Progress Schools Tees Valley · Lundy Loop

Science — Lundy Loop Subject Guide

Whole-school implementation companion · 2026/27

Dominant dialect: Hybrid: book-based, practical and discursive. Use the dialect of the learning episode; hybrid lessons may move between families.

SPACESafe, regulated conditions; equipment and success criteria ready; feedback timed around practical risk.

VOICECorrection, explanation, reworked calculation, improved method or safer re-attempt.

AUDIENCEAdult reads the correction or observes the practical response and checks scientific reasoning.

INFLUENCENext question, method, variable control, model, scaffold or explanation changes.

Area	Practice translation
Written knowledge	One precise prompt linked to the concept; pupil corrects or extends; adult checks before R.
Practical work	A safer or more valid re-attempt is Voice. A photo pair is used only when it already has qualification or EFL value.
Scientific enquiry	Feedback targets method, variables, measurement, evidence or conclusion—not presentation alone.
Discussion/ethics	Use evidence-based reasoning and safe distancing; a misconception shapes the next explanation.

Worked loop
“Repeat the reading at eye level and record to the correct precision.” The pupil re-measures; the adult watches and then adjusts the next challenge to include uncertainty.

Avoid marking theatre
Do not stop an unsafe procedure merely to capture evidence; safety intervention comes first. Do not force every practical loop into a worksheet.

Subject QA prompt: What was the student’s response, how was it genuinely received, and what did it change next?

Codes used naturally: VF WS I NS+ // ? R E. R is a concept first and a written code only where a natural record exists.

The two loops, running together

Science needs both, and they are not the same loop. The participation loop is the whole-school Lundy Loop above — it asks whether the pupil got to shape anything. The learning loop is what the adult does with what the pupil offered — it asks what the response meant and which next step follows.

Participation loop — the pupil's route in
SPACE → VOICE → AUDIENCE → INFLUENCE
Did the pupil get a genuine say, and did it change anything?

Learning loop — the adult's read
Clarify → Elicit → Interpret → Act → Revisit
What does this response mean, and what happens next because of it?

Why this was added. The Loop already required a specific next step. Nothing anywhere said how to decide which next step — a strong account of closure and no account of interpretation. Interpret is that gap, and the response card below is what fills it. It adds no mark, no record and no second surface.

Closure in Science is the whole-school closure

BUILD closes when an adult genuinely receives it. GROW and LAUNCH close when the pupil writes the line — the adult is audience, not verifier, and no initial is expected.

Science has no closure of its own. This is the sentence carried by the whole-school guidance and by the calibration game, and it is the sentence that wins. If any resource — a pack, a template, a training file — implies a Science-specific close, an adult signature on a GROW or LAUNCH sheet, or a countersigned record, it is wrong.

“Not yet = Voice present, Audience pending” is a real answer on every pathway. So is a lesson whose honest outcome is that nothing needed changing.

Reading the response — the five branches

Full printable staff card: Reading the Response. Summary here, because the reason for a branch matters more than the label on it.

What the response shows	What follows
Secure	Transfer to an unfamiliar example, raise precision, or reduce the prompt so the pupil works more independently.
Mixed	Contrast two examples, use peer reasoning, then recheck every pupil — a mixed class pattern hides individuals.
Misconception	Stop. Counterexample or re-model, then a new hinge question. Do not proceed and hope.
Access barrier	Keep the Science goal exactly where it is; change modality, environment or presentation. The goal never drops to meet the barrier.
Method or data problem	Repair the procedure or the quality of the evidence, then repeat. The thinking may be sound where the method is not.

The whole reason this list exists. Without it, an incorrect response reads as lack of effort and an incomplete one reads as low understanding. In this cohort both readings are wrong far more often than they are right, and both produce the wrong next step.

Calibration — five reads for a department meeting

Decide the branch first, then compare reasons. The reason matters more than agreement on the label. Nothing here is graded and no score is produced.

What you see	The read
A photo of a completed model arm. No caption, no labels, no witness note.	Not yet a read at all. It shows a product existed, not what the pupil understood. Get the pupil's own explanation before choosing any branch.
A pupil predicts carpet, runs a fair test, records the opposite, and explains why the prediction changed.	Secure. A wrong prediction followed by valid evidence and revision is scientific learning. It is never a failure state.
A pupil explains diffusion aloud; the TA writes the exact words and records that it was scribed.	Read the science, not the handwriting. Scribing is access, not lesser authorship. If the reasoning is the pupil's, the branch follows the reasoning.
A polished group graph copied into every folder, with no individual role or reasoning.	Method or data problem at the evidence level. Group data is legitimate; each pupil still needs an identifiable calculation, decision or evaluation of their own.
The same wrong denominator in a percentage-change calculation right across the class.	Misconception, not carelessness. Stop and re-model. A repeated identical error is a taught gap, not inattention.

Making Influence visible next lesson

“Last lesson your evidence showed ___. Today we are starting with ___.”

Said aloud at arrival, in your own words. It is the cheapest thing in this guide and the one that makes Influence real — the pupil hears that their response changed the lesson. It is something you say, not a form. There is no box, nothing to fill in and nothing to keep. Full wording on the response card.

What this guide does not add

No new pupil-facing surface. Nothing here changes a lesson file, a print pack or a closure line.
No adult receipt. No initial, signature or countersignature is introduced anywhere, on any pathway.
No record, register, tally or upload queue. The branch you chose is expressed as the next step you give — never written down as a code, counted, or collected.
No evidence quota and no daily collection slot. An empty day is data.
Disclosures leave this workflow entirely — see the Science data firewall. A disclosure never enters a caption, a handoff note or a portfolio.

Space → Voice → Audience → InfluenceDraft practice resource · Matt Roper