Who shaped Britain, and how we decide
LAUNCH Humanities · Autumn 1 · Week 5 · 40 minutes
Today at a Glance
◆ Supported
Two cards under one criterion, scribing permitted.
▲ Standard
Four ranked, criterion named, one sentence of defence.
★ Stretch
Four ranked, defended, with a concession.
Teacher Print Tools — Week 5
Arrival Task – Retrieving how judgement works
A ranking without a stated criterion is a preference.
Reach, endurance and whether it opened a door for others are three usable criteria.
Arrival decision: Take four contribution cards from the set. Everyone works from the same four.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Every judgement is made from the cards 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 judgement is made from the cards 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 judgement is made from the cards 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 judgement is made from the cards 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: Two rankings, one set of cards
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: Two rankings, one set of cards
Two learners rank the same four cards.
Ranking A puts the card with the widest documented reach first.
Ranking B puts the card whose change lasted longest first.
Neither is wrong. They used different criteria, and each order follows from the criterion that produced it.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Two learners rank the same four cards. 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 “Two learners rank the same four cards” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Two learners rank the same four cards” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Two learners rank the same four cards” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: Criterion, then order
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: Criterion, then order
The diagram shows the same four cards under two criteria. The orders differ, and neither is a mistake.
Modelled: criterion, documented reach. I read each card for how many people the contribution touched, not for how well known it is. Card C names a change applied across a whole service, so C leads. That order came out of the criterion, not out of my preference.
We Do: Commit to your ranking. Reveal together.
Card A and B: which leads under reach, and what in the card says so?
Card C: does endurance move it up or down?
Card D: which criterion is kindest to it, and is that a reason to choose it?
Commit first: write your criterion and your order 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 agree, and that is the design. On the reveal we ask what criterion produced each order. An order defended by its criterion stands, whoever else disagrees.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Card A and B: does endurance move it up or down? 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 “Card A and B: does endurance move it up or down” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Card A and B: does endurance move it up or down” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Card A and B: does endurance move it up or down” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: Defending the criterion, not the name
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: Defending the criterion, not the name
Two challenges arrive at a ranking. One says the order is wrong. One says the criterion was too narrow.
Refusing the second challenge is the commonest weakness at this level, and it is visible in a single sentence.
Modelled reply: under reach my order stands. Under a criterion that counted whether a door was opened for others, card D would rise, and I would not be able to keep it fourth.
We Do: Say what a wider criterion would change
Everyone writes one sentence of concession on a whiteboard, then we hold up together.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Everyone writes one sentence of concession on a whiteboard, then we hold up together. 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 of concession on a whiteboard, then we hold up together” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Everyone writes one sentence of concession on a whiteboard, then we hold up together” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Everyone writes one sentence of concession on a whiteboard, then we hold up together” and take the reason in the pupil’s own mode.
Did it and explained → move on: Independent Work — Your record: criterion, order, concession
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: criterion, order, concession
Produce one record. The criterion and the concession carry more weight than the order.
◆ Supported
Two cards ranked under one criterion, with the frame. Scribing permitted.
▲ Standard
Four cards ranked, criterion named, and one sentence of defence.
★ Stretch
Four ranked, defended, and a concession naming what a wider criterion changes.
Check yourself: did you apply it to every card in the same way?
Check yourself: does your concession name a criterion and a consequence?
⏸ 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: criterion, documented reach. Order C, B, A, D. Defence, C names a change applied across a whole service and the card documents it. Concession, under a criterion counting doors opened for others, D rises and I could not keep it last.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: The criterion and the concession carry more weight than the order. 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 criterion and the concession carry more weight than the order” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “The criterion and the concession carry more weight than the order” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “The criterion and the concession carry more weight than the order” 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 criterion and concession to a partner. They say back what your criterion counted.
Did they name something you did not mean to count? 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 your answer here: Read your criterion and concession 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 criterion and concession to a partner” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read your criterion and concession to a partner” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Read your criterion and concession 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.