Shared Values, Different Reasons
LAUNCH · Humanities · Week 4. Religious Education and Ethics. Shared Values, Different Reasons.
Objective: compare how two traditions on the approved source sheet mark the International Day of Peace, identify one value they share, and explain in a full paragraph why the reasons they give for it differ.
Success evidence: one shared value identified with a source reference from each tradition, and a paragraph explaining why the reasons differ.
All material comes from the approved source sheet. You report and compare what the sources say; you are not asked what you believe.
40 minutes. Offline.
Arrival · retrieve
Agreeing on the value is not agreeing on the reason
Two traditions can hold the same value and reach it by completely different routes.
At GCSE the marks are in the routes, not in the value.
Saying both believe in peace is true and scores almost nothing.
Saying why each one gets there, from its own sources, is the answer.
Today's sheet gives two traditions and a short source from each.
You need the source sheet, the comparison grid, and the paragraph frame.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Two traditions can hold the same value and reach it by completely different routes. 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 “Two traditions can hold the same value and reach it by completely different routes” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Two traditions can hold the same value and reach it by completely different routes” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Two traditions can hold the same value and reach it by completely different routes” and take the reason in the pupil’s own mode.
Did it and explained → move on: Starter · create the need
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.
Starter · create the need
Two answers to the same question
Answer A: both religions believe in peace, so they both support the Day of Peace.
Answer B: both support it, but one grounds peace in a duty owed to God and the other in the consequences for the community, so their reasons work differently when the two conflict.
Both are accurate. One would be capped at the bottom band.
The difference is that the second answer says what the reasons are, and what follows from them.
An examiner is looking for that second move, and it is the only one worth practising.
- 1 · name the shared value.
- 2 · give each tradition's reason.
- 3 · reference both.
- 4 · say what follows from the difference.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Answer A: both religions believe in peace, so they both support the Day of Peace. 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 “Answer A: both religions believe in peace, so they both support the Day of Peace” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Answer A: both religions believe in peace, so they both support the Day of Peace” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Answer A: both religions believe in peace, so they both support the Day of Peace” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do · model
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 · model
Building the paragraph from the grid
I fill the grid first. Column one is the value, columns two and three are the two reasons.
Value: both sources say violence should be avoided where possible.
Reason one comes from a command in a text, quoted on source A, line three.
Reason two comes from an argument about harm, on source B, line two.
Now I write the paragraph, and the grid gives me its order.
The last sentence is the one that matters: a duty holds even when the outcome is bad, and a consequence-based reason does not.
That sentence could not be written without both references in front of me.
We Do · everyone commits
Sort the reasons
Six reason cards are on your table. Sort them into duty-based and consequence-based.
It is commanded. It reduces suffering. It is what a good person does.
It keeps the community together. It is owed to God. It produces the best outcome.
Then match each card to the source on the sheet it could have come from.
When your table is done, hold up the one that could go in either group.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Six reason cards are on your table. In-lesson edit; structured verbal response; for full essays, deferred edit.
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 “Six reason cards are on your table” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Six reason cards are on your table” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Six reason cards are on your table” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do 2 · connect
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 2 · connect
The test case does the work
Two reasons for the same value only show their difference when you push them.
So the paragraph ends with a case where they come apart.
A duty-based reason still forbids the act when the outcome would be good.
A consequence-based reason does not, and that is the whole difference in one sentence.
Choose your test case from the sheet, not from your imagination.
An invented case is not evidence and cannot be referenced.
We Do 2 · lab
Read the last sentence only
Work in twos. Read your partner only the final sentence of your paragraph.
They say which two reasons it must have been comparing.
If they cannot tell, the sentence is doing less work than you think.
Add the missing half and read it again.
Then swap over and do the same for theirs.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Read your partner only the final sentence of your paragraph. 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 “Read your partner only the final sentence of your paragraph” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read your partner only the final sentence of your paragraph” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Read your partner only the final sentence of your paragraph” and take the reason in the pupil’s own mode.
Did it and explained → move on: Independent · evidence
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 · evidence
Grid, then paragraph
Work on your own. Fill the comparison grid before you write anything continuous.
Name the shared value, then each tradition's reason, each with a source reference.
Then write the paragraph, in the grid's order, ending on the test case.
Keep it to one paragraph. This is a practice at structure, not at length.
If you finish early, write the first line of the counter-argument you would answer next.
- Supported · complete the grid and write two sentences from it.
- Standard · complete the grid and write the full paragraph, ending on a test case.
- Stretch · as Standard, and write the first line of the counter-argument you would answer next.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Fill the comparison grid before you write anything continuous. 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 “Fill the comparison grid before you write anything continuous” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Fill the comparison grid before you write anything continuous” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Fill the comparison grid before you write anything continuous” and take the reason in the pupil’s own mode.
Did it and explained → move on: Exit · Audience and 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.
Exit · Audience and Influence
Read the last sentence to an adult
Read the final sentence of your paragraph to the adult at your table.
They read it back and name the two reasons they think it compares.
If they get one wrong, add the reference into the sentence and read it again.
Then choose what happens next: keep the paragraph, change the test case, or add the counter-argument.
Write the choice on the sheet with today's date before you leave.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Read the final sentence of your paragraph to the adult at your table. 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 the final sentence of your paragraph to the adult at your table” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read the final sentence of your paragraph to the adult at your table” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Read the final sentence of your paragraph to the adult at your table” and take the reason in the pupil’s own mode.
Did it and explained → move on. Then choose what happens next: keep the paragraph, change the test case, or add the counter-argument.
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.