LAUNCH · Week 1 of 8

Belief, identity and belonging as an adult

LAUNCH Humanities · Autumn 1 · Week 1 · 40 minutes

Progress SoW · Humanities Aut 1 · 2026–27 · LAUNCH · Week 1 · 'LAUNCH Weekly - Autumn'!C200
Verbatim workbook outcome: Belief, identity & belonging in adult life. · Trace: 'LAUNCH Weekly - Autumn'!C200
Today you commit privately to which of belief, identity or belonging a case card shows most, reveal together, and defend your reading from the line on the card.

Today at a Glance

LAUNCH Humanities40 minutesoffline sources
LAUNCH entry · match two cards to belief, identity or belonging using the frame · LAUNCH secure · commit, reveal and defend a reading from a line on the card · LAUNCH stretch · show that one adult choice can carry all three at once

◆ Supported

Two cards matched to a word, scribing permitted.

▲ Standard

Four cards read, each with its line.

★ Stretch

Four cards read and defended, one carrying all three.

Staff card: the case cards are anonymised adults written for this lesson and name nobody real. No pupil is asked what they believe or what their family believes, and every route can be completed without any pupil saying anything about their own faith or none. Faiths are described factually and never ranked.
Staff and source drawer: each card gives an adult, their work, one weekly habit, one yearly event and the reason the adult gives for one of them. No faith is named unless the card itself names it. The cards are in the room and the deck holds no other source.
Tool modal: the sort frames, the annotation grid and the print route all remain offline.

Teacher Print Tools — Week 1

SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

Space, voice, audience and influence together mean that you are given room to participate, that your contribution is received in the words you chose, that somebody listens to it with attention, and that one real decision changes as a consequence.
Arrival Task

Arrival Task – Retrieving three words adults live by

No learner is asked what they believe, what their family believes, or whether they belong to any faith or none. Every reading is made from the card on the table, and no learner speaks for a group. A learner may take every route without saying what they hold true. Nothing said here leaves this room.
You can work from the frame alone. You can dictate and the words stay yours. You can show your reading by pointing to a line on the card. Each is a full route, and none asks about your own belief.
Belief is what a person holds to be true about the world, whether it is religious or not.

Belief is what a person holds to be true. It can be religious or not.

In adult life the three show up in small choices: what to eat, when to rest, what to wear, who to turn to.

Arrival decision: Take four case cards from the set. Everyone works from the same four.

Insist all four are read before any reading is offered. Do not invite pupils to add themselves as a fifth card; the cards are the only material, and a pupil who mentions their own practice is thanked and returned to the card.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

Starter

Starter: One habit, two readings

An adult on a card keeps one day each week free of paid work.

Reading A says this is belief: the adult holds that the day is set apart.

Reading B says this is belonging: the adult does what the community they are part of does together.

Neither is wrong on its own. Each reading follows from a different line of evidence, and the card decides which line is there.

Take no reading aloud at this point; the first spoken reading sets the room. Keep the example adult unnamed and the faith unstated, so that no pupil hears their own practice being judged.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

I Do

I Do: Line on the card, then the word

The diagram shows one card read three ways. Each arrow starts from a different line on the card, and none of the arrows is a guess.

Modelled: Card C. The adult works nights in a hospital and eats no meat. The card gives the reason as: it is right to do so. That line points to belief, because it tells me what the adult holds to be true. I did not guess from the habit; I read the reason on the card.

Identity is the answer a person gives to the question of who they are, in their own words and choices.
Model reading the reason on the card rather than the habit. It keeps the lesson on evidence and off any assumption about what a practice must mean for the people who keep it.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

We Do

We Do: Commit to your reading. Reveal together.

Card A: the adult wears a head covering at work. Which line on the card says why, and which word does that line point to?

Card B: the adult gives one evening a week to a food bank. Belief, identity or belonging, and which line proves it?

Card D: the adult keeps no faith and marks a family day every year. Which word does the card support, and is none of the three an honest answer?

Commit first: write the card letter, your word and the line you are pointing to on a whiteboard and turn it over. Everyone commits at the same time; nobody reveals until every board is down. Then we hold up together.

Wait for every board. Take the defence from a learner who has not spoken today, and scribe the line they point to exactly. No pupil is asked to add their own case or to say whether a card matches their life.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

I Do

I Do: When one choice carries all three

One adult choice on a card can be read three ways at once. The adult who fasts for one month each year may hold it true. They may see it as part of who they are. They may end each day of it with other people.

The commonest weakness at this level is to stop at the first word that fits. It is visible in a single sentence.

Modelled reply: under the reason line, card A shows belief. Under the line about who the adult eats with after sunset, it also shows belonging, and I could not keep it as belief alone.

Reward the added word whenever a line supports it. Do not let the room settle on any faith being about one word only; every faith and every non-religious view can carry all three, and the cards are written so that each does.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

We Do

We Do: Say what a second line on the card adds

Everyone writes one sentence on a whiteboard that names a second line and the word it points to, then we hold up together.

Scribe the sentence verbatim; it is the assessed evidence for this outcome.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

Independent Work

Independent Work — Your record: card, line, word, what a second line adds

16:00

Produce one record. The line you point to carries more weight than the word you choose.

◆ Supported

Two cards matched to a word, using the frame. Scribing permitted.

▲ Standard

Four cards read, each with the line on the card that proves the word.

★ Stretch

Four cards read and defended, with one card shown carrying all three words.

Check yourself: did you read each card for its reason, not for what you assume the habit means?

Check yourself: does your second line name a word and say what it adds?

Record route and scribing on the evidence line, keeping adult support visible and separate from the learner own words. A pupil who chooses to draw on their own life was not asked to, and is not marked up or down for it.

⏸ Pens down — quick partner check!

Half way through: stop, swap with a partner, and check one thing on the list above together. Then carry on.

WAGOLL — what a good one looks like

A finished record: Card C. Line, eats no meat, reason given as it is right to do so. Word, belief. Second line, cooks the festival meal with neighbours every year. Adds belonging, so the card carries two words and both are defended.

SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

Lundy Loop

Lundy Loop — Your Voice in This Lesson

Why: SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

🚪 SPACE

Space ,

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

📣 VOICE

👥 AUDIENCE

⭐ INFLUENCE

SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

Exit Ticket

Exit Ticket — Audience receives; influence changes something

Read your card, your line and your word to a partner. They say back which line on the card you pointed to.

Did they point to a different line than the one you meant? Change one phrase. That change is your influence.

Close by naming one learner whose line was rephrased after a partner found a different one. That is the influence record. Do not close by asking who in the room shares a habit on a card.

✅ Complete

Hand in your record and tick the learner confirmation on your sheet. That is the lesson done.

SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.

Slide 1/10

🧑‍🏫 TA Focus

LAUNCH Humanities · Week 8 · OS Map Skills: Unfamiliar Problem

ArrivalConnection before correction — settle first. Retrieval grid is level-toggled: set each pupil's level quietly, not publicly.StarterThe personal hook — let them talk about THEIR answer before the history. Everyone has one; pass still allowed.I Do ×1Pupils watch, you watch pupils. Note who tracks the reasoning — no interruptions yet.We Do ×1Tap-tap sort: click-only by design. Sit with whoever hesitates to start; wrong taps cost nothing.I Do ×2Second short model — if attention dipped, this is the reset point. Keep it under four minutes.We Do ×2Match round: use 🎯 Cold Call with band filter so questions are tier-matched. Reveal is always available.IndependentSupported/Standard/Stretch is per pupil, not per class. Print packs from the title slide; record exactly which level and what support.Lundy LoopSpace · Voice · Audience · Influence — scribe verbatim where you can; a quote beats a summary.ExitLevel-matched exit ticket, no notes. Flag anyone leaving dysregulated for check-out follow-up.
This lesson: Unfamiliar-problem week: resist rescuing. Structured struggle IS the lesson; log what unlocked each pupil.

🎯 Cold Call

Add your class once — names stay on this device only, and every Made by Matt lesson on it shares the list. Band each pupil so questions are tier-matched.

Pass is always allowed — passing still counts as taking part.