Pupils needing extra support

Should use the Resource: Helmet testing (support) as a visual guide to help them follow the test stages step by step; could be supported with sentence starters such as ‘This helmet is strong because …’ or ‘Next time, I would …’ to structure their peer and self-evaluation responses.

Pupils working at greater depth

Should use test outcomes and peer feedback to explain which design choices made their helmet more or less effective and why, referring to strengthening techniques; could justify proposed improvements by comparing their helmet with peers’ designs and drawing conclusions about how different strengthening choices affected effectiveness.