A structured account from evidence
LAUNCH Humanities · Autumn 1 · Week 6 · 40 minutes
Today at a Glance
◆ Supported
Two extracts matched, one paragraph, scribing permitted.
▲ Standard
Six sorted, two paragraphs with links.
★ Stretch
Three paragraphs, each with point, evidence, explanation and link.
Teacher Print Tools — Week 6
Arrival Task – Retrieving the shape of a paragraph
A paragraph in an account makes one point, not three.
Six extracts and three paragraphs means two extracts each, and the sort is the plan.
Arrival decision: Take the six extracts and the three point cards. Everyone works from the same nine.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: All evidence is from the pack. 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 “All evidence is from the pack” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “All evidence is from the pack” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “All evidence is from the pack” and take the reason in the pupil’s own mode.
Did it and explained → move on: Starter: Two paragraphs, same evidence
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 paragraphs, same evidence
Two openings using the same extract.
Version A: “One source says the numbers rose sharply.”
Version B: “Employment in the town rose because of the works, and the wage returns show it.”
Version B opens with the point and treats the source as support. Version A opens with the source and leaves the point unstated.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Two openings using the same extract. 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 openings using the same extract” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Two openings using the same extract” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Two openings using the same extract” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: Point, evidence, link
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: Point, evidence, link
The diagram shows one paragraph. The point is stated first so a reader knows what the evidence is for.
Modelled: point, employment rose because of the works. Evidence, the wage return of that year, quoted with its date, and one sentence saying it records a rise in the same quarter the works opened. Link, so the growth the question asks about begins here rather than a decade later.
We Do: Sort the extracts. Match each to its point.
Extract 1: which point does it support, and what in it says so?
Extract 4: does it fit two points? Which one does it serve better?
Extract 6: what would you have to add to use it at all?
Sort first: sort all six extracts under the three point cards, then match each to the sentence it would support. Everyone commits at the same time, and then we hold up the first match together.
Evidence check
Two tables will sort extract four differently. Both stand if both say what work it does under that point. We ask for the work, not the placement.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Extract 1: does it fit two points? 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 “Extract 1: does it fit two points” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Extract 1: does it fit two points” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Extract 1: does it fit two points” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: Writing from the sort
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: Writing from the sort
The picture shows the sort becoming the account. Three piles, three paragraphs, in the order you chose.
Writing from a sort is faster than writing and then reorganising, which is why the sort is assessed as part of the account.
Decided together: point two opens, because its evidence is the hardest to argue with and the reader meets it first.
We Do: Write the sentence that closes a paragraph
Everyone drafts one link sentence 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 drafts one link sentence 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 drafts one link sentence 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 drafts one link sentence 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 drafts one link sentence 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: the account
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: the account
Write the account from your sort. The sort stays on the table beside it as part of the record.
◆ Supported
Two extracts matched and one paragraph written, scribing permitted.
▲ Standard
All six sorted and two paragraphs written with links.
★ Stretch
All three paragraphs written, each with point, evidence, explanation and link.
Check yourself: does every quotation carry its origin and date?
Check yourself: does every paragraph close with a link to the question?
⏸ 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 paragraph: point, employment rose because of the works. Evidence, the wage return of that year, quoted with its date, recording a rise in the same quarter the works opened. Link, so the growth the question asks about begins here rather than a decade later.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Write the account from your sort. 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 “Write the account from your sort” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Write the account from your sort” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Write the account from your sort” 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 paragraph to a partner. They say back the point it argued.
Did they name a different point? Rewrite the first sentence. 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 one paragraph 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 one paragraph to a partner” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read one paragraph to a partner” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Read one paragraph 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.