◆ Supported
Select two approved source cards, match each to a prepared paraphrase and place a SOURCE or MY REFLECTION label. Choose one colour-safe layout and complete: ‘This source shows __. It does not show __.’
0 min
Lesson overviewBUILD · Humanities · Week 14HUM+RE · Integrated Humanities and RE
Festivals Display and Reflection
Verbatim workbook outcome: Make a festivals display; evidence (UAS). · Make a festival reflection page; evidence (UAS). · Trace: 'BUILD Weekly - Autumn'!C59 · 'BUILD Weekly - Autumn'!C73
Objective: Use school-approved festival sources to make a clear display panel and a separate reflection page that identifies the source, representation choice and honest response.
Success evidence:
- Every display statement is traceable to a named school-approved source.
- The panel distinguishes sourced information from the learner's design choice or reflection.
- No personal belief, family practice, attendance or community membership is required or inferred.
BUILD Humanities40 minutesoffline sources
SOURCE→ACCOUNT→REFLECTION
Staff and source drawer: provenance, access route and limitations stay visible to adults.
BUILD entry · place, read, select or state with support · BUILD secure · compare, explain or reflect · GROW reach · evaluate or connect
Staff card: preserve disciplinary thinking and never require personal belief or family disclosure.
▲ Standard
Paraphrase two approved sources, build a balanced panel with visible locators and write a reflection that explains one representation choice and one remaining question.
★ Stretch
Evaluate how selection and layout shape the audience's understanding, compare what two sources can establish, and revise an over-general statement while preserving respectful uncertainty.
Truth boundary: never backdate, never reconstruct a quotation, never stage an event, and never convert adult wording into the learner’s voice. Use only school-approved local source cards and rights-cleared classroom materials. No diagnosis or medical advice. No personal or family disclosure. No forced disclosure of religion, belief, family practice, attendance, identity or community membership. Learning does not depend on a runtime connection. No open runtime link. No reconstructed quotation, staged audience response, backdated event or invented display outcome. A learner may pause, work privately, use a fictional panel-design route or direct an adult.
Before the overview, reduce visual density and preview the three labels SOURCE, DESIGN and REFLECTION. The learner may use a private response and does not need to discuss personal belief. Keep the full Humanities demand available through pointing, sorting or exact reading.
SPACE
VOICE
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Trace: Use school-approved festival sources to make a clear display panel and a separate reflection page that… Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Lesson overview, 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: Retrieve without guessing
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.
3 min
Arrival · retrieveRetrieve without guessing
A source has a maker, form and purpose; these details help the reader understand what the source can contribute.
A display selects and arranges material, so its layout is a representation rather than a complete account.
A reflection can identify what was learned, what remains uncertain and what the maker chose to emphasise without claiming to speak for other people.
A respectful comparison names the supplied evidence and avoids ranking festivals, beliefs or communities.
Arrival decision: Choose one supplied source card and locate its source label before discussing its content. If the label is missing, place the card in AWAITING AUTHORISED CHECK rather than guessing its origin.
At arrival, let the learner inspect the source label before any content discussion. An adult can read the maker and status exactly, then wait. If provenance is absent, moving the card to CHECK is a successful disciplinary decision rather than a failure to participate.
SPACE
VOICE
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: A source has a maker, form and purpose; these details help the reader understand what the source can contribute. 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: How can a festival display inform an audience without presenting one image, object or viewpoint as the whole festival?
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.
3 min
Starter · create the needHow can a festival display inform an audience without presenting one image, object or viewpoint as the whole festival?
1 · notice
2 · choose
3 · explain
Compare a crowded display panel with a panel that uses one sourced statement, one clearly labelled visual and one question. Commit to the panel that an audience can check. Explain which design choice helps the reader separate information from decoration.
Checking questions:
- Who made or selected this source, and for what purpose?
- Which statement is supported directly by the supplied material?
- What part of the panel is the learner's design or reflection?
- What wording avoids treating one example as every person's experience?
During the starter, protect the first choice and ask what makes the panel checkable. Use a visual cue to compare label placement, not a verbal prompt that supplies the answer. A retry uses a different panel so the reasoning transfers.
SPACE
VOICE
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Compare a crowded display panel with a panel that uses one sourced statement, one clearly labelled visual and one… 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: Model source-to-panel decisions
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.
4 min
I Do · modelModel source-to-panel decisions
SOURCEthe named material used to learn something
REPRESENTATIONa selected way of showing a subject
REFLECTIONa considered response that can include a question or limit
Begin with one approved source card. Copy no long passage. Identify one short factual point that the card can establish, then paraphrase it in accessible wording and retain the source label beside it. Choose a visual only when its rights and classroom use are approved; otherwise use a text label, colour-safe symbol or learner-made shape. Add a boundary such as ‘This source gives one account’ or ‘Other practices and experiences may differ.’ On the reflection page, write what the source helped the maker notice, one choice made in the display and one question still open. A reflection is not a reconstructed quotation from a visitor and is not evidence that an event happened.
- Read the maker, date or status and source label first.
- Select one statement the source can actually support.
- Paraphrase briefly and keep the locator beside the panel text.
- Label the learner's design choice or reflection separately.
- Add a limit, difference or open question before publishing the classroom panel.
Staff-only guidance: model one complete route, remove the model, and receive a fresh learner decision.
While modelling, the teacher owns the explanation and makes every selection decision visible. Staff point to the source, paraphrase and boundary in sequence, then fade. The learner watches, tracks or directs without being asked to disclose a personal connection.
3 min
We Do · everyone commitsA panel says, ‘This picture proves everybody celebrates in this way.’ Which revision keeps the representation bounded?
Everyone selects or points before the explanation. Justify the revision by naming the source, the over-strong word and the boundary needed. If the response is mixed, contrast ‘one represented example’ with ‘everybody’, then use a fresh panel card.
Audience check: the adult names back exactly what was received. The learner confirms or corrects before the class moves on.
At the hinge, every learner commits through an available mode. Receive the chosen revision before asking why. If language is the barrier, preserve the contrast between one represented example and everybody using two printed cards.
SPACE
VOICE
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Everyone selects or points before the explanation. 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.
What you said changes what happens next: Connect display craft and reflection
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.
3 min
I Do 2 · connectConnect display craft and reflection
Information panel
A sourced statement helps the audience learn something that can be checked against the approved card.
Design decision
Colour, order, caption size and grouping shape attention; these choices belong to the display maker and must not masquerade as source facts.
Reflection page
The learner can record what was noticed, one respectful choice and one open question without disclosing a personal belief or family practice.
Keep the three jobs visible: sourced information, display design and learner reflection. A good panel can contain all three, but it labels them so the audience is not misled.
For the second model, keep information, design and reflection as separate movable cards. The learner decides where each belongs. An adult may stabilise materials but does not rewrite a reflection into more polished learner wording.
4 min
We Do 2 · labPanel audit lab
◆ Supported
Select two approved source cards, match each to a prepared paraphrase and place a SOURCE or MY REFLECTION label. Choose one colour-safe layout and complete: ‘This source shows __. It does not show __.’
▲ Standard
Paraphrase two approved sources, build a balanced panel with visible locators and write a reflection that explains one representation choice and one remaining question.
★ Stretch
Evaluate how selection and layout shape the audience's understanding, compare what two sources can establish, and revise an over-general statement while preserving respectful uncertainty.
Use three supplied cards: a source-labelled statement, a possible visual or symbol, and a reflection prompt. Build one small panel. Ask a partner or familiar adult to identify which words come from the source and which are the maker's choices. If they cannot tell, revise the labels. Test the panel against three boundaries: no invented quotation, no claim about everybody, and no unsupported statement that a display, visit or celebration took place. Finish by choosing a title that describes the panel rather than advertising a conclusion.
In the panel audit, use one small layout at a time. The audience role identifies what can be checked and returns one precise ambiguity. Influence means the learner chooses the revision, including declining a suggested decorative addition.
SPACE
VOICE
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Select two approved source cards, match each to a prepared paraphrase and place a SOURCE or MY REFLECTION label. 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: Festival display and reflection page
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.
16 min
Independent · evidenceFestival display and reflection page
Create one classroom display panel using at least two school-approved source items. Give each item a short locator, add a concise paraphrase and state one limit or difference. Use a learner-made layout, colour-safe symbol or approved image route. Then complete a separate reflection page: identify one thing the sources helped you notice, explain one display choice, and record one respectful question or uncertainty. The response may be pointed, selected, signed, spoken, typed or exactly scribed. Do not write a visitor comment, event date, attendance claim, personal belief or family practice unless a real authorised record exists and the learner has chosen to include it through the approved route. ‘No audience response yet’ is an honest status.
◆ Supported
Select two approved source cards, match each to a prepared paraphrase and place a SOURCE or MY REFLECTION label. Choose one colour-safe layout and complete: ‘This source shows __. It does not show __.’
▲ Standard
Paraphrase two approved sources, build a balanced panel with visible locators and write a reflection that explains one representation choice and one remaining question.
★ Stretch
Evaluate how selection and layout shape the audience's understanding, compare what two sources can establish, and revise an over-general statement while preserving respectful uncertainty.
Source trail
Every factual panel statement has a visible card or locator; decoration never acts as evidence.
Representation
The layout does not imply that one source represents every festival participant or every practice.
Reflection boundary
The page records the learner's current response or question without forced personal disclosure or adult-authored pupil wording.
Exit route remains available: pause, use the print pack, reduce visual density or direct an adult. The named learning demand remains available.
During independent work, offer a prepared source tray, plain layout grid and private reflection route. Reduce quantity before lowering the reasoning demand. Record adult cutting, printing or exact scribing separately from the learner's source and design decisions.
SPACE
VOICE
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Create one classroom display panel using at least two school-approved source items. 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: Audience receives; Influence changes one next action
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.
4 min
Exit · Audience and InfluenceAudience receives; Influence changes one next action
Point to or read one panel statement and its source label. Explain whether it is sourced information, a design decision or reflection. The adult names that category back exactly. Confirm or correct it, then choose one influence action: keep the panel, improve a label, remove an unsupported statement, or leave a question visibly open.
SPACE: the learner may pause or choose a private response.
VOICE: the evidence statement remains in the learner’s chosen communication mode.
AUDIENCE: a familiar adult receives and names back exactly what was heard or seen.
INFLUENCE: one real next action is recorded: retain, add method detail, or leave open.
Final check: no result, quote, date, event or pupil wording has been created to make the map look complete. The HTML stores no learner response.
At exit, a familiar adult receives one labelled choice completely and names it back without praise inflation. The learner confirms, corrects or leaves the question open. The selected revision is the only action recorded; no display launch is staged.
SPACE
VOICE
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Point to or read one panel statement and its source label. 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: Audience receives; Influence changes one next action
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.