Beliefs and world views around us
GROW Humanities · Autumn 1 · Week 1 · 40 minutes
Today at a Glance
◆ Supported
Label three clue cards using the word bank. The bank is on the table.
▲ Standard
Label six clue cards, then add a note to each saying what it shows.
★ Stretch
Label the cards, add notes, then explain why one town holds many world views side by side.
Teacher Print Tools — Week 1
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Trace: Today we spot the beliefs and world views that live in our community, and we label the clues that show them. Short edit in margin; verbal reply; tick off success criteria; student voice clip.
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 is a world view?
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 is room to take part; Space SPACE stays available.
- 📣 VOICE VOICE is received.
- 👥 AUDIENCE AUDIENCE names back exactly.
- ⭐ 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 is a world view?
A belief is something a person holds to be true. A world view is the whole set of big ideas a person lives by.
A community is the people who share a place: a street, a town, a school.
Arrival decision: Pick up one clue card from the set on your table. Every card shows a building, an object or a day, and never a person.
On the table are eight clue cards from the local source pack. A building with a tall spire. A building with a dome. A hall where people meet on a Sunday with no religious symbols at all. A shop with a festival poster in the window. Each card gives a clue and nothing else.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Every task uses the supplied clue cards. Short edit in margin; verbal reply; tick off success criteria; student voice clip.
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 street, many world views
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 street, many world views
Picture one street in a Teesside town.
On it: a church, a mosque, and a corner shop that sells food and lamps for a festival. There is also a hall where a walking group meets on a Sunday morning.
The question: how many different world views can you spot on that one street?
Count them. Most people find at least four. Two are religious buildings. One is a shop that serves a festival. One is a group that has chosen a Sunday walk over a service, and that is a world view too.
That is the skill for today. Spot the clue, then put the right label on it. The clue is always something you can see. The label is the world view it points to.
Try it: cover the word bank. Say one clue from the street and one label for it. Then uncover the bank and check your label is there.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Picture one street in a Teesside town. Short edit in margin; verbal reply; tick off success criteria; student voice clip.
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: From clue to label to note
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: From clue to label to note
Look at the picture. Each box does one job. The clue is what you can see. The label is the world view the clue points to. The note says what the clue tells us about how people live.
A label with no note is a start. A note with no label is a guess. Both together is the full skill.
Modelled: the building with the spire. Clue: a tall spire, a cross on top, a board with service times. Label: church, Christian. Note: people gather here to worship, often on a Sunday, and the hall is used for a food bank in the week. Label from the bank, note in my own words.
We Do: Label the clues on the street scene
Clue 1: a building with a dome and a tall tower, busiest on a Friday afternoon.
Clue 2: a shop with a poster for Diwali and a shelf of sweets and small lamps.
Clue 3: a hall with a notice for a Sunday morning walking group and no religious symbols.
Label first, then annotate: write one label from the word bank next to each clue on your whiteboard. Then add one short note under each label saying what the clue shows. Everyone labels, then we hold up the boards together and annotate the class street scene as one.
Evidence check
Every label must come from the word bank. Every note must point at something on the card. A note that says what a person believes is not allowed. A note that says what the building or shop is for is exactly right.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Clue 1: a shop with a poster for Diwali and a shelf of sweets and small lamps. Short edit in margin; verbal reply; tick off success criteria; student voice clip.
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: Many world views, one community
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: Many world views, one community
The diagram above shows one community with seven boxes inside it. Every box is the same size, because no world view is ranked above another.
The people in one box may be many or few. The box stays the same size either way, because the task is to identify, not to decide who is right.
Said together: our community holds many world views. Some are religious and some are not. We can tell which ones are here by the clues in our streets, and we can say what each clue shows without saying anything about any one person.
We Do: Add the notes together
◆ Supported
Match one label from the bank to one box on the map.
▲ Standard
Add one clue card under each box on the map, with a note.
★ Stretch
Add clue cards and notes, then write why one town holds many world views at once.
We annotate one community map as a class. Everyone writes a note on a whiteboard first and we hold up together, so the first note heard does not become the only note.
The map has the seven boxes from the diagram. Each note names a clue from the cards and says what it shows. Nobody writes a note about a person.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Match one label from the bank to one box on the map. Short edit in margin; verbal reply; tick off success criteria; student voice clip.
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: clues, labels and notes
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: clues, labels and notes
Label the clue cards from the set on your table. Your record must show the clue and the label, not only the label.
◆ Supported
Three cards, one label each, using the word bank. An adult may scribe and the words stay yours.
▲ Standard
Six cards, a label and a one-sentence note for each.
★ Stretch
Six cards labelled and noted, plus two sentences on why one town holds many world views side by side.
Check yourself: does every label come from the word bank?
Check yourself: does every note point at something you can see on the card?
Check yourself: have you kept the notes about places and objects, not people?
⏸ 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
A finished one: clue, a building with a dome and a tall tower. Label, mosque, Muslim. Note, people gather here to pray, and the notice board shows it is busiest on a Friday.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Label the clue cards from the set on your table. Short edit in margin; verbal reply; tick off success criteria; student voice clip.
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 label and its note to a partner. The listener says back which clue on the card told you.
Did the listener point at a different clue, or none? Change one word in your note so it points at the clue you meant. That change is your influence.
Next week you look at how a belief can shape who a person is. The labels you wrote today are where that starts.
✅ 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 label and its note to a partner. Short edit in margin; verbal reply; tick off success criteria; student voice clip.
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.