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.
LAUNCH_RE_A1_W01 · Belief, identity and belonging in adult life
Outcome: Explain one way a belief or worldview can influence a person's identity or choices.
Assessment: F: identity-influence map with one explained link.
Shared activity: chain — Label each piece of evidence: belief, choice or identity. Highlight the phrase that shows influence.
Independent task: Complete the identity-influence map for one fictional person. Show belief, value, choice and identity. Explain one link in a full sentence.
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
LAUNCH_RE_A1_W02 · Key beliefs across two worldviews
Outcome: Identify a key belief in two worldviews and explain one similarity or difference.
Assessment: F: one similarity or difference explained with evidence.
Shared activity: sort — Sort each belief: Christianity, Humanism or both. Explain one similarity or difference using a card.
Independent task: Choose one similarity or one difference. Explain it using the belief cards. Use “some” or “many”, not “all”.
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
LAUNCH_RE_A1_W03 · Sources of authority and meaning
Outcome: Recognise a source of authority or meaning and explain how it may guide a believer or non- religious person.
Assessment: F: one scenario explained: which source might guide the person and why.
Shared activity: match — Match each fictional decision to a source the person might turn to. Explain why that source could guide them.
Independent task: Choose one scenario. Explain which source might guide the person. Explain why, using the word “authority”.
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
LAUNCH_RE_A1_W04 · Festivals, shared values and the Day of Peace
Outcome: Explain how a festival or shared value can bring people together and identify one value linked to peace.
Assessment: F: “Peace in Practice” response linking one value to one action.
Shared activity: source — Inspect each example, then name the value behind the action. Trace symbol → meaning → value for one example.
Independent task: Create a “Peace in Practice” response. Link one value to one real-life action. Explain how it brings people together.
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
LAUNCH_RE_A1_W05 · A structured “explain” response
Outcome: Write or give a structured explanation using a point, evidence/example and explanation.
Assessment: F: one explain answer using point, evidence/example and explanation.
Shared activity: editor — Improve each weak response using the colour-coded structure. Find the evidence in the improved version.
Independent task: Choose one explain question from Weeks 1–4. Write a point and an example. Explain using “because” or “therefore”.
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
LAUNCH_RE_A1_W06 · Remembrance and peace across beliefs
Outcome: Compare how two worldviews may respond to remembrance or peace.
Assessment: F: short comparison or reflection linked to evidence.
Shared activity: sort — Sort each statement: similarity or difference between the two responses. Support one with a quotation from a source.
Independent task: Complete a short comparison of the two responses. Include one similarity and one difference. Link each to a source.
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
LAUNCH_RE_A1_W07 · Belief and identity assessment
Outcome: Use evidence from the half-term to explain how beliefs and worldviews can influence identity, values or choices.
Assessment: S: half-term assessment: written, structured or supported-response route.
Shared activity: match — Match each piece of evidence to what it best shows. Plan one answer together using the frame.
Independent task: Write your point. Add evidence from the half-term. Explain using “because” or “therefore”.
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
LAUNCH_RE_A2_W01 · Worship, prayer and practice
Outcome: Describe one form of worship, prayer or reflection and explain its purpose.
Assessment: F: one practice described with its purpose.
Shared activity: match — Match each practice to a possible purpose. Compare purposes across two worldviews.
Independent task: Choose one practice. Explain what happens. Explain why it matters to the person.
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
LAUNCH_RE_A2_W02 · Pilgrimage and sacred places
Outcome: Explain why a sacred place or pilgrimage can be important to a believer.
Assessment: F: travel-style information card: where, what happens, why it matters.
Shared activity: source — Inspect the cards, then match each detail to its pilgrimage. Trace place → action → meaning for one of them.
Independent task: Create an information card: where and what happens. Explain why it matters to a believer. Include one key term.
Changes: Evidence card A 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
LAUNCH_RE_A2_W03 · Rites of passage and community
Outcome: Describe a rite of passage and explain how it can connect a person to a community.
Assessment: F: “What happens? What does it mean? How does it show belonging?” task.
Shared activity: sort — Sort each detail: Bar/Bat Mitzvah, Confirmation or both. Answer the three questions for one ceremony.
Independent task: Choose one rite of passage. Answer: what happens? What does it mean? Explain how it shows belonging.
Changes: Evidence card A 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
LAUNCH_RE_A2_W04 · Moral teachings across worldviews
Outcome: Apply a moral teaching or principle from two worldviews to an everyday dilemma.
Assessment: F: one everyday dilemma with two possible responses explained.
Shared activity: decision — Apply each principle to Sam’s dilemma. Decide whether each response fits the principle.
Independent task: Select one everyday dilemma. Explain two possible responses. Say which principle influenced each.
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
LAUNCH_RE_A2_W05 · Comparing responses to a life question
Outcome: Compare how two worldviews respond to one important life question.
Assessment: F: supported comparison with one similarity and one difference.
Shared activity: sort — Sort each statement: Muslim source, Humanist source or both. Use “Both… whereas…” for one pair.
Independent task: Complete the comparison frame. Include one similarity and one difference. Refer to each source.
Changes: Evidence card B corrected; Evidence card C corrected; items corrected; 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
LAUNCH_RE_A2_W06 · A structured “compare” response
Outcome: Produce a structured comparison using evidence from two worldviews.
Assessment: F: one comparison answer using both / however / because.
Shared activity: editor — Improve each weak comparison using both / however / because. Highlight the comparison words.
Independent task: Answer one Autumn 2 comparison question. Use both and however or whereas. Add a reason using “because”.
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
LAUNCH_RE_A2_W07 · Beliefs and practices assessment
Outcome: Use evidence to show understanding of beliefs, practices and their meanings across two worldviews.
Assessment: S: Autumn 2 assessment using the appropriate access route.
Shared activity: match — Match each example to belief, practice or meaning. Complete one practice-meaning question together.
Independent task: Explain one practice and the belief it shows. Compare it with a practice from a second worldview. Use both and however.
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