Writing and marking the account
GROW Humanities · Autumn 1 · Week 7 · 40 minutes
Today at a Glance
◆ Supported
Label the four parts on the model, using the strip.
▲ Standard
Annotate the model against the ladder, then mark one step on your own account.
★ Stretch
Annotate the account and the source evaluation, and say what the next step needs.
Teacher Print Tools — Week 7
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Trace: Today we write the account from last week plan, then annotate it against the ladder to see what it is missing. 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 the plan
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 the plan
Last week you built a plan another person could write from. Today you write it, then you mark it.
The ladder has three steps: parts present, explanation doing work, source evaluated.
Arrival decision: Take your plan grid from last week, or the spare grid on the table. Both are full starting points.
You need three things in front of you: your plan grid, the model account, and the ladder strip. The model is one paragraph long and it is deliberately not perfect.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Every source is from the 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 ways of marking the same paragraph
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 ways of marking the same paragraph
Two comments on the same model account.
Comment A: “Good work. Well done.”
Comment B: “Claim in line one. Evidence in line two. No explanation between them, so step two has not started yet.”
Comment B tells the writer what to do next. Comment A tells them nothing they can act on.
The difference is that B names parts and points at a place. That is what annotating is, and it is what you will do today.
Try it: find the line in the model where you would write no explanation yet. Do not write on it yet. Just find it.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Two comments on the same model account. 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: Annotating against the ladder
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: Annotating against the ladder
The diagram shows the ladder. Step one asks whether all four parts are there. Step two asks whether the explanation says why. Step three asks whether the source is evaluated.
You annotate by writing the step number in the margin at the point where you can see it, and by marking the line where the next step would begin.
Modelled: I read line one. Claim, so I write step one starts here. Line two gives me numbers, still step one. Line three tells me what the numbers were, not why they matter, so I mark on the margin: step two would begin here.
We Do: Label the model against the ladder
Line 1: what part is this, and which step does it belong to?
Line 3: does this say why, or does it say what again?
The quotation: what is missing before it can be evaluated?
Annotate first: label the model on your own copy, in the margin, and mark on the line where step two would begin. Everyone commits at the same time, then we hold up the copies together.
Evidence check
We will not all mark the same line. When we compare, we ask what the line does, not who marked where. A mark with a reason stands.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Line 1: does this say why, or does it say what again? 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: Marking your own 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.
I Do: Marking your own account
Look at the picture. Your own account gets exactly two marks. One says what you have reached. One points at where the next step would start.
If you reached step one and marked where step two starts, that is a complete piece of assessment.
Marked together: reached step one, all four parts present. Step two would start at the sentence beginning the numbers show, which currently repeats the numbers instead of explaining them.
We Do: Annotate your own account
◆ Supported
Mark the step you reached, using the strip.
▲ Standard
Mark the step reached and where the next one starts.
★ Stretch
Mark both, and annotate the source evaluation as well.
Everybody marks their own page at the same time. Nothing is read out until every page has both marks on it.
If you cannot find where the next step starts, mark the line you are least sure about. That is a real answer and we will look at it together.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Mark the step you reached, using the strip. 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: the account and its marks
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: the account and its marks
Write the account from your plan, then annotate it. The marks are as much the evidence as the writing is.
◆ Supported
Write two sentences of the account and label the parts on the model. An adult may scribe and the words stay yours.
▲ Standard
Write the account and mark the step reached plus where the next one starts.
★ Stretch
Write the account, mark both, and annotate the source evaluation.
Check yourself: does every part of your plan appear in the account?
Check yourself: does your explanation sentence say why rather than repeating the evidence?
Check yourself: do your two marks point at places, not at feelings?
⏸ 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 record: account of four sentences; margin mark step one reached, all parts present; second mark at the sentence beginning the table shows, where step two starts because it repeats the numbers instead of explaining them.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Write the account from your plan, then annotate it. 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 your marked sentence to a partner. They say back what they think the next step needs.
Did they name a different step? Change one mark, or one word in the sentence, so the page says what you meant. That change is your influence.
Next week the map and the atlas, and a different kind of evidence.
✅ 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: Read your marked sentence 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.