Made by Matt Humanities & RE

LAUNCH pathway · Humanities / RE · Autumn 1 · Week 5

People, action and impact

Cover lesson · 40 minutes

Tuesday 10:10–10:50. Match the week to the school calendar before teaching.

One integrated 40-minute cover period: retain both the Humanities and RE responses. The beliefs-and-values source board is part of the independent task, with no extra lesson time.

Pupil sheets PDFEditable PowerPointTeacher plan & answers PDF

Stage 1 of 8 · 3 minutes

Arrive

Explain historical significance and connect an action to a stated value.

Think, point, speak, draw or write. You may pass or ask for a quiet start. An adult may scribe your own words.

Stage 2 of 8 · 5 minutes

Read the source

SECONDARY TEACHING SUMMARY: UK Parliament; values discussion is a classroom interpretation.

A. In 1948, Empire Windrush brought passengers from the Caribbean to Britain.

B. In 1963, Bristol campaigners opposed a bus company's racial discrimination.

C. Paul Stephenson and other organisers helped lead that campaign.

D. The 1965 Race Relations Act prohibited racial discrimination in some public places.

Stage 3 of 8 · 5 minutes

Watch a model

  1. Paul Stephenson worked with other campaigners in Bristol.
  2. A strong explanation links a named action, evidence and an impact; it does not assume private beliefs.

Point to the detail that supports the answer.

Stage 4 of 8 · 4 minutes

Choose

Which statement avoids an unsupported claim?

Choose first. Give a reason before checking.

Stage 5 of 8 · 3 minutes

Check

Reveal the deciding clue

B

The card supports their action; it does not establish every belief or every later outcome.

Keep your first choice. If you change it, say what changed your mind.

Stage 6 of 8 · 12 minutes

Your evidence

Beliefs and values

Make two developed points linking a belief or value to an action.

CLASSROOM SOURCE SUMMARIES — paraphrases or explicitly labelled fictional applications; not quotations. Use within the one 40-minute Humanities/RE lesson.

A1. At Christmas Christians celebrate Jesus’ birth; Church of England teaching describes it as God’s gift.

B1. Humanists UK describes helping others to find wellbeing and meaning in this life.

F1. Fictional application: two volunteers support a community welcome event, each drawing on a different source.

Your tasks

  1. Explain the significance of the Bristol campaign using two facts.
  2. Write a second possible judgement or a limitation.
  3. Write two developed points: source idea → possible action → why the link makes sense. Label possible actions as inferences.

Writing stays in this open page only. It is not saved or sent. Copy what you want to keep before leaving.

Stage 7 of 8 · 5 minutes

Improve

Check your answer against the source. Show the detail you used.

Add evidence, improve a link, or mark a claim you cannot support.

Keep your first attempt visible.

Stage 8 of 8 · 3 minutes

Reflect

Explain an action without inventing a belief.