GROW · Week 2 of 8

How beliefs shape who we are

GROW Humanities · Autumn 1 · Week 2 · 40 minutes

Progress SoW · Humanities Aut 1 · 2026–27 · GROW · Week 2 · 'GROW Weekly - Autumn'!C61
Verbatim workbook outcome: Describe how beliefs can shape a person's identity. · Trace: 'GROW Weekly - Autumn'!C61
Today we follow a chain. A belief leads to a choice, then a habit, then a part of who a person is. We put that chain in order.

Today at a Glance

GROW Humanities40 minutesoffline sources
GROW entry · put one chain in order with the strips · GROW secure · sequence two chains and rank what the belief shapes most · LAUNCH reach · explain why two people with the same belief can live it differently

◆ Supported

Put one chain in order using the strips. The strips are on the table.

▲ Standard

Sequence two chains, then rank which parts of daily life the belief shapes most.

★ Stretch

Sequence and rank, then explain why two people with the same belief can live it differently.

Staff card: the profile cards describe made-up people by role only, a nurse, a bus driver, a shopkeeper, never a named person, and no card is about anybody in the room. Every faith and every non-religious belief on the cards is presented as an equal and none is ranked above another; the ranking in this lesson is of parts of daily life, never of beliefs. No pupil is asked, on any route, to say what they believe; a learner can sequence every chain without disclosing anything about their own home. Keep the chains on the cards, never on people in the room.
Staff and source drawer: profile cards come from the school-approved local source pack; the set holds Christian, Muslim, Sikh, Hindu, Jewish, Buddhist and non-religious cards in no fixed order, so no order suggests a rank, and each card states a belief and what the person does because of it in plain words.

Teacher Print Tools — Week 2

SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show what the source says here: Trace: Today we follow a chain. 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 identity?

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

Arrival Task – What is identity?

Nobody is asked what they believe. Every task uses the supplied profile cards. You can put every chain in order without saying a word about your own home. Nothing you say leaves this room.
You can work from the strips alone. You can move the strips instead of writing. You can dictate to an adult and the words stay yours. You never have to say what you believe. Each one is a full route.
Identity means the things that make you who you are: what you do, what you care about, and how other people know you.

Identity is who you are. It is made of many parts: family, friends, hobbies, home town, and what you believe.

A belief can shape a choice. A choice made again and again becomes a habit. A habit becomes part of who you are.

Arrival decision: Pick up one profile card from the set on your table. Every card gives a role, a belief and what the person does, and never a name.

On the table are eight profile cards from the local source pack. A nurse who fasts in Ramadan. A bus driver who goes to church every Sunday. A shopkeeper who wears a turban. A student who believes in fairness and gives up a Saturday to help at a food bank. Each card gives a belief and what the person does, and nothing else.

Offer the strips first. A learner who says the card does not tell them what the person feels inside is right; the chain describes what a belief shapes, not what a person is. Do not ask any learner which card is closest to their own home.
SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show what the source says here: Every task uses the supplied profile 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 belief, one week

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

Starter: One belief, one week

Picture a shopkeeper in a Teesside town. The card says the shopkeeper believes that every person is equal in the eyes of the divine.

In one week: the shopkeeper wears a turban. The shopkeeper keeps a free kitchen at the place of worship, open to anyone. Every customer is served the same way.

The question: which of those things comes from the belief, and which order do they go in?

Most people spot all three. The belief comes first. The choices come next. Done every week, they become habits. And the habits are how the town knows this shopkeeper.

That is the skill for today. Find the belief, then follow it in order: belief, choice, habit, part of who they are. The belief is on the card. The chain is what you build.

Try it: cover the card. Say the belief from memory, then say one choice that comes from it. Then uncover the card and check the order.

Keep the chain on the card. If a learner starts to build a chain about a classmate, redirect to the card: the task is about how a belief shapes a life, never about who in the room believes what.
SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show what the source says here: Picture a shopkeeper 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 belief to who you are

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

I Do: From belief to who you are

Look at the picture. Four boxes, one chain. The belief is what the person holds to be true. The choice is one thing they decide to do because of it. The habit is that choice made again and again. The last box is how other people know them.

A chain with all four links in order is a description of how a belief shapes identity. That is the outcome of today.

Modelled: the nurse. Belief: fasting in Ramadan brings a person closer to the divine and to people who go hungry. Choice: no food or drink from dawn to sunset for a month. Habit: every year, the same month, the same fast. Who I am: the nurse is known at work as the one who plans the year around Ramadan and brings food in to share when it ends. Four links, one order.

Describe means to say what happens and in what order, so that someone else could follow it.
Model the non-religious card with the same care as the religious ones. Learners who only see faith chains learn that no religion means no beliefs, which is not true of most people in this area.
We Do

We Do: Put the strips in order

Strip A: decides to stop eating meat, and keeps to it every day of the year.

Strip B: is known by friends as the one who brings the best vegetable dishes to every party.

Strip C: believes that all living things deserve care and should not be harmed.

Sequence first, then rank: put the three strips in order on your whiteboard, belief first and who they are last. Then rank the three parts of daily life this belief shapes most: food, days, or how the person treats others. Everyone sequences, then we hold up the boards together and build the class chain as one.

Take the first chain from a learner who has not spoken today. Scribe the order and the rank exactly; the wording is the evidence. Do not ask anyone whether a card matches their own home.
SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show what the source says here: Strip A: is known by friends as the one who brings the best vegetable dishes to every party. 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: One part among many

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

I Do: One part among many

The diagram above shows one person with six boxes inside. Belief is one box. The arrows show it shaping two others: food and days, and how the person treats people.

Two people can hold the same belief and the arrows can point to different boxes. One shows it in food, one in how they treat others. Both are that belief, lived.

Said together: a belief is one part of who a person is. It shapes choices, the choices become habits, and the habits are how other people come to know that person. The same belief can be lived in more than one way.

Hold the equal-box rule. If a learner asks which belief shapes a person most, answer that the boxes are the same size for every card in this lesson, because the outcome is to describe how a belief shapes a life, not to compare beliefs.
We Do

We Do: Build the ranking together

◆ Supported

Put one chain in order with the strips.

▲ Standard

Sequence one chain, then rank the three parts of daily life it shapes.

★ Stretch

Sequence and rank, then say why a second person might rank it differently.

We rank one card as a class. Everyone writes a rank of three on a whiteboard first and we hold up together, so the first rank heard does not become the only rank.

The card is the bus driver who goes to church every Sunday and gives to the food bank. The three parts to rank are days, food, and how the person treats others. Belief first on the chain; then the rank.

Scribe exactly. A chain in order and a rank in a learner own words is the assessed evidence for this outcome. Never turn the rank into a rank of beliefs; it is a rank of parts of a day.
SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show what the source says here: Put one chain in order with the strips. 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: chains in order

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

Independent Work — Your record: chains in order

16:00

Sequence the chain for the profile cards from the set on your table. Your record must show all four links in order, not only the belief.

◆ Supported

One card, four strips in order. An adult may scribe and the words stay yours.

▲ Standard

Two cards, each chain written in order, and a rank of what the belief shapes most.

★ Stretch

Two chains and a rank, plus two sentences on why two people with the same belief can live it differently.

Check yourself: does every chain start with the belief and end with who they are?

Check yourself: does every link point at something you can read on the card?

Check yourself: is your rank about parts of daily life, not about which belief is best?

Record route and scribing on the evidence line, keeping adult support visible and separate from the learner own words. Do not annotate a record with anything you know about a learner home.

⏸ 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: the shopkeeper. Belief, every person is equal. Choice, to keep a free kitchen at the place of worship. Habit, every week, for years. Who I am, known in the town as the one whose door is open to anyone.

SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show what the source says here: Sequence the chain for the profile 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

Exit Ticket — Audience receives; influence changes something

Read one chain to a partner. The listener says back which link came second.

Did the listener name a different link, or none? Move one strip or change one word so the order is clear. That change is your influence.

Next lesson you will use this chain again on a new set of cards. The order you learned today is where that starts.

Close by naming one learner whose order changed after their partner named the wrong link. That is the influence record. Never name any learner belief.

✅ Complete

Hand in your record and tick the learner confirmation on your sheet. That is the lesson done.

SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show what the source says here: Read one chain 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.

Slide 1/10

🧑‍🏫 TA Focus

GROW Humanities · Week 8 · Where in the World?

ArrivalConnection before correction — settle first. Retrieval grid is level-toggled: set each pupil's level quietly, not publicly.StarterThe personal hook — let them talk about THEIR answer before the history. Everyone has one; pass still allowed.I Do ×1Pupils watch, you watch pupils. Note who tracks the reasoning — no interruptions yet.We Do ×1Tap-tap sort: click-only by design. Sit with whoever hesitates to start; wrong taps cost nothing.I Do ×2Second short model — if attention dipped, this is the reset point. Keep it under four minutes.We Do ×2Match round: use 🎯 Cold Call with band filter so questions are tier-matched. Reveal is always available.IndependentSupported/Standard/Stretch is per pupil, not per class. Print packs from the title slide; record exactly which level and what support.Lundy LoopSpace · Voice · Audience · Influence — scribe verbatim where you can; a quote beats a summary.ExitLevel-matched exit ticket, no notes. Flag anyone leaving dysregulated for check-out follow-up.
This lesson: Decompression after the assessment — keep it practical and hands-on. Atlas skills are the win; celebrate accuracy.

🎯 Cold Call

Add your class once — names stay on this device only, and every Made by Matt lesson on it shares the list. Band each pupil so questions are tier-matched.

Pass is always allowed — passing still counts as taking part.