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.
GROW_RE_A1_W01 · Beliefs and worldviews in our community
Outcome: Identify different beliefs and worldviews in our community.
Assessment: F: community-worldviews map naming two worldviews.
Shared activity: match — Match each clue to the worldview it fits. Say which word in the clue helped you decide.
Independent task: Place the three fictional profiles on the community map. Label each worldview. Add one clue from each profile.
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
GROW_RE_A1_W02 · How beliefs shape identity
Outcome: Describe one way beliefs can shape a person's identity.
Assessment: F: identity-influence chain for one profile.
Shared activity: chain — Decide whether each statement is a belief, a value or a choice. Highlight the clue that links one step to the next.
Independent task: Choose one profile. Complete the chain: belief → value → choice. Explain one link using the word “so”.
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
GROW_RE_A1_W03 · Diwali: festival, story and meaning
Outcome: Explain one meaning connected to Diwali.
Assessment: F: one symbol → meaning response.
Shared activity: match — Match each symbol or practice to a meaning. Name the evidence card you used.
Independent task: Choose one Diwali symbol or practice. Write: symbol → meaning. Explain the meaning using the story or a card.
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
GROW_RE_A1_W04 · Hanukkah and the theme of light
Outcome: Describe how light is used at Hanukkah and explain one meaning it can represent.
Assessment: F: “What happens? What does it mean?” response.
Shared activity: sequence — Put the four story cards in order. Connect the light to remembrance, faith or hope.
Independent task: Answer “What happens?” in one or two sentences. Answer “What does it mean?” using faith, hope or remembrance. Check your answer against card D.
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
GROW_RE_A1_W05 · Christmas and Christian belief
Outcome: Explain how one Christmas tradition links to a Christian belief.
Assessment: F: one tradition linked to a belief using “This links to… because…”.
Shared activity: match — Match each tradition to the belief or meaning it links to. Decide which traditions are cultural.
Independent task: Choose one Christmas tradition. Match it to a Christian belief. Explain: This links to ___ because ___.
Changes: Evidence card B 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
GROW_RE_A1_W06 · Comparing festivals of light
Outcome: Compare two festivals of light respectfully using one similarity and one difference.
Assessment: F: comparison with one similarity and one difference.
Shared activity: sort — Sort each statement: similarity or difference. Say it aloud using “both” or “however”.
Independent task: Choose two festivals. Write one similarity using “both”. Write one difference using “however”.
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
GROW_RE_A1_W07 · Remembrance and shared values
Outcome: Explain one shared value connected to remembrance and respect.
Assessment: F: reflection naming one shared value and why it matters.
Shared activity: source — Inspect each card, then match each action to a value. Name a value that Ruth and Dan share.
Independent task: Create a remembrance reflection using words or symbols. Name one shared value. Explain why it 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
GROW_RE_A2_W01 · Belonging across faiths
Outcome: Describe what belonging can mean in two faith or worldview communities.
Assessment: F: belonging comparison map.
Shared activity: sort — Sort each detail: Simran’s community, Yusuf’s community or both. Use the four lenses: people, place, practice, values.
Independent task: Complete the map for both profiles using the four lenses. Find one similarity. Finish: In ___ community, belonging 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
GROW_RE_A2_W02 · Place of worship enquiry
Outcome: Identify key features of a place of worship and explain one purpose.
Assessment: F: labelled visitor guide with one feature and its purpose.
Shared activity: source — Inspect each card, then match each feature to its purpose. Say whether the purpose is worship, community or both.
Independent task: Label three features for your visitor guide. Write the purpose of each. Add one respectful-visitor tip.
Changes: Evidence card A 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
GROW_RE_A2_W03 · Religious practice and subject vocabulary
Outcome: Use accurate RE vocabulary to describe one religious practice.
Assessment: F: description of one practice using at least three key terms.
Shared activity: editor — Improve each vague description using RE vocabulary. Check that each new sentence is accurate.
Independent task: Choose one religious practice. Describe it using at least three key terms. Underline the key terms.
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
GROW_RE_A2_W04 · Big question: do beliefs make us who we are?
Outcome: Discuss a big question about identity respectfully and give a reason for a viewpoint.
Assessment: F: supported response to the big question.
Shared activity: decision — Decide whether each reply disagrees respectfully. Justify one decision.
Independent task: State your viewpoint on the big question. Give one reason. Add an example from a profile.
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
GROW_RE_A2_W05 · Questions for a faith or belief visitor
Outcome: Ask or answer a respectful question and record one thing learned from a faith or belief visitor.
Assessment: F: one answer recorded and one thing learned.
Shared activity: sort — Sort each class question: belief, practice or community. Check each against the boundaries.
Independent task: Ask or write one respectful question. Record the answer from the visitor or the source. Write one thing you learned.
Changes: Evidence card C corrected; Evidence card B 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; Added a real written lived-experience account for the visitor-source fallback
GROW_RE_A2_W06 · Personal values and respect for others
Outcome: Identify a value that matters to a person and explain how respecting different values supports community.
Assessment: F: values-and-respect scenario task.
Shared activity: decision — Decide whether each response shows respect. Rewrite one response that needs changing.
Independent task: Identify the value that matters to each person. Choose or write a respectful response. Explain how it supports the community.
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
GROW_RE_A2_W07 · Belief and identity assessment
Outcome: Show understanding of beliefs, festivals, belonging and respect using evidence from the term.
Assessment: S: belief-and-identity assessment and UAS evidence task.
Shared activity: match — Match each piece of evidence to the question it best supports. Complete one supported answer together.
Independent task: Answer each question with a point. Add evidence from a source or image. Explain using “because”.
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