KS4 · Extra support
EAL / Extra Support Guide
The same NEA Design Project as the rest of 11DTf/11DTd, broken into smaller steps with simpler English. Same deadline as the whole class: Friday 11 December 2026.
Show → Guide → Do
Golden rule: demonstrate first, then guide the student's hands through the same step, then let them repeat it alone. Each step uses short sentences, one instruction per line, a picture cue to point to, and a sentence starter so students complete rather than compose from nothing.
Key vocabulary (pre-teach before each stage)
| Word | Simple meaning | Picture cue |
|---|---|---|
| Specification | The list of “must-haves” for your product | ✅ |
| Development | Making your design better, step by step | 🔄 |
| Working drawing | A drawing with exact sizes on it | 📐 |
| Cutting list | A table: what part, what material, what size | 🗒️ |
| Manufacture | Making the real product | 🔨 |
| Quality control (QC) | Checking your work is correct as you go | ✔️ |
| Evaluate | Say what worked and what you would change | 💬 |
Sentence starters
- I chose ___ because ___.
- I used ___ to make ___.
- This step went well because ___.
- Next time I would change ___ because ___.
- My product does / does not meet the specification because ___.
Stage-by-stage hand-guided steps
1. Development of the Proposed Solution
- Look at your final design. Point to 3 parts you are not sure about.
- Teacher/TA shows the materials word-mat. Circle ONE material per part.
- Pick ONE surface finish and complete: “I chose ___ because ___.”
- Teacher/TA demonstrates labelling a working drawing. Copy onto your own drawing, one label at a time.
- Fill in the cutting list table together, one row at a time.
- Build a quick paper/card model. Take a photo. Complete: “I used ___ to make ___.”
2. Planning for Production
- Use picture cards of each making step. Put them in order on the table.
- Copy the order onto the production plan sheet.
- Count lessons left. Write one number next to each step.
- Match tool picture cards to tool names and one safety rule each.
- Tick a QC checkpoint after each step on the plan.
3. Manufacture
- Teacher/TA demonstrates the step fully first.
- Guide the student's hands through the same step.
- Student repeats the step alone, teacher/TA nearby.
- Take a before and after photo every session.
- Complete one caption per photo: “I used ___ to make ___.”
- Tick the step off on the Student Tracker.
4. Testing & Evaluation
- Read the specification aloud, one point at a time.
- For each point, answer Yes / No / Partly and point to the evidence.
- Complete 5 sentences using the sentence starters.
- Take final photos of the finished product.
5. Finishing
- Check folder pages are in the right order using a picture checklist.
- Hand in by Friday 11 December 2026.
Worst-Case Scenario — Minimum Viable Plan
Use this if a student reaches Week 10 (early November) and is still stuck at Development or early Planning. The goal is a smaller, simpler, but complete and honestly evidenced project — not a perfect one.
Reduce scope, not honesty
- Simplify the design to fewer parts / one main material where possible
- Cutting list: 3–5 items maximum; the table may be pre-filled for the student to copy and check
- Working drawing: one clear labelled sketch is enough — full orthographic views are not required
- Production plan: a simple numbered list (5–8 steps) instead of a full flow chart
- Manufacture: prioritise a real, finished product over extra detail — photograph every step
- Evaluation: 5 sentence-starter answers is enough — no extended essay required
- Teacher/TA may scribe while the student dictates, then the student copies it in their own handwriting
Non-negotiable minimum for a gradable submission
—
Progress is saved in this browser only — nothing is uploaded.
Trigger points (Week 9/10 checkpoint)
- The student has not started cutting/making by the Week 9/10 checkpoint, or
- Fewer than half of their support sessions this term have produced a completed step on the tracker
Session-by-session task list
| # | Week | Date | Period | Hand-guided task |
|---|---|---|---|---|
| 1 | 1A | Fri 28 Aug 2026 | P1 (08:40–09:30) | Look at your final design again. Circle the parts you are NOT sure about. Ask 3 questions. |
| 2 | 2B | Tue 01 Sep 2026 | P5 (13:10–14:00) | Materials: match each part of your design to ONE material. Use the materials word-mat. |
| 3 | 2B | Wed 02 Sep 2026 | P1 (08:40–09:30) | Surface finish: pick ONE finish. Say WHY in 1 sentence (use sentence starter). |
| 4 | 3A | Fri 11 Sep 2026 | P1 (08:40–09:30) | Working drawing: label your drawing. Use the checklist — lines, measurements, labels. |
| 5 | 4B | Tue 15 Sep 2026 | P5 (13:10–14:00) | Cutting list: fill in the table — part, material, size, how many. |
| — | 4B | Wed 16 Sep 2026 | P1 (08:40–09:30) | NO SESSION — public holiday (Malaysia Day)lost session |
| 6 | 5A | Fri 25 Sep 2026 | P1 (08:40–09:30) | Sketch model: build a quick model from paper/card. Take a photo. Write ONE caption. |
| 7 | 6B | Tue 29 Sep 2026 | P5 (13:10–14:00) | Planning: put your making steps in order. Use the picture cards to sequence them. |
| 8 | 6B | Wed 30 Sep 2026 | P1 (08:40–09:30) | Planning: time plan — how many lessons for each step? Write the number on your plan. |
| 9 | 7A | Fri 09 Oct 2026 | P1 (08:40–09:30) | Tools & safety: match each tool picture to its name and ONE safety rule. |
| 10 | 8B | Tue 13 Oct 2026 | P5 (13:10–14:00) | Quality checks: what will you check after each step? Tick the QC checklist. |
| 11 | 8B | Wed 14 Oct 2026 | P1 (08:40–09:30) | Make: Step 1 of your plan. Teacher/TA demonstrates first, then you copy the steps. |
| 12 | 9A | Fri 30 Oct 2026 | P1 (08:40–09:30) | Make: Step 2 of your plan. Take a 'before' and 'after' photo. |
| 13 | 10B | Tue 03 Nov 2026 | P5 (13:10–14:00) | Make: Step 3 of your plan. Take a photo. Write ONE sentence using the sentence starter. |
| 14 | 10B | Wed 04 Nov 2026 | P1 (08:40–09:30) | Make: continue your plan. Check off each completed step on your tracker. |
| 15 | 11A | Fri 13 Nov 2026 | P1 (08:40–09:30) | Make: continue your plan. Ask for help early if a step is not working. |
| 16 | 12B | Tue 17 Nov 2026 | P5 (13:10–14:00) | Make: continue your plan. Photograph any changes you made and why (1 sentence each). |
| 17 | 12B | Wed 18 Nov 2026 | P1 (08:40–09:30) | CHECKPOINT — if behind, move to the Worst-Case Minimum Plan. |
| 18 | 13A | Fri 27 Nov 2026 | P1 (08:40–09:30) | Testing: tick each specification point — does your product do this? Yes / No / Partly. |
| 19 | 14B | Tue 01 Dec 2026 | P5 (13:10–14:00) | Evaluation: use the sentence starters to write 5 short sentences about your product. |
| 20 | 14B | Wed 02 Dec 2026 | P1 (08:40–09:30) | Evaluation: what would you change? Use the sentence starter for improvements. |
| 21 | 15A | Fri 11 Dec 2026 | P1 (08:40–09:30) | Finishing: check your folder pages are in order. Use the folder checklist. |
Student Tracker (illustrative only)
A read-only example of the printable staff tracker. No real student progress is stored or shown here.
| Student | Development | Planning | Manufacture (started) | Manufacture (complete) | Testing & Evaluation | Folder complete / handed in | On Worst-Case Minimum Plan? |
|---|---|---|---|---|---|---|---|
| Ling | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Vincent | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Jeremy | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Allen | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Potter | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
| Eric | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
Downloads
EAL / Extra Support NEA Guide
DOCX · 05_EAL_Extra_Support_NEA_Guide.docx
EAL Support Session Schedule
XLSX · 06_EAL_Support_Session_Schedule.xlsx