Belief, identity and belonging as an adult
LAUNCH Humanities · Autumn 1 · Week 1 · 40 minutes
Today at a Glance
◆ Supported
Two cards matched to a word, scribing permitted.
▲ Standard
Four cards read, each with its line.
★ Stretch
Four cards read and defended, one carrying all three.
Teacher Print Tools — Week 1
Arrival Task – Retrieving three words adults live by
Belief is what a person holds to be true. It can be religious or not.
In adult life the three show up in small choices: what to eat, when to rest, what to wear, who to turn to.
Arrival decision: Take four case cards from the set. Everyone works from the same four.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Every reading is made from the card on the table, and no learner speaks for a group. In-lesson edit; structured verbal response; for full essays, deferred edit.
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 reading is made from the card on the table, and no learner speaks for a group” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Every reading is made from the card on the table, and no learner speaks for a group” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Every reading is made from the card on the table, and no learner speaks for a group” and take the reason in the pupil’s own mode.
Did it and explained → move on: Starter: One habit, two readings
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
- Lundy Loop Lundy Loop — Your Voice in This Lesson SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.
- Why: 🚪 SPACE , Space SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.
- 📣 VOICE 👥 AUDIENCE ⭐ INFLUENCE
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: One habit, two readings
An adult on a card keeps one day each week free of paid work.
Reading A says this is belief: the adult holds that the day is set apart.
Reading B says this is belonging: the adult does what the community they are part of does together.
Neither is wrong on its own. Each reading follows from a different line of evidence, and the card decides which line is there.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: An adult on a card keeps one day each week free of paid work. In-lesson edit; structured verbal response; for full essays, deferred edit.
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 “An adult on a card keeps one day each week free of paid work” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “An adult on a card keeps one day each week free of paid work” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “An adult on a card keeps one day each week free of paid work” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: Line on the card, then the word
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: Line on the card, then the word
The diagram shows one card read three ways. Each arrow starts from a different line on the card, and none of the arrows is a guess.
Modelled: Card C. The adult works nights in a hospital and eats no meat. The card gives the reason as: it is right to do so. That line points to belief, because it tells me what the adult holds to be true. I did not guess from the habit; I read the reason on the card.
We Do: Commit to your reading. Reveal together.
Card A: the adult wears a head covering at work. Which line on the card says why, and which word does that line point to?
Card B: the adult gives one evening a week to a food bank. Belief, identity or belonging, and which line proves it?
Card D: the adult keeps no faith and marks a family day every year. Which word does the card support, and is none of the three an honest answer?
Commit first: write the card letter, your word and the line you are pointing to on a whiteboard and turn it over. Everyone commits at the same time; nobody reveals until every board is down. Then we hold up together.
Evidence check
We will not all agree, and that is the design. On the reveal we ask which line on the card produced each reading. A reading defended by a line on the card stands, whoever else disagrees.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Which line on the card says why, and which word does that line point to? In-lesson edit; structured verbal response; for full essays, deferred edit.
At We Do 1, 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 “Which line on the card says why, and which word does that line point to” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Which line on the card says why, and which word does that line point to” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Which line on the card says why, and which word does that line point to” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: When one choice carries all three
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: When one choice carries all three
One adult choice on a card can be read three ways at once. The adult who fasts for one month each year may hold it true. They may see it as part of who they are. They may end each day of it with other people.
The commonest weakness at this level is to stop at the first word that fits. It is visible in a single sentence.
Modelled reply: under the reason line, card A shows belief. Under the line about who the adult eats with after sunset, it also shows belonging, and I could not keep it as belief alone.
We Do: Say what a second line on the card adds
Everyone writes one sentence on a whiteboard that names a second line and the word it points to, then we hold up together.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Everyone writes one sentence on a whiteboard that names a second line and the word it points to, then we hold up… In-lesson edit; structured verbal response; for full essays, deferred edit.
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 “Everyone writes one sentence on a whiteboard that names a second line and the word it points to, then we hold up” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Everyone writes one sentence on a whiteboard that names a second line and the word it points to, then we hold up” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Everyone writes one sentence on a whiteboard that names a second line and the word it points to, then we hold up” and take the reason in the pupil’s own mode.
Did it and explained → move on: Independent Work — Your record: card, line, word, what a second line adds
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 Work — Your record: card, line, word, what a second line adds
Produce one record. The line you point to carries more weight than the word you choose.
◆ Supported
Two cards matched to a word, using the frame. Scribing permitted.
▲ Standard
Four cards read, each with the line on the card that proves the word.
★ Stretch
Four cards read and defended, with one card shown carrying all three words.
Check yourself: did you read each card for its reason, not for what you assume the habit means?
Check yourself: does your second line name a word and say what it adds?
⏸ Pens down — quick partner check!
Half way through: stop, swap with a partner, and check one thing on the list above together. Then carry on.
WAGOLL — what a good one looks like
A finished record: Card C. Line, eats no meat, reason given as it is right to do so. Word, belief. Second line, cooks the festival meal with neighbours every year. Adds belonging, so the card carries two words and both are defended.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: The line you point to carries more weight than the word you choose. In-lesson edit; structured verbal response; for full essays, deferred edit.
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 “The line you point to carries more weight than the word you choose” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “The line you point to carries more weight than the word you choose” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “The line you point to carries more weight than the word you choose” and take the reason in the pupil’s own mode.
Did it and explained → move on: Exit Ticket — Audience receives; influence changes something
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 Ticket — Audience receives; influence changes something
Read your card, your line and your word to a partner. They say back which line on the card you pointed to.
Did they point to a different line than the one you meant? Change one phrase. That change is your influence.
✅ Complete
Hand in your record and tick the learner confirmation on your sheet. That is the lesson done.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Read your card, your line and your word to a partner. In-lesson edit; structured verbal response; for full essays, deferred edit.
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 card, your line and your word to a partner” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read your card, your line and your word to a partner” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Read your card, your line and your word to a partner” and take the reason in the pupil’s own mode.
Did it and explained → move on: Exit Ticket — Audience receives; influence changes something
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.