Kirkpatrick evaluation | Design storyboard

Module title: Kirkpatrick evaluation

Lesson titles

Getting started
Understand the four levels
Practise identifying evidence
Investigate the programme
Make a credible recommendation
Transfer to your work

Module objectives

Given the four level names and a reference, explain what each examines and one appropriate measure for each. Evidence: private explanation and self-check; not independently scored.
Given four described measures, identify the best-fitting level and compare all four responses with explanatory feedback. Evidence: native practice responses, retries and model comparison.
Given the Harbour Support records, select a recommendation that distinguishes learner experience, practice, work behaviour and outcomes, retains relevant limitations and identifies a feasible next action. Evidence: five decisions and personalised recommendation cards.
Given an impact draft and source data, select a revised claim that reports the observed change without unsupported causation, universal competence or ROI claims. Evidence: impact statement review and by-choice feedback.

Lesson 1: Getting started

Section	Visual Description & On-Screen Text	Audio Narration / On-Screen Instruction	Action	Notes for Developer
M1.S01	Visual direction: Create a bold acid-yellow opening panel with a large near-black uppercase title. Place original editorial workplace photography at the right and four numbered evaluation levels in a slim dark ticker below. Use a dark start control. On-screen text: DID THE TRAINING WORK? Use Kirkpatrick evaluation to make a credible judgement about learning and workplace impact. First learn the four levels. Then investigate a fictional support-team programme and advise its sponsor. Allow about 15-20 minutes. This is ungraded practice. EVIDENCE. DECISIONS. IMPACT. Start learning A practical guide to evaluating learning. 01 02 03 04 REACTION LEARNING BEHAVIOUR RESULTS	Narration: Did the training work?. Use Kirkpatrick evaluation to make a credible judgement about learning and workplace impact. First learn the four levels. Then investigate a fictional support-team programme and advise its sponsor. Allow about 15-20 minutes. This is ungraded practice. Select Start learning to begin. On-screen instruction: Use the labelled controls to continue.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S02	Visual direction: Arrange four outcomes in a two-by-two grid on near-black. Centre each large acid-yellow two-digit number within its number column. Align white outcome text to a consistent inset and use fine dividing rules. On-screen text: WHAT YOU WILL PRACTISE 01 02 Explain what each level examines. Choose evidence that fits the question you need to answer. 03 04 Review a programme without overstating what its data proves. Recommend a practical next evaluation step. Continue	Narration: What you will practise. Explain what each level examines. Choose evidence that fits the question you need to answer. Review a programme without overstating what its data proves. Recommend a practical next evaluation step. Use the on-screen controls when you are ready to continue. On-screen instruction: Use the labelled controls to continue.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.

Lesson 2: Understand the four levels

Section	Visual Description & On-Screen Text	Audio Narration / On-Screen Instruction	Action	Notes for Developer
M1.S03	Visual direction: Show a static four-card overview. Present the four evaluation questions without links; use Continue to enter the four teaching slides. On-screen text: FOUR QUESTIONS ABOUT A PROGRAMME Each level answers a different evaluation question. The next four slides explain each level with an example and a limitation. 1 - Reaction How was the experience? 2 - Learning What can people do? 3 - Behaviour What happens at work? 4 - Results Which outcomes change? Continue Back	Narration: Four questions about a programme. Each level answers a different question: how was the experience, what can people do, what happens at work, and which outcomes change? Select Continue. The next four slides explain each level, with an example and a limitation. Evidence at one level does not automatically establish another. On-screen instruction: Use the labelled controls to continue.	Read the static cards. Continue opens the Reaction teaching slide. The cards do not open duplicate explanations.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S04	Visual direction: Place the explanation and clearly labelled practical example at the left. Use a contrasting acid-yellow panel at the right with an oversized level number, level name and complete evidence limitation. On-screen text: LEVEL 1 - REACTION 1 Explore whether learners found the experience useful, engaging and relevant. REACTION THE LIMIT OF THIS EVIDENCE Use their comments to improve the experience. A favourable rating alone cannot show workplace impact. IN PRACTICE Example: Ask which exercise helped them prepare for a customer conversation and what felt unclear. Continue Back	Narration: Level 1 - Reaction. Explore whether learners found the experience useful, engaging and relevant. Example: Ask which exercise helped them prepare for a customer conversation and what felt unclear. Use their comments to improve the experience. A favourable rating alone cannot show workplace impact. Use the on-screen controls when you are ready to continue. On-screen instruction: Use the labelled controls to continue.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S05	Visual direction: Place the explanation and clearly labelled practical example at the left. Use a contrasting acid-yellow panel at the right with an oversized level number, level name and complete evidence limitation. On-screen text: LEVEL 2 - LEARNING 2 Check progress towards the intended knowledge, skills and other learning outcomes. Confidence and commitment can also inform the picture. LEARNING THE LIMIT OF THIS EVIDENCE A demonstrated skill is stronger evidence of capability than a confidence rating alone. IN PRACTICE Example: Compare decisions in equivalent practice cases before and after learning, using the same criteria. Continue Back	Narration: Level 2 - Learning. Check progress towards the intended knowledge, skills and other learning outcomes. Confidence and commitment can also inform the picture. Example: Compare decisions in equivalent practice cases before and after learning, using the same criteria. A demonstrated skill is stronger evidence of capability than a confidence rating alone. Use the on-screen controls when you are ready to continue. On-screen instruction: Use the labelled controls to continue.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S06	Visual direction: Place the explanation and clearly labelled practical example at the left. Use a contrasting acid-yellow panel at the right with an oversized level number, level name and complete evidence limitation. On-screen text: LEVEL 3 - BEHAVIOUR 3 Look for the required actions in the real work setting. BEHAVIOUR THE LIMIT OF THIS EVIDENCE Also inspect support, opportunity and accountability. An outdated guide or lack of time can obstruct application. IN PRACTICE Example: Observe whether advisers use the current escalation standard and record their reasoning in customer cases. Continue Back	Narration: Level 3 - Behaviour. Look for the required actions in the real work setting. Example: Observe whether advisers use the current escalation standard and record their reasoning in customer cases. Also inspect support, opportunity and accountability. An outdated guide or lack of time can obstruct application. Use the on-screen controls when you are ready to continue. On-screen instruction: Use the labelled controls to continue.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S07	Visual direction: Place the explanation and clearly labelled practical example at the left. Use a contrasting acid-yellow panel at the right with an oversized level number, level name and complete evidence limitation. On-screen text: LEVEL 4 - RESULTS 4 Review outcomes that matter to the organisation and its stakeholders. RESULTS THE LIMIT OF THIS EVIDENCE Check the timeframe, baseline and other changes. Improved results alone do not establish that training caused the improvement. IN PRACTICE Example: Track preventable escalation complaints per 100 contacts alongside service quality and workload. Continue Back	Narration: Level 4 - Results. Review outcomes that matter to the organisation and its stakeholders. Example: Track preventable escalation complaints per 100 contacts alongside service quality and workload. Check the timeframe, baseline and other changes. Improved results alone do not establish that training caused the improvement. Use the on-screen controls when you are ready to continue. On-screen instruction: Use the labelled controls to continue.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S08	Visual direction: Use a near-black editorial canvas with large uppercase white headings, acid-yellow masthead and controls, dark-olive evidence surfaces, fine dividing rules and ample spacing. Keep the native lesson menu visible. On-screen text: Four levels guide PLAN FROM THE RESULT YOU NEED Agree the desired result first, then identify the work behaviours that could contribute to it. Plan learning evidence and reaction checks that help explain progress. Decide who gathers each measure and when. Collect evidence during the programme and after it. Use findings to improve learning and workplace support. PLAN BACKWARD FROM THE RESULT 4 Results > 3 Behaviour > 2 Learning > 1 Reaction Continue Back	Narration: Plan from the result you need. Agree the desired result first, then identify the work behaviours that could contribute to it. Plan learning evidence and reaction checks that help explain progress. Decide who gathers each measure and when. Collect evidence during the programme and after it. Use findings to improve learning and workplace support. PLAN BACKWARD FROM THE RESULT Use the on-screen controls when you are ready to continue. On-screen instruction: Use the labelled controls to continue.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S09	Visual direction: Use a near-black editorial canvas with large uppercase white headings, acid-yellow masthead and controls, dark-olive evidence surfaces, fine dividing rules and ample spacing. Keep the native lesson menu visible. On-screen text: Four levels guide CONNECT THE EVIDENCE • A useful evaluation brings several sources together. • High ratings can accompany weak workplace application. Strong practice performance can coexist with poor tools at work. • Use each measure for the question it can answer. Keep limitations visible and investigate gaps. Reaction Learning Behaviour Results Combine evidence - investigate the links and limitations Continue Back	Narration: Connect the evidence. A useful evaluation brings several sources together. High ratings can accompany weak workplace application. Strong practice performance can coexist with poor tools at work. Use each measure for the question it can answer. Keep limitations visible and investigate gaps. Combine evidence - investigate the links and limitations Use the on-screen controls when you are ready to continue. On-screen instruction: Use the labelled controls to continue.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Use native hanging bullet indents so wrapped lines align with the first word after each bullet.

Lesson 3: Practise identifying evidence

Section	Visual Description & On-Screen Text	Audio Narration / On-Screen Instruction	Action	Notes for Developer
M1.S10	Visual direction: Use a split-screen decision layout: large uppercase question and prompt at the left, three or four generously padded answer controls stacked at the right. Use white text, dark-olive surfaces and fine borders. On-screen text: Four levels guide WHICH LEVEL FITS THIS EVIDENCE? A - Behaviour B - Learning C - Reaction Participants describe whether the scenarios were relevant to their role. D - Results	Narration: Which level fits this evidence? Participants describe whether the scenarios were relevant to their role. Choose the answer that best fits the evidence. Take time to read the options before selecting your response. On-screen instruction: Select the answer that best fits the evidence.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Vary answer positions and retain the matching feedback and stored recommendation when moving options. Use a mixed practice sequence so answers do not follow the model order. Use hanging indents on every lettered answer and its native states: wrapped lines align with the first answer word, after the letter and dash.
M1.S10.01	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Continue after a correct response. On-screen text: Four levels guide CORRECT Correct. This is Reaction evidence: participants describe relevance and their experience. It does not demonstrate skill or performance at work. Your response: Reaction Continue	Narration: Correct. This is Reaction evidence: participants describe relevance and their experience. It does not demonstrate skill or performance at work. Select Continue to move on. On-screen instruction: Select Continue.	Show this explanation when the learner selects C - Reaction. Offer Continue without a retry option.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S10.02	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Four levels guide REVIEW YOUR RESPONSE Learning requires evidence of knowledge or skill, such as a practice assessment. Here participants only describe relevance. Look for the level concerned with their experience. Your response: Learning Try again Continue	Narration: Learning requires evidence of knowledge or skill, such as a practice assessment. Here participants only describe relevance. Look for the level concerned with their experience. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects B - Learning. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S10.03	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Four levels guide REVIEW YOUR RESPONSE Behaviour concerns what people actually do at work. These comments describe workshop relevance, with no observation of work. Look for evidence about the learning experience. Your response: Behaviour Try again Continue	Narration: Behaviour concerns what people actually do at work. These comments describe workshop relevance, with no observation of work. Look for evidence about the learning experience. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects A - Behaviour. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S10.04	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Four levels guide REVIEW YOUR RESPONSE Results concerns organisational outcomes, such as complaint rates. Opinions about workshop relevance are not an outcome measure. Look for the level about learner experience. Your response: Results Try again Continue	Narration: Results concerns organisational outcomes, such as complaint rates. Opinions about workshop relevance are not an outcome measure. Look for the level about learner experience. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects D - Results. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S11	Visual direction: Use a split-screen decision layout: large uppercase question and prompt at the left, three or four generously padded answer controls stacked at the right. Use white text, dark-olive surfaces and fine borders. On-screen text: Four levels guide WHICH LEVEL FITS THIS EVIDENCE? A - Reaction B - Learning C - Results Advisers resolve realistic practice cases against an agreed rubric after the workshop. D - Behaviour	Narration: Which level fits this evidence? Advisers resolve realistic practice cases against an agreed rubric after the workshop. Choose the answer that best fits the evidence. Take time to read the options before selecting your response. On-screen instruction: Select the answer that best fits the evidence.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Vary answer positions and retain the matching feedback and stored recommendation when moving options. Use a mixed practice sequence so answers do not follow the model order. Use hanging indents on every lettered answer and its native states: wrapped lines align with the first answer word, after the letter and dash.
M1.S11.01	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Four levels guide REVIEW YOUR RESPONSE Reaction concerns views about the experience. These advisers demonstrate decisions against a rubric rather than give opinions. Look for the level that examines capability in practice. Your response: Reaction Try again Continue	Narration: Reaction concerns views about the experience. These advisers demonstrate decisions against a rubric rather than give opinions. Look for the level that examines capability in practice. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects A - Reaction. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S11.02	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Continue after a correct response. On-screen text: Four levels guide CORRECT Correct. This is Learning evidence: advisers demonstrate capability in equivalent practice cases against an agreed rubric. It does not yet establish application at work. Your response: Learning Continue	Narration: Correct. This is Learning evidence: advisers demonstrate capability in equivalent practice cases against an agreed rubric. It does not yet establish application at work. Select Continue to move on. On-screen instruction: Select Continue.	Show this explanation when the learner selects B - Learning. Offer Continue without a retry option.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S11.03	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Four levels guide REVIEW YOUR RESPONSE Behaviour requires evidence from real work. These cases are practice assessments after the workshop, not actual customer cases. Look for the level that examines demonstrated capability. Your response: Behaviour Try again Continue	Narration: Behaviour requires evidence from real work. These cases are practice assessments after the workshop, not actual customer cases. Look for the level that examines demonstrated capability. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects D - Behaviour. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S11.04	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Four levels guide REVIEW YOUR RESPONSE Results concerns organisational outcomes. A rubric score measures performance in practice, not service impact. Look for the level that assesses knowledge and skills. Your response: Results Try again Continue	Narration: Results concerns organisational outcomes. A rubric score measures performance in practice, not service impact. Look for the level that assesses knowledge and skills. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects C - Results. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S12	Visual direction: Use a split-screen decision layout: large uppercase question and prompt at the left, three or four generously padded answer controls stacked at the right. Use white text, dark-olive surfaces and fine borders. On-screen text: Four levels guide WHICH LEVEL FITS THIS EVIDENCE? A - Behaviour B - Results C - Learning A supervisor reviews advisers' actual customer cases for correct escalation decisions. D - Reaction	Narration: Which level fits this evidence? A supervisor reviews advisers' actual customer cases for correct escalation decisions. Choose the answer that best fits the evidence. Take time to read the options before selecting your response. On-screen instruction: Select the answer that best fits the evidence.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Vary answer positions and retain the matching feedback and stored recommendation when moving options. Use a mixed practice sequence so answers do not follow the model order. Use hanging indents on every lettered answer and its native states: wrapped lines align with the first answer word, after the letter and dash.
M1.S12.01	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Four levels guide REVIEW YOUR RESPONSE Reaction concerns the learning experience. A supervisor is reviewing actual customer decisions, not asking for workshop opinions. Look for the level concerned with workplace actions. Your response: Reaction Try again Continue	Narration: Reaction concerns the learning experience. A supervisor is reviewing actual customer decisions, not asking for workshop opinions. Look for the level concerned with workplace actions. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects D - Reaction. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S12.02	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Four levels guide REVIEW YOUR RESPONSE Learning can be assessed in practice. This review goes further: it checks actual customer cases in the workplace. Look for the level concerned with using skills at work. Your response: Learning Try again Continue	Narration: Learning can be assessed in practice. This review goes further: it checks actual customer cases in the workplace. Look for the level concerned with using skills at work. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects C - Learning. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S12.03	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Continue after a correct response. On-screen text: Four levels guide CORRECT Correct. This is Behaviour evidence: a supervisor checks whether advisers make the required decisions in actual customer cases. Consistent criteria and sampling still matter. Your response: Behaviour Continue	Narration: Correct. This is Behaviour evidence: a supervisor checks whether advisers make the required decisions in actual customer cases. Consistent criteria and sampling still matter. Select Continue to move on. On-screen instruction: Select Continue.	Show this explanation when the learner selects A - Behaviour. Offer Continue without a retry option.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S12.04	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Four levels guide REVIEW YOUR RESPONSE Results measures wider outcomes, such as complaints. This review checks the decisions advisers make, not their wider effect. Look for the level concerned with actions at work. Your response: Results Try again Continue	Narration: Results measures wider outcomes, such as complaints. This review checks the decisions advisers make, not their wider effect. Look for the level concerned with actions at work. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects B - Results. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S13	Visual direction: Use a split-screen decision layout: large uppercase question and prompt at the left, three or four generously padded answer controls stacked at the right. Use white text, dark-olive surfaces and fine borders. On-screen text: Four levels guide WHICH LEVEL FITS THIS EVIDENCE? A - Reaction B - Behaviour C - Learning The organisation monitors preventable escalation complaints per 100 customer contacts. D - Results	Narration: Which level fits this evidence? The organisation monitors preventable escalation complaints per 100 customer contacts. Choose the answer that best fits the evidence. Take time to read the options before selecting your response. On-screen instruction: Select the answer that best fits the evidence.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Vary answer positions and retain the matching feedback and stored recommendation when moving options. Use a mixed practice sequence so answers do not follow the model order. Use hanging indents on every lettered answer and its native states: wrapped lines align with the first answer word, after the letter and dash.
M1.S13.01	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Four levels guide REVIEW YOUR RESPONSE Reaction captures views about the experience. Complaints per 100 contacts are service outcomes, not learner opinions. Look for the level concerned with organisational outcomes. Your response: Reaction Try again Continue	Narration: Reaction captures views about the experience. Complaints per 100 contacts are service outcomes, not learner opinions. Look for the level concerned with organisational outcomes. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects A - Reaction. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S13.02	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Four levels guide REVIEW YOUR RESPONSE Learning examines capability, often through a test or practice task. A complaint rate measures service outcomes rather than individual skill. Look for the outcome level. Your response: Learning Try again Continue	Narration: Learning examines capability, often through a test or practice task. A complaint rate measures service outcomes rather than individual skill. Look for the outcome level. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects C - Learning. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S13.03	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Four levels guide REVIEW YOUR RESPONSE Behaviour examines actions at work. Complaint rates show an outcome of the service, not whether each adviser follows the standard. Look for the organisational outcome level. Your response: Behaviour Try again Continue	Narration: Behaviour examines actions at work. Complaint rates show an outcome of the service, not whether each adviser follows the standard. Look for the organisational outcome level. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects B - Behaviour. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S13.04	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Continue after a correct response. On-screen text: Four levels guide CORRECT Correct. This is Results evidence: the complaint rate is an organisational outcome. A change still needs a timeframe, baseline and consideration of other possible causes. Your response: Results Continue	Narration: Correct. This is Results evidence: the complaint rate is an organisational outcome. A change still needs a timeframe, baseline and consideration of other possible causes. Select Continue to move on. On-screen instruction: Select Continue.	Show this explanation when the learner selects D - Results. Offer Continue without a retry option.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S14	Visual direction: Use a near-black editorial canvas with large uppercase white headings, acid-yellow masthead and controls, dark-olive evidence surfaces, fine dividing rules and ample spacing. Keep the native lesson menu visible. On-screen text: Four levels guide EXPLAIN THE MODEL IN YOUR OWN WORDS • For each level, privately complete: This level helps me answer ... One useful measure would be ... It cannot tell me ... • Compare your explanation with the guide. Check that you distinguish practice from workplace behaviour and avoid treating ratings as proof of results. • Your explanation is private and is not collected or scored. Start the case	Narration: Explain the model in your own words. For each level, privately complete: This level helps me answer ... One useful measure would be ... It cannot tell me ... Compare your explanation with the guide. Check that you distinguish practice from workplace behaviour and avoid treating ratings as proof of results. Your explanation is private and is not collected or scored. Use the on-screen controls when you are ready to continue. On-screen instruction: Use the labelled controls to continue.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Private writing remains in the learner's own notes or saved planner and is not submitted or scored. Use native hanging bullet indents so wrapped lines align with the first word after each bullet.

Lesson 4: Investigate the programme

Section	Visual Description & On-Screen Text	Audio Narration / On-Screen Instruction	Action	Notes for Developer
M1.S15	Visual direction: Use a clear left column with a two-line title, a separated role panel and concise instructions. Keep Morgan and the speech panel on the right. Show only Ask about the programme initially. In the briefing, show Respond to Morgan. On-screen text: Four levels guide MEET THE PROGRAMME SPONSOR YOUR ROLE: L&D PARTNER Meet Morgan, the programme sponsor. Ask about the programme, then choose how you would respond to the impact question. All people and data are fictional. MORGAN / PROGRAMME SPONSOR “The ratings are excellent. Can we say the training worked?” Ask about the programme	Narration: Hello, I am Morgan, the programme sponsor. The ratings are excellent. Can we say the training worked? You are our learning and development partner. Ask me about the programme, then choose how you would respond. This is a fictional conversation. On-screen instruction: Select Ask about the programme, then Respond to Morgan.	Ask about the programme opens Morgan's spoken briefing. Respond to Morgan is available only within that briefing and opens the evaluation question. A learner trying to open the response question from the menu before viewing the briefing returns to this introduction.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Require the briefing before the response decision, including menu navigation. Reset this requirement when replaying the case or restarting the course. Keep a clear gap between heading and role panel. Do not require audio completion.
M1.S15.01	Visual direction: Use a clear left column with a two-line title, a separated role panel and concise instructions. Keep Morgan and the speech panel on the right. Show only Ask about the programme initially. In the briefing, show Respond to Morgan. On-screen text: Four levels guide MEET THE PROGRAMME SPONSOR YOUR ROLE: L&D PARTNER BEFORE YOU JUDGE IMPACT • 24 advisers trained • New escalation standard • Checklist and coaching introduced alongside training MORGAN / PROGRAMME SPONSOR “We trained 24 advisers in a new escalation standard. A checklist and supervisor coaching launched at the same time.” Respond to Morgan	Narration: We trained 24 advisers to use a new escalation standard. We also introduced a checklist and supervisor coaching at the same time. I want to know whether the programme improved work and service outcomes. How would you frame the evaluation? Select Respond to Morgan to choose your reply. On-screen instruction: Select Ask about the programme, then Respond to Morgan.	Ask about the programme opens Morgan's spoken briefing. Respond to Morgan is available only within that briefing and opens the evaluation question. A learner trying to open the response question from the menu before viewing the briefing returns to this introduction.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Use native hanging bullet indents so wrapped lines align with the first word after each bullet. Require the briefing before the response decision, including menu navigation. Reset this requirement when replaying the case or restarting the course. Keep a clear gap between heading and role panel. Do not require audio completion.
M1.S16	Visual direction: Use a split-screen decision layout: large uppercase question and prompt at the left, three or four generously padded answer controls stacked at the right. Use white text, dark-olive surfaces and fine borders. On-screen text: Four levels guide HOW WILL YOU FRAME THE EVALUATION? A - Agree the intended work behaviour and outcome, then review evidence across levels. B - Calculate a financial return from attendance alone. C - Agree success means high course ratings. Choose your first response to Morgan.	Narration: How will you frame the evaluation? Choose your first response to Morgan. Choose the answer that best fits the evidence. Take time to read the options before selecting your response. On-screen instruction: Select the answer that best fits the evidence.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Vary answer positions and retain the matching feedback and stored recommendation when moving options. Use a mixed practice sequence so answers do not follow the model order. Use hanging indents on every lettered answer and its native states: wrapped lines align with the first answer word, after the letter and dash.
M1.S16.01	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Evidence records Four levels guide REVIEW YOUR RESPONSE High course ratings answer whether respondents valued the experience. They cannot answer Morgan's question about work and service impact. First agree the required behaviour and outcome, then choose evidence that fits. Try again Continue	Narration: High course ratings answer whether respondents valued the experience. They cannot answer Morgan's question about work and service impact. First agree the required behaviour and outcome, then choose evidence that fits. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects C - Agree success means high course ratings.. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S16.02	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Continue after a correct response. On-screen text: Evidence records Four levels guide CORRECT Correct. Agreeing the intended behaviour and outcome gives the evaluation a clear purpose. Review experience, learning, workplace actions and outcomes against that purpose. Continue	Narration: Correct. Agreeing the intended behaviour and outcome gives the evaluation a clear purpose. Review experience, learning, workplace actions and outcomes against that purpose. Select Continue to move on. On-screen instruction: Select Continue.	Show this explanation when the learner selects A - Agree the intended work behaviour and outcome, then review evidence across levels.. Offer Continue without a retry option.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S16.03	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Evidence records Four levels guide REVIEW YOUR RESPONSE Attendance records participation, not financial value. A return calculation needs costs and credible attributable benefits. First establish the intended work and service outcomes and the evidence needed. Try again Continue	Narration: Attendance records participation, not financial value. A return calculation needs costs and credible attributable benefits. First establish the intended work and service outcomes and the evidence needed. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects B - Calculate a financial return from attendance alone.. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S17	Visual direction: Use four generously spaced evidence cards in a two-by-two grid. Put each title and its opened status within the same card, with status below the title. Keep Make a judgement separated below. On-screen text: Four levels guide OPEN THE EVALUATION EVIDENCE • Review all four records before making your recommendation. • Behaviour: use the current standard and record the reasoning. • Target: no more than 5 preventable complaints per 100 contacts by week eight. • Opened labels record a visit, not agreement or mastery. Learner experience Practice assessment [Opened or Not opened for this record] [Opened or Not opened for this record] Workplace application Service outcomes [Opened or Not opened for this record] [Opened or Not opened for this record] Make a judgement	Narration: Open the evaluation evidence. Review all four records before making your recommendation. Behaviour: use the current standard and record the reasoning. Target: no more than 5 preventable complaints per 100 contacts by week eight. Opened labels record a visit, not agreement or mastery. Use the on-screen controls when you are ready to continue. On-screen instruction: Use the labelled controls to continue.	Each evidence control opens its corresponding record and updates only its own opened status. Enable Make a judgement after all four records have been opened.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Use native hanging bullet indents so wrapped lines align with the first word after each bullet. Keep each opened status visibly attached to its record. Require the evaluation-purpose decision first and all four distinct records before judgement, including attempts through the menu. Automatically play narration only on the first entry in the case attempt. On returns from records or cards, remain silent. Pause audio and Replay audio controls remain available. Case replay resets the first-entry flag; full restart restores defaults.
M1.S18	Visual direction: Divide the evidence into three labelled sections with concise bullets at the left. Keep key figures and the labelled data visual at the right, retaining denominators, timing and limitations. On-screen text: Four levels guide RECORD 1 - LEARNER EXPERIENCE WHO RESPONDED Relevant: 17 of 20 respondents • 20 of 24 advisers completed the immediate survey. WHAT THEY REPORTED 4.7 / 5 Average satisfaction • 17 of 20 respondents found the workshop relevant. • Average satisfaction: 4.7 out of 5. • Three comments asked for more borderline-case practice. KEEP IN MIND • These are respondent views. • The four non-respondents may have different views. Return to the evidence	Narration: Record 1 - Learner experience. Who responded. 20 of 24 advisers completed the immediate survey. What they reported. 17 of 20 respondents found the workshop relevant. Average satisfaction: 4.7 out of 5. Three comments asked for more borderline-case practice. Keep in mind. These are respondent views. The four non-respondents may have different views. Select Return to the evidence to review another record. On-screen instruction: Review the evidence and its limits, then select Return to the evidence.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Use native hanging bullet indents so wrapped lines align with the first word after each bullet.
M1.S19	Visual direction: Divide the evidence into three labelled sections with concise bullets at the left. Keep key figures and the labelled data visual at the right, retaining denominators, timing and limitations. On-screen text: Four levels guide RECORD 2 - PRACTICE ASSESSMENT HOW IT WAS ASSESSED Before: 16 of 24 met criteria • The same 24 advisers completed equivalent practice cases. • The same rubric was used before and after the workshop. After: 22 of 24 met criteria WHAT CHANGED • Before: 16 of 24 met the criteria. • After: 22 of 24 met the criteria. KEEP IN MIND • The facilitator also assessed; no independent scoring check. • Better practice does not establish transfer or exclude practice effects. Return to the evidence	Narration: Record 2 - Practice assessment. How it was assessed. The same 24 advisers completed equivalent practice cases. The same rubric was used before and after the workshop. What changed. Before: 16 of 24 met the criteria. After: 22 of 24 met the criteria. Keep in mind. The facilitator also assessed; no independent scoring check. Better practice does not establish transfer or exclude practice effects. Select Return to the evidence to review another record. On-screen instruction: Review the evidence and its limits, then select Return to the evidence.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Use native hanging bullet indents so wrapped lines align with the first word after each bullet.
M1.S20	Visual direction: Divide the evidence into three labelled sections with concise bullets at the left. Keep key figures and the labelled data visual at the right, retaining denominators, timing and limitations. On-screen text: Four levels guide RECORD 3 - WORKPLACE APPLICATION HOW WORK WAS REVIEWED Before: 42 of 60 appropriate • Different samples of 60 cases were audited before and four weeks after. • Appropriate decisions increased from 42 to 51 of 60. After: 51 of 60 appropriate WHAT STILL WENT WRONG • Of 9 inappropriate later decisions, 6 cited an old checklist. • The other 3 lacked recorded reasoning. KEEP IN MIND 6 old checklist 3 missing reasoning • Cases were not matched for difficulty. • Coaching and a new checklist accompanied the training. Return to the evidence	Narration: Record 3 - Workplace application. How work was reviewed. Different samples of 60 cases were audited before and four weeks after. Appropriate decisions increased from 42 to 51 of 60. What still went wrong. Of 9 inappropriate later decisions, 6 cited an old checklist. The other 3 lacked recorded reasoning. Keep in mind. Cases were not matched for difficulty. Coaching and a new checklist accompanied the training. Select Return to the evidence to review another record. On-screen instruction: Review the evidence and its limits, then select Return to the evidence.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Use native hanging bullet indents so wrapped lines align with the first word after each bullet.
M1.S21	Visual direction: Show separate horizontal rows for Before: 9, Later four-week period: 6, and Week-eight target: no more than 5 complaints per 100. Use independent bars on the same scale, with no vertical target line. Preserve sample sizes and time caveats. Divide the evidence into three labelled sections with concise bullets at the left. Keep key figures and the labelled data visual at the right, retaining denominators, timing and limitations. On-screen text: Four levels guide RECORD 4 - SERVICE OUTCOMES WHAT CHANGED Before: 9 complaints per 100 • Before: 45 complaints from 500 contacts, or 9 per 100. • Later four-week period: 30 from 500, or 6 per 100. Later: 6 complaints per 100 TARGET AND TIMING • Target by week eight: no more than 5 per 100. • Week-eight review is still due; the target is not yet met. Target 5 KEEP IN MIND Target: <=5 per 100 Later period is four weeks. Week-eight review still due. • Complaint definition stayed the same. Routing and coaching changed. • No comparison team or cost analysis is available. Return to the evidence	Narration: Record 4 - Service outcomes. What changed. Before: 45 complaints from 500 contacts, or 9 per 100. Later four-week period: 30 from 500, or 6 per 100. Target and timing. Target by week eight: no more than 5 per 100. Week-eight review is still due; the target is not yet met. Keep in mind. Complaint definition stayed the same. Routing and coaching changed. No comparison team or cost analysis is available. Select Return to the evidence to review another record. On-screen instruction: Review the evidence and its limits, then select Return to the evidence.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Use native hanging bullet indents so wrapped lines align with the first word after each bullet.

Lesson 5: Make a credible recommendation

Section	Visual Description & On-Screen Text	Audio Narration / On-Screen Instruction	Action	Notes for Developer
M1.S22	Visual direction: Use a split-screen decision layout: large uppercase question and prompt at the left, three or four generously padded answer controls stacked at the right. Use white text, dark-olive surfaces and fine borders. On-screen text: Evidence records Four levels guide WHAT DO THE RATINGS TELL YOU? A - Reaction data has no useful role in evaluation. B - The high rating proves the intended skills improved. C - Respondents generally valued the workshop; more evidence is needed about capability and impact. Which statement best fits the learner-experience record?	Narration: What do the ratings tell you? Which statement best fits the learner-experience record? Choose the answer that best fits the evidence. Take time to read the options before selecting your response. On-screen instruction: Select the answer that best fits the evidence.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Vary answer positions and retain the matching feedback and stored recommendation when moving options. Use a mixed practice sequence so answers do not follow the model order. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites. Use hanging indents on every lettered answer and its native states: wrapped lines align with the first answer word, after the letter and dash.
M1.S22.01	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Evidence records Four levels guide REVIEW YOUR RESPONSE The satisfaction rating is not a skill assessment. It shows how respondents viewed the workshop. Use practice evidence to assess capability and workplace evidence to assess application. Try again Continue	Narration: The satisfaction rating is not a skill assessment. It shows how respondents viewed the workshop. Use practice evidence to assess capability and workplace evidence to assess application. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects B - The high rating proves the intended skills improved.. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites.
M1.S22.02	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Continue after a correct response. On-screen text: Evidence records Four levels guide CORRECT Correct. Respondents generally valued the workshop. Their comments can guide improvements, while other records are needed to judge capability, workplace application and outcomes. Continue	Narration: Correct. Respondents generally valued the workshop. Their comments can guide improvements, while other records are needed to judge capability, workplace application and outcomes. Select Continue to move on. On-screen instruction: Select Continue.	Show this explanation when the learner selects C - Respondents generally valued the workshop; more evidence is needed about capability and impact.. Offer Continue without a retry option.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites.
M1.S22.03	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Evidence records Four levels guide REVIEW YOUR RESPONSE Reaction evidence is useful: it reveals perceived relevance, clarity and improvement needs. Its limitation is that positive views do not establish learning or workplace impact. Use it alongside the other records. Try again Continue	Narration: Reaction evidence is useful: it reveals perceived relevance, clarity and improvement needs. Its limitation is that positive views do not establish learning or workplace impact. Use it alongside the other records. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects A - Reaction data has no useful role in evaluation.. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites.
M1.S23	Visual direction: Use a split-screen decision layout: large uppercase question and prompt at the left, three or four generously padded answer controls stacked at the right. Use white text, dark-olive surfaces and fine borders. On-screen text: Evidence records Four levels guide WHAT SHOULD YOU INVESTIGATE AT WORK? A - Make all advisers repeat the same workshop immediately. B - Replace the outdated checklist, review borderline reasoning and check subsequent case decisions. C - Stop checking work because the practice scores improved. Practice performance improved, but 9 of 60 later work decisions were inappropriate. Which next action fits the evidence?	Narration: What should you investigate at work? Practice performance improved, but 9 of 60 later work decisions were inappropriate. Which next action fits the evidence? Choose the answer that best fits the evidence. Take time to read the options before selecting your response. On-screen instruction: Select the answer that best fits the evidence.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Vary answer positions and retain the matching feedback and stored recommendation when moving options. Use a mixed practice sequence so answers do not follow the model order. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites. Use hanging indents on every lettered answer and its native states: wrapped lines align with the first answer word, after the letter and dash.
M1.S23.01	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Evidence records Four levels guide REVIEW YOUR RESPONSE Repeating the workshop for everyone may leave the actual barriers untouched. Six later cases cite an old checklist and three lack reasoning. Address those findings and check subsequent workplace decisions. Try again Continue	Narration: Repeating the workshop for everyone may leave the actual barriers untouched. Six later cases cite an old checklist and three lack reasoning. Address those findings and check subsequent workplace decisions. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects A - Make all advisers repeat the same workshop immediately.. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites.
M1.S23.02	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Continue after a correct response. On-screen text: Evidence records Four levels guide CORRECT Correct. Replacing the old checklist and reviewing borderline reasoning responds to the observed work barriers. A later comparable sample can check whether the support helps. Continue	Narration: Correct. Replacing the old checklist and reviewing borderline reasoning responds to the observed work barriers. A later comparable sample can check whether the support helps. Select Continue to move on. On-screen instruction: Select Continue.	Show this explanation when the learner selects B - Replace the outdated checklist, review borderline reasoning and check subsequent case decisions.. Offer Continue without a retry option.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites.
M1.S23.03	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Evidence records Four levels guide REVIEW YOUR RESPONSE Improved practice scores do not guarantee correct workplace decisions. Nine later cases were still inappropriate. Continue examining work and its support conditions rather than stopping the audit. Try again Continue	Narration: Improved practice scores do not guarantee correct workplace decisions. Nine later cases were still inappropriate. Continue examining work and its support conditions rather than stopping the audit. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects C - Stop checking work because the practice scores improved.. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites.
M1.S24	Visual direction: Use two separated columns: Morgan's draft on the left and four evidence checks on the right. Use hanging bullet indents and generous line spacing. On-screen text: REVIEW THE IMPACT STATEMENT MORGAN'S DRAFT Morgan shares this draft statement: "Training caused the fall in complaints, proved all advisers are competent and delivered a positive financial return. We can stop monitoring." WHAT THE EVIDENCE SUPPORTS • Complaints fell from 9 to 6 per 100 contacts. • Checklists, coaching and routing changed too. We cannot say training alone caused the fall. • The records do not prove every adviser is competent or establish a financial return. • The target of no more than 5 complaints per 100 by week eight is not yet met. Keep monitoring. Continue	Review the impact statement. Morgan has drafted this claim: Training caused the fall in complaints, proved all advisers are competent and delivered a positive financial return. We can stop monitoring. The records show complaints fell from nine to six per one hundred contacts. But checklists, coaching and routing changed too, so we cannot isolate training's effect. The samples do not prove every adviser is competent, and no cost or benefit analysis is available. The week-eight target has not yet been met. Continue to choose a statement that reports the improvement, acknowledges these limits and identifies what to follow up.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Use native hanging bullet indents so wrapped lines align with the first word after each bullet. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites. Use the revised Matilda narration and matching timed captions. Replace the draft title in the menu.
M1.S25	Visual direction: Use a split-screen decision layout: large uppercase question and prompt at the left, three or four generously padded answer controls stacked at the right. Use white text, dark-olive surfaces and fine borders. On-screen text: Evidence records Four levels guide WHICH IMPACT STATEMENT IS CREDIBLE? A - Complaints fell from 9 to 6 per 100 alongside the programme and other changes; the target is not yet met and attribution remains uncertain. B - Training caused a 33% fall in complaints and proved positive ROI. C - The data shows nothing useful because there is no comparison team. Choose the statement you would send to Morgan.	Narration: Which impact statement is credible? Choose the statement you would send to Morgan. Choose the answer that best fits the evidence. Take time to read the options before selecting your response. On-screen instruction: Select the answer that best fits the evidence.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Vary answer positions and retain the matching feedback and stored recommendation when moving options. Use a mixed practice sequence so answers do not follow the model order. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites. Use hanging indents on every lettered answer and its native states: wrapped lines align with the first answer word, after the letter and dash.
M1.S25.01	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Evidence records Four levels guide REVIEW YOUR RESPONSE A fall of one third describes the change, not its cause. Routing, coaching and the checklist changed too. Without a comparison or cost analysis, the records cannot prove training caused the fall or a positive financial return. Try again Continue	Narration: A fall of one third describes the change, not its cause. Routing, coaching and the checklist changed too. Without a comparison or cost analysis, the records cannot prove training caused the fall or a positive financial return. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects B - Training caused a 33% fall in complaints and proved positive ROI.. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites.
M1.S25.02	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Continue after a correct response. On-screen text: Evidence records Four levels guide CORRECT Correct. Report the fall from 9 to 6 complaints per 100, acknowledge the other changes and state that the target of no more than 5 has not yet been met. The pattern is promising, with limits. Continue	Narration: Correct. Report the fall from 9 to 6 complaints per 100, acknowledge the other changes and state that the target of no more than 5 has not yet been met. The pattern is promising, with limits. Select Continue to move on. On-screen instruction: Select Continue.	Show this explanation when the learner selects A - Complaints fell from 9 to 6 per 100 alongside the programme and other changes; the target is not yet met and attribution remains uncertain.. Offer Continue without a retry option.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites.
M1.S25.03	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Evidence records Four levels guide REVIEW YOUR RESPONSE The lack of a comparison limits attribution, but does not make the records useless. They show an improving pattern, a remaining gap to target and practical work barriers to investigate. Try again Continue	Narration: The lack of a comparison limits attribution, but does not make the records useless. They show an improving pattern, a remaining gap to target and practical work barriers to investigate. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects C - The data shows nothing useful because there is no comparison team.. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites.
M1.S26	Visual direction: Use a split-screen decision layout: large uppercase question and prompt at the left, three or four generously padded answer controls stacked at the right. Use white text, dark-olive surfaces and fine borders. On-screen text: Evidence records Four levels guide WHAT IS YOUR NEXT EVALUATION PLAN? A - Wait a year before gathering any more evidence. B - Collect only another satisfaction survey. C - Agree ownership, correct the checklist, sample comparable cases and track complaints and context to week eight. Morgan can fund a focused follow-up. Which plan best supports the decision?	Narration: What is your next evaluation plan? Morgan can fund a focused follow-up. Which plan best supports the decision? Choose the answer that best fits the evidence. Take time to read the options before selecting your response. On-screen instruction: Select the answer that best fits the evidence.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Vary answer positions and retain the matching feedback and stored recommendation when moving options. Use a mixed practice sequence so answers do not follow the model order. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites. Use hanging indents on every lettered answer and its native states: wrapped lines align with the first answer word, after the letter and dash.
M1.S26.01	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Evidence records Four levels guide REVIEW YOUR RESPONSE Another satisfaction survey would revisit learner views. It would not resolve the outdated checklist, check workplace decisions or track the service target. Choose a plan that follows those gaps. Try again Continue	Narration: Another satisfaction survey would revisit learner views. It would not resolve the outdated checklist, check workplace decisions or track the service target. Choose a plan that follows those gaps. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects B - Collect only another satisfaction survey.. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites.
M1.S26.02	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Continue after a correct response. On-screen text: Evidence records Four levels guide CORRECT Correct. Agree ownership, correct the checklist, use comparable case samples and track complaints to week eight. This connects workplace support, required behaviour and the target outcome. Continue	Narration: Correct. Agree ownership, correct the checklist, use comparable case samples and track complaints to week eight. This connects workplace support, required behaviour and the target outcome. Select Continue to move on. On-screen instruction: Select Continue.	Show this explanation when the learner selects C - Agree ownership, correct the checklist, sample comparable cases and track complaints and context to week eight.. Offer Continue without a retry option.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites.
M1.S26.03	Visual direction: Show a clear selected-answer label and the explanation specific to that response. Offer Try again and Continue after an incorrect response. On-screen text: Evidence records Four levels guide REVIEW YOUR RESPONSE Waiting a year would leave an identified work barrier unresolved and miss the week-eight target review. Use a timely follow-up with clear ownership, comparable sampling and outcome tracking. Try again Continue	Narration: Waiting a year would leave an identified work barrier unresolved and miss the week-eight target review. Use a timely follow-up with clear ownership, comparable sampling and outcome tracking. Select Try again to reconsider your response, or Continue after reviewing the explanation. On-screen instruction: Select Try again to reconsider, or Continue after reviewing the explanation.	Show this explanation when the learner selects A - Wait a year before gathering any more evidence.. Offer Try again to return to the question and Continue to proceed after reviewing the explanation.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Require the evaluation-purpose decision and all four evidence records before entering these case decision screens. Menu navigation must respect the same prerequisites.
M1.S27	Visual direction: Use a near-black editorial canvas with large uppercase white headings, acid-yellow masthead and controls, dark-olive evidence surfaces, fine dividing rules and ample spacing. Keep the native lesson menu visible. On-screen text: Evidence records Four levels guide REVIEW YOUR RECOMMENDATION Review your decisions. Open a card for its rationale or revise your response. Supported choices in this case: [number of supported choices] of 5. This is a feedback aid, not a competence score. Evaluation purpose Learner experience Workplace support Impact statement Follow-up plan Continue Each of the five cards displays Open below its title after the corresponding review has been visited.	Narration: Review your recommendation. Open each card to read the rationale for your latest choices. You can revise a response. The supported choices counter is a feedback aid, not a competence score. Continue when you have reviewed your decisions. On-screen instruction: Use the labelled controls to continue.	Select the labelled controls to open the indicated resource or continue. The Four levels guide returns to the same place without clearing progress.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Return the learner to any unanswered case decision before displaying the recommendation or transfer/completion screens. Do not require a correct answer; preserve their choices for review. Automatically play narration only on the first entry in the case attempt. On returns from records or cards, remain silent. Pause audio and Replay audio controls remain available. Case replay resets the first-entry flag; full restart restores defaults. Track all five cards independently with text variables. Preserve Open labels on returns, and clear them on case replay or full restart.

Lesson 6: Transfer to your work

Section	Visual Description & On-Screen Text	Audio Narration / On-Screen Instruction	Action	Notes for Developer
M1.S28	Visual direction: Use a near-black editorial canvas with large uppercase white headings, acid-yellow masthead and controls, dark-olive evidence surfaces, fine dividing rules and ample spacing. Keep the native lesson menu visible. On-screen text: Evidence records Four levels guide PLAN AN EVALUATION YOU CAN USE • Choose a learning initiative from your work. • Use the worksheet to define the outcome, required behaviour, learning evidence, reaction checks, support, owners and timing. • Record what might change your interpretation. Explain the next decision your evidence will support. • Your worksheet entries stay in your own saved copy. Continue read evaluation planner	Narration: Plan an evaluation you can use. Choose a learning initiative from your work. Use the worksheet to define the outcome, required behaviour, learning evidence, reaction checks, support, owners and timing. Record what might change your interpretation. Explain the next decision your evidence will support. Your worksheet entries stay in your own saved copy. Use the on-screen controls when you are ready to continue. On-screen instruction: Use the labelled controls to continue.	Use the labelled controls to continue. After the four levels have been explained, the guide opens a single-page lightbox and closing it returns to the same place.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Private writing remains in the learner's own notes or saved planner and is not submitted or scored. Use native hanging bullet indents so wrapped lines align with the first word after each bullet. Return the learner to any unanswered case decision before displaying the recommendation or transfer/completion screens. Do not require a correct answer; preserve their choices for review.
M1.S29	Visual direction: Use a near-black editorial canvas with large uppercase white headings, acid-yellow masthead and controls, dark-olive evidence surfaces, fine dividing rules and ample spacing. Keep the native lesson menu visible. On-screen text: Evidence records Four levels guide WHAT CAN YOU NOW SAY? • You have distinguished the four levels and reviewed a programme using several kinds of evidence. • In the case, ratings and practice improved, appropriate work decisions increased and complaints fell. The target was not yet met; other changes limit attribution. • A credible recommendation states the pattern, limitations and next action. Use the model to improve decisions as evidence develops. Kirkpatrick Partners ATD further reading Replay the case Restart the course	Narration: What can you now say?. You have distinguished the four levels and reviewed a programme using several kinds of evidence. In the case, ratings and practice improved, appropriate work decisions increased and complaints fell. The target was not yet met; other changes limit attribution. A credible recommendation states the pattern, limitations and next action. Use the model to improve decisions as evidence develops. On-screen instruction: Use the labelled controls to continue.	Open the selected reading. Replay the case clears the case decisions while retaining teaching progress; Restart the course clears both.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Source destinations: the named source the named source Use native hanging bullet indents so wrapped lines align with the first word after each bullet. Return the learner to any unanswered case decision before displaying the recommendation or transfer/completion screens. Do not require a correct answer; preserve their choices for review.
M1.S30	Visual direction: Use a near-black editorial canvas with large uppercase white headings, acid-yellow masthead and controls, dark-olive evidence surfaces, fine dividing rules and ample spacing. Keep the native lesson menu visible. On-screen text: FOUR LEVELS REFERENCE Reaction - Learner experience, including relevance and engagement. Learning - Progress towards intended learning outcomes, with appropriate evidence of capability. Behaviour - Required actions in the work setting and the support that enables them. Results - Outcomes that matter to the organisation, interpreted with context. Plan from the desired result. Combine evidence and keep its limits visible.	Narration: Four levels reference. Reaction - Learner experience, including relevance and engagement. Learning - Progress towards intended learning outcomes, with appropriate evidence of capability. Behaviour - Required actions in the work setting and the support that enables them. Results - Outcomes that matter to the organisation, interpreted with context. Plan from the desired result. Combine evidence and keep its limits visible. On-screen instruction: Close the guide to return to your previous place.	Open this page only as a reference lightbox. Offer Close and playback controls; do not show next or previous course navigation. Exclude the reference from the lesson menu.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S31	Visual direction: Use a comparison table with three labelled columns: Evidence, Your choice and Correct level. Keep each short scenario and its two answers on the same row in the practice sequence. On-screen text: Four levels guide REVIEW YOUR LEVEL CHOICES Read across each row: the evidence, your latest choice, then the correct level. This is ungraded practice. Use the explanation to check the distinction. EVIDENCE YOUR CHOICE CORRECT LEVEL Actual customer cases reviewed by a supervisor [learner's selected level for the workplace review] Behaviour Participants rate the relevance of the workshop [learner's selected level for the relevance survey] Reaction Complaints measured per 100 customer contacts [learner's selected level for the outcomes measure] Results Practice cases assessed against an agreed rubric [learner's selected level for the practice assessment] Learning Continue	Narration: Review your level choices. Read across each row from the evidence, to your latest choice, to the correct level. Actual customer cases are Behaviour because they show actions at work. Workshop relevance is Reaction because it describes the experience. Complaint rates are Results because they measure service outcomes. Assessed practice cases are Learning because they demonstrate capability. Compare the middle and right columns. This is ungraded practice. Select Continue when you are ready. On-screen instruction: Use the labelled controls to continue.	Compare each evidence description with the latest selected level and correct level. Continue advances to the private explanation activity.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references.
M1.S32	Visual direction: Show the learner's selected recommendation, matching explanation and next action in a large dark-olive panel. Use acid-yellow accents and place return and revise controls below. On-screen text: Evidence records Four levels guide EVALUATION PURPOSE [learner's selected evaluation purpose] Why it matters [explanation matching the learner's selected evaluation purpose] Next action Use the evidence record and reference to review this decision. Revise it if your reasoning changes. Return to recommendation Revise this response	Narration: Review your evaluation purpose decision. The card shows your latest choice, why it matters and the next action. Read these details and compare them with the evidence. You can revise your response or return to your recommendation. On-screen instruction: Use the labelled controls to continue.	Show the learner's selected response and its matching rationale. Return to recommendation preserves all decisions; Revise this response reopens only the associated decision. On entry, set the corresponding recommendation card status to Open before returning to the summary.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Return the learner to any unanswered case decision before displaying the recommendation or transfer/completion screens. Do not require a correct answer; preserve their choices for review.
M1.S33	Visual direction: Show the learner's selected recommendation, matching explanation and next action in a large dark-olive panel. Use acid-yellow accents and place return and revise controls below. On-screen text: Evidence records Four levels guide LEARNER EXPERIENCE [learner's selected learner experience] Why it matters [explanation matching the learner's selected learner experience] Next action Use the evidence record and reference to review this decision. Revise it if your reasoning changes. Return to recommendation Revise this response	Narration: Review your learner experience decision. The card shows your latest choice, why it matters and the next action. Read these details and compare them with the evidence. You can revise your response or return to your recommendation. On-screen instruction: Use the labelled controls to continue.	Show the learner's selected response and its matching rationale. Return to recommendation preserves all decisions; Revise this response reopens only the associated decision. On entry, set the corresponding recommendation card status to Open before returning to the summary.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Return the learner to any unanswered case decision before displaying the recommendation or transfer/completion screens. Do not require a correct answer; preserve their choices for review.
M1.S34	Visual direction: Show the learner's selected recommendation, matching explanation and next action in a large dark-olive panel. Use acid-yellow accents and place return and revise controls below. On-screen text: Evidence records Four levels guide WORKPLACE SUPPORT [learner's selected workplace support] Why it matters [explanation matching the learner's selected workplace support] Next action Use the evidence record and reference to review this decision. Revise it if your reasoning changes. Return to recommendation Revise this response	Narration: Review your workplace support decision. The card shows your latest choice, why it matters and the next action. Read these details and compare them with the evidence. You can revise your response or return to your recommendation. On-screen instruction: Use the labelled controls to continue.	Show the learner's selected response and its matching rationale. Return to recommendation preserves all decisions; Revise this response reopens only the associated decision. On entry, set the corresponding recommendation card status to Open before returning to the summary.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Return the learner to any unanswered case decision before displaying the recommendation or transfer/completion screens. Do not require a correct answer; preserve their choices for review.
M1.S35	Visual direction: Show the learner's selected recommendation, matching explanation and next action in a large dark-olive panel. Use acid-yellow accents and place return and revise controls below. On-screen text: Evidence records Four levels guide IMPACT STATEMENT [learner's selected impact statement] Why it matters [explanation matching the learner's selected impact statement] Next action Use the evidence record and reference to review this decision. Revise it if your reasoning changes. Return to recommendation Revise this response	Narration: Review your impact statement decision. The card shows your latest choice, why it matters and the next action. Read these details and compare them with the evidence. You can revise your response or return to your recommendation. On-screen instruction: Use the labelled controls to continue.	Show the learner's selected response and its matching rationale. Return to recommendation preserves all decisions; Revise this response reopens only the associated decision. On entry, set the corresponding recommendation card status to Open before returning to the summary.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Return the learner to any unanswered case decision before displaying the recommendation or transfer/completion screens. Do not require a correct answer; preserve their choices for review.
M1.S36	Visual direction: Show the learner's selected recommendation, matching explanation and next action in a large dark-olive panel. Use acid-yellow accents and place return and revise controls below. On-screen text: Evidence records Four levels guide FOLLOW-UP PLAN [learner's selected follow-up plan] Why it matters [explanation matching the learner's selected follow-up plan] Next action Use the evidence record and reference to review this decision. Revise it if your reasoning changes. Return to recommendation Revise this response	Narration: Review your follow-up plan decision. The card shows your latest choice, why it matters and the next action. Read these details and compare them with the evidence. You can revise your response or return to your recommendation. On-screen instruction: Use the labelled controls to continue.	Show the learner's selected response and its matching rationale. Return to recommendation preserves all decisions; Revise this response reopens only the associated decision. On entry, set the corresponding recommendation card status to Open before returning to the summary.	Use editable text and descriptive controls. Exclude decorative surfaces from reading order. Use Matilda narration, synchronised captions initially off, and optional playback. Preserve the learner's current progress when opening references. Return the learner to any unanswered case decision before displaying the recommendation or transfer/completion screens. Do not require a correct answer; preserve their choices for review.