Remembrance And Peace, Reported From Two Sources
LAUNCH · Humanities · Week 6. Religious Education and Ethics. Remembrance And Peace, Reported From Two Sources.
Objective: report what two approved sources from different traditions say about remembrance and peace, compare them using the frame, and name one shared point and one difference.
Success evidence: two reports, each naming its source, plus one shared point and one difference.
Every quotation comes from the approved source sheet. You report what a source teaches. You are not asked what you believe, and never about your family.
40 minutes. Offline.
Arrival · retrieve
Report and agree are different jobs
Remembrance is an act. Peace is an idea. Traditions hold both, and not in the same way.
Your job today is to report. Reporting means saying what a source teaches.
Agreeing means saying you think it is true. We never ask that.
Nor does the exam. It asks what a tradition teaches.
So every sentence starts on the sheet, not in your head.
You need the source sheet, the frame and a pencil.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Remembrance is an act. 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 “Remembrance is an act” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Remembrance is an act” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Remembrance is an act” 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 on the same silence
Answer A says the two-minute silence is moving and everyone should keep it. It scores nothing.
Answer B says source one describes the silence as shared respect for the dead.
Answer B names a source. Answer A names a feeling.
Read both. Ask which one an examiner could check against the sheet.
Only one can be checked. That is the whole difference.
- 1 · name the source you are using.
- 2 · report what it teaches in your own words.
- 3 · set it beside the second source.
- 4 · label the point as shared or different.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Answer A says the two-minute silence is moving and everyone should keep it. 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 says the two-minute silence is moving and everyone should keep it” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Answer A says the two-minute silence is moving and everyone should keep it” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Answer A says the two-minute silence is moving and everyone should keep it” 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
One source reported, then the second
I take source one, a Christian statement on remembrance and peace from the sheet.
I write: source one teaches that remembering the dead is a duty of respect, and that the living owe each other peace.
That sentence reports. It does not say whether I find it moving.
Now source two, a Muslim statement on the same two ideas.
I write: source two teaches that the dead are honoured when a person chooses not to return harm.
Two reports, two sources named. Now they can be compared.
The compare step is one sentence. Both sources tie remembrance to peace, and both put the work on the living.
Notice what I never wrote. I never wrote that one source is better.
We Do · everyone commits
Sort the cards, then match them
Six statement cards sit on your table. Sort them into reports and opinions.
A report says what a source teaches. An opinion says what a person thinks.
Then match each report card to the source it came from, one or two.
Two cards are hard. They report a source, then add an opinion.
Put those in a third pile. Say where the opinion starts.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Six statement cards sit 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 statement cards sit on your table” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Six statement cards sit on your table” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Six statement cards sit 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
Naming shared ground without flattening it
The easy mistake is to write that all religions want peace, then stop.
It is too wide to mark. You could write it without reading a source.
A shared point must be narrow enough to point at on the sheet.
So I write: both sources place the duty on the living, not on the dead.
A difference is tested the same way. It stays narrow, and it keeps each tradition's own words.
So I write: source one calls remembrance a duty of respect, and source two calls it honouring the dead by refusing harm.
The second column fails because it removes the source.
With the source gone, an examiner has nothing to credit.
- 1 · a shared point names something both sources say.
- 2 · a difference keeps each tradition's own wording.
- 3 · both sentences carry a source number.
- 4 · neither sentence says who is right.
We Do 2 · lab
Underline the reporting verb
Work in twos. Swap sheets and read your partner's reports silently.
Underline the reporting verb in each one. Teaches, describes, states, calls.
If think, feel or believe is used about the writer, ring it.
That word has moved the sentence from report to opinion.
Hand it back and say which word you ringed.
Then swap back and check yours.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Swap sheets and read your partner's reports silently. 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 “Swap sheets and read your partner's reports silently” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Swap sheets and read your partner's reports silently” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Swap sheets and read your partner's reports silently” 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
Two reports, one shared point, one difference
Work on your own, using the frame and the source sheet.
Write one report for source one and one report for source two.
Name the source in each. Use a reporting verb in each.
Then write one sentence naming a point they share, narrow enough to point at.
Then write one sentence naming a difference, in each tradition's own words.
- Supported · one report with its source named, using the frame.
- Standard · two reports, plus a shared point and a difference, each carrying a source.
- Stretch · as Standard, and name the word that would turn your shared point into an opinion.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Write one report for source one and one report for source two. 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 one report for source one and one report for source two” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Write one report for source one and one report for source two” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Write one report for source one and one report for source two” 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 one report to an adult
Read one report to the adult at your table.
They read it back and say whether it reported or judged.
If it judged, change the verb rather than the whole sentence.
Then choose what happens next. Keep it, rewrite the second report, or add a third source.
Write that 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 one report 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 one report to the adult at your table” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read one report 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 one report 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.
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.