◆ Supported
Order prepared event cards using visible date labels, complete two before/after frames, and match one approved resilience statement to the profile that supports it.
0 min
Lesson overviewGROW · Humanities · Week 15HUM+RE · Integrated Humanities and RE
Rights Timeline and Belief Resilience
Verbatim workbook outcome: Place key protest/rights events on a timeline (chronology). · Explore how beliefs help people cope with change and hardship. · Trace: 'GROW Spring'!C40 · 'GROW Spring'!C52
Objective: Place supplied rights and protest events in chronological order and explore how beliefs can support resilience in hardship without requiring personal disclosure.
Success evidence:
- Place supplied rights and protest events in chronological order and explore how beliefs can support resilience in hardship without requiring personal disclosure.
- Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than being guessed.
- No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy.
GROW Humanities40 minutesoffline sources
DATE LABEL→RIGHTS EVENT→RESILIENCE SOURCE
Supported · order and identify with supplied labels · Standard · explain chronology and source meaning · Stretch · evaluate significance and limits
Staff card: keep beliefs in approved sources; never require a learner to disclose a belief, hardship or family experience.
▲ Standard
Build and justify the timeline, distinguish chronology from cause, and explain how two approved profiles present belief or community support in hardship.
★ Stretch
Evaluate which timeline link is most historically significant using supplied sources, challenge an unsupported causal arrow, and compare the scope and limits of two resilience accounts.
Truth boundary: never backdate, never reconstruct a quotation, never stage an event, and never convert adult wording into the learner’s voice. Use only school-approved local materials. No diagnosis or medical advice. No personal or family disclosure. Learning does not depend on a runtime connection. No open runtime link. Never invent a result, date, quotation, event, audience response or learner wording. Use only school-approved local source cards and rights-cleared materials. No diagnosis or medical advice. No personal or family disclosure. Do not ask about a learner's religion, belief, political view, identity, protest involvement, trauma, hardship or coping. No open runtime link. No claim that a visit, interview, event or audience response occurred. A learner may pause, use a private route, observe, or direct an adult without losing the learning entitlement.
Rights chronology and belief resilience · entry map: No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy. Link that anchor only when this second detail is relevant: Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than being guessed. For this rights chronology and belief resilience decision, use a printed choice, object placement, short phrase, symbol response or learner-directed mark; the learner still chooses the evidence, order, comparison or action. Staff supporting rights chronology and belief resilience may steady the named materials and read the displayed source exactly. They do not upgrade the rights chronology and belief resilience response, fill its missing result or convert its plan into completion. If access to rights chronology and belief resilience stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
3 min
Arrival · retrieveRetrieve without guessing
Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than being guessed.
Chronology answers what came before and after, but order alone does not prove that one event caused another.
A school-approved profile can describe how a named belief, value, practice or community support is presented as helping in hardship without claiming this is true for every person.
No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy.
Arrival decision: Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than being guessed. No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy.
Rights chronology and belief resilience · first source: Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than being guessed. Link that anchor only when this second detail is relevant: Chronology answers what came before and after, but order alone does not prove that one event caused another. For this rights chronology and belief resilience decision, use pointing, selecting, signing, speaking, typing or exact-word scribing; the learner still chooses the evidence, order, comparison or action. Staff supporting rights chronology and belief resilience may steady the named materials and read the displayed source exactly. They do not upgrade the rights chronology and belief resilience response, fill its missing result or convert its plan into completion. If access to rights chronology and belief resilience stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
Feedback loop
SPACE
VOICE · Every event card keeps its supplied…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than… 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 “Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than” and take the reason in the pupil’s own mode.
Did it and explained → move on: How can chronology show change in rights over time while approved sources help us explore, without assuming, how beliefs may support resilience?
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.
3 min
Starter · create the needHow can chronology show change in rights over time while approved sources help us explore, without assuming, how beliefs may support resilience?
1 · notice
2 · choose
3 · explain
How can chronology show change in rights over time while approved sources help us explore, without assuming, how beliefs may support resilience? Chronology answers what came before and after, but order alone does not prove that one event caused another.
Checking questions:
- Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than being guessed.
- Chronology answers what came before and after, but order alone does not prove that one event caused another.
- A school-approved profile can describe how a named belief, value, practice or community support is presented as helping in hardship without claiming this is true for every person.
- No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy.
Rights chronology and belief resilience · initial comparison: Chronology answers what came before and after, but order alone does not prove that one event caused another. Link that anchor only when this second detail is relevant: A school-approved profile can describe how a named belief, value, practice or community support is presented as helping in hardship without claiming this is true for every person. For this rights chronology and belief resilience decision, use a quiet card sort, a spoken response, a communication aid or adult handling directed by the learner; the learner still chooses the evidence, order, comparison or action. Staff supporting rights chronology and belief resilience may steady the named materials and read the displayed source exactly. They do not upgrade the rights chronology and belief resilience response, fill its missing result or convert its plan into completion. If access to rights chronology and belief resilience stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
Feedback loop
SPACE
VOICE · Chronology answers what came before and…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Chronology answers what came before and after, but order alone does not prove that one event caused another. 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 “Chronology answers what came before and after, but order alone does not prove that one event caused another” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Chronology answers what came before and after, but order alone does not prove that one event caused another” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Chronology answers what came before and after, but order alone does not prove that one event caused another” and take the reason in the pupil’s own mode.
Did it and explained → move on: Rights chronology and belief resilience
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.
4 min
I Do · modelRights chronology and belief resilience
CHRONOLOGYevents arranged by time using supplied date labels
RIGHTSagreed protections or freedoms named in the approved lesson sources
RESILIENCEways people or communities respond and continue through difficulty
Vocabulary in use
- CHRONOLOGY in rights chronology and belief resilience: events arranged by time using supplied date labels. Apply CHRONOLOGY when this anchor matters—Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than being guessed.—and check it beside this second anchor: Chronology answers what came before and after, but order alone does not prove that one event caused another.
- RIGHTS in rights chronology and belief resilience: agreed protections or freedoms named in the approved lesson sources. Apply RIGHTS when this anchor matters—Chronology answers what came before and after, but order alone does not prove that one event caused another.—and check it beside this second anchor: A school-approved profile can describe how a named belief, value, practice or community support is presented as helping in hardship without claiming this is true for every person.
- RESILIENCE in rights chronology and belief resilience: ways people or communities respond and continue through difficulty. Apply RESILIENCE when this anchor matters—A school-approved profile can describe how a named belief, value, practice or community support is presented as helping in hardship without claiming this is true for every person.—and check it beside this second anchor: No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy.
Use four fictionalised source cards whose approved dates are printed clearly. Read the date label and locator before reading the event summary. Place the earliest card first, then check each neighbouring pair by date. Add one arrow labelled ‘before’ or ‘after’; do not add ‘caused’ unless the approved source establishes a relationship. Next read a separate approved resilience profile. Underline the belief, value, practice or community support named by that source, identify the hardship or change described there, and write a bounded sentence: ‘In this supplied account, the source presents __ as one support.’ Add the limit that another person or account may describe support differently. Keep the timeline evidence and resilience account in separate columns before making one cautious connection.
- Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than being guessed.
- Chronology answers what came before and after, but order alone does not prove that one event caused another.
- A school-approved profile can describe how a named belief, value, practice or community support is presented as helping in hardship without claiming this is true for every person.
- No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy.
- Place supplied rights and protest events in chronological order and explore how beliefs can support resilience in hardship without requiring personal disclosure.
Staff-only guidance: model one complete route, remove the model, and receive a fresh learner decision.
Rights chronology and belief resilience · worked reasoning: A school-approved profile can describe how a named belief, value, practice or community support is presented as helping in hardship without claiming this is true for every person. Link that anchor only when this second detail is relevant: No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy. For this rights chronology and belief resilience decision, use a printed choice, object placement, short phrase, symbol response or learner-directed mark; the learner still chooses the evidence, order, comparison or action. Staff supporting rights chronology and belief resilience may steady the named materials and read the displayed source exactly. They do not upgrade the rights chronology and belief resilience response, fill its missing result or convert its plan into completion. If access to rights chronology and belief resilience stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
3 min
We Do · everyone commitsHow can chronology show change in rights over time while approved sources help us explore, without assuming, how beliefs may support resilience?
A school-approved profile can describe how a named belief, value, practice or community support is presented as helping in hardship without claiming this is true for every person. No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy.
Audience check: the adult names back exactly what was received. The learner confirms or corrects before the class moves on.
Rights chronology and belief resilience · hinge decision: No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy. Link that anchor only when this second detail is relevant: Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than being guessed. For this rights chronology and belief resilience decision, use pointing, selecting, signing, speaking, typing or exact-word scribing; the learner still chooses the evidence, order, comparison or action. Staff supporting rights chronology and belief resilience may steady the named materials and read the displayed source exactly. They do not upgrade the rights chronology and belief resilience response, fill its missing result or convert its plan into completion. If access to rights chronology and belief resilience stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
Feedback loop
SPACE
VOICE · No learner has to disclose a personal…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy. 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 “No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy” and take the reason in the pupil’s own mode.
Did it and explained → move on: Rights chronology and belief resilience
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.
3 min
I Do 2 · connectRights chronology and belief resilience
Available evidence
Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than being guessed.
Reasoning move
Chronology answers what came before and after, but order alone does not prove that one event caused another.
Boundary or next check
No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy.
Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than being guessed. No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy.
Use four fictionalised source cards whose approved dates are printed clearly. Read the date label and locator before reading the event summary. Place the earliest card first, then check each neighbouring pair by date. Add one arrow labelled ‘before’ or ‘after’; do not add ‘caused’ unless the approved source establishes a relationship. Next read a separate approved resilience profile. Underline the belief, value, practice or community support named by that source, identify the hardship or change described there, and write a bounded sentence: ‘In this supplied account, the source presents __ as one support.’ Add the limit that another person or account may describe support differently. Keep the timeline evidence and resilience account in separate columns before making one cautious connection. Create a rights and protest timeline from the supplied school-approved event cards. Retain every date label and source locator, order at least six cards, justify two neighbouring positions, and mark any dating uncertainty. Write two chronology statements that say before, after or during the same period without inventing causation. Then analyse two supplied belief-and-resilience profiles. For each, identify the belief, value, practice or community support actually named, the change or hardship in the source, and one way the source presents that support as helping. Compare one similarity or difference while preserving each account's words and limits. Finish with an evidence audit: one secure ordering decision, one causal claim you rejected because chronology was insufficient, one bounded resilience statement, and one question awaiting an authorised source check. Work may be pointed, sorted, signed, spoken, typed or exactly scribed. The lesson needs no personal or family disclosure. Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than being guessed. Chronology answers what came before and after, but order alone does not prove that one event caused another. A school-approved profile can describe how a named belief, value, practice or community support is presented as helping in hardship without claiming this is true for every person. No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy. Order prepared event cards using visible date labels, complete two before/after frames, and match one approved resilience statement to the profile that supports it. Build and justify the timeline, distinguish chronology from cause, and explain how two approved profiles present belief or community support in hardship. Evaluate which timeline link is most historically significant using supplied sources, challenge an unsupported causal arrow, and compare the scope and limits of two resilience accounts. Before independent work, audit a mixed example set. Move a card only by reading its printed date, not by familiarity with its title. Place a question marker beside a broad date range. Compare two adjacent events and decide whether the evidence supports only sequence or also a relationship. For the resilience profile, mark SOURCE WORDS, INTERPRETATION and LIMIT in different columns. Reject a sentence that says everybody with the same belief copes in the same way. Replace it with wording bound to the supplied account. Rehearse an exit response that names a source and preserves uncertainty.
Rights chronology and belief resilience · second connection: Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than being guessed. Link that anchor only when this second detail is relevant: Chronology answers what came before and after, but order alone does not prove that one event caused another. For this rights chronology and belief resilience decision, use a quiet card sort, a spoken response, a communication aid or adult handling directed by the learner; the learner still chooses the evidence, order, comparison or action. Staff supporting rights chronology and belief resilience may steady the named materials and read the displayed source exactly. They do not upgrade the rights chronology and belief resilience response, fill its missing result or convert its plan into completion. If access to rights chronology and belief resilience stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
4 min
We Do 2 · labRights chronology and belief resilience decision lab
◆ Supported
Order prepared event cards using visible date labels, complete two before/after frames, and match one approved resilience statement to the profile that supports it.
▲ Standard
Build and justify the timeline, distinguish chronology from cause, and explain how two approved profiles present belief or community support in hardship.
★ Stretch
Evaluate which timeline link is most historically significant using supplied sources, challenge an unsupported causal arrow, and compare the scope and limits of two resilience accounts.
Create a rights and protest timeline from the supplied school-approved event cards. Retain every date label and source locator, order at least six cards, justify two neighbouring positions, and mark any dating uncertainty. Write two chronology statements that say before, after or during the same period without inventing causation. Then analyse two supplied belief-and-resilience profiles. For each, identify the belief, value, practice or community support actually named, the change or hardship in the source, and one way the source presents that support as helping. Compare one similarity or difference while preserving each account's words and limits. Finish with an evidence audit: one secure ordering decision, one causal claim you rejected because chronology was insufficient, one bounded resilience statement, and one question awaiting an authorised source check. Work may be pointed, sorted, signed, spoken, typed or exactly scribed. The lesson needs no personal or family disclosure.
Rights chronology and belief resilience · guided audit: Chronology answers what came before and after, but order alone does not prove that one event caused another. Link that anchor only when this second detail is relevant: A school-approved profile can describe how a named belief, value, practice or community support is presented as helping in hardship without claiming this is true for every person. For this rights chronology and belief resilience decision, use a printed choice, object placement, short phrase, symbol response or learner-directed mark; the learner still chooses the evidence, order, comparison or action. Staff supporting rights chronology and belief resilience may steady the named materials and read the displayed source exactly. They do not upgrade the rights chronology and belief resilience response, fill its missing result or convert its plan into completion. If access to rights chronology and belief resilience stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
Feedback loop
SPACE
VOICE · Create a rights and protest timeline…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Create a rights and protest timeline from the supplied school-approved event cards. 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 “Create a rights and protest timeline from the supplied school-approved event cards” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Create a rights and protest timeline from the supplied school-approved event cards” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Create a rights and protest timeline from the supplied school-approved event cards” and take the reason in the pupil’s own mode.
Did it and explained → move on: Independent record · Rights chronology and belief resilience
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.
16 min
Independent · evidenceIndependent record · Rights chronology and belief resilience
Create a rights and protest timeline from the supplied school-approved event cards. Retain every date label and source locator, order at least six cards, justify two neighbouring positions, and mark any dating uncertainty. Write two chronology statements that say before, after or during the same period without inventing causation. Then analyse two supplied belief-and-resilience profiles. For each, identify the belief, value, practice or community support actually named, the change or hardship in the source, and one way the source presents that support as helping. Compare one similarity or difference while preserving each account's words and limits. Finish with an evidence audit: one secure ordering decision, one causal claim you rejected because chronology was insufficient, one bounded resilience statement, and one question awaiting an authorised source check. Work may be pointed, sorted, signed, spoken, typed or exactly scribed. The lesson needs no personal or family disclosure.
◆ Supported
Order prepared event cards using visible date labels, complete two before/after frames, and match one approved resilience statement to the profile that supports it.
▲ Standard
Build and justify the timeline, distinguish chronology from cause, and explain how two approved profiles present belief or community support in hardship.
★ Stretch
Evaluate which timeline link is most historically significant using supplied sources, challenge an unsupported causal arrow, and compare the scope and limits of two resilience accounts.
Trace
Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than being guessed.
Demand
A school-approved profile can describe how a named belief, value, practice or community support is presented as helping in hardship without claiming this is true for every person.
Truth
No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy.
Exit route remains available: pause, use the print pack, reduce visual density or direct an adult. The named learning demand remains available.
Rights chronology and belief resilience · independent record: A school-approved profile can describe how a named belief, value, practice or community support is presented as helping in hardship without claiming this is true for every person. Link that anchor only when this second detail is relevant: No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy. For this rights chronology and belief resilience decision, use pointing, selecting, signing, speaking, typing or exact-word scribing; the learner still chooses the evidence, order, comparison or action. Staff supporting rights chronology and belief resilience may steady the named materials and read the displayed source exactly. They do not upgrade the rights chronology and belief resilience response, fill its missing result or convert its plan into completion. If access to rights chronology and belief resilience stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
Feedback loop
SPACE
VOICE · Create a rights and protest timeline…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Create a rights and protest timeline from the supplied school-approved event cards. 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 “Create a rights and protest timeline from the supplied school-approved event cards” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Create a rights and protest timeline from the supplied school-approved event cards” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Create a rights and protest timeline from the supplied school-approved event cards” and take the reason in the pupil’s own mode.
Did it and explained → move on: Audience receives; Influence changes one next action
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.
4 min
Exit · Audience and InfluenceAudience receives; Influence changes one next action
Point to one timeline relationship and one bounded resilience statement. The adult names back the dates, source and limit exactly. Confirm or correct them, then select the next honest action: retain, move a card, remove an unsupported causal arrow, or mark a source check as awaiting authorisation.
SPACE: the learner may pause or choose a private response.
VOICE: the evidence statement remains in the learner’s chosen communication mode.
AUDIENCE: a familiar adult receives and names back exactly what was heard or seen.
INFLUENCE: one real next action is recorded: retain, add method detail, or leave open.
Final check: no result, quote, date, event or pupil wording has been created to make the map look complete. The HTML stores no learner response.
Rights chronology and belief resilience · receiving point: No learner has to disclose a personal belief, protest experience, family history, identity, hardship or coping strategy. Link that anchor only when this second detail is relevant: Every event card keeps its supplied date label and source locator; an uncertain date stays marked uncertain rather than being guessed. For this rights chronology and belief resilience decision, use a quiet card sort, a spoken response, a communication aid or adult handling directed by the learner; the learner still chooses the evidence, order, comparison or action. Staff supporting rights chronology and belief resilience may steady the named materials and read the displayed source exactly. They do not upgrade the rights chronology and belief resilience response, fill its missing result or convert its plan into completion. If access to rights chronology and belief resilience stalls, pause, lower visual density or move to the printed route while keeping the same reasoning demand.
Feedback loop
SPACE
VOICE · Point to one timeline relationship and…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Point to one timeline relationship and one bounded resilience statement. 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 “Point to one timeline relationship and one bounded resilience statement” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Point to one timeline relationship and one bounded resilience statement” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Point to one timeline relationship and one bounded resilience statement” and take the reason in the pupil’s own mode.
Did it and explained → move on: Audience receives; Influence changes one next action
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.