Planning an account
GROW Humanities · Autumn 1 · Week 6 · 40 minutes
Today at a Glance
◆ Supported
Order the four parts with the strip on the table.
▲ Standard
Order the parts, then rank the three evidence cards and give one reason.
★ Stretch
Order and rank, then say what would make the weakest card strong.
Teacher Print Tools — Week 6
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Trace: Today we put the parts of an account in order, and rank our evidence before we write a word. 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 – Retrieving what an account needs
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 – Retrieving what an account needs
Last week you judged how significant something was. This week you plan the account that carries the judgement.
The four parts are: claim, evidence, explanation, conclusion.
Arrival decision: Take the four part cards and the three evidence cards from the envelope. Everyone starts with the same seven.
In the envelope are four part cards and three evidence cards. The part cards say claim, evidence, explanation and conclusion. The evidence cards are a photograph with a date, a line from a newspaper, and a table of numbers.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: All evidence comes from the source pack on the table. 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: Two plans for the same account
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: Two plans for the same account
Two plans, same event, same three sources.
Plan A: evidence, evidence, evidence, claim.
Plan B: claim, strongest evidence, explanation, conclusion.
Plan B tells a reader what it is arguing in the first line. Plan A makes them wait, and then hope they agree.
Two things separate them. The order of the parts, and which evidence went first. Both are decided before any writing starts.
Try it: look at your three evidence cards. Which one would you put first? Hold that. Do not move it yet.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Two plans, same event, same three sources. 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: The order of the four parts
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: The order of the four parts
The diagram shows the four parts in order, with an arrow underneath. The claim comes first so the reader knows what is being argued.
The conclusion is not a summary. It answers so what: what the reader should now think that they did not think before.
Modelled: claim, the dock changed the town. Evidence, the table of numbers. Explanation, four thousand jobs in one place pulls houses and shops after it. Conclusion, so the street plan we still use was set by one decision.
We Do: Sequence the parts, then rank the evidence
Card A: a photograph with a date on the back. What can it prove on its own?
Card B: one line from a newspaper. Who wrote it and when?
Card C: a table of numbers over ten years. What does the shape of it show?
Order first: put the four part cards in order along the table, then rank the three evidence cards, strongest first. Everyone commits at the same time, and then we hold up the top card together.
Evidence check
There is no single right ranking. There is a ranking you can defend. When we check, we ask what work the card does for the claim, not which card looks most impressive.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: What can it prove on its own? 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: What makes one piece of evidence stronger
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: What makes one piece of evidence stronger
Look at the picture. Three tests decide the ranking. Close to the event. Wide enough to cover time. Hard for somebody to explain away.
The strongest card is usually the one that scores on two tests, not the one that looks most striking.
Ranked together: the table opens, because it is wide and hard to argue with. The photograph goes second, because it is close. The newspaper line goes last until we know who wrote it.
We Do: Build the plan another person could write from
◆ Supported
Fill the four boxes with card letters.
▲ Standard
Fill the grid in sentences, one per box.
★ Stretch
Fill the grid, then name what the weakest card would need.
We fill one grid as a class. Everyone writes the explanation box on a whiteboard first, then we hold up the boards at the same time.
Claim and evidence are already on the board. Your job is the explanation: why does that card support that claim?
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Fill the four boxes with card letters. 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: a plan somebody else could use
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 plan somebody else could use
Produce one plan grid. The test is whether another person could write the account from it without asking you a question.
◆ Supported
Four boxes filled with card letters and a scribed reason for the top card.
▲ Standard
Four boxes in sentences, with the evidence ranked and one reason written.
★ Stretch
Four boxes in sentences, ranking with reasons, and what the weakest card would need to become the strongest.
Check yourself: is your claim in the first box, not the last?
Check yourself: does your explanation box say why, not what?
Check yourself: can you defend the card you put first?
⏸ 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 grid: claim, the dock changed the town. Evidence, card C, the ten-year table. Explanation, four thousand jobs in one place pulls houses and shops after them. Conclusion, the street plan we use was set by one decision.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Produce one plan grid. 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
Give your plan to a partner. They write the first sentence of the account from it and read it back.
Did the sentence argue something other than your claim? Change one box so the plan says what you meant. That change is your influence.
Next week you write the account from this plan and assess it.
✅ 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 your answer here: Give your plan 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.