Two Festivals of Light, Compared Fairly
GROW · Humanities · Week 6. RE and World Views. Two Festivals of Light, Compared Fairly.
Objective: read two approved source cards on festivals of light, record what each source says the light stands for, and write one comparison sentence that names both festivals and ranks neither.
Success evidence: a comparison grid filled from both cards, and one sentence that names both festivals with no ranking word in it.
Everything you write comes from the source cards. You report what a source says. Nobody is asked what they believe, what they celebrate, or what happens at home.
40 minutes. Offline.
Arrival · retrieve
You already hold one lamp
In week 4 you read the approved Hanukkah source.
One more light was added on each of the eight nights.
Today you meet a second festival of light.
It is Diwali, and the source card calls its lamp a diya.
Comparing means putting two things side by side, not picking a winner.
You need both source cards, the comparison grid and a pen.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: In week 4 you read the approved Hanukkah source. 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.
Not yet / needs help → reduce the prompt: take the first step of “In week 4 you read the approved Hanukkah source” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “In week 4 you read the approved Hanukkah source” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “In week 4 you read the approved Hanukkah source” and take the reason in the pupil’s own mode.
Did it and explained → move on: 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 sentences from the same two cards
Here are two sentences written from today's cards.
Sentence one says Diwali uses lots of lamps, but Hanukkah is better.
Sentence two says both festivals light lamps, and each source gives its own reason.
Sentence one adds a judgement that neither card made.
Sentence two reports only what is printed on the cards.
- 1 · read one card at a time.
- 2 · record what that card actually says.
- 3 · ask both cards the same question.
- 4 · write one sentence that names both.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Here are two sentences written from today's cards. 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.
Not yet / needs help → reduce the prompt: take the first step of “Here are two sentences written from today's cards” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Here are two sentences written from today's cards” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Here are two sentences written from today's cards” and take the reason in the pupil’s own mode.
Did it and explained → move on: 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 one comparison from the cards
I take Card A first, the Diwali card.
The card says rows of small clay lamps are lit.
It says those lamps are called diyas, and that the light stands for good over evil.
I write those three things in the Card A column.
I add nothing I half remember from somewhere else.
Now the step people skip: I ask both cards the same question.
My question is what the light stands for.
If I ask Card A about meaning and Card B about dates, nothing lines up.
So each row of the grid holds one question only.
We Do · everyone commits
Sort the cards, then match them
You have six statement cards, all taken from the two sources.
Sort them into two groups: Card A statements and Card B statements.
Then match each statement to the question it answers.
The three questions are what is lit, when it is lit, and what it stands for.
One statement is true of both festivals. Put that one in the middle.
Hold up the card you argued about most.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: You have six statement cards, all taken from the two sources. 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.
Not yet / needs help → reduce the prompt: take the first step of “You have six statement cards, all taken from the two sources” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “You have six statement cards, all taken from the two sources” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “You have six statement cards, all taken from the two sources” and take the reason in the pupil’s own mode.
Did it and explained → move on: 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
Reporting a difference without ranking it
Card B says one more light is added each night.
Card A says many lamps are lit on the same night.
That is a real difference and you may write it.
The trap is the next word you reach for.
Better, worse, only and proper all rank a festival.
Both, each and while report it instead.
So write that both festivals light lamps, while each gives its own reason.
One more rule: write according to Card A, and never write everyone thinks.
One date can also hold more than one meaning.
Card A says Sikhs mark a different event at the same time.
You report both meanings, and you choose between neither.
We Do 2 · lab
Hunt the ranking word
First write one draft comparison sentence on scrap paper.
Build it from the statement cards you sorted a moment ago.
Then work in twos. Swap drafts and read your partner's sentence.
Underline any word that puts one festival above the other.
Name the word you found. Do not say the sentence is wrong.
Your partner swaps that word for both, each or while.
Then swap back and read your own draft again.
If there is no ranking word, check that both festivals are named.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: First write one draft comparison sentence on scrap paper. 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.
Not yet / needs help → reduce the prompt: take the first step of “First write one draft comparison sentence on scrap paper” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “First write one draft comparison sentence on scrap paper” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “First write one draft comparison sentence on scrap paper” and take the reason in the pupil’s own mode.
Did it and explained → move on: 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
Fill the grid, then write the sentence
Work on your own now. Both cards stay on your desk.
The grid has three rows: what is lit, when, and what it stands for.
Every box reports one card in your own words.
Leave a box empty if the card does not say.
An empty box is honest, and a guessed box is not.
Then write your comparison sentence under the grid.
Use the draft your partner checked, or write a stronger one.
Name both festivals and use both, each or while.
Then underline the part of your sentence that came from Card B.
- Supported · fill one row for both cards, then write one sentence naming both.
- Standard · fill all three rows and write one comparison sentence with no ranking word.
- Stretch · as Standard, and add a second sentence on a difference the cards report.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Both cards stay on your desk. 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.
Not yet / needs help → reduce the prompt: take the first step of “Both cards stay on your desk” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Both cards stay on your desk” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Both cards stay on your desk” and take the reason in the pupil’s own mode.
Did it and explained → move on: 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 your sentence to one adult
Read your comparison sentence to the adult at your table.
They read it back exactly as you wrote it.
Then they ask one question: does this rank either festival?
If it does, change that one word and read it again.
Then choose what happens next: keep the grid, add a third source card, or rewrite the sentence.
Write your choice and today's date on the sheet before you leave.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Read your comparison 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.
Not yet / needs help → reduce the prompt: take the first step of “Read your comparison sentence to the adult at your table” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read your comparison sentence to the adult at your table” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Read your comparison sentence to the adult at your table” and take the reason in the pupil’s own mode.
Did it and explained → move on. Then choose what happens next: keep the grid, add a third source card, or rewrite the sentence.
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.