What comes next

The gravity lesson is confirmed. Nine children still think heavier falls faster. SEQUENS is not going to re-teach the whole thing to the twenty-one who understood it. Here is what it does instead.

What the hinge told us
21 got it
9 did not
21 of 30 (70%) 9 of 30 (30%)
This is not a failed lesson. Seven in ten understood it, which is a lesson that worked. Three in ten need a second encounter, which is normal and is exactly what the next lesson's retrieval is for.
How manyWhat it meansWhat SEQUENS does
Under 25%Normal. Some need a second pass.Move on. Retrieval catches it.
25 to 50%Worth watching. Not a failure.Move on, aim the retrieval, check again. You are here.
Over 50%The lesson did not work.Genuinely re-teach. Differently, not louder.
3rd time, same childNo longer a lesson problem.Escalate to a human. Not a fourth lesson.

The next lesson

Move on. The gap is handled in the retrieval. Curriculum + evidence, together
Identify the effects of air resistance, water resistance and friction.
National Curriculum, Science, Year 5, Forces. The next objective, and the one that answers the feather question your class is already asking.
And the first four minutes are aimed at the nine
"Two things fall. One heavy, one light. Which lands first, and why?"
For the 21

This is spaced retrieval. Bringing it back after a gap makes it stronger, not more boring. They are not being held back. They are being consolidated.

For the 9

A second encounter, days later, in a new context, with the misconception addressed head on before the new idea arrives.

Same question. Same room. Same four minutes. Nobody is grouped, nobody is pulled out, and no child in that class knows which nine they were. That is the whole point.
Building it.

The plan, the deck and the worksheet, with the retrieval aimed at the gravity gap. The nine children are on the watch list below, and SEQUENS will tell you if the same ones miss it again.

Watching, quietly - Year 5, Ms Okafor

The nine, and how many times each Not a group. A count.
Six children
First time missing this. Entirely normal. The retrieval will probably do it.
1st time
Two children
Second time on a forces misconception. Watch them in the retrieval. If they get it, nothing more is needed.
2nd time
One child
Third time on the same misconception. This is no longer a lesson problem, and a fourth lesson will not fix it. This needs a person, not a worksheet. Speak to your SENDCo or your Lead Coach.
Escalate

Why we do not re-teach the whole lesson. Nine children missed it. Twenty-one did not. Re-teaching the lot punishes the twenty-one, and it is the single fastest way to make an able child stop paying attention in primary science. A lesson that reached seven in ten is a lesson that worked.

Why the retrieval is the right place for the gap. Every SEQUENS lesson opens with retrieval, so the mechanism already exists. Aiming it costs nothing and takes no extra time. And it genuinely serves both groups: for the twenty-one it is spaced practice, which strengthens knowledge. For the nine it is a second encounter. The same four minutes, doing two different jobs, with nobody labelled.

Why the third time is different. A child who has missed the same idea three times does not need a fourth lesson. They need a person to sit with them and find out what is actually going on, and that is a conversation SEQUENS cannot have. The escalation is not a failure of the product. It is the product knowing where it stops.