Steps to success are what the tracker tracks

This is the join. The steps a child sees on the board at the start of the lesson are the exact things the teacher confirms at the end, and the exact things that appear in the tracker. Not a separate assessment. Not a second job. The same four sentences, all the way through.

On the boardSteps to success, in the child's language
At the endThe teacher confirms each one, in ten seconds
In the trackerAnd it shapes next week

The end-of-lesson confirm

Year 5 · Science · Gravity
The lesson is finished. Four taps, and you are done.
The objective
To explain why things fall towards the Earth.
1Say that gravity is a pull, not a push. The prerequisite. Nothing else lands without it.
2Explain that gravity pulls everything towards the Earth. The core idea.
3Use evidence to explain why a heavy thing and a light thing land together. This is the hinge. SEQUENS already has data on it.
4Explain why a feather does fall slower on Earth, but not on the Moon. Going further. Nobody is expected to have this. It is recorded when they do.
What SEQUENS already knows

The hinge told us something. 9 of your 30 children (30%) voted "hammer" on the Moon question. That is above the 25% line where SEQUENS raises it.

Suggested for step 3: A few. This is a suggestion from 30 votes, not a verdict. You can overrule it. You were in the room and SEQUENS was not.

Suggested next step

9 children (30%) still think heavier falls faster. That misconception does not fade on its own - it hardens.

Next lesson's retrieval: re-run the two-object drop as a starter, and ask the Moon question again before you teach anything new.

Done. That is the whole job.

The four steps are in the tracker against every child. The misconception is flagged. Next week's starter is aimed at it. You did not fill in a mark sheet, and nobody typed a child's name.

Why steps to success are written this way. They are thinking steps, not task steps. "Write the date. Underline the title. Answer three questions." is a to-do list, and a child can complete every item on it having learned nothing. These four say what the child can do with their head at the end that they could not do at the start.

Why this closes the loop. The steps on the board at the start are the steps the teacher confirms at the end, and the steps that appear in the tracker. One set of sentences, doing three jobs. No separate assessment task. No mark sheet. No re-typing. The lesson assesses itself because it always knew what it was for.

And SEQUENS suggests, the teacher confirms. The hinge already told it that nine children think heavier falls faster - so it offers a judgement on step 3, with its evidence, and the teacher overrules it or accepts it. A vote is a signal, not a verdict. The teacher was in the room.