides 9-12. Formulas and chart about 7 minutes; document 5; one updated slide and saving 6. Keep answer reveals closed until first attempts are recorded." ], [ "33 to 38 Evidence", "Slide 13. Gather seven weeks of work through the index. Inspect current files and record observed actions, prior evidence and gaps separately." ], [ "38 to 40 Exit", "Slide 14. One success, one next step, private response and acknowledgement. Keep unfinished checks pending." ] ] }, { "title": "Assessment and adaptations", "sections": [ [ "Before support", "Observe and retain the first attempt before giving a reasoning prompt or correcting a result. Do not count copying a supplied answer as an independent skill. Routes are access choices, not attainment grades." ], [ "Record for each skill", "Use on own, access support, reasoning prompt, or not yet seen, with the actual action, date and file or book location. Exact scribing can preserve pupil reasoning but does not prove independent typing. Adult-made files do not prove pupil editing." ], [ "Cognition and learning", "Show one chunk at a time. Keep the brief and word page visible. Fade the separate model. Use the prompt ladder: point, short question, rephrase, scaffold or choice, model first step only." ], [ "Communication and EAL", "Use the paragraph frame, quiet talk, pointing and planning in any language. Staff may read privately on request. Keep meaning and digital action evidence distinct." ], [ "SEMH and physical access", "Offer predictable stages, a quiet pause within the task time, pink paper, zoom and uncluttered views. Avoid comparison between pupils. Record exact adult typing and any further prompts." ], [ "One device or missing files", "Use two nine-minute device turns with book planning alongside. If this prevents completion, prioritise formula and chart evidence, then the document and slide. Record the remaining actions for a later check. A blank document or slide may replace a missing starter but is dated today, not backfilled as earlier work." ] ] }, { "title": "Evidence and follow up", "sections": [ [ "Seven week collection", "The evidence sheet indexes all seven weeks. Record actual pupil file paths or book pages, original dates, found or missing status and support. Referencing an earlier output does not make it a new independent observation." ], [ "Assessed checks", "Inspect safe file handling and source choice; document title and heading; row and total formulas; chart range and meaning; slide readability, image description and order; paragraph reasoning. The staff guide gives criteria and answers. Use qualitative evidence, not an invented accreditation grade." ], [ "Saving", "Use ICT_Practice/W07_Final. Kit_A_v1 or Kit_B_v1 may be used for the document, spreadsheet and presentation because their extensions differ. Keep originals. Reopen each saved file. Aspire uses v2 and keeps v1." ], [ "Feedback", "Give one specific success and one NS. Record VF, WS or I only as observed. Allow the pupil to respond in the same colour, on the same page or usual mode. Use R after the response and adult acknowledgement." ], [ "Limits and absence", "Paper work can show source reasoning and planned calculations, not software edits. If an image-description or order control is unavailable, record that check not yet. Native playback and screen-reader checks need the intended application. Arrange a later check for missing or incomplete evidence." ], [ "End of sequence", "Week 7 closes the approved ICT half-term. Retain the evidence index with the outputs. Creative Arts Spring 1 begins only after the next owner brief." ] ] } ], "staff_pages": [ { "title": "Staff answers and checks", "sections": [ [ "Source and privacy", "Source A is checked for this kit and gives the required inputs. Source B is an unchecked older draft with a conflicting card rate. Date alone is insufficient. Use fictional kit facts and task labels, with no personal details." ], [ "Formulas and values", "Task!D4 = B4*C4 gives 12. D5 = B5*C5 gives 10. D6 = B6*C6 gives 6. D7 = SUM(D4:D6) gives 28. Equivalent cell-reference formulas are valid. Inspect formulas rather than values alone. Typing 12, 10, 6 and 28 does not show formula use." ], [ "Chart", "Plot Paper packs 12, Card packs 10 and Fastener packs 6. Exclude the whole total 28. Use a clear title, item labels and total points, with a zero baseline. Paper uses 2 more points than card and 6 more than fasteners. Points do not show price or popularity." ], [ "Paragraph and document", "Accept a title, heading and coherent short paragraph. Example meaning: source A fits this checked kit; a product formula multiplies pack count by points each; paper needs most points; one stated access choice helps the reader. The pupil may use the frame but supplies the reasoning." ], [ "Slide", "One current slide is enough. Accept a clear kit title, new chart and correct comparison. Use readable dark text, useful chart description and title-chart-comparison reading order verified in the software. A visible caption alone does not prove the alternative-text field was set." ], [ "Aspire", "Paper packs changed from 3 to 4 gives paper 16, card 10, fasteners 6, whole total 32. Chart and narrative must match v2. Preserve v1. A static chart image and its description need updating separately." ] ] }, { "title": "Assessment evidence guide", "sections": [ [ "Files and sources", "Record new copy, clear task label and reopen. Check personal details are absent. Record the source choice and a task-specific reason before feedback." ], [ "Document", "Look for a useful title, heading, readable paragraph and correct facts. Record what the pupil changed today and what came from the earlier document." ], [ "Calculation and chart", "Watch one formula entry or inspect it with the pupil explaining the references. Check the total formula includes each item once. Check chart categories, row values and a correct comparison. Record copying or supplied formulas." ], [ "Slide and explanation", "Observe a readability choice, description setting and order check. Retain the paragraph explanation of the source, formula, comparison and access choice. A strong spoken reason alone does not prove software editing." ], [ "Evidence status", "For each skill, record on own, access support, reasoning prompt or not yet seen, plus date, file or book location and exact help. Prior evidence has its original date. Missing evidence stays missing. No numerical pass threshold or external award is implied." ], [ "Review and feedback", "Use one next step linked to a gap, such as checking a chart range or explaining a source. Retain the response and acknowledge it privately. A portfolio file count is not proof of the skills within it." ], [ "Hinges", "Whole total is a sum of items, not another item for the comparison chart. An image file name does not describe the data. If either is unclear, re-model before the task and record the prompt." ] ] }, { "title": "Support adult brief", "sections": [ [ "Before", "Prepare earlier files and fresh copies. Offer the brief, chosen route, word page and evidence sheet. Check one private response mode. Keep supplied lesson resources separate from pupil outputs." ], [ "Model", "Use the separate strip and tab data. Demonstrate one action, then fade. Do not complete the task totals or source reason for the pupil." ], [ "During the task", "Allow the first attempt. Use the prompt ladder when needed. Record the exact support at the time. Distinguish locating a control or exact scribing from giving a formula, reason or correction." ], [ "Time and turn taking", "Two devices are preferred. With one device, each pupil has nine minutes while the other plans in their book. Record unfinished actions for a later check; do not rush or infer skills from paper plans." ], [ "Evidence", "Locate all seven weeks of actual outputs. Record missing files, original dates and today's observations. Do not create replacement work and label it as historical evidence." ], [ "Close", "Help pupils save and reopen. Give one next step, allow a private response and acknowledge it. No reading aloud or live presentation is needed." ] ] } ], "sequence_pages": [ { "title": "Sequence and evidence guide", "sections": [ [ "The approved sequence", "Year A, Autumn 2. Week 1 files and personal information; Week 2 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 15 December 2026, P6. Week commencing 14 December. One 40-minute lesson for the LAUNCH pair. School and Public teaching content is identical and generic." ], [ "Final task", "Use fictional new kit inputs to produce a formula spreadsheet and chart, a short structured document and one updated slide. The supplied starter holds inputs only; formulas, chart and explanations are pupil work." ], [ "Seven week evidence", "The evidence sheet gathers actual output locations for Weeks 1-7. Keep original dates and support records. Separate prior evidence, today's observations and missing work. Do not infer independence from a polished file or a route label." ], [ "Access and follow up", "Model first with different data. Offer pink print, private answers, exact scribing with support recorded, and no compulsory reading aloud or cold calling. Paper planning does not prove digital actions. Schedule any missing software checks later." ], [ "After this return", "The ICT half-term is complete. Creative Arts Spring 1 Week 1, Explore pathway, BUILD and GROW, awaits the owner's brief after acceptance." ] ] } ] }