Progress Schools Tees Valley · Lundy Loop
RE and Citizenship — Lundy Loop Subject Guide
Whole-school implementation companion · 2026/27
Dominant dialect: Discursive and book-based. Use the dialect of the learning episode; hybrid lessons may move between families.
SPACERespectful norms, balanced presentation, safe right to pass and clear distinction between learning about views and declaring personal belief.
VOICEEvidence-based comparison, improved argument, scenario judgement, concept map or reasoned oral response.
AUDIENCEAdult genuinely receives reasoning and checks evidence, balance and misconception.
INFLUENCENext source, counterargument, concept, case study or explanation changes.
| Area | Practice translation |
|---|---|
| Beliefs/worldviews | Do not require personal declaration; students may reason through represented viewpoints. |
| Political issues | Present views in a balanced and non-partisan way. |
| Argument | Feedback strengthens evidence, reasoning and consideration of alternatives. |
| Citizenship action | Practical response may be planning, participation or reflection. |
Worked loop
“Add a contrasting viewpoint and explain why someone might hold it.” The pupil responds; the teacher introduces a case that complicates both positions.
“Add a contrasting viewpoint and explain why someone might hold it.” The pupil responds; the teacher introduces a case that complicates both positions.
Avoid marking theatre
Do not confuse respectful challenge to reasoning with challenge to a pupil’s identity or personal belief.
Do not confuse respectful challenge to reasoning with challenge to a pupil’s identity or personal belief.
Subject QA prompt: What was the student’s response, how was it genuinely received, and what did it change next?
Codes used naturally: VF WS I NS+ // ? R E. R is a concept first and a written code only where a natural record exists.
Space → Voice → Audience → InfluenceDraft practice resource · Matt Roper