Remembrance, Reported From the Source
GROW · Humanities · Week 7. Remembrance and Shared Values. Remembrance, Reported From the Source.
Objective: report what two cards from the approved Remembrance pack actually say, name the shared value each one shows, and write one sentence saying what the two values share.
Success evidence: two report sentences, each with a quote and a card number, plus one link sentence naming the shared value.
Every word you use comes from the approved source pack. You report what a card says. You are never asked about your home, your family or what you believe, and nobody is asked who agrees.
40 minutes. Offline.
Arrival · retrieve
Remembrance is a public act
Remembrance happens at the same time every year.
It is marked on Armistice Day and on Remembrance Sunday.
People stand still for two minutes. Many wear a poppy.
Different groups mark the day in different ways.
The cards in your pack say so in their own words.
Your job today is to report those words. It is not to settle them.
You need three things. The source pack. The value list. Your report sheet.
Three words matter today. Source. Value. Report.
A source is a card holding words somebody really wrote or said.
A value is what a group says matters, such as respect or peace.
A report tells a reader what the card says, with the card named.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Remembrance happens at the same time every year. 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 “Remembrance happens at the same time every year” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Remembrance happens at the same time every year” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Remembrance happens at the same time every year” 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 about one silence
Here are two sentences about the two-minute silence.
Sentence A says everyone in the country feels the same thing.
Sentence B says the Royal British Legion asks for silence at eleven o'clock.
Only one of those can be checked by a reader.
Sentence B names who said it, so a reader can go and look.
Sentence A speaks for a whole country. No source can carry that weight.
Naming who said the words is called attribution.
Attribution is the difference between evidence and a guess.
- 1 · find the words on the card.
- 2 · say which card they came from.
- 3 · name the value those words show.
- 4 · keep your own view out of the report.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Here are two sentences about the two-minute silence. 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 about the two-minute silence” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Here are two sentences about the two-minute silence” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Here are two sentences about the two-minute silence” 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
Reporting one card
I take card three from the pack. It is a memorial inscription.
The card says the names were carved so that they would be read.
Step one. I quote it. I copy six words exactly, inside speech marks.
Six words is enough. A long quote buries the point I am making.
Step two. I attribute it. These words come from card three.
Step three. I name the value from the list. This card shows remembrance.
Step four. I join the three parts into one sentence.
Card three shows remembrance, because the names were carved to be read.
Notice what I left out. I did not write how the card makes me feel.
A feeling is real, but a reader cannot check it against the pack.
We Do · everyone commits
Sort the cards, then match the value
You have six statement cards on your table.
Sort the six cards into two groups: reported and unsourced.
A reported card names who said the words. An unsourced card does not.
Then match each reported card to one value from the value list.
Two cards are hard on purpose. Put those in the middle and say why.
If your table disagrees, both sides give one reason. We do not vote.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: You have six statement cards 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.
Not yet / needs help → reduce the prompt: take the first step of “You have six statement cards on your table” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “You have six statement cards on your table” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “You have six statement cards on your table” 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
Two cards, one shared value
Now I take card seven, a Commonwealth war graves guide.
It says the graves are kept alike, whatever rank the person held.
That card names a different value. The value is equal respect.
So I have two cards and two values. Now I look for what they share.
Both cards keep something in public so that others can see it later.
That is my link sentence, and it still names both card numbers.
The word everybody is your warning sign.
No card in the pack can speak for everybody.
Swap everybody for a card number and the sentence becomes evidence.
- 1 · quote each card in six words.
- 2 · name the value each card shows.
- 3 · write the value the two cards share.
- 4 · check every sentence still names a card.
We Do 2 · lab
Write one, then check a partner's
Take one card your table matched to a value.
Write one report sentence for it. Use the four steps.
You have two minutes. Quote, card number, value, one sentence.
Now swap sheets. Read your partner's sentence in silence.
Check one: underline the card number, or say it is missing.
Check two: find their named value on the value list.
Check three: ring everyone, always or nobody if you see them.
Those three words claim more than a card can show.
You mark the checks. Your partner makes any change themselves.
Swap back. Fix your own sentence before you work alone.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Take one card your table matched to a value. 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 “Take one card your table matched to a value” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Take one card your table matched to a value” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Take one card your table matched to a value” 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
Two reports and one link
Work on your own now. Choose two cards from the pack.
One may be the card you reported with your partner.
Write one report sentence for each card, using the four steps.
Each sentence needs a six-word quote, a card number and a named value.
Then write one link sentence saying what the two values share.
Read all three sentences back and check none of them speaks for everybody.
Cards stay on your desk while you write. Do not work from memory.
- Supported · one report sentence with a quote, a card number and a value.
- Standard · two report sentences and one link sentence naming the shared value.
- Stretch · as Standard, and name one value the two cards do not share.
If you finish early, find a third card showing the same shared value.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Choose two cards from the pack. 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 “Choose two cards from the pack” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Choose two cards from the pack” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Choose two cards from the pack” 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 link sentence to an adult
Read your link sentence to the adult at your table.
They read it back and say which cards they can hear in it.
If they cannot hear a card, add the number and read it again.
Then choose one thing that happens next. Keep it, add a third card, or write the stretch line.
Write that choice on the sheet with today's date before you leave.
Your sheet goes into the Remembrance folder, not into your bag.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Read your link 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 link 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 link 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 link sentence to the adult at your table” 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.
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.