Groups we belong to
BUILD Humanities · Autumn 1 · Week 7 · 40 minutes
Today at a Glance
◆ Supported
Match a group card to what it does. An adult can read the card to you.
▲ Standard
Sort six cards into the two kinds. Say the reason for one of them.
★ Stretch
Sort all the cards, then say what your group would lose if one person stopped coming.
Teacher Print Tools — Week 7
Arrival Task – What we know about groups
A group is more than one person doing something together.
You can be in more than one group at once.
This class is a group. Everybody in this room is in it.
Some groups meet to do a thing. A choir meets to sing.
Some groups you are just part of. Everyone on this street is part of the street.
Nobody has to say who they live with. That is not what a group means here.
Arrival decision: Pick a group card from the table, or use this class as your group. Both are full answers. You can change your mind later.
On your table there are ten group cards. Each card shows a group doing something. A team on a pitch. A choir. A gardening group. A reading group. A class like this one. Everyone in this room can work with these cards from start to end.
Look at one card now. What are they doing together? Point to it. That is all you need to do to begin.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: This class is a group, and everybody here is in it. 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 “This class is a group, and everybody here is in it” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “This class is a group, and everybody here is in it” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “This class is a group, and everybody here is in it” and take the reason in the pupil’s own mode.
Did it and explained → move on: Starter: Two kinds of group
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.
Starter: Two kinds of group
Here are two answers about groups.
Answer A: “A choir is a group. They meet on a day and they sing.”
Answer B: “Everyone on our street is a group. They do not meet. They are just all there.”
Both answers are right. They are two different kinds of group. One meets to do a thing. One you are simply part of.
The need for this lesson is that difference. If you know which kind a group is, you know what to expect from it.
Try it in your head: a football team. Do they meet to do a thing? Yes. Now: everybody who catches the same bus. Do they meet to do a thing? No. Two kinds.
Neither kind is better. A street that never meets still helps you. Somebody puts your bin back.
Some groups are both. A class meets to learn, and you are also just part of it all day.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Here are two answers about groups. 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 “Here are two answers about groups” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Here are two answers about groups” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Here are two answers about groups” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: Sorting groups into two kinds
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: Sorting groups into two kinds
The picture has two boxes. The first is meets to do a thing. The second is you are part of it.
A card goes in the box that fits it best. The choir meets to sing. The street does not meet at all.
Look at the line under the boxes. This class fits both. A card that fits both is not a mistake. It is a card with a good reason on each side.
Watch me do it: I take the gardening card. Do they meet? Yes, on a day. Do they do a thing? Yes, they plant. So it goes in the first box. I say the doing first. Then I pick the box.
Now watch a harder one: people on the bus. Do they meet? They are all there at once, but nobody planned it. They do not do a thing together. Second box. Same steps. The doing first, then the box.
Once a card is sorted, it can be matched. Each group is matched to the thing it does together. That is the next picture.
We Do: Sort the cards. Match each group to what it does.
Card 1: the choir. Which box? What do they do together?
Card 2: the people waiting at the stop. Which box? What do they do together?
Card 3: this class. Which box? What do we do together?
Sort first: put your three cards into the two boxes on your table, then match each one to a doing card. Everyone commits at the same time, and then we hold up the matches together.
Evidence check
Card 3 can go in both boxes. This class meets to learn, and you are also just part of it. When we check, we ask for the reason. We do not check the box. A reason makes a sort right.
After the sort, one person from each table says one match out loud. We are listening for a group and a doing. If two tables sorted the same card differently and both gave a reason, both stay up.
Changing a card after you hear someone else is allowed. Move it and say what changed it.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: What do they do together? 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.
Not yet / needs help → reduce the prompt: take the first step of “What do they do together” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “What do they do together” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “What do they do together” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: Group, doing, and what it would lose
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: Group, doing, and what it would lose
The chain has three boxes: group, then doing, then lose. The arrows show the order.
Look at the choir. Then: they sing together. Then: without the person who starts the song, nobody knows when to begin.
Here is one that stops early: the choir, they sing. That says who and what. It never says why the people matter.
Finishing it together: add the last box. Without one singer the sound is thinner. Without the one who starts, nobody comes in on time. Either is a full third box.
A chain with all three boxes shows that a group is people, not just a name.
We Do: Match each group to what it would lose
◆ Supported
Point to the doing card that matches the group.
▲ Standard
Say all three boxes for the reading group.
★ Stretch
Say what this class would lose if one person stopped coming.
We match one chain on the board first. Nobody writes yet. Everyone writes the last box on a whiteboard, then we hold up the boards at the same time.
The group for this chain is this class. The first two boxes are filled in. Your job is the last one. What would we lose?
When we hold up, we keep every answer that names something the group does less well. We move the ones about a single person to one side, because we are talking about the group.
Then we read the whole chain together, from left to right.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Point to the doing card that matches the group. 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.
Not yet / needs help → reduce the prompt: take the first step of “Point to the doing card that matches the group” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Point to the doing card that matches the group” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Point to the doing card that matches the group” and take the reason in the pupil’s own mode.
Did it and explained → move on: Independent Work — Your record: a group I belong to
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: a group I belong to
Make one record. You may use a group card, or this class, or a group you are in. All three are complete answers.
◆ Supported
One group. Match it to what it does. An adult may scribe your words, and the words stay yours. Point to the box it sorts into.
▲ Standard
Two groups. For each one write the group, what they do, and which box it sorted into.
★ Stretch
Two groups from different boxes. For one of them, write what it would lose without one person.
Check yourself: did you write what the group does together, not just its name?
Check yourself: did you sort each group into one of the two boxes?
Check yourself: is your last box about the group, not about one person being missed?
Check yourself: would someone who has never met this group understand it?
Finished early? Take one group and write a second thing it does together. Then say which one people would miss first.
If you are stuck on the last box, say the doing out loud and add the words without them. What comes next is usually the answer.
You may not want to write about a group outside school. That is fine. This class is a full answer and nobody will ask you why.
Your record is done when each group has a doing next to it. Read one out loud to yourself.
⏸ 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 reading group. They meet on a day and they read the same book. Without one of them, there is nobody to say the part everyone else missed.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: You may use a group card, or this class, or a group you are in. 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 “You may use a group card, or this class, or a group you are in” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “You may use a group card, or this class, or a group you are in” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “You may use a group card, or this class, or a group you are in” and take the reason in the pupil’s own mode.
Did it and explained → move on: 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 group and its doing to a partner or an adult. The listener says back what the group does, in their own words.
Did the listener hear a different doing? 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 chain that already works is worth noting.
Next week we look at a festival that uses light. Keep your record.
Nothing goes outside this room unless you say so. Your record stays in your folder.
✅ Complete
Hand in your record and tick the learner confirmation on your sheet. That is the lesson done.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Read one group and its doing to a partner or 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.
Not yet / needs help → reduce the prompt: take the first step of “Read one group and its doing to a partner or an adult” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read one group and its doing to a partner or an adult” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Read one group and its doing to a partner or an adult” and take the reason in the pupil’s own mode.
Did it and explained → move on: 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.