A Townside plan
Read the letter key. S marks the school. L marks the library. P marks the park. Keep the plan the same way up.
Townside: original teaching diagram
Limit: This invented plan is not a real town and does not show distance to scale.
BUILD · Humanities · Summer 1 · Week 1
Our school and local features
Learning goal
Name and locate my school and local features.
How can we help a visitor find a place?
I can name my school, find local features and show where one place is.
40 minutes, with flexible pauses. Point, speak, draw, type or write. A fictional example is welcome.
Editable Word packPrintable pupil resources PDFBUILD · Humanities · Summer 1 · Week 1
Arrival task
Start here: a map shows where places are. Use the pictures and key. No previous lesson is needed.
Start with 1 and 2. Continue with 3 and 4 when ready.
1. Point to the school picture.
Help
Use the roof and S symbol.
The school is in the top-left square.
2. Which picture shows a park?
Help
Choose the tree or the bus.
The tree picture shows the park.
3. Point to the place beside the school on its right.
Help
Use your finger to move one square.
That place is the library.
4. Find B in the key. What place does it mark?
Help
Point to the bus picture or say its name.
B marks the bus stop.
1. Where is the school on the plan?
Help
Use top, bottom, left or right.
The school is in the top-left square.
2. What does L in the key mean?
Help
Find the same letter on the plan.
L means the library.
3. Which place is to the right of the library?
Help
Keep the plan the same way up.
The park is to the right of the library.
4. Which place is directly below the school?
Help
Move down one square.
The bus stop is directly below the school.
1. Locate the school without using a place name.
Help
Describe its position on the plan.
The school is in the top-left square.
2. Why is a key useful to a visitor?
Help
Link a symbol to its meaning.
A key explains what the map symbols mean.
3. From the school, move two squares right. Where are you?
Help
Check each square with your finger.
Two squares right takes you to the park.
4. Is the library nearer to the school than the park on this plan?
Help
Count the equal squares along the top row.
On this plan the library is nearer: one square rather than two.
Word and evidence bank
B A visitor’s clue
I want to borrow a book. I am at the school. Which nearby place should I find?
Original visitor clue
Limit: Use the places shown on the Townside plan.
C A note to repair
A visitor wrote: “The library is to the left of the school.” Check the plan. Change one word.
Original checking task
Limit: Left and right mean left and right on the page.
D Our school plan
Use the plan your teacher gives you. Name the school. Find two local features. Show where one feature is.
School plan supplied and checked by the teacher
Limit: The teacher checks the real locations and the plan key before the lesson.
Feedback loop
SPACE
VOICE · Use the pictures and key.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Use the pictures and key. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Arrival task, 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 pictures and key” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Use the pictures and key” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Use the pictures and key” and take the reason in the pupil’s own mode.
Did it and explained → move on: Mystery place
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.
BUILD · Humanities · Summer 1 · Week 1
Mystery place
Mystery place: I have shelves of books. You can borrow one. Which place am I?
Choose help or a further challenge
Choose between two places. Point to the picture that fits.
Read the clue. Find the place. Explain which picture helped.
Check a second place. Give a short route and explain one turn.
Feedback loop
SPACE
VOICE · I have shelves of books.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: I have shelves of books. 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 “I have shelves of books” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “I have shelves of books” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “I have shelves of books” and take the reason in the pupil’s own mode.
Did it and explained → move on: I do · a worked method
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.
BUILD · Humanities · Summer 1 · Week 1
I do · a worked method
Choose help or a further challenge
Choose between two places. Point to the picture that fits.
Read the clue. Find the place. Explain which picture helped.
Check a second place. Give a short route and explain one turn.
Read all model steps
Question: Where is the library on the Townside plan?
Evidence: The key says L is the library. Find the open-book picture.
Explain: From the school, move one square right. You reach the library.
Check: Point to S, then L. Keep the plan the same way up.
Evidence and source credits
A Townside plan
Read the letter key. S marks the school. L marks the library. P marks the park. Keep the plan the same way up.
Townside: original teaching diagram
Limit: This invented plan is not a real town and does not show distance to scale.
B A visitor’s clue
I want to borrow a book. I am at the school. Which nearby place should I find?
Original visitor clue
Limit: Use the places shown on the Townside plan.
C A note to repair
A visitor wrote: “The library is to the left of the school.” Check the plan. Change one word.
Original checking task
Limit: Left and right mean left and right on the page.
D Our school plan
Use the plan your teacher gives you. Name the school. Find two local features. Show where one feature is.
School plan supplied and checked by the teacher
Limit: The teacher checks the real locations and the plan key before the lesson.
Watch the captioned model video
A silent captioned model of how to use the Townside plan. The four caption cards match the written model. Townside is invented.
BUILD · Humanities · Summer 1 · Week 1
We do · match a clue to a place
- Read each visitor clue.
- Match it to a place on the plan.
- Point to the picture that helped you.
Choose help or a further challenge
Choose between two places. Point to the picture that fits.
Read the clue. Find the place. Explain which picture helped.
Check a second place. Give a short route and explain one turn.
Evidence beside the activity
A Townside plan
Read the letter key. S marks the school. L marks the library. P marks the park. Keep the plan the same way up.
Townside: original teaching diagram
Limit: This invented plan is not a real town and does not show distance to scale.
B A visitor’s clue
I want to borrow a book. I am at the school. Which nearby place should I find?
Original visitor clue
Limit: Use the places shown on the Townside plan.
C A note to repair
A visitor wrote: “The library is to the left of the school.” Check the plan. Change one word.
Original checking task
Limit: Left and right mean left and right on the page.
D Our school plan
Use the plan your teacher gives you. Name the school. Find two local features. Show where one feature is.
School plan supplied and checked by the teacher
Limit: The teacher checks the real locations and the plan key before the lesson.
Choose one useful support: fewer visible cards, reading together or a private response. Try it and decide whether it helped.
Paper cards and partner routine
Clue hunt
- Read each visitor clue.
- Match it to a place on the plan.
- Point to the picture that helped you.
| Clue | My place |
|---|---|
| I want to borrow a book. | ________________ |
| I need a place to wait for a bus. | ________________ |
| I want an open green space. | ________________ |
| I have an appointment with a nurse. | ________________ |
Use the picture key to choose a place. Partner A suggests. Partner B checks. Swap after one turn.
Feedback loop
SPACE
VOICE · Read each visitor clue.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Read each visitor clue. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At We do, 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 each visitor clue” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read each visitor clue” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Read each visitor clue” and take the reason in the pupil’s own mode.
Did it and explained → move on: Check the method
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.
BUILD · Humanities · Summer 1 · Week 1
Check the method
The note says the library is left of the school. Which word needs changing?
Choose help or a further challenge
Find S, then L. Keep the plan still. Point to the side where L is.
Check the library and school symbols. Read the note again.
Explain how you checked the direction. Would turning the page change your words?
Feedback loop
SPACE
VOICE · Check the method
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Check the method Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Check the method, 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 “Check the method” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Check the method” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Check the method” and take the reason in the pupil’s own mode.
Did it and explained → move on: Independent application
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.
BUILD · Humanities · Summer 1 · Week 1
Independent application
Choose one route and one response mode. Keep the same learning goal.
Supported task
- Choose the school label from two labels on your teacher’s plan.
- Point to the school. Name it or show its label.
- Find one local feature, then try a second with less help.
An adult reads one step. Use a counter to mark your choice. Point or say: The school is here.
Try the final location question without a content prompt.
Standard task
- Name and mark the school on your teacher’s plan.
- Circle two local features. Name each one.
- Tell or write where one feature is in relation to the school.
Use near, left, right or beside. Check the plan key.
Check one label with a partner. Make one improvement yourself.
Stretch task
- Locate and label the school and three local features.
- Choose one feature that a visitor might need.
- Describe a short route from the school to that feature.
- Check each turn. Explain how the key helped.
Use the plan your teacher has checked. Keep it the same way up.
Compare two features: which looks nearer on this plan? Say how you checked.
Save before closing the lesson.
Feedback loop
SPACE
VOICE · Choose one route and one response mode.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Choose one route and one response mode. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Independent application, 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 “Choose one route and one response mode” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Choose one route and one response mode” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Choose one route and one response mode” and take the reason in the pupil’s own mode.
Did it and explained → move on: Review and improve
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.
BUILD · Humanities · Summer 1 · Week 1
Review and improve
Check your school and feature locations. Improve one response after feedback.
Choose help or a further challenge
Choose between two places. Point to the picture that fits.
Read the clue. Find the place. Explain which picture helped.
Check a second place. Give a short route and explain one turn.
Model knowledge check
The key links L to the library. It is one square right of the school. I check both symbols on the plan.
Feedback loop
SPACE
VOICE · Review BUILD · Humanities · Summer 1 ·…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Review BUILD · Humanities · Summer 1 · Week 1 Check your school and feature locations. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Review and improve, 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 “Review BUILD · Humanities · Summer 1 · Week 1 Check your school and feature locations” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Review BUILD · Humanities · Summer 1 · Week 1 Check your school and feature locations” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Review BUILD · Humanities · Summer 1 · Week 1 Check your school and feature locations” and take the reason in the pupil’s own mode.
Did it and explained → move on: Exit ticket
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.
BUILD · Humanities · Summer 1 · Week 1
Exit ticket
1. Show your school on the teacher’s plan.
Point and name it, or choose its label.
2. Show one local feature without a content prompt.
Your usual reading or communication support can stay.
1. Name and locate your school on the teacher’s plan.
Point, speak, draw or write.
2. Where is one local feature in relation to the school?
Give your own location response.
1. Locate your school and two local features on the teacher’s plan.
Use the key to check your choices.
2. Give a short route from the school to one feature.
Explain one turn using the plan.
Share privately, speak, point, type or write. Save or print your work before closing.
Feedback loop
SPACE
VOICE · Point and name it, or choose its label.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Point and name it, or choose its label. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Exit ticket, 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 and name it, or choose its label” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Point and name it, or choose its label” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Point and name it, or choose its label” and take the reason in the pupil’s own mode.
Did it and explained → move on: Exit ticket
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.