Migration and Identity in Modern Britain
LAUNCH Humanities · Autumn 1 · Week 1 · 40 minutes
Today at a Glance
◆ Supported
One source labelled with an attached annotation card.
▲ Standard
Three sources labelled and annotated, one row each.
★ Stretch
Three sources labelled and annotated, plus an evaluation of evidential weight with a stated limit.
Teacher Print Tools — Week 1
Arrival Task – Retrieving what a source can carry
A source establishes only what can be pointed to on it; everything beyond that is either an inference the source supports or a claim it cannot carry.
Identity is layered rather than singular, and a source usually records one layer, such as country of birth, while remaining silent about the others.
Arrival decision: Work from the three supplied sources, or add a fourth from the approved pack; both are complete answers, and nobody will ask which you chose.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: No learner is asked to disclose their own heritage, nationality, faith or family history. 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 “No learner is asked to disclose their own heritage, nationality, faith or family history” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “No learner is asked to disclose their own heritage, nationality, faith or family history” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “No learner is asked to disclose their own heritage, nationality, faith or family history” and take the reason in the pupil’s own mode.
Did it and explained → move on: Starter: Why does provenance change what the content means?
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: Why does provenance change what the content means?
Consider two readings of the same recruitment poster.
Reading A: “The poster shows that Britain welcomed workers from the Caribbean in the 1950s.”
Reading B: “The poster shows that one transport employer, short of staff in the 1950s, chose to advertise for workers in the Caribbean; whether Britain as a whole welcomed them is a separate question the poster cannot answer.”
Reading B is more careful than Reading A because it keeps the claim the size of the provenance: one employer, one purpose, one audience. Reading A borrows the authority of the whole country from a source produced by a single company, which is the most common way an inference outgrows its evidence.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Consider two readings of the same recruitment poster. 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 “Consider two readings of the same recruitment poster” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Consider two readings of the same recruitment poster” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Consider two readings of the same recruitment poster” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: Four provenance labels around one source
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: Four provenance labels around one source
The diagram above places the census summary table in the centre with four provenance labels around it: origin, date, audience and purpose. The connecting lines indicate which part of the source supplies each label, and the caption at the bottom records that only two of the four are printed on the source itself.
Watch the method: I read the caption first and label origin and date, because those are printed. I then ask who would use a table like this and why it was compiled, and I label audience and purpose as inferences, marking them with a question mark until the annotation confirms them. Printed labels first, inferred labels second, and the difference recorded.
We Do: Label the poster together
Element 1: the caption names a transport employer as the producer. Which provenance label does that supply?
Element 2: the poster was displayed in Caribbean towns in the 1950s. Which label does that supply, and is it printed or inferred?
Element 3: the wording invites readers to apply for skilled work in London. Which label does that supply?
Label first: write the provenance label for each of the three elements on your copy of the poster, marking each as printed or inferred; every table labels at the same time, and only then do we hold the copies up and compare.
Evidence check
Element 3 is where readings diverge, because the invitation to apply can be labelled as purpose or as audience depending on which question you asked of it; both are defensible if the annotation says which part of the wording supports the label. A label with a pointed finger is provenance work; a label alone is a guess.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Which provenance label does that supply? 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 provenance label does that supply” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Which provenance label does that supply” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Which provenance label does that supply” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: Establishes, suggests, cannot establish
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: Establishes, suggests, cannot establish
The diagram above sets out three boxes, establishes, suggests and cannot establish, and every annotation you write today must name the box its claim has earned; a claim that can be pointed to on the source belongs in the first, a claim argued from provenance in the second, and everything beyond the source in the third.
An annotation that fails this test reads: “The passenger list establishes that the Windrush generation felt British.” Nothing on a list of names, ages and occupations can carry a claim about feeling; the claim belongs in the third box, and moving it there is not a loss but an accurate record of the source's silence.
Repairing it together: rewrite the claim as “the passenger list cannot establish how the passengers understood their own identity, although the nationality law of the same year gave them the legal status of British subjects.” The claim is now the size of the evidence and points to a second source for the part the first cannot carry.
We Do: Annotate one identity claim together
We annotate one claim on the board before anyone writes: each learner records a single claim about identity drawn from the census table on a whiteboard, together with the box it has earned, and only when every board is raised do we compare and agree the box.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: We Do 2 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 “We Do 2” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “We Do 2” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “We Do 2” and take the reason in the pupil’s own mode.
Did it and explained → move on: Independent Work — Your record: migration and identity in the sources
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: migration and identity in the sources
Produce one record from the three supplied sources, or from those three and a fourth from the approved pack; both are complete answers.
◆ Supported
Label the four provenance elements of one source using the supplied frame, then attach the annotation card that fits it. An adult may scribe your exact words, and the words remain yours.
▲ Standard
Label the provenance of all three sources, marking printed and inferred elements, and annotate each with one claim it establishes and one it cannot establish about identity, one row per source.
★ Stretch
Complete the standard route, then evaluate which source carries the most evidential weight for the question of how migration shaped identity in modern Britain, acknowledging one limit of the source you chose.
Check yourself: does every annotation name the box its claim has earned?
Check yourself: can you point to the source for everything in the establishes column?
⏸ 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 row reads: the census table; origin printed, date printed, audience inferred, purpose inferred; it establishes that in 2011 roughly one usual resident in eight in England and Wales was born outside the UK, and it cannot establish how any of those residents described their identity. Provenance labelled, claim sized, silence recorded.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Produce one record from the three supplied sources, or from those three and a fourth from the approved pack; both are… 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 “Produce one record from the three supplied sources, or from those three and a fourth from the approved pack; both are” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Produce one record from the three supplied sources, or from those three and a fourth from the approved pack; both are” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Produce one record from the three supplied sources, or from those three and a fourth from the approved pack; both are” 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 one annotation to a partner or an adult; the listener repeats the box they heard in their own words.
If the listener heard "establishes" where you meant "suggests", change that single word; the change is your influence and belongs to you rather than to the listener.
✅ 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 your answer here: Read one annotation to a partner or an adult; the listener repeats the box they heard in their own words. 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 one annotation to a partner or an adult; the listener repeats the box they heard in their own words” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read one annotation to a partner or an adult; the listener repeats the box they heard in their own words” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Read one annotation to a partner or an adult; the listener repeats the box they heard in their own words” 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.