A Townside practice plan
Each move goes to the next square. Left and right mean on the page. Keep the plan still.
Original invented teaching plan
Limit: Not a real place or a walking route. No scale or road-safety information.
BUILD · Humanities · Summer 1 · Week 2
Routes on a familiar plan
Learning goal
Use a simple map or plan of a familiar place.
Can a partner follow my route?
I can find a start, follow a route and mark its destination.
40 minutes, with flexible pauses. Point, speak, draw, type or write.
Editable Word pack Printable pupil resources PDFBUILD · Humanities · Summer 1 · Week 2
Arrival task
A plan shows places from above. Use the picture key. Left and right mean on this page. No previous lesson is needed.
Start with 1 and 2. Try 3 and 4 when ready.
1. Point to S, the school.
Help
Find the roof picture.
S is in the top-left square.
2. Show right on the page.
Help
Choose left or right with your finger.
Right is towards the key.
3. Move from S one square down. Where are you?
Help
Trace with a counter.
B, the bus stop.
4. Point to a destination. What does it mean?
Help
Think about where a route ends.
A destination is the place a route ends.
1. What does S mean?
Help
Use the key.
S means school.
2. From S, move one square right. Where are you?
Help
Move to the adjacent square.
L, the library.
3. From L, move one square down. Where are you?
Help
Keep the page still.
X, the crossing.
4. What does destination mean?
Help
Think of the end of a journey.
The place a route ends.
1. Start B. Move up, then right. Where are you?
Help
Track each move separately.
L, the library.
2. Start X. Move right, then down. Where are you?
Help
Use the key to name the final place.
F, the flats.
3. Why must we name the start?
Help
Try the same direction from two places.
Different starts can give different destinations.
4. Give two moves from S to X.
Help
Try a different first direction.
Right then down, or down then right.
Feedback loop
SPACE
VOICE · A plan shows places from above.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: A plan shows places from above. 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 “A plan shows places from above” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “A plan shows places from above” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “A plan shows places from above” and take the reason in the pupil’s own mode.
Did it and explained → move on: Starter
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 2
Starter
Point left, then right on the page. Now show one move down. Keep the plan still.
Choose help or a further challenge
Use a counter and one direction at a time. Choose from two destinations.
Trace each move, then name the destination. Swap partner roles.
Give a different route to the same place. Explain how you checked it.
Feedback loop
SPACE
VOICE · Point left, then right on the page.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Point left, then right on the page. 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 “Point left, then right on the page” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Point left, then right on the page” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Point left, then right on the page” 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 2
I do · a worked method
Choose help or a further challenge
Use a counter and one direction at a time. Choose from two destinations.
Trace each move, then name the destination. Swap partner roles.
Give a different route to the same place. Explain how you checked it.
Read all model steps
Question: Where does this route finish? Start at S. Move right, then down.
Evidence: The key names S as school. One move right reaches L, the library.
Explain: One move down from L reaches X, the crossing. X is the destination.
Check: Trace S to L to X again. Two moves, no diagonal jump.
Evidence and source credits
B Partner roles
Navigator gives the start and one direction at a time. Checker traces, then names the destination. Swap roles.
Original classroom routine
Limit: A partner checks the practice round. The final destination response is individual.
C Direction cards
LEFT / RIGHT / UP / DOWN. Each card means one square. Use two cards first.
Original direction prompts
Limit: Up and down refer to the page, not hills or compass directions.
D Our familiar place
Use the checked school plan on the local evidence sheet. Find the agreed start and follow the teacher’s or partner’s route.
School plan supplied and checked by teacher
Limit: Real routes follow paths shown on that plan. Do not apply the Townside square rule to a real plan.
Watch the captioned model video
Silent 36-second captioned route model. Each of four steps lasts nine seconds. Use the transcript or step buttons at any time.
BUILD · Humanities · Summer 1 · Week 2
We do · route challenge
- Navigator: choose a start and give two moves on the plan.
- Checker: trace the moves with a counter and mark the destination.
- Compare with the navigator’s intended destination. Swap roles.
Choose help or a further challenge
Use a counter and one direction at a time. Choose from two destinations.
Trace each move, then name the destination. Swap partner roles.
Give a different route to the same place. Explain how you checked it.
Use the editable/paper shared-work sheet. Build a new route after the card round. Swap navigator and checker roles.
Evidence beside the activity
A Townside practice plan
Each move goes to the next square. Left and right mean on the page. Keep the plan still.
Original invented teaching plan
Limit: Not a real place or a walking route. No scale or road-safety information.
B Partner roles
Navigator gives the start and one direction at a time. Checker traces, then names the destination. Swap roles.
Original classroom routine
Limit: A partner checks the practice round. The final destination response is individual.
C Direction cards
LEFT / RIGHT / UP / DOWN. Each card means one square. Use two cards first.
Original direction prompts
Limit: Up and down refer to the page, not hills or compass directions.
D Our familiar place
Use the checked school plan on the local evidence sheet. Find the agreed start and follow the teacher’s or partner’s route.
School plan supplied and checked by teacher
Limit: Real routes follow paths shown on that plan. Do not apply the Townside square rule to a real plan.
Choose one support: fewer choices, reading together or a private response. Try it, tell the adult whether it helped, then agree your next attempt.
Feedback loop
SPACE
VOICE · Navigator: choose a start and give two…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Navigator: choose a start and give two moves on the plan. 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 “Navigator: choose a start and give two moves on the plan” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Navigator: choose a start and give two moves on the plan” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Navigator: choose a start and give two moves on the plan” 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 2
Check the method
A route starts at S, moves right, then down. A visitor marks H, the shop. Is that correct?
Choose help or a further challenge
Use a counter and one direction at a time. Choose from two destinations.
Trace each move, then name the destination. Swap partner roles.
Give a different route to the same place. Explain how you checked it.
Feedback loop
SPACE
VOICE · Check
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Check Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Check, 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” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Check” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Check” 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 2
Independent application
Use the checked familiar-place plan.
Choose one route and one response mode. Keep the same learning goal.
Supported task
- Find the start on the familiar-place plan with an adult.
- Follow one short route, with directions read aloud.
- Mark or point to the destination yourself.
Use a counter. Hear one direction at a time. Point or say: I finish at ___.
Try a new destination with the content prompt removed.
Standard task
- Mark a start on the familiar-place plan.
- Build a short route for a partner. Swap roles.
- Follow the new route and mark its destination independently.
Use the key and directions on the checked plan. Say: From ___, go ___ to ___.
Check one unclear instruction and rewrite or say it more clearly.
Stretch task
- Give a precise route on the familiar-place plan.
- Ask a partner to test it. Repair any unclear instruction.
- Follow a fresh route and mark its destination independently.
- Explain one check using a feature on the plan.
Keep the starting point and the plan orientation clear.
Find another valid route if the paths allow it. Explain the difference.
Save before closing the lesson.
Feedback loop
SPACE
VOICE · Use the checked familiar-place plan.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Use the checked familiar-place plan. 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 checked familiar-place plan” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Use the checked familiar-place plan” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Use the checked familiar-place plan” 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 2
Review and improve
Check the start and every move. Improve one direction so a partner can follow it.
Choose help or a further challenge
Use a counter and one direction at a time. Choose from two destinations.
Trace each move, then name the destination. Swap partner roles.
Give a different route to the same place. Explain how you checked it.
Model knowledge check
Start S. Right reaches L. Down reaches X. I mark X and check each move.
Feedback loop
SPACE
VOICE · Check the start and every move.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Check the start and every move. Point, sign, repeat after the adult, demonstrate, Earwig clip, choice board.
At Review, 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 start and every move” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Check the start and every move” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Check the start and every move” 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 2
Exit ticket
1. Show the start on your familiar-place plan.
Point or name it.
2. Follow a new short route. Mark the destination yourself.
Directions may be read aloud without giving the destination.
1. Where does the new route on your plan finish?
Mark or name the destination yourself.
2. How did you check one direction?
Point to a feature or explain.
1. Follow a fresh route and mark its destination.
Use the checked familiar-place plan.
2. Repair one unclear route instruction.
Explain why your version is easier to follow.
Share privately, speak, point, type or write. Save or print your work before closing.
Feedback loop
SPACE
VOICE · Point or name it.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Point or name it. 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 “Point or name it” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Point or name it” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Point or name it” 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.