One Story, Four Retellings
GROW · Humanities · Week 5. RE and World Views. One Story, Four Retellings.
Objective: compare how the approved sources retell the Christmas nativity, record two details that appear in only one of them, and explain in one sentence what a retelling emphasises by what it leaves out.
Success evidence: two details recorded with the source they appear in, and one sentence on what a retelling emphasises by leaving something out.
Everything comes from the approved source cards. You report what each source says; nobody is asked what they believe.
40 minutes. Offline.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: compare how the approved sources retell the Christmas nativity, record two details that appear in only one of them, and… Short edit in margin; verbal reply; tick off success criteria; student voice clip.
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: Arrival · retrieve
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.
Arrival · retrieve
A retelling is a set of choices
Nobody who retells a story tells all of it. There is never time.
What gets kept and what gets left out is a choice, even when nobody notices making it.
Comparing two retellings shows you those choices from the outside.
That is a skill you use in every subject, not only this one.
Today the story is the nativity and there are four sources on the sheet.
You need the four source cards, the comparison grid and the record sheet.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Nobody who retells a story tells all of it. 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 · create the need
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 · create the need
Two accounts of the same arrival
Source one has shepherds in it and no wise men.
Source two has wise men in it and no shepherds.
A lot of people would say both, because that is how the story is usually told now.
The combined version is a fifth retelling, made later, and it is not on your sheet.
Noticing that is the whole skill: what you thought was the story is one telling of it.
- 1 · read one source at a time.
- 2 · list what is in it.
- 3 · compare the lists.
- 4 · say what only one has.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Source one has shepherds in it and no wise men. 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 · model
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 · model
Building the grid one source at a time
I read source one and list what is in it: shepherds, a manger, an angel.
I do not compare yet. Comparing while reading makes you see what you expect.
Then source two: wise men, a star, gifts, a journey.
Now I put the two lists side by side and look for what appears once.
The star is in source two only. The shepherds are in source one only.
Then the harder question: what does source one emphasise by leaving the star out?
It puts ordinary working people at the centre of the arrival, and nobody grand.
We Do · everyone commits
Sort the details
Six detail cards are on your table. Sort them into in more than one source and in only one.
A manger. A star. Shepherds. An angel. Gifts. A journey from far away.
Then match each in-only-one card to the source it appears in.
When your table is done, hold up the one you were least sure about.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Six detail cards are on your table. Short edit in margin; verbal reply; tick off success criteria; student voice clip.
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: I Do 2 · connect
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 2 · connect
Leaving out is a way of pointing
What a retelling leaves out shapes what a listener notices as much as what it puts in.
Take the wise men out and the arrival happens among people with no power at all.
Take the shepherds out and the arrival is recognised by learned travellers from elsewhere.
Neither telling says the other is false. Each one points somewhere.
So your sentence names what is left out and says what that makes the reader notice.
Write it about the source, not about whether the story is true.
We Do 2 · lab
Name the source from the detail
Work in twos. Read your partner one detail from your sheet.
They say which source it comes from.
If they cannot, check whether the detail is actually in more than one.
A detail in two sources is not evidence of a choice.
Then swap over and do the same for theirs.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Read your partner one detail from your sheet. 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 · evidence
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 · evidence
Two details and one sentence
Work on your own. Read each source completely before comparing.
Record two details that appear in only one source, and name the source for each.
Then write one sentence on what a source emphasises by what it leaves out.
Write about the source's choices, not about whether the events happened.
If you finish early, name a detail the modern combined version adds to both.
- Supported · one detail with its source, and the sentence said aloud.
- Standard · two details with sources, and a written sentence on emphasis.
- Stretch · as Standard, and name a detail the modern combined version adds.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Read each source completely before comparing. 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 · Audience and Influence
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 · Audience and Influence
Read the emphasis sentence to an adult
Read your sentence to the adult at your table.
They read it back and name the source they think it is about.
If they name the wrong one, add the source into the sentence and read it again.
Then choose what happens next: keep the sheet, add a third detail, or compare a third source.
Write the choice on the sheet with today's date before you leave.
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Read your sentence to the adult at your table. 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. Then choose what happens next: keep the sheet, add a third detail, or compare a third source.
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.