Same and different
BUILD Humanities · Autumn 1 · Week 5 · 40 minutes
Today at a Glance
◆ Supported
Point to same or different. An adult can read the card to you.
▲ Standard
Choose same or different on your own card. Then say one reason.
★ Stretch
Choose, give a reason, and say one thing you would say to someone who chose the other one.
Teacher Print Tools — Week 5
Arrival Task – What we know about same and different
Two things can be the same kind of thing and still look different.
Two bikes can be the same kind of thing. One is red. One is blue.
Different does not mean wrong. It means not the same.
You can like a thing that your friend does not like. You are both allowed.
A card shows a thing. It does not show a person.
We look at the cards. We do not ask about each other.
Arrival decision: Pick a card pair from the table. Both cards stay face up. You do not have to say why you picked it. You can change your mind later.
On your table there are eight card pairs. Each pair shows two things. Two hats. Two meals. Two ways of saying hello. Two kinds of music. Everyone in this room can work with these cards from start to end.
Look at one pair now. Are the two things the same kind of thing? Point to your answer. 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 is about the cards 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 is about the cards on the table” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Every task is about the cards on the table” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Every task is about the cards on the table” and take the reason in the pupil’s own mode.
Did it and explained → move on: Starter: Two people, one card pair, two answers
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: Two people, one card pair, two answers
Here are two answers about the same card pair. The pair shows two hats.
Answer A: “Same. They are both hats.”
Answer B: “Different. One is warm and one is for sun.”
Both answers are right. Answer A looks at the kind of thing. Answer B looks at what it is for. Nobody made a mistake.
The need for this lesson is what we say next. When two people give different answers, we do not say “wrong”. We ask for the reason. That is respect.
Try it in your head: two shoes. One is a boot. One is a trainer. Same kind of thing? Or different? Hold your answer. Do not say it yet.
Holding your answer matters. If we say answers out loud one at a time, the first answer changes everyone else. So today we all show at the same time.
That is called commit and reveal. Commit means choose and hold. Reveal means show together.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Here are two answers about the same card pair. 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 card pair” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Here are two answers about the same card pair” 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 card pair” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: How to commit, then reveal
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: How to commit, then reveal
The diagram has three steps. First you choose. Then you hold, with your card face down. Then we all show at the same time.
The middle step is the one people skip. Holding is what makes the choice yours. If you show early, the person next to you sees it.
Nobody is timed. If you need longer to choose, we wait. The show only happens when everyone has a card face down.
Watch me do it: I take the hats pair. I look at both. I think: are these the same kind of thing? I choose same. I put my card face down. I do not say a word. Now I wait.
Now watch what I do at the show: cards turn over. Some say same. Some say different. I look for one that is not like mine. I ask that person for their reason. I say “that is a good reason”. I do not change their card for them.
Asking for the reason is the whole lesson. It is what respect looks like when two people do not match.
We Do: Choose. Hold. Show together.
Pair 1: two meals on two plates. Same kind of thing, or different?
Pair 2: two ways of saying hello. Same kind of thing, or different?
Pair 3: two kinds of music. Same kind of thing, or different?
Commit first: take your same card or your different card. Put it face down. Everyone commits at the same time, and nobody shows until every card is down. Then we all hold up together.
Evidence check
At the show we will not have one answer. That is the point. Some will say same. Some will say different. We ask the reason, not the card. A reason makes an answer right.
After the show, one person says a reason. Then a person who chose the other one says their reason. We hear both before anyone changes anything.
Changing your card after you hear a reason is allowed. It is a good sign. Turn it over and say what changed it.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Same kind of thing, or different? 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 “Same kind of thing, or different” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Same kind of thing, or different” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Same kind of thing, or different” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: What respect sounds like
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: What respect sounds like
There are three lines in the picture. Any of them is a respectful reply. You can read one off the wall. You do not have to make up your own words.
Look at the middle line. “That is a good reason.” You can say it even when you still disagree. It says: I heard you.
Look at the last line. It has two parts. First you say yours is different. Then you say why. Both parts matter.
What is not on the list: “that is wrong”, and “no it is not”. Those two lines stop the talking. The three lines on the wall keep it going.
You will use one of these lines in your record. Pick the one you would really say.
We Do: Use one line together
◆ Supported
Point to the line you would say. An adult can read it out for you.
▲ Standard
Say one line out loud to a partner.
★ Stretch
Say the last line, and add your own reason after it.
We take one card pair. Two people show different cards. Everyone else picks which line they would say next, then we hold up the lines at the same time. Everyone commits before anyone reads one out.
The pair for this one is the two ways of saying hello. Nobody is going to be told they are wrong. We are practising the reply, not the answer.
When we show the lines, we will see the same one come up a lot. That is fine. A line that many people would say is a line that works.
Then we say it for real. One person asks the question line. One person answers with a reason.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Point to the line you would say. 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 line you would say” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Point to the line you would say” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Point to the line you would say” and take the reason in the pupil’s own mode.
Did it and explained → move on: Independent Work — Your record: same, different, respect
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: same, different, respect
Make one record. Use the card pairs on your table. You never have to write about your own home.
◆ Supported
One card pair. Mark same or different. An adult may scribe your reason, and the words stay yours. Then point to the line you would say.
▲ Standard
Two card pairs. For each one write same or different, and write your reason. Then write one line you would say to someone who chose the other one.
★ Stretch
Three card pairs. Write your reason for each. Then write what you would say if someone gave a reason you had not thought of.
Check yourself: did you write a reason, not just same or different?
Check yourself: is your reason about the cards, not about a person?
Check yourself: did you pick a line you would really say out loud?
Check yourself: would a person who chose the other card still want to talk to you?
Finished early? Take one pair. Write a reason for the answer you did not choose. Both reasons can be true at once.
If you are stuck, say the two things out loud. “A boot and a trainer.” The reason is usually in what they are for.
Nobody will ask you why you chose a card. You do not have to explain what you eat or what you wear.
Your record is done when every pair has a reason next to it. Read one 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: two meals. Different. One is hot and one is cold. If somebody said same, I would say: that is a good reason, they are both meals.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Use the card pairs on your table. 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 “Use the card pairs on your table” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Use the card pairs on your table” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Use the card pairs on your table” 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 reason to a partner or to an adult. The listener says back the reason they heard, in their own words.
Did the listener hear a different reason from the one you meant? Then change one word in yours. 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 reason that already works is worth noting.
Next week we put the places in our town on one big map. Keep your record.
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 reason 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 reason 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 reason 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 reason 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.