Open with a quick 30-second recap of the presentation-planning artifact from the previous lesson. Then read the outcomes aloud.

The lesson now carries its own described examples for every format, so students can complete the analysis independently even if you don't run a live tour. You may still show a few recognisable real examples on the classroom screen to enrich it, but the lesson no longer depends on that.

Warm-up is a think-in-your-head question, not a written one. Take one or two verbal answers to gauge what the class already notices about hooks.

Consistency note: the project is called the 'Something Real presentation' throughout, and it is the same one destined for the student's Vocational Education Task interview.

The format descriptions are built into the student text so the lesson runs self-directed. If you wish, enrich it by showing a few recognisable real examples on the classroom screen and asking the class which CRAP principle is strongest before you tell them. This is optional; students can complete every task from the descriptions above.

Flag the link: the Something Real presentation each student builds for the Vocational Education Task interview should show these principles deliberately, not by accident.

Students follow this at their own pace while you circulate. The worked example uses a fictional local GAA club fundraiser so students see the layout and quality expected before they do their own.

Folder grounding: the Project Portfolio folder and the {{code:sm2}} sub-folder were set up in an earlier lesson in this module. The first instruction now includes a fallback so a student who can't find the sub-folder simply creates it.

Prior skills: applying a Heading 1 style and inserting/formatting a table were taught in earlier word-processing lessons. The Common issues card gives a pointer for students who are unsure.

Watch for students naming a principle without evidence. Push them to say how they know, e.g. "the date is in huge bold text" rather than just "it has contrast".

Point students here only after they have started the table, not before. Most stumbles will be the "named a principle but can't say why" one, so circulate and prompt for evidence. The last row is a quick pointer for students who are shaky on table insertion from earlier lessons.

This is the lesson's portfolio artifact and the Key Assignment evidence for this module. It must be about the student's own Something Real project, not the tour examples. Push students who write definitions to write plans instead, e.g. "I'll use repetition by keeping the same title colour on every slide".

Collecting and verifying the KA: collect {{code:sm2_design_principles_notes}} from the {{code:sm2}} sub-folder of each student's Project Portfolio at the end of the lesson (or by the start of the next). Verify it names at least three CRAP principles with a concrete plan for the student's own project and one chosen format with a reason. Bank it as evidence with the module's flat filename convention.

Shorter period fallback: in a 40 to 50 minute period, set this portfolio build as homework and collect it next lesson. The guided task alone fits the shorter slot.

Link: the chosen format here should be a serious candidate for the student's Vocational Education Task interview presentation, since format 1 in this module is destined for that interview.