A special book, a special place
BUILD Humanities · Autumn 1 · Week 2 · 40 minutes
Today at a Glance
◆ Supported
Sort the cards into books and places. An adult can read the cards to you.
▲ Standard
Sort the cards. Then match each card to its faith word.
★ Stretch
Sort, match, and say what one book or one place is for.
Teacher Print Tools — Week 2
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Trace: Today we look at a special book and a special place for a faith. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Title, an adult receives it and names back what they heard, in your words. R goes on only after that.
What you said changes what happens next: Arrival Task – What we know about special books and places
SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
- Lundy Loop Lundy Loop — Your Voice in This Lesson SPACE stays available.
- VOICE is received.
- AUDIENCE names back exactly.
- INFLUENCE changes one real next action.
- Why: 🚪 SPACE means you get room to join in.
- Space SPACE stays available.
- 📣 VOICE means you get to say it.
- Voice VOICE is received.
- 👥 AUDIENCE means someone really listens.
- Audience AUDIENCE names back exactly.
- ⭐ INFLUENCE means something changes because of what you said.
- Influence INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
Arrival Task – What we know about special books and places
A faith is a set of beliefs that people share.
Many faiths have a special book. People read it and learn from it.
Many faiths have a special place. People meet there and pray there.
A church is a special place. A mosque is a special place. So is a gurdwara. So is a synagogue.
A card shows a book or a place. It does not show a person.
We look at the cards. We do not ask about each other.
Arrival decision: Pick one card from the table. Is it a book or a place? Put it on the book side or the place side. You do not have to say why. You can move it later.
On your table there are eight cards. Four show a place. Four show a book. A building with a tall tower. A building with a dome. A scroll. A book with a cross on the cover. Everyone in this room can work with these cards from start to end.
Look at one card now. Is it a book or a place? Point to your answer. That is all you need to do to begin.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Every task is about the cards on the table. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Arrival, an adult receives it and names back what they heard, in your words. R goes on only after that.
What you said changes what happens next: Starter: One card, two piles?
SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
Starter: One card, two piles?
Here is a card. It shows a scroll. Two people put it in two different piles.
Answer A: “Place. You see it in a building.”
Answer B: “Book. It has words to read.”
Answer B is the match. A scroll is a book that rolls up. But the first answer saw a real clue too. You do see a scroll inside a special place. Nobody was silly.
The need for this lesson is this. A book and a place go together. A faith has both. When we know which is which, we can match them to the faith.
Try it in your head: a building with a dome and a tall thin tower. Book, or place? Hold your answer. Do not say it yet.
Sorting is the first step. Book or place. Matching is the next step. Which faith does it go with?
That is what we do today. Sort. Then match.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Here is a card. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Starter, an adult receives it and names back what they heard, in your words. R goes on only after that.
What you said changes what happens next: I Do: How to sort, then match
SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
I Do: How to sort, then match
The diagram has three steps. First you look at the card. Then you sort it. Book or place. Then you match it to a faith word from the bank.
The sort comes first. A book and a place look very different. That is an easy sort. The match is harder. Use the clues on the card.
Nobody is timed. If you are not sure of a match, put the card on the “not sure” spot. We come back to it together.
Watch me do it: I take a card. It shows a building with a cross on top. Is it a book or a place? It is a building. So it is a place. I put it on the place side. Now I look at the word bank. A cross is a clue for the word Christian. I match the card to that word. This place is a church.
Now watch a second card: a book with a cross on the cover. It has pages. So it is a book. I put it on the book side. The cross is the same clue. I match it to the word Christian too. Now the church and the book sit next to the same word. One faith. One place. One book.
Matching is the whole lesson. When a book and a place sit by the same faith word, you have made a set.
We Do: Sort the cards. Then match them.
Card 1: a building with a dome and a tall thin tower. Book or place? Which faith word?
Card 2: a scroll on two wooden rollers. Book or place? Which faith word?
Card 3: a building with an orange flag on a tall pole by the door. Book or place? Which faith word?
Sort first, then match: put each card in the book pile or the place pile on your table. Then move each card next to one faith word from the bank. Everyone sorts and matches at the same time. Nobody looks at another table until every card is placed.
Evidence check
Every match must use a clue on the card. The dome. The scroll. The flag. If you cannot see a clue, put the card on the “not sure” spot. A match with a clue is a real match. A guess is just a guess.
After every card is placed, we check one card at a time. One person says the clue they used. Then we look at the card together. If the card moves, we say why.
Moving a card after you hear a clue is allowed. It is a good sign. Say what clue changed your mind.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Card 1: a scroll on two wooden rollers. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At We Do 1, an adult receives it and names back what they heard, in your words. R goes on only after that.
What you said changes what happens next: I Do: What a book and a place are for
SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
I Do: What a book and a place are for
Look at the picture. A faith word sits in the middle. A book sits on one side. A place sits on the other. Both belong to the same faith.
A special book is for reading. People read it to learn how to live. Some people read it every day. Some read it on a special day.
A special place is for meeting. People go there to pray, to sing and to be together. Many faiths have a special place like this.
What we do not say: “that one is best”, or “that one is odd”. Every faith on the table has a book and a place. We match them. We do not rank them.
You will use one book and one place in your record. Pick the set you can match with a clue.
We Do: Match one full set together
◆ Supported
Point to the book and the place that go with the faith word. An adult can read the words for you.
▲ Standard
Move the book card and the place card next to the faith word. Say one clue.
★ Stretch
Make the set, say the clue, and say what the book or the place is for.
We take one faith word. Everyone finds the book card and the place card that match it. Then we hold up our two cards at the same time. Everyone matches before anyone says a card out loud.
The faith word for this one is the word Jewish, so we look for a scroll and a building. Nobody is going to be told they are wrong. We are practising the match, not testing anyone.
When we hold up the cards, most people will have the same two. That is fine. A match that many people made is a match that works.
Then we say it as a set. One person says the place. One person says the book. Both go with the same word.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Point to the book and the place that go with the faith word. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At We Do 2, an adult receives it and names back what they heard, in your words. R goes on only after that.
What you said changes what happens next: Independent Work — Your record: book, place, faith
SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
Independent Work — Your record: book, place, faith
Make one record. Use the cards on your table. You never have to write about your own home or what you believe.
◆ Supported
One faith word. Match one book and one place to it. An adult may scribe the clue, and the words stay yours. Then point to what the place is for.
▲ Standard
Two faith words. For each one, match a book and a place. Write one clue for each match.
★ Stretch
Three faith words. Match a book and a place to each. Write a clue. Then write what one book or one place is for.
Check yourself: did you use a clue from the card, not a guess?
Check yourself: is your clue about the card, not about a person?
Check yourself: do your book and your place sit by the same faith word?
Check yourself: could a person from any faith read your record and feel it was fair?
Finished early? Take one set. Write one thing people do in the place. Then write one thing people do with the book.
If you are stuck, say the card out loud. “A building with a dome.” The clue is usually in what you can see.
Nobody will ask you why you chose a card. You do not have to say where you go or what you read.
Your record is done when every faith word has a book and a place next to it. Read one set out loud to yourself. Check it makes sense.
⏸ Pens down — quick partner check!
Half way through: stop, swap with a partner, and check one thing on the list above together. Then carry on.
WAGOLL — what a good one looks like
Here is a finished one: the word Muslim. The place is a mosque. The book is the holy book with a gold pattern on the cover. My clue was the dome and the tall thin tower. The place is for prayer.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Use the cards on your table. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Independent, an adult receives it and names back what they heard, in your words. R goes on only after that.
What you said changes what happens next: Exit Ticket — Audience receives; influence changes something
SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
Exit Ticket — Audience receives; influence changes something
Read one set to a partner or to an adult. Say the faith word, the book and the place. The listener says back the clue they heard, in their own words.
Did the listener hear a different clue from the one you meant? Then change one word in yours. That change is your influence. It belongs to you, not to them.
Did the listener hear just what you meant? Write that down too. A clue that already works is worth noting.
Next week we look at more ways people show what matters to them. Keep your record.
Nothing goes outside this room unless you say so. Your record stays in your folder. You decide if it goes on the wall.
✅ Complete
Hand in your record and tick the learner confirmation on your sheet. That is the lesson done.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Read one set to a partner or to an adult. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Exit, an adult receives it and names back what they heard, in your words. R goes on only after that.
What you said changes what happens next: Exit Ticket — Audience receives; influence changes something
SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Earwig, lean capture (E): 30-second clip, photo, or one-line context note. Central tags only. Listen / look before tagging (Audience).
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.