Review record
Scope: 120 current lessons: 78 Humanities lessons from Autumn 1 to Spring 2 and 42 RE lessons across Autumn 1 and 2. Each of the three pathways has 40 lessons. Fourteen missing Humanities Autumn 2 BUILD/GROW lessons were recovered from an earlier supplied pack and revised.
The supplied Humanities scheme also plans 39 Summer lesson slots. No matching created Summer lessons were in the reviewed packs. RE source planning covers Autumn only. Those periods are not represented as completed lessons.
Changes across the packs
- Matched the stated outcome, teaching sequence and assessment evidence to the supplied scheme; corrected internal examples, sources and datasets where they did not serve those aims.
- Linked worked models to relevant named evidence. Added retrieval prompts, supported/standard/stretch routes, independent organisers, printable shared-activity cards and teacher answers.
- Kept varied shared work: matching, sequencing, decisions, maps, source investigation, ranking, graphs, presentations and portfolios. Added keyboard-operated checks and feedback to card activities.
- Retained BUILD’s concrete and symbol-supported tasks, GROW’s explanation and comparison, and LAUNCH’s evidence and application. RE LAUNCH remains an adult-life pathway without GCSE marking bands.
- Rebuilt offline captioned teaching models and editable slides. Every lesson has a one-page A4 knowledge organiser, pupil pack and teacher notes.
Checks and remaining limits
All 120 HTML lessons passed automated DOM execution checks for the nine stages, route controls and their tested interactions, with no JavaScript errors or duplicate IDs. All 240 revised Word files were rendered; page-bound checks found no empty pages or text outside the page. PDF organisers were checked for one-page A4 output. Slide packages were validated and rendered. Representative and dense page layouts were visually reviewed. Eleven data workbooks were created; fieldwork blank/zero behaviour was tested.
Live browser layout, phone/touch behaviour and playback on a school device could not be verified here because the available browser blocked local files. Check those before teaching. Source restrictions are recorded separately. This is a resource review against the supplied pathway guidance, not an assessment of individual learners; adjust reading, communication and sensory support using their plans.
UAS evidence prompts are included, but the supplied material does not identify the centre’s approved unit codes or exact statements. Staff must map evidence to those selected units before claiming accreditation. Local fieldwork still needs a suitable location, consent and the centre’s normal arrangements.
Lesson-by-lesson record
Outcome and assessment below reproduce the supplied scheme. Each lesson folder contains the revised materials.
BUILD_RE_A1_W01 · Special things and why they matter
Outcome: Talk about what is special to me and give one reason why.
Assessment: F: one special object and one reason.
Shared activity: match — Match each object to a possible meaning. Say which reason card fits: person, memory, belief or place.
Independent task: Choose, draw or describe one special object. It can be fictional. Write or say one reason it matters. Name the type of reason: person, memory, belief or place.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
BUILD_RE_A1_W02 · Special books and places
Outcome: Recognise one special book or place linked to a faith.
Assessment: F: one matched book or place with a simple reason.
Shared activity: sort — Sort each book or place under the faith it belongs to. Say one way believers show that it is special.
Independent task: Choose one sacred book or place. Match it to its faith and label it. Explain simply why it is special to some believers.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
BUILD_RE_A1_W03 · A story of belonging
Outcome: Listen to a story of belonging and identify one example of belonging.
Assessment: F: sequenced story and one sign of belonging.
Shared activity: sequence — Put the four parts of Sam’s visit in order. Find one thing in the story that shows belonging.
Independent task: Put the four story parts in order. Choose one example of belonging from the story. Finish the sentence: They belong because ___.
Changes: Evidence card A corrected; Evidence card C corrected; Evidence card D corrected; Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
BUILD_RE_A1_W04 · Respecting special objects
Outcome: Show one respectful way to handle or respond to a special religious object.
Assessment: F: three respectful actions in order and one reason.
Shared activity: decision — Decide whether each action shows respect. Explain who the respect is for.
Independent task: Choose three respectful actions. Put them in order: first, next, last. Say why one action matters.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
BUILD_RE_A1_W05 · Similarities between beliefs
Outcome: Notice one similarity between two people's beliefs or values.
Assessment: F: one 'Both people...' response naming a shared value.
Shared activity: sort — Sort each statement: Aisha, Tom or both. Name the value that both people share.
Independent task: Read or listen to the two profiles. Find one similarity between Aisha and Tom. Finish the sentence: Both people ___.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
BUILD_RE_A1_W06 · Belonging and the Day of Peace
Outcome: Reflect quietly on belonging and choose one action that helps create peace.
Assessment: F: peace/belonging card and one chosen action.
Shared activity: decision — Decide whether each action helps build peace. Say who feels safer because of it.
Independent task: Create a peace or belonging card with a word, symbol or sentence. Choose one action that builds peace. Say why that action helps.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
BUILD_RE_A1_W07 · Sharing something special
Outcome: Share or describe a 'special to me' object respectfully.
Assessment: F: shared or described object with one reason.
Shared activity: match — Match each object card to the reason it is special. Practise one 20-second share using the frame.
Independent task: Choose a real object, photo, drawing or object card. Practise the frame: This is ___. It is special because ___. Share with an adult or a small group.
Changes: Evidence card D corrected; Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
BUILD_RE_A2_W01 · A festival of light: Diwali
Outcome: Explore one festival of light and explain one meaning linked to it.
Assessment: F: one symbol matched to one meaning.
Shared activity: match — Match each Diwali symbol to a meaning. Say which card gave you the evidence.
Independent task: Choose one Diwali symbol. Write or say what it means. Finish the sentence: Light can mean ___.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
BUILD_RE_A2_W02 · Comparing light in celebrations
Outcome: Identify one similarity between how light is used in two celebrations.
Assessment: F: sorted cards and one 'Both...' sentence.
Shared activity: sort — Sort each feature: Diwali, Hanukkah or both. Say one similarity without calling the festivals the same.
Independent task: Sort the feature cards into Diwali, Hanukkah or both. Choose one similarity. Finish one sentence: Both ___.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
BUILD_RE_A2_W03 · Retelling a festival story
Outcome: Retell a festival story in the correct order using symbols or pictures.
Assessment: F: ordered sequence and retelling.
Shared activity: sequence — Put the four story cards in order. Retell the story using first, next, then and last.
Independent task: Put four story cards in order. Retell the story aloud, with labels or with short captions. Use the words first, next, then and last.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
BUILD_RE_A2_W04 · Taking part respectfully
Outcome: Take part respectfully in a classroom celebration activity.
Assessment: F: artwork with one explained meaning; observed respectful participation.
Shared activity: decision — Decide whether each action is respectful in our activity. Say how the action could be changed if needed.
Independent task: Create a light-themed card, pattern, decoration or symbol drawing. Add one symbol from the festival images. Explain one meaning of your symbol.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
BUILD_RE_A2_W05 · Hope and remembrance
Outcome: Reflect on one way light or remembrance can represent hope.
Assessment: F: symbol with one word or short explanation; monitor regulation.
Shared activity: sort — Sort each symbol: hope, remembrance or both. Explain how a symbol can carry meaning.
Independent task: Create a hope or remembrance symbol. Add one word or a short explanation. Finish the sentence: Hope can be shown by ___.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
BUILD_RE_A2_W06 · A big question
Outcome: Give a simple response to a big question using one reason.
Assessment: F: one 'I think... because...' response.
Shared activity: decision — Decide whether each answer gives a reason. Improve the weak answer together by adding “because”.
Independent task: Choose one big question. Answer using: I think ___ because ___. Check that your reason follows “because”.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
BUILD_RE_A2_W07 · Festival reflection and UAS evidence
Outcome: Make a simple festival reflection page showing what I have learned.
Assessment: S: one-page reflection against unit criteria; retain UAS evidence.
Shared activity: match — Match each symbol to its meaning. Complete the first box of the reflection page together.
Independent task: Add a festival symbol and one meaning. Add one respectful action. Write or say one thing you have learned.
Changes: Full assessment evidence supplied; Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels