Then and Now
BUILD Humanities · Autumn 1 · Week 4 · 40 minutes
Today at a Glance
◆ Supported
Use the two-picture card. Point to the old one. Point to the new one.
▲ Standard
Put four pictures in order from oldest to newest. Name one clue for your order.
★ Stretch
Order six pictures. Say one thing that changed and one thing that stayed the same.
Teacher Print Tools — Week 4
Arrival Task – What we already know about old and new
Last week we put labels on places. This week we look at how places change over time.
Then means a long time ago. Now means today. A picture can show either.
A clue is a small thing that tells you a big thing. Old cars in a picture are a clue.
You can point to a picture in the set. You do not have to bring one from home.
Places change. Shops change their signs. Roads get busier. Some things stay the same.
Two people can order the same pictures. Their clues can be different. Both are right.
Arrival decision: Pick the picture set, or pick a place you know that has changed. Both are full answers. You can change your mind later. Nobody will ask which one you picked.
Before we start, look at the six pictures on your table. They all show the same made-up street. Some are old. Some are new. There are cars, shops, a bus and people in each one. Everyone in this room can work with these pictures from start to end.
Pick up one picture now. Look at the cars. Look at the clothes. Say then or now, or point to the word. That is all you need to do to begin.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Every task works with the picture set on the table. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Arrival, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Every task works with the picture set on the table” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Every task works with the picture set on the table” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Every task works with the picture set on the table” and take the reason in the pupil’s own mode.
Did it and explained → move on: Starter: Why is a guess not enough?
SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
- Lundy Loop Lundy Loop — Your Voice in This Lesson SPACE stays available.
- VOICE is received.
- AUDIENCE names back exactly.
- INFLUENCE changes one real next action.
- Why: 🚪 SPACE means you get room to join in.
- Space SPACE stays available.
- 📣 VOICE means you get to say it.
- Voice VOICE is received.
- 👥 AUDIENCE means someone really listens.
- Audience AUDIENCE names back exactly.
- ⭐ INFLUENCE means something changes because of what you said.
- Influence INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
Starter: Why is a guess not enough?
Here are two answers about the same picture.
Answer A: “It is old.”
Answer B: “It is old, because the cars are square and the shop sign is painted.”
Answer B tells you more than Answer A. Answer A is a guess. Answer B is a guess with a clue. So someone who cannot see the picture still knows why it is old.
The need for this lesson is the clue. Anyone can say old or new. Today you will say the clue too. By the end you will be able to put pictures in order and say what told you.
Try it in your head: think of a phone from a long time ago. Now think of a phone today. What is different? That difference is a clue. It tells you which is older.
Some clues are big. A horse and cart is a big clue. Some clues are small. The shape of a lamp post is a small clue. Small clues count too.
Not everything changes. The church in the picture set looks the same in every picture. That is a clue as well. It tells you it is the same street.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Here are two answers about the same picture. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Starter, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Here are two answers about the same picture” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Here are two answers about the same picture” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Here are two answers about the same picture” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: A street over time
SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
I Do: A street over time
The diagram above is a timeline. Time runs from left to right. The left end is long ago. The middle is when grown-ups were small. The right end is now.
Under each point there are clues. Long ago: a horse and cart, painted signs. In the middle: square cars, a phone box. Now: rounded cars, lit-up signs.
Notice what the timeline does not say. It does not say the old street was better. It does not say the new street is better. It only says which came first.
Watch me do it: I pick up a picture. I look for a clue. I see a horse and cart. Horses pulled carts long ago. So this picture goes at the left end. I find the clue first. Then I place the picture.
Now watch one more: a picture with square cars and a phone box. No horses. Not the newest cars either. It goes in the middle. Same steps. Clue first. Then the place on the line.
So the order on the line comes from the clues. Every picture needs its own clue said out loud. That is why the next diagram is about the clue itself.
We Do: Put three pictures in order together
Picture 1: a bus with a round front and lit-up shop signs.
Picture 2: a horse and cart outside the shop.
Picture 3: square cars and a red phone box.
Order first: put the three pictures in order on your table, oldest on the left, newest on the right. Everyone orders at the same time. Then we hold up the oldest one and check together.
Evidence check
Pictures 1 and 3 can be close. Some people will say the bus is newer. Some will say the cars are. When we check, we ask for the clue. We do not check the order on its own. A clue makes an order right.
After the check, one person from each table says the clue for their oldest picture. We are listening for something you can see in the picture. If two tables ordered differently and both gave a clue, both stay up.
Changing your order after you hear someone else's clue is allowed. It is a good sign. Move the picture and say what changed it.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Picture 1: a horse and cart outside the shop. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At We Do 1, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Picture 1: a horse and cart outside the shop” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Picture 1: a horse and cart outside the shop” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Picture 1: a horse and cart outside the shop” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: Clue, guess, check
SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
I Do: Clue, guess, check
The diagram above has three boxes: clue, then then or now, then check. The first box is what you can see. The middle box is your guess. The last box is a second clue that checks the guess.
Look at the picture. Clue: square cars. Guess: then. Check: there is a phone box too. That is a full chain. Two clues agree, so the guess is safe.
Here is one that is not complete: square cars, then then. It stops at the guess. It never checks. One clue can trick you. A new car can drive down an old street.
Fixing it together: add the check. Square cars, so then, and the shop sign is painted, not lit. The word and often starts the third box.
A chain with a check is an order you can trust. That is what your record will show: the clue, the guess, and the second clue.
We Do: Rank the clues together
◆ Supported
Point to the clue card that shows the biggest change. Then choose the check card that matches.
▲ Standard
Say all three parts for the picture with the bus, in order.
★ Stretch
Give a second check for the same picture. Say which clue you trust more.
We rank the clues on the board first. Nobody writes yet. Everyone puts their best clue on a whiteboard. Then we show them all at once. Then we agree the order of clues, strongest first.
The picture for this is the one with the bus. The guess is done: now. Your job is the first box: which clue tells you most? Write one clue, not a describing word.
When we show, we will have lots of clues. We put the strongest at the top. We put the weakest at the bottom. They are not wrong. But a weak clue needs a check more than a strong one.
Then, together, we add the check and read the whole chain from left to right.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Point to the clue card that shows the biggest change. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At We Do 2, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Point to the clue card that shows the biggest change” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Point to the clue card that shows the biggest change” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Point to the clue card that shows the biggest change” and take the reason in the pupil’s own mode.
Did it and explained → move on: Independent Work — Your record: then and now
SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
Independent Work — Your record: then and now
Make one record. You may use the picture set, or a place you know that has changed, or both. All three are complete answers.
◆ Supported
Two pictures. Put them in order, then choose the clue card that fits. An adult may scribe your exact words, and the words stay yours. Point to the older one first, then the clue.
▲ Standard
Four pictures. Put them in order from oldest to newest. For each one, write the clue, your guess, and the check. Use a separate row for each picture so the parts stay in order.
★ Stretch
Six pictures in order. For one of them, say one thing that changed and one thing that stayed the same. A thing that stayed the same is still a finding.
Check yourself: are your pictures in order from oldest to newest?
Check yourself: does every picture have a clue you can see?
Check yourself: would someone who cannot see the picture get your clue?
Check yourself: did you add a check for at least one picture?
Finished early? Take one picture. Find a second clue. Then say which clue you would trust more, and why. Mark it.
If you are stuck on the check, say your first clue out loud and then add the word and. Whatever comes next is usually the second clue.
You may not want to write about a real place. That is fine. The picture set is a full answer. Nobody will ask you why.
Your record is done when each picture has a clue and a guess. Read one of them out loud to yourself. Check it makes sense.
⏸ 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
Here is a finished one: the picture with the horse and cart. Clue: a horse pulls the cart. Guess: then. Check: the signs are painted by hand. Three parts. One line. And someone who cannot see it gets why it is old.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: You may use the picture set, or a place you know that has changed, or both. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Independent, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “You may use the picture set, or a place you know that has changed, or both” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “You may use the picture set, or a place you know that has changed, or both” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “You may use the picture set, or a place you know that has changed, or both” and take the reason in the pupil’s own mode.
Did it and explained → move on: Exit Ticket — Audience receives; influence changes something
SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
Exit Ticket — Audience receives; influence changes something
Read one chain to a partner or to an adult. The listener says back the clue they heard, in their own words.
Did the listener hear a different clue? Then change one word in your chain. Make it say what you meant. That change is your influence. It belongs to you, not to them.
Did the listener hear just what you meant? Write that down too. A chain that already works is worth noting. It needed no change.
Next week we look at what makes people the same and different. Keep your record. It will help you then.
Nothing goes outside this room unless you say so. Your record stays in your folder. You decide if it goes on the wall.
✅ Complete
Hand in your record and tick the learner confirmation on your sheet. That is the lesson done.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Read one chain to a partner or to an adult. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Exit, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Read one chain to a partner or to an adult” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read one chain to a partner or to an adult” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Read one chain to a partner or to an adult” and take the reason in the pupil’s own mode.
Did it and explained → move on: Exit Ticket — Audience receives; influence changes something
SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Earwig, lean capture (E): 30-second clip, photo, or one-line context note. Central tags only. Listen / look before tagging (Audience).
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.