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BUILD · Humanities

A place in the group

Autumn 1 · Week 7 · 40 minutes

Learning intention

I can name a group I am part of and show how someone can join in.

Success criteria

  • Name or point to one group I belong to.
  • Show something that group does.
  • Choose one action that helps a member join in.

Use Next to begin. Ask for word help or your usual support when needed.

Arrival · 2 min

Who does this together?

Choose a group card.

Look at what the people are doing.

Point, say or write one word. You can use our class for every task today.

Four flat illustrated scenes of imagined school groups, no real pupils: top left, a class learning together at a table with books; top right, a football team practising on a pitch with a goal and a ball; bottom left, a garden group planting and watering in a raised bed; bottom right, a games club playing a table game with counters and a dice. Decide which group each activity belongs to, and which group you would join.
Top left: our class · Top right: football team · Bottom left: garden group · Bottom right: games club. Flat illustrated scenes; imagined groups, not real pupils.
Feedback loop
SPACE
VOICE · Choose a group card.
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Choose a group card. 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.

Not yet / needs help → reduce the prompt: take the first step of “Choose a group card” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Choose a group card” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Choose a group card” and take the reason in the pupil’s own mode.

Did it and explained → move on: One person, more than one group

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 · 3 min

One person, more than one group

Could someone be in both?

A person can be in a class and a games club.

People in one group do not all need to like the same things. They do not all need to do the same job.

Ari — imagined example

Ari learns with a class. After lunch, Ari plays a table game with a club.

Constructed classroom scenario, not a real pupil.

Can Ari belong to both groups?

Feedback loop
SPACE
VOICE · Could someone be in both?
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Could someone be in both? 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.

Not yet / needs help → reduce the prompt: take the first step of “Could someone be in both” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Could someone be in both” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Could someone be in both” and take the reason in the pupil’s own mode.

Did it and explained → move on: Group → activity → welcome

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 · 5 min

Group → activity → welcome

Watch me make one match.

The gardening group grows plants.

A new member can watch first or try watering. I ask what helps them join in.

  1. Name the group.
  2. Point to its activity.
  3. Offer a useful choice.

Garden group

Members grow plants together. They can plant, water, label or watch a demonstration.

Constructed teaching card.
We do · 6 min

Build a group match

Match each group to an activity.

Choose a group. Choose what it does.

Check the picture and words. If your match does not fit, change it and try again.

Four flat illustrated scenes of imagined school groups, no real pupils: top left, a class learning together at a table with books; top right, a football team practising on a pitch with a goal and a ball; bottom left, a garden group planting and watering in a raised bed; bottom right, a games club playing a table game with counters and a dice. Decide which group each activity belongs to, and which group you would join.
Top left: our class · Top right: football team · Bottom left: garden group · Bottom right: games club. Flat illustrated scenes; imagined groups, not real pupils.
Paper or spoken route

Cut out or point to the four printed group cards and four activity labels. Make a pair, check the card text, then explain one match.

Feedback loop
SPACE
VOICE · Match each group to an activity.
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Match each group to an activity. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.

At We do, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Match each group to an activity” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Match each group to an activity” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Match each group to an activity” and take the reason in the pupil’s own mode.

Did it and explained → move on: What helps someone take part?

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 · 4 min

What helps someone take part?

Look for the need.

Sam wants to try the game. Sam does not know the rules yet.

I show one turn, then offer Sam a turn. I do not make Sam read every rule aloud.

Sam — imagined newcomer

Sam says: “I want to try. Can you show me one turn?”

Dialogue authored for this lesson; not a quotation from a real pupil.

Which action fits Sam's request?

We do · 5 min

Test a welcome choice

Does your idea help this person?

Lee wants to join the garden task. The long list is hard to follow.

Choose: a picture of the next step, or a longer list. Explain which one helps Lee start.

  1. Name the need.
  2. Choose an action.
  3. Check it against Lee's words.

Lee — imagined example

Lee says: “Show me the next step, please.”

Constructed teaching scenario.
Feedback loop
SPACE
VOICE · Does your idea help this person?
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Does your idea help this person? Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.

At We do, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Does your idea help this person” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Does your idea help this person” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Does your idea help this person” and take the reason in the pupil’s own mode.

Did it and explained → move on: My group card

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 · 12 min

My group card

Make a card for one group you belong to.

Our class is a full answer.

Name the group. Show one thing it does. Add one helpful welcome action.

Point, draw, speak or write. An adult can write your exact words.

  1. Choose your route.
  2. Use the group and action cards if they help.
  3. Check that the welcome action has a reason.

Supported

Use our class card. Point to what we do. Choose a helpful welcome action and give a word, sign or short reason.

I am part of ____. We ____. This helps because ____. Read two action cards aloud if needed.

No name is needed. Save your written notes before closing or reloading.

Feedback loop
SPACE
VOICE · Make a card for one group you belong to.
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Make a card for one group you belong to. 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.

Not yet / needs help → reduce the prompt: take the first step of “Make a card for one group you belong to” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Make a card for one group you belong to” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Make a card for one group you belong to” and take the reason in the pupil’s own mode.

Did it and explained → move on: A welcome we could try

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 · 3 min

A welcome we could try

Share one useful action, or pass.

A listener says back your idea.

Choose one class welcome idea for the teacher to consider. The teacher will say whether it is possible and why.

Does someone need to be the best at an activity to belong?

Lundy Loop

Choose how to share. Your adult will listen and say what happens next.

Feedback loop
SPACE
VOICE · Share one useful action, or pass.
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Share one useful action, or pass. 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.

Not yet / needs help → reduce the prompt: take the first step of “Share one useful action, or pass” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Share one useful action, or pass” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Share one useful action, or pass” and take the reason in the pupil’s own mode.

Did it and explained → move on. Your adult will listen and say what happens next.

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.

Complete

Lesson complete

Show one thing you learned.

Tell your adult what helped or what needs another look.

Save any written notes you want to keep. Your teacher will agree the next step.

Use Print for pupil sheets or Back to revisit a stage.

Feedback loop
SPACE
VOICE · Show one thing you learned.
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Show one thing you learned. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.

At Complete, an adult receives it and names back what they heard, in your words. R goes on only after that.

Not yet / needs help → reduce the prompt: take the first step of “Show one thing you learned” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Show one thing you learned” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Show one thing you learned” and take the reason in the pupil’s own mode.

Did it and explained → move on: Lesson complete

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.

Slide 1

TA Brief

Current stage

BUILD · A place in the group

Autumn 1 · Week 7

SoW

BUILD Weekly - Autumn!C52

  • Share a group/team/community I belong to.

The operative workbook places belonging in Autumn 1 Week 7. This is the World About Me sequence; the retained migration/history route is a separate alternative. Class membership meets the named outcome without requiring disclosure about home. Fictional cards support rehearsal; record separately if a pupil only describes a fictional group.

Prior: Week 6 created a community map. Retrieve one place where people do something together; no home address is needed.

Next: Autumn 2 begins festivals of light. Carry forward the idea that people can share an activity while joining in differently.

Preparation

Care and safety

Teacher response guidance

Evidence of learning

Check whether the pupil identifies an actual group they belong to, links it to an activity and chooses a helpful action with a reason. Record a fictional-only answer as rehearsal, not full evidence for the first criterion.

Access and independence

Offer pointing, speaking, signing, drawing or exact scribing. Read a single card first. Fade the choice prompt before the independent reason. Do not infer a reading age from pathway membership.

Lundy Loop

Pupils choose a response route and a possible welcome action. An adult listens, restates the idea and explains whether and when it can be tried. Record the response; do not promise a change before feasibility is known.

Arrival · Who does this together?

Retrieve a community place from Week 6. Accept school, garden, pitch or club room. Read labels on request. Do not ask pupils to identify relatives, faith, postcode or out-of-school membership.

Starter · One person, more than one group

Avoid implying that someone must enjoy, attend daily or perform a role to deserve belonging. Distinguish membership from a person's feeling of belonging: a member can still feel left out.

I do · Group → activity → welcome

Say: 'This is the garden group. They grow plants. I can offer a choice and wait.' Model asking rather than deciding for the newcomer. The choice must be possible and safe in the current classroom.

We do · Build a group match

Allow several roles within each activity: observing a demonstration, choosing, explaining, keeping score. Ask what evidence on the card supports the match. Check one card first, then fade support.

I do · What helps someone take part?

Model need → action → reason. A pupil may offer another useful action, such as a picture rule card. Accept it if it addresses Sam's request. Avoid making pupils act out rejection.

We do · Test a welcome choice

Expected: picture of the next step, because Lee asked for the next action. This is not a rule that pictures always beat words. A different pupil may prefer written steps; ask the person. Paper route: point to printed choices.

Independent · My group card

This is the direct C52 evidence. If the pupil only describes an imagined club, record successful rehearsal and invite a private class-membership response; do not count a hypothetical preference as actual membership. Record prompts, not a score.

Exit · A welcome we could try

Look for a named group, shared activity and reasoned inclusion action. If a suggestion cannot happen, explain the boundary honestly. Avoid public votes about who belongs.

Misconceptions

People can belong to only one group. Use Ari's two activities to show overlapping membership.

Only people who are best should join in. Different roles and beginners belong; ask what makes participation possible.

The same support helps everyone. Compare Sam's request for a demonstration with a pupil who prefers written steps. Ask, then offer choices.

Sources

UNICEF UK — Article 15 teaching resources
Child-rights context for joining groups. The lesson does not require friendship or performance as a condition of dignity or belonging.

UNICEF UK — Articles in action, 2023
Articles 12, 15 and 31 inform participation, association and play. Classroom examples are authored scenarios, not observations of named children.

Review trace

Humanities_Teesside/BUILD_W1-W8_2026-27/BUILD_HUM_W7_Groups_We_Belong_To.html

Separate review copy. No live lesson or award record has been changed.

Word help

group: People linked by a place, interest or activity.

belong: To be part of a group or place.

include: Make it possible for someone to take part.

Cold Call

Give thinking time. Invite a response by voice, pointing or showing work. A pupil can pass; check in privately when useful.

Pause

Take a quiet pause.

You can look away from the screen. Come back when you are ready.

The lesson and your work are still here. Close this box to return.

Lesson tools

Choose a slide or a print route.

Teacher Print Tools

Your typed notes stay here while this page is open. Save them before closing or reloading.