Belief And Identity, Answered Against The Sources
LAUNCH · Humanities · Week 7. Religious Education and Ethics. Belief And Identity, Answered Against The Sources.
Objective: answer the belief and identity question, reporting two approved sources and comparing them, then mark your own answer against the checklist.
Success evidence: one answer naming two sources, a checklist marked in your own hand with line numbers, and one next-mark line.
Every quotation comes from the approved source sheet. You report what a source teaches. You are not asked what you believe, and never about your family.
40 minutes. Offline.
Arrival · retrieve
The same frame, now against the clock
You have used the report frame for three weeks.
Today it is timed, and today you mark your own answer.
The job has not changed. Name a source, report what it teaches, then compare.
The question is about belief and identity: how what a tradition teaches shapes who a person says they are.
You report that from the sheet. You never report it from yourself.
You need the source sheet, the question, the checklist and a pencil.
Starter · create the need
Two answers, one mark apart
Answer A says belief makes people who they are.
It could have been written without reading the sheet, so it earns nothing.
Answer B says source one describes dress as a daily sign of belonging.
It names a source, so an examiner can check it.
Answer C names a source and reports it well, then stops.
It never sets that source beside the second, so the comparison mark is left on the table.
- 1 · name the source.
- 2 · report what it teaches.
- 3 · set it beside the second source.
- 4 · label the point shared or different.
I Do · model
The opening two sentences
I read the question twice before I write anything.
On the second read I underline the two words that tell me what to report: belief and identity.
Then I write: source one teaches that daily prayer marks a person as part of a community.
That names the source and uses a reporting verb.
Then source two: source two teaches that identity is carried in what a person chooses not to do.
Two sentences, two sources, and no opinion yet.
Notice the verbs. Teaches and describes, never think or feel.
Watch a verb slip. Source one thinks that daily prayer matters is not a report, because a source cannot think.
Swap the verb back and the same sentence counts: source one teaches that daily prayer matters.
We Do · everyone commits
Sort the cards, then match them
Six answer lines are on your table.
Sort them into two piles: would gain a mark, and would not.
Then match each losing line to what it is missing. It is the source, the verb or the comparison.
Two lines report well and then add an opinion at the end.
Put those in a third pile and say where the opinion starts.
I Do 2 · connect
Marking your own answer
When the writing stops, you become the marker.
A marker does not ask whether the answer is good.
A marker asks whether each line on the checklist can be pointed at.
So every tick carries the line number it was given for.
An untickable line is not a failure. It is the next mark.
- 1 · tick only what you can point at.
- 2 · write the line number by each tick.
- 3 · leave the rest blank.
- 4 · pick one blank and write the sentence that would fill it.
We Do 2 · lab
Check the line numbers
Swap answers and read your partner's ticks.
For each tick, find the line number they wrote.
Go to that line and check it says what the tick claims.
If it does not, ring the tick and hand the sheet back.
You are checking the marking, not the answer.
Independent · evidence
Answer, mark it, then name the next mark
Write your answer on your own, using the source sheet and the frame.
Name two sources, and use a reporting verb in each.
Then compare them, and label the point shared or different.
When the time ends, take the checklist and mark your own answer.
Then write the one sentence that would fill your first blank line.
- Supported · one source reported with the frame, one tick with its line number, and your next-mark line said aloud.
- Standard · two sources reported and compared, the checklist marked with line numbers, and your next-mark line written.
- Stretch · as Standard, and write the checklist line number your next-mark sentence would fill.
Exit · Audience and Influence
Read your next-mark line to an adult
Read your next-mark sentence to the adult at your table.
They say which checklist line it would fill.
If it fills none, change the verb before you change the sentence.
Then choose what happens next. Keep it, rewrite the second report, or add a third source.
Write that choice on the sheet with today's date.