Use regulation time, a trusted adult, accessible response routes and permission to refuse. The small help prompt is optional; useful feedback remains part of ordinary teaching. Refusal is information, not a reason to invent a response or punish passing.
Lesson A: a claim worth revisiting
During We Do 2, invite a pupil to identify one word or idea in a sorted claim that needs checking. Hear, read or watch the response. Use the actual surface-pair example to adapt the explanation, scaffold or next question. Keep this within the existing eight minutes of sorting and correction, then use two minutes for the exit.
Lesson B: review the evidence
After the 32-minute workshop, use four minutes to revisit one conclusion and its supporting results with the adult, then four minutes for the exit. Use the existing record or an equivalent response; do not require a separate loop sheet. Explain any limit on a requested change and check whether the response helped.
Listen and act
Space makes participation possible; Voice is the pupil's response in their own modality; Audience requires the adult to engage with it; Influence is the resulting adjustment to explanation, task, scaffold or subsequent teaching. One optional displayed prompt does not limit genuine feedback exchanges.
Use marking codes honestly
Use R only after a pupil response and genuine adult engagement. A click, download, opened explanation or completed exit does not automatically establish Audience, Influence, R or an assessment outcome. Record only the evidence and help actually provided; do not require a duplicate written record for every task. Use agreed policy codes appropriately. Extended writing or assessment may need one or two precise next steps and response time.
Policy and timing
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1, May 2026; master order Β§25.3. Lesson A remains 40 minutes. Lesson B remains 32 + 4 + 4 minutes. No extra pupil form, signature, standalone participation stage or progression gate is required.
Optional existing staff records; use only when appropriate.
Two separate 40-minute lessons: Lesson A: Friction: Friend and Enemy. Lesson B: Friction: test the surfaces. Keep this deck and your work for both lessons.
Arrival Β· four quick questions
Arrival task β pick your tier
Choose one route. Point, say, sign, draw or write. You may pass or say not sure. Use screen or paper; you do not need to do both.
For question 3, hand rubbing is optional. If comfortable, gently rub your hands for up to five seconds; stop at discomfort. You can watch an adult or describe a familiar hand-rubbing example instead. Say whether you observed it, remembered it or predicted it.
1. A push moves a toy car away. Which action moved it? Push / pull.
2. Look at two palms pressed together. Which surfaces touch? Palm and palm / palm and sleeve.
3. Use your chosen route. What do you notice when hands rub? Say, point or draw one observation.
4. A shoe needs to grip the ground. Does grip help walking or make slipping easier? Help walking / make slipping easier.
Show Supported arrival answers
Allow four minutes within the existing arrival stage. Read or scribe as needed. Start from what pupils show; the word friction is not required before it is taught. Accept uncertainty and equivalent responses. Discuss one useful observation rather than completing a second record. A remembered example or prediction is not a measurement made today.
Push. Accept pointing to the word or showing the action.
Palm and palm. Accept indicating the two touching surfaces.
Accept what was actually noticed, including no noticeable warmth. A remembered or predicted change must be identified as such; do not invent an observation.
Help walking. Grip helps stop the shoe slipping against the ground.
1. Name the two actions that can change how an object moves: p___ and p___.
2. When hands rub, name the two touching surfaces.
3. Use your chosen route. Describe one change you notice or already know. If you know the force's name, add it.
4. A bike brake pad presses on the wheel rim. Predict what happens to the turning wheel.
Show Standard arrival answers
Allow four minutes within the existing arrival stage. Read or scribe as needed. Start from what pupils show; the word friction is not required before it is taught. Accept uncertainty and equivalent responses. Discuss one useful observation rather than completing a second record. A remembered example or prediction is not a measurement made today.
Push and pull. These are familiar ways of applying forces.
The skin of one palm and the skin of the other palm.
Accept an actual observation or a clearly identified remembered example. Hands may feel warmer. Friction is the optional force name; no noticeable warmth is also a valid observation.
The wheel slows. The pad and rim resist sliding against each other. Treat the response as a prediction unless an actual demonstration is observed.
1. A toy car is pushed, then slows on a level floor. Name one force you think could slow it. Not sure is useful.
2. A hand grips a door handle. Name the touching surfaces and explain what the grip helps you do.
3. Use your chosen route. Suggest why rubbing hands may feel warmer. Give a prediction if you cannot observe it.
4. Two toy cars start at different speeds on different surfaces. Is that a fair surface comparison? Name one thing to keep the same.
Show Stretch arrival answers
Allow four minutes within the existing arrival stage. Read or scribe as needed. Start from what pupils show; the word friction is not required before it is taught. Accept uncertainty and equivalent responses. Discuss one useful observation rather than completing a second record. A remembered example or prediction is not a measurement made today.
Accept a plausible resistive force, such as friction in wheel or axle contacts or air resistance. Do not require a single location or teach that friction always opposes the whole object's travel.
Hand and handle. Grip helps turn the handle without the hand slipping over it.
Work done while rubbing transfers energy to thermal stores, so the skin may warm. Accept an initial idea to revisit; do not claim that every brief rub must produce noticeable warming.
No. Starting speeds differ as well as surfaces. Compare using the same car and a consistent release, changing the surface only; accept one sensible control.
πΊοΈ Today at a Glance
Three things we do today
π¬ How our animations talk to you. Every movement means the same thing in every science lesson this year β watch for them.
π§ Watch me think: Same block, same ramp, same angle. I change ONE thing: the surface. Carpet first β it barely moves. Now the same block on the smooth board β straight down. One planned variable changed, so repeated results can give evidence about the surface in this setup. That is the whole logic of a fair test, and we will use it again later in this unit.
Change one thing β the surface. In this illustration, carpet gives a shorter run and ice gives a longer run. Use the actual surface pair and evidence; texture alone is not enough. Sliding friction opposes sliding between the touching surfaces.
π Key definitions
friction β A force between two surfaces that are rubbing or trying to slide.
surface β The outside face of an object, where the touching happens.
grip β Useful friction β stops slipping.
wear β Damage caused over time by friction.
β Common mistake: Friction is always a nuisance. β Actually: Ask what happens on ice. No friction means no walking, no stopping, no steering.
Use the remaining practice time: Model the same release twice before changing the surface. Invite a prediction by pointing or saying; compare the stops and locate the measuring zero. Label the animation a simplified illustration, not a measured result.
π€ We Do Β· together
Helpful or unhelpful?
Decide before you tap.Found 0/5
Bike brakes
Trainers on a wet floor
Engine parts rubbing
Pushing a heavy box across carpet
A door handle
Use the remaining practice time: Choose two examples first: brakes and engine parts. For each, identify the two touching surfaces, the motion and whether resisting it helps the intended job. Remaining cards are optional practice.
π§ Watch me think: The sentence shape that earns marks: 'Friction is helpful HERE because ____, but unhelpful HERE because ____.' Same force, two verdicts. That contrast is the answer.
Assessor witness Β· what the adult is watching for
Defined friction as a force between rubbing surfaces.
Gave one helpful and one unhelpful example.
Predicted, tested and recorded a surface comparison.
πΈ Capture: Photograph the pupil's surface-test results table with their prediction still visible.
π€ We Do 2 Β· sort, then write
Sort the claims
Sort, donβt guess. Put each card in the right bin.Sorted 0/5
Friction opposes sliding between surfaces
Friction only happens with rough surfaces
Oil reduces friction
Without friction we could not walk
Friction is a bad force
β TRUE
β FALSE
β² NOT A SCIENTIFIC CLAIM
Use the remaining practice time: After sorting, test a changed case: smooth rubber on smooth glass can still grip. Ask which claim needs correction, then explain why the actual surface pair and evidence matter.
Need a different way to take part? (optional)
During the claim sort, point, say, sign or show the adult an idea, question or change that would help. You may pass or speak privately. The adult listens, explains what can change and checks whether it helped.
Finish Lesson A Β· two small checks
Friction exit
Two small checks to finish Lesson A. Point, say, sign, draw, type or use paper. An adult can scribe your words. You may pass; complete one route, once.
Compare Supported explanations
Left. Friction on this sliding box acts along the contact, against its slide to the right.
Yes. Padβrim friction helps slow the wheel. The touching surfaces and the intended job make this a helpful example.
Use these with an adult. Your response is not automatically marked.
Compare Standard explanations
Surfaces. Accept a clear equivalent that identifies the two contacting surfaces.
Slow down or stop. The brake pad and rim resist sliding against one another.
Use these with an adult. Your response is not automatically marked.
Compare Stretch explanations
The pad and rim contact; friction resists their relative sliding and helps slow the wheel.
Unwanted rubbing can heat and wear moving parts. Judge friction against the intended job, not as an always-bad force.
Use these with an adult. Your response is not automatically marked.
Next lesson: Friction: test the surfaces
Stop after Lesson A. Keep your work. Next lesson: Friction: test the surfaces.
βοΈ Independent Work
Your turn β pick your tier
Lesson B: Friction: test the surfaces β restart here. First retrieve the previous lesson; the workshop includes its own check and tidy-up.
32-minute workshop. Use the phases below. Choose a supported, standard or stretch route with your adult; pointing, signing, directing, drawing or writing can show the same science.
32:00
β Supported
Direct or observe the three-surface test with an adult. Point to the start and stop marks; enter or dictate results in the supplied table and choose a supported conclusion.
β² Standard
Test three surfaces with repeated releases, record distances in centimetres, and use the results to identify which surface resisted sliding most in this setup.
β Stretch
Compare repeated results and an uncertain run. Explain a control or measurement improvement, retry if possible, and qualify your conclusion to these surfaces and this block.
A surface test with evidence
4 min: Retrieve your Lesson A prediction. Check the fixed low ramp, the same sliding block, release mark and safe run-out; choose tester, observer or recorder.
20 min: Release the block without a push onto each of three level test surfaces. Measure from the same ramp-foot mark to where it stops, in centimetres. Aim for two trials per surface; record a non-slide rather than inventing a distance.
2 min: Pens down if you are writing; pause and check. Compare repeats and check one control variable. A different push, slope or measuring start makes a comparison uncertain.
6 min: Repeat one doubtful run if time allows, draw an evidence-based conclusion, and return the equipment. If trials are unfinished, record that honestly.
Access and equipment: Adult-secured low ramp, one small sliding block, three level surface samples, ruler/tape and a tray or padded stop. Keep release height and the ramp-to-surface join fixed. Keep hands out of the run; no oil, loose powders or pupils sliding on floors. Observation/directing is an equal route.
Surface
Trial 1 / cm
Trial 2 / cm
What stayed the same?
1 __________
________________
________________
________________
2 __________
________________
________________
________________
3 __________
________________
________________
________________
If equipment is unavailable: analyse this invented teaching data for the same controlled setup, labelled as model data: card 42 and 44 cm; fabric 25 and 27 cm; rubber mat 15 and 18 cm. These are not pupil measurements and do not prove a universal order for materials.
My conclusion: ____________________ because ____________________.
A result or control to check: ____________________.
Review Β· use your results
Review the evidence
Use your existing results or the clearly labelled model data. Point, speak, sign, draw or use your current work; no extra feedback form is needed.
Choose one conclusion. Show the adult which results support it. Name the surfaces and whether the evidence is measured or model data.
Consider the feedback. Does the conclusion fit both trials? Check one control or uncertainty; a surprising result is not automatically wrong.
Keep or improve your explanation and show why. The adult responds to your idea or question. Keep the original results; label any later retry separately.
You may ask for more thinking time, use a trusted adult or pass. Finish with the existing exit question; this review stays within its four minutes.
Need a different way to take part? (optional)
While reviewing your evidence, point, say, sign or show the adult an idea, question or change that would help. You may pass or speak privately. The adult listens, explains what can change and checks whether it helped.
π« Exit Ticket
Before you go
β Supported
Name one place friction helps.
brakes / shoes / tyres / handles
β² Standard
Explain why a car needs friction to stop.
The brake pads rub the disc; friction converts movement energy to heat and slows the wheel.
β Stretch
Explain why the same force can be a design problem and a design solution.
Friction opposes relative sliding between the touching surfaces. That resistance is wanted at the brake and can be unwanted in the engine.
Slide 1/10
π πΈβοΈ
Friction: Friend and Enemy β banked!
GROW Science Β· Week 3 β
β I can state that friction opposes sliding, or attempted sliding, between touching surfaces.β I can give one example where friction is helpful and one where it is unhelpful.β I can predict which surface will produce more friction, and say why.
OPTIONAL EVIDENCE CHECK
Check one piece of evidence
Show an adult or chosen partner, or quietly check your own work against todayβs success: I can state that friction opposes sliding, or attempted sliding, between touching surfaces. and I can give one example where friction is helpful and one where it is unhelpful.. Keep or correct one thing using the evidence.
The planned two-minute check belongs inside the workshop. If this optional panel is opened manually, resume when ready and allow for the pause in the teaching plan.
Friction knowledge organiser
Learning objective: Explain what friction does and give examples where it helps and where it hinders.
Success criteria
Name the two touching surfaces.
Explain how friction helps or hinders the intended job.
Use an observation or a clearly labelled model to support an idea.
Key words
Word
Meaning
Friction
A force that resists sliding, or attempted sliding, between touching surfaces.
Surface
The outside face of an object where contact happens.
Grip
Friction that helps prevent slipping.
Wear
Damage caused by repeated rubbing.
Lubricant
A substance that can reduce friction in suitable contacts.
Key ideas
Friction acts at a contact. Identify both surfaces and their relative sliding.
The actual surface pair and its condition matter. Smooth rubber and smooth glass can still grip; roughness alone does not predict every result.
Rubbing can transfer energy to thermal stores. A brief rub need not produce noticeable warmth.
For a box sliding right on a floor, friction on the box acts left along the contact. This is an explanatory model, not a force measurement.
Helpful or unhelpful for the job?
Helpful: padβwheel friction helps a bike brake slow the wheel.
Unhelpful: rubbing between moving engine parts can cause unwanted heating and wear.
Use evidence: Compare surfaces using the same block, fixed ramp and release point, no push, and the same measuring start. Repeat a run. Record what actually happened; label supplied results as model data.
Friction: Friend and Enemy
Name: ____________________ Tier ringed by adult: β Supported β² Standard β Stretch Date:
Learning objective
I can explain what friction does and give examples where it helps and where it hinders.
Teaching plan: Lesson A β Title through We Do 2: 40 minutes, including its final two-minute exit. STOP after We Do 2 and keep your work. Lesson B: Friction: test the surfaces β restart at Independent Work: 32-minute workshop, 4-minute evidence review, 4-minute Exit Ticket. Total: 40 minutes in each lesson; 80 across the pair. Timers guide the plan and never advance a pupil automatically.
Today at a Glance
Define friction properly
Helpful vs unhelpful
Predict and test two surfaces
Friction arrival
Choose one route. Point, say, sign, draw or write. You may pass or say not sure. Use screen or paper; you do not need to do both.
For question 3, hand rubbing is optional. If comfortable, gently rub your hands for up to five seconds; stop at discomfort. You can watch an adult or describe a familiar hand-rubbing example instead. Say whether you observed it, remembered it or predicted it.
Supported
1. A push moves a toy car away. Which action moved it? Push / pull.
2. Look at two palms pressed together. Which surfaces touch? Palm and palm / palm and sleeve.
3. Use your chosen route. What do you notice when hands rub? Say, point or draw one observation.
4. A shoe needs to grip the ground. Does grip help walking or make slipping easier? Help walking / make slipping easier.
Standard
1. Name the two actions that can change how an object moves: p___ and p___.
2. When hands rub, name the two touching surfaces.
3. Use your chosen route. Describe one change you notice or already know. If you know the force's name, add it.
4. A bike brake pad presses on the wheel rim. Predict what happens to the turning wheel.
Stretch
1. A toy car is pushed, then slows on a level floor. Name one force you think could slow it. Not sure is useful.
2. A hand grips a door handle. Name the touching surfaces and explain what the grip helps you do.
3. Use your chosen route. Suggest why rubbing hands may feel warmer. Give a prediction if you cannot observe it.
4. Two toy cars start at different speeds on different surfaces. Is that a fair surface comparison? Name one thing to keep the same.
Friction arrival β staff answers
Allow four minutes within the existing arrival stage. Read or scribe as needed. Start from what pupils show; the word friction is not required before it is taught. Accept uncertainty and equivalent responses. Discuss one useful observation rather than completing a second record. A remembered example or prediction is not a measurement made today.
For question 3, hand rubbing is optional. If comfortable, gently rub your hands for up to five seconds; stop at discomfort. You can watch an adult or describe a familiar hand-rubbing example instead. Say whether you observed it, remembered it or predicted it.
Supported
1. A push moves a toy car away. Which action moved it? Push / pull.
Push. Accept pointing to the word or showing the action.
2. Look at two palms pressed together. Which surfaces touch? Palm and palm / palm and sleeve.
Palm and palm. Accept indicating the two touching surfaces.
3. Use your chosen route. What do you notice when hands rub? Say, point or draw one observation.
Accept what was actually noticed, including no noticeable warmth. A remembered or predicted change must be identified as such; do not invent an observation.
4. A shoe needs to grip the ground. Does grip help walking or make slipping easier? Help walking / make slipping easier.
Help walking. Grip helps stop the shoe slipping against the ground.
Standard
1. Name the two actions that can change how an object moves: p___ and p___.
Push and pull. These are familiar ways of applying forces.
2. When hands rub, name the two touching surfaces.
The skin of one palm and the skin of the other palm.
3. Use your chosen route. Describe one change you notice or already know. If you know the force's name, add it.
Accept an actual observation or a clearly identified remembered example. Hands may feel warmer. Friction is the optional force name; no noticeable warmth is also a valid observation.
4. A bike brake pad presses on the wheel rim. Predict what happens to the turning wheel.
The wheel slows. The pad and rim resist sliding against each other. Treat the response as a prediction unless an actual demonstration is observed.
Stretch
1. A toy car is pushed, then slows on a level floor. Name one force you think could slow it. Not sure is useful.
Accept a plausible resistive force, such as friction in wheel or axle contacts or air resistance. Do not require a single location or teach that friction always opposes the whole object's travel.
2. A hand grips a door handle. Name the touching surfaces and explain what the grip helps you do.
Hand and handle. Grip helps turn the handle without the hand slipping over it.
3. Use your chosen route. Suggest why rubbing hands may feel warmer. Give a prediction if you cannot observe it.
Work done while rubbing transfers energy to thermal stores, so the skin may warm. Accept an initial idea to revisit; do not claim that every brief rub must produce noticeable warming.
4. Two toy cars start at different speeds on different surfaces. Is that a fair surface comparison? Name one thing to keep the same.
No. Starting speeds differ as well as surfaces. Compare using the same car and a consistent release, changing the surface only; accept one sensible control.
Friction exit Β· Supported Β· Lesson A
Two small checks to finish Lesson A. Point, say, sign, draw, type or use paper. An adult can scribe your words. You may pass; complete one route, once.
1. A box slides right on a floor. Which way does friction on the box act?
Left / Right
2. Bike brake pads rub on the wheel rim. Does this help slow the wheel?
Yes / No
Next lesson: Friction: test the surfaces
Friction exit Β· Supported Β· Lesson A
Two small checks to finish Lesson A. Point, say, sign, draw, type or use paper. An adult can scribe your words. You may pass; complete one route, once.
1. A box slides right on a floor. Which way does friction on the box act?
Left / Right
2. Bike brake pads rub on the wheel rim. Does this help slow the wheel?
Yes / No
Next lesson: Friction: test the surfaces
Friction exit Β· Standard Β· Lesson A
Two small checks to finish Lesson A. Point, say, sign, draw, type or use paper. An adult can scribe your words. You may pass; complete one route, once.
1. Friction acts between touching ____ and resists their sliding.
2. Friction at the brake pad helps the wheel ____.
Next lesson: Friction: test the surfaces
Friction exit Β· Standard Β· Lesson A
Two small checks to finish Lesson A. Point, say, sign, draw, type or use paper. An adult can scribe your words. You may pass; complete one route, once.
1. Friction acts between touching ____ and resists their sliding.
2. Friction at the brake pad helps the wheel ____.
Next lesson: Friction: test the surfaces
Friction exit Β· Stretch Β· Lesson A
Two small checks to finish Lesson A. Point, say, sign, draw, type or use paper. An adult can scribe your words. You may pass; complete one route, once.
1. Friction at a bike brake is helpful because ____.
2. Friction between moving engine parts can be unhelpful because ____.
Next lesson: Friction: test the surfaces
Friction exit Β· Stretch Β· Lesson A
Two small checks to finish Lesson A. Point, say, sign, draw, type or use paper. An adult can scribe your words. You may pass; complete one route, once.
1. Friction at a bike brake is helpful because ____.
2. Friction between moving engine parts can be unhelpful because ____.
Next lesson: Friction: test the surfaces
Friction Lesson A exit answers
Use the last two minutes of W3A's existing ten-minute We Do 2 stage for one exit route. Use about eight minutes for the shared sort, correction and changed case. Stop at 40 minutes. Receive a spoken, signed, pointed, drawn or written response; record only the help actually given. A saved answer or opened explanation does not establish understanding, Audience, Influence or R. Use the response to choose a scaffold or the next explanation. W3B retains its separate 32 + 4 + 4 minute plan.
Supported
A box slides right on a floor. Which way does friction on the box act?
Left. Friction on this sliding box acts along the contact, against its slide to the right.
Bike brake pads rub on the wheel rim. Does this help slow the wheel?
Yes. Padβrim friction helps slow the wheel. The touching surfaces and the intended job make this a helpful example.
Standard
Friction acts between touching ____ and resists their sliding.
Surfaces. Accept a clear equivalent that identifies the two contacting surfaces.
Friction at the brake pad helps the wheel ____.
Slow down or stop. The brake pad and rim resist sliding against one another.
Stretch
Friction at a bike brake is helpful because ____.
The pad and rim contact; friction resists their relative sliding and helps slow the wheel.
Friction between moving engine parts can be unhelpful because ____.
Unwanted rubbing can heat and wear moving parts. Judge friction against the intended job, not as an always-bad force.
We Do β Sort each card into the right group
Friction opposes sliding between surfaces → ______________________________
Friction only happens with rough surfaces → ______________________________
Without friction we could not walk → ______________________________
Friction is a bad force → ______________________________
WAGOLL
Friction is helpful on a bike brake because it transfers movement energy to heat and slows the wheel, but it is unhelpful inside the engine because the same rubbing wears the parts down.
Scaffolding β β Supported
Adult notes β access & sensory Forces work is noisy and physical β trolleys, ramps, dropped masses. Agree the noise signal before equipment comes out, and offer ear defenders without making it a conversation. A pupil may record data instead of running the trial and still be doing the science.
Sentence stems
The sentence shape that earns marks: 'Friction is helpful HERE because ____, but unhelpful HERE because ____.' Same force, two verdicts. That contrast is the answer.
Word bank
friction, surface, grip, wear, lubricant
Scaffolding β β² Standard
Sentence stems
The sentence shape that earns marks: 'Friction is helpful HERE because ____, but unhelpful HERE because ____.' Same force, two verdicts. That contrast is the answer.
Word bank
friction, surface, grip, wear, lubricant
Scaffolding β β Stretch
Sentence stems
The sentence shape that earns marks: 'Friction is helpful HERE because ____, but unhelpful HERE because ____.' Same force, two verdicts. That contrast is the answer.
Word bank
friction, surface, grip, wear, lubricant
Independent Work β β Supported
Task: Direct or observe the three-surface test with an adult. Point to the start and stop marks; enter or dictate results in the supplied table and choose a supported conclusion.
A surface test with evidence
4 min: Retrieve your Lesson A prediction. Check the fixed low ramp, the same sliding block, release mark and safe run-out; choose tester, observer or recorder.
20 min: Release the block without a push onto each of three level test surfaces. Measure from the same ramp-foot mark to where it stops, in centimetres. Aim for two trials per surface; record a non-slide rather than inventing a distance.
2 min: Pens down if you are writing; pause and check. Compare repeats and check one control variable. A different push, slope or measuring start makes a comparison uncertain.
6 min: Repeat one doubtful run if time allows, draw an evidence-based conclusion, and return the equipment. If trials are unfinished, record that honestly.
Access and equipment: Adult-secured low ramp, one small sliding block, three level surface samples, ruler/tape and a tray or padded stop. Keep release height and the ramp-to-surface join fixed. Keep hands out of the run; no oil, loose powders or pupils sliding on floors. Observation/directing is an equal route.
Surface
Trial 1 / cm
Trial 2 / cm
What stayed the same?
1 __________
________________
________________
________________
2 __________
________________
________________
________________
3 __________
________________
________________
________________
If equipment is unavailable: analyse this invented teaching data for the same controlled setup, labelled as model data: card 42 and 44 cm; fabric 25 and 27 cm; rubber mat 15 and 18 cm. These are not pupil measurements and do not prove a universal order for materials.
My conclusion: ____________________ because ____________________.
A result or control to check: ____________________.
Independent Work β β² Standard
Task: Test three surfaces with repeated releases, record distances in centimetres, and use the results to identify which surface resisted sliding most in this setup.
A surface test with evidence
4 min: Retrieve your Lesson A prediction. Check the fixed low ramp, the same sliding block, release mark and safe run-out; choose tester, observer or recorder.
20 min: Release the block without a push onto each of three level test surfaces. Measure from the same ramp-foot mark to where it stops, in centimetres. Aim for two trials per surface; record a non-slide rather than inventing a distance.
2 min: Pens down if you are writing; pause and check. Compare repeats and check one control variable. A different push, slope or measuring start makes a comparison uncertain.
6 min: Repeat one doubtful run if time allows, draw an evidence-based conclusion, and return the equipment. If trials are unfinished, record that honestly.
Access and equipment: Adult-secured low ramp, one small sliding block, three level surface samples, ruler/tape and a tray or padded stop. Keep release height and the ramp-to-surface join fixed. Keep hands out of the run; no oil, loose powders or pupils sliding on floors. Observation/directing is an equal route.
Surface
Trial 1 / cm
Trial 2 / cm
What stayed the same?
1 __________
________________
________________
________________
2 __________
________________
________________
________________
3 __________
________________
________________
________________
If equipment is unavailable: analyse this invented teaching data for the same controlled setup, labelled as model data: card 42 and 44 cm; fabric 25 and 27 cm; rubber mat 15 and 18 cm. These are not pupil measurements and do not prove a universal order for materials.
My conclusion: ____________________ because ____________________.
A result or control to check: ____________________.
Independent Work β β Stretch
Task: Compare repeated results and an uncertain run. Explain a control or measurement improvement, retry if possible, and qualify your conclusion to these surfaces and this block.
A surface test with evidence
4 min: Retrieve your Lesson A prediction. Check the fixed low ramp, the same sliding block, release mark and safe run-out; choose tester, observer or recorder.
20 min: Release the block without a push onto each of three level test surfaces. Measure from the same ramp-foot mark to where it stops, in centimetres. Aim for two trials per surface; record a non-slide rather than inventing a distance.
2 min: Pens down if you are writing; pause and check. Compare repeats and check one control variable. A different push, slope or measuring start makes a comparison uncertain.
6 min: Repeat one doubtful run if time allows, draw an evidence-based conclusion, and return the equipment. If trials are unfinished, record that honestly.
Access and equipment: Adult-secured low ramp, one small sliding block, three level surface samples, ruler/tape and a tray or padded stop. Keep release height and the ramp-to-surface join fixed. Keep hands out of the run; no oil, loose powders or pupils sliding on floors. Observation/directing is an equal route.
Surface
Trial 1 / cm
Trial 2 / cm
What stayed the same?
1 __________
________________
________________
________________
2 __________
________________
________________
________________
3 __________
________________
________________
________________
If equipment is unavailable: analyse this invented teaching data for the same controlled setup, labelled as model data: card 42 and 44 cm; fabric 25 and 27 cm; rubber mat 15 and 18 cm. These are not pupil measurements and do not prove a universal order for materials.
My conclusion: ____________________ because ____________________.
A result or control to check: ____________________.
Exit Ticket
Explain why a car needs friction to stop.
Assessor Witness Statement
Pearson Entry Level Science 8939 (E1βE3); AQA UAS science units Records what was observed, and at which level of independence.
Pupil
____________________
Lesson
Friction: Friend and Enemy β GROW Science Β· Week 3
Date
____________________
Observed in this lesson
β Defined friction as a force between rubbing surfaces.
β Gave one helpful and one unhelpful example.
β Predicted, tested and recorded a surface comparison.
Assessor comment
Ring the tier the pupil actually worked at
β Supported
β² Standard
β Stretch
Assessor name ______________ Role ____________ Signature ______________ Date ________
Review the evidence
Use your existing results or the clearly labelled model data. Point, speak, sign, draw or use your current work; no extra feedback form is needed.
Choose one conclusion. Show the adult which results support it. Name the surfaces and whether the evidence is measured or model data.
Consider the feedback. Does the conclusion fit both trials? Check one control or uncertainty; a surprising result is not automatically wrong.
Keep or improve your explanation and show why. The adult responds to your idea or question. Keep the original results; label any later retry separately.
You may ask for more thinking time, use a trusted adult or pass. Finish with the existing exit question; this review stays within its four minutes.
Optional: While reviewing your evidence, point, say, sign or show the adult an idea, question or change that would help. You may pass or speak privately. The adult listens, explains what can change and checks whether it helped.
Feedback and marking Β· Friction
Make participation possible
Use regulation time, a trusted adult, accessible response routes and permission to refuse. The small help prompt is optional; useful feedback remains part of ordinary teaching. Refusal is information, not a reason to invent a response or punish passing.
Lesson A: a claim worth revisiting
During We Do 2, invite a pupil to identify one word or idea in a sorted claim that needs checking. Hear, read or watch the response. Use the actual surface-pair example to adapt the explanation, scaffold or next question. Keep this within the existing eight minutes of sorting and correction, then use two minutes for the exit.
Lesson B: review the evidence
After the 32-minute workshop, use four minutes to revisit one conclusion and its supporting results with the adult, then four minutes for the exit. Use the existing record or an equivalent response; do not require a separate loop sheet. Explain any limit on a requested change and check whether the response helped.
Listen and act
Space makes participation possible; Voice is the pupil's response in their own modality; Audience requires the adult to engage with it; Influence is the resulting adjustment to explanation, task, scaffold or subsequent teaching. One optional displayed prompt does not limit genuine feedback exchanges.
Use marking codes honestly
Use R only after a pupil response and genuine adult engagement. A click, download, opened explanation or completed exit does not automatically establish Audience, Influence, R or an assessment outcome. Record only the evidence and help actually provided; do not require a duplicate written record for every task. Use agreed policy codes appropriately. Extended writing or assessment may need one or two precise next steps and response time.
Policy and timing
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1, May 2026; master order Β§25.3. Lesson A remains 40 minutes. Lesson B remains 32 + 4 + 4 minutes. No extra pupil form, signature, standalone participation stage or progression gate is required.
Friction: Friend and Enemy β Optional staff marking notes
Staff use only when appropriate. Use existing work or a spoken, signed, pointed or drawn response; no duplicate pupil form is required.