◆ Supported
Choose a source with the frame. An adult can read the extracts aloud.
0 min
Lesson overviewSources, campaigns and hope
GROW Humanities · Spring 1 · Week 16 · 40 minutes
Verbatim workbook outcome: Use sources to investigate a campaign for rights and change. · Investigate ideas of suffering and hope in a faith. · Trace: 'GROW Weekly - Spring'!C41 · 'GROW Weekly - Spring'!C53
Today we commit privately to what a source shows, reveal together, and look at two ways people answer a hard time: campaigning, and holding on to hope.
GROW Humanities40 minutesoffline sources
GROW entry · choose a source with the frame and give one reason · GROW secure · choose, reveal and defend against a different choice · LAUNCH reach · say what the source does not show as well as what it does
Staff card: no learner is asked what they believe or what their family believes. Every task is about the source cards on the table.
Staff and source drawer: source cards are extracts from the school-approved pack. The faith extracts are descriptive and are not devotional texts; each carries its origin and date.
▲ Standard
Choose, hold, reveal, and give a reason that names the source.
★ Stretch
Choose and defend, then say what your source does not show.
No learner is asked what they or their family believe. Everything you use is on the cards. Nobody is asked to speak for a group they belong to, and nothing you say leaves this room.
You can work from the frame alone. You can dictate to an adult and the words stay yours. You can point to a card instead of writing. Each one is a full route.
Campaign is people working together over time to change something.
3 min
Arrival · retrieveRetrieving how sources work
You have judged significance and written an account. Now you weigh sources against a claim.
The same source can be strong for one claim and useless for another.
Arrival decision: Take the three campaign sources and the two hope sources from the envelope. Everyone works with the same five.
In the envelope are five source cards. Three come from a campaign for a change in the law: a printed handbill, a photograph of a march, and a line from a council minute. Two describe how people in one faith have spoken about suffering and about hope.
Have every learner read all three before choosing. A choice made after one card is a first impression, not a judgement.
Feedback loop
SPACE
VOICE · You have judged significance and…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: You have judged significance and written an account. 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 “You have judged significance and written an account” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “You have judged significance and written an account” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “You have judged significance and written an account” and take the reason in the pupil’s own mode.
Did it and explained → move on: One claim, three sources
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 needOne claim, three sources
The claim: the campaign changed what the council did.
Source A: a handbill asking people to come to a meeting.
Source B: a council minute recording a decision, dated after the march.
Source B speaks to the claim. It is about what the council did. Source A shows the campaign existed, which is a different thing.
The need for this lesson is that difference. A source about the campaign is not automatically a source about the change.
Try it: hold which card you would choose for that claim. Do not say it. Everyone reveals at once in a moment.
Do not take an early answer. The first answer spoken aloud becomes the room answer, which is precisely what commit and reveal exists to prevent.
Feedback loop
SPACE
VOICE · The claim: the campaign changed what…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: The claim: the campaign changed what the council did. 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 “The claim: the campaign changed what the council did” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “The claim: the campaign changed what the council did” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “The claim: the campaign changed what the council did” and take the reason in the pupil’s own mode.
Did it and explained → move on: Matching a source to a claim
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 · modelMatching a source to a claim
The diagram puts one claim at the top and three sources under it. The thick line runs to the source that speaks to that claim.
That is why you test a source against a claim rather than ranking sources on their own.
Modelled: claim, the council changed what it did. I test the handbill: it tells me a meeting was called. It does not tell me the council did anything. Then the minute: it records a decision, and it is dated after the march. Thick line to the minute.
Source is something made at the time that you can use as evidence.
Model the claim swap. It is the fastest way to show that usefulness is a relation and not a property of the card.
3 min
We Do · commit and revealChoose your source. Hold it. Reveal together.
Claim 1: the campaign changed what the council did. Which card?
Claim 2: the campaign had support across the town. Which card?
Claim 3: the campaign went on for more than a year. Which card?
Commit first: write your card letter for each claim and turn it face down. Everyone commits at the same time, and nobody reveals until every board is down. Then we hold up together.
We will not all choose the same card, and the reveal is the point. When we compare, we ask what the card shows about that claim. A reason keeps a choice standing.
Wait for every board to be face down, however long it takes. A learner who changes after a reason has done what the lesson is for.
Feedback loop
SPACE
VOICE · Claim 1: the campaign had support…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Claim 1: the campaign had support across the town. 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 “Claim 1: the campaign had support across the town” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Claim 1: the campaign had support across the town” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Claim 1: the campaign had support across the town” and take the reason in the pupil’s own mode.
Did it and explained → move on: Two answers to a hard time
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 · connectTwo answers to a hard time
Look at the diagram. One circle, two boxes. When a time is hard, people work to change it, and people also work to bear it.
Both boxes can be true of the same people in the same year. Reading one as giving up on the other is the error to avoid.
Read together: the first card describes suffering plainly and does not explain it away. The second describes hope as something practised, in company, rather than something felt alone.
Keep the register descriptive. Nobody speaks for a faith, and nobody is asked whether they hold one. If a learner offers their own belief, receive it briefly and return to the card.
4 min
We Do 2 · commit on the second pairWhich box does the card belong in?
◆ Supported
Point to the box. An adult can read the card again.
▲ Standard
Commit to a box and name the words that put it there.
★ Stretch
Commit, then say what the card does not tell you.
Everyone writes a box and a quoted phrase on a whiteboard, face down. Then we hold up the boards at the same time.
The card for this one describes people gathering every year to remember a hard time. Which box, and which words made you say so?
Scribe exactly, including the quoted phrase. The phrase is what makes the answer evidence rather than impression.
Feedback loop
SPACE
VOICE · Point to the box.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Point to the box. 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 “Point to the box” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Point to the box” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Point to the box” and take the reason in the pupil’s own mode.
Did it and explained → move on: Your record: sources, claims, and two answers
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 · evidenceYour record: sources, claims, and two answers
Make one record with two parts. Part one is the campaign claims and the sources you chose. Part two is the faith cards and the box each belongs in.
◆ Supported
One claim with a chosen source and a scribed reason, and one faith card pointed to a box.
▲ Standard
Two claims with sources and written reasons, and both faith cards placed with a quoted phrase.
★ Stretch
Three claims with reasons, both cards placed, and what each source does not show.
Check yourself: does your reason say what the source shows about that claim?
Check yourself: did you quote words from the card rather than describe a feeling?
Check yourself: have you avoided speaking for anyone who holds the faith on the card?
A finished row: claim, the council changed what it did. Source, the minute. Reason, it records a decision and it is dated after the march, so it shows the change and not only the campaign. What it does not show: whether the march caused it.
Record route and scribing on the evidence line, keeping adult support visible and separate from the learner own words.
Feedback loop
SPACE
VOICE · Make one record with two parts.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Make one record with two parts. 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 “Make one record with two parts” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Make one record with two parts” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Make one record with two parts” and take the reason in the pupil’s own mode.
Did it and explained → move on: 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.
4 min
Exit · Audience and InfluenceAudience receives; influence changes something
Read one reason to a partner. They say back which claim they think it was answering.
Did they name a different claim? Change one phrase so the reason points where you meant. That change is your influence.
Keep the record. The source work here is the same work the summer assessment asks for.
Close by naming one learner whose phrasing changed after a partner named the wrong claim. That is the influence record.
Feedback loop
SPACE
VOICE · Read one reason to a partner.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Read one reason 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.
Not yet / needs help → reduce the prompt: take the first step of “Read one reason to a partner” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read one reason to a partner” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Read one reason to a partner” and take the reason in the pupil’s own mode.
Did it and explained → move on: 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.