A Townside plan
Shown: school, library, park, bus stop, crossing, shop, sports court, clinic and flats.
Original invented teaching plan A
Limit: Selected features only. It is not the learner’s actual local area.
BUILD · Humanities · Summer 1 · Week 3
Comparing two places
Learning goal
Compare my place with a contrasting place.
What is the same and different about two places?
I can observe two places, record a comparison and use evidence to explain a difference.
40 minutes, with flexible pauses. Point, speak, draw, type or write.
Editable Word pack Printable pupil resources PDFBUILD · Humanities · Summer 1 · Week 3
Arrival task
Compare means looking at two places. First point to what each picture plan shows. No previous lesson is needed.
Start with 1 and 2. Try 3 and 4 when ready.
1. Point to a shop on Townside.
Help
Use H in the key.
H marks the Townside shop.
2. Point to a shop on Coastside.
Help
Find the shop picture and label.
The shop is on the lower left.
3. Show the plan with a beach.
Help
Look for sand beside the sea.
Coastside.
4. Both plans show a shop. Is this the same or different?
Help
Choose same or different.
A similarity: both show a shop.
1. Name one feature shown on Townside.
Help
Use the key.
Accept school, library, park, bus stop, crossing, shop, court, clinic or flats.
2. Name one feature shown on Coastside.
Help
Use the labels.
Accept harbour, beach, sea, shop, café or homes.
3. Name one feature shown on both.
Help
Compare the shops or homes.
Both show shops or homes.
4. Which plan shows a beach? What is your evidence?
Help
Point to the label and picture.
Coastside: the beach label and sand beside the sea.
1. Give one similarity with evidence from both plans.
Help
Compare the same feature.
Both show homes: Townside flats and Coastside homes.
2. Give one difference shown by the plans.
Help
Use a feature from each.
Townside shows a park; Coastside shows a beach.
3. Can the plans tell us which place is noisier?
Help
Look for noise measurements.
No. There are no noise measurements.
4. Does no school symbol prove Coastside has no school?
Help
Think about what a plan leaves out.
No. It may be outside the selected area or omitted.
Feedback loop
SPACE
VOICE · Compare means looking at two places.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Compare means looking at two places. 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 “Compare means looking at two places” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Compare means looking at two places” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Compare means looking at two places” 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 3
Starter
Look at the two plans. Find a shop on each. What is the same? What else can you see?
Choose help or a further challenge
Compare one feature with two choices. Point to each picture.
Complete both place columns, then say what is the same or different.
Explain why a difference could matter. Say what the plans cannot tell us.
Feedback loop
SPACE
VOICE · Look at the two plans.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Look at the two plans. 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 “Look at the two plans” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Look at the two plans” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Look at the two plans” 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 3
I do · a worked method
Choose help or a further challenge
Compare one feature with two choices. Point to each picture.
Complete both place columns, then say what is the same or different.
Explain why a difference could matter. Say what the plans cannot tell us.
Read all model steps
Question: What is different about the green and open spaces shown?
Evidence: Townside shows a park with a tree symbol. Coastside shows a beach beside the sea.
Explain: The plans show different kinds of open space: a park and a beach.
Check: Point to both symbols and keys. These plans do not tell us which place is better.
Evidence and source credits
B Coastside plan
Shown: harbour, beach, sea, shop, café and homes.
Original invented teaching plan B
Limit: Selected features only. A missing symbol does not prove a feature is absent.
C Comparison prompt
Compare the same feature in both places. Say: A shows ___. B shows ___. This is the same/different because ___.
Original comparison scaffold
Limit: Do not decide that a place is better from the number of symbols.
D My place and a contrasting place
Use the two checked local/contrasting source sets on the evidence sheet. Name the places and source labels before comparing.
Photo/map sets selected and checked by teacher
Limit: Use observed features. Record “not shown” when evidence is missing.
Watch the captioned model video
Silent 36-second captioned comparison model. Four steps, nine seconds each. Practice places are invented; use the checked local sets for the assessment.
BUILD · Humanities · Summer 1 · Week 3
We do · evidence sort and comparison grid
- Together, sort each evidence card: both plans, Townside only or Coastside only.
- Build one comparison row: feature, Townside evidence, Coastside evidence.
- Swap observer and recorder roles. Explain one difference with both sources.
Choose help or a further challenge
Compare one feature with two choices. Point to each picture.
Complete both place columns, then say what is the same or different.
Explain why a difference could matter. Say what the plans cannot tell us.
Use the editable/paper shared-work sheet. Record one row in the comparison grid after the sort. Use evidence from both plans.
Evidence beside the activity
A Townside plan
Shown: school, library, park, bus stop, crossing, shop, sports court, clinic and flats.
Original invented teaching plan A
Limit: Selected features only. It is not the learner’s actual local area.
B Coastside plan
Shown: harbour, beach, sea, shop, café and homes.
Original invented teaching plan B
Limit: Selected features only. A missing symbol does not prove a feature is absent.
C Comparison prompt
Compare the same feature in both places. Say: A shows ___. B shows ___. This is the same/different because ___.
Original comparison scaffold
Limit: Do not decide that a place is better from the number of symbols.
D My place and a contrasting place
Use the two checked local/contrasting source sets on the evidence sheet. Name the places and source labels before comparing.
Photo/map sets selected and checked by teacher
Limit: Use observed features. Record “not shown” when evidence is missing.
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 · Together, sort each evidence card: both…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Together, sort each evidence card: both plans, Townside only or Coastside only. 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 “Together, sort each evidence card: both plans, Townside only or Coastside only” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Together, sort each evidence card: both plans, Townside only or Coastside only” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Together, sort each evidence card: both plans, Townside only or Coastside only” 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 3
Check the method
Someone says: Coastside has no school because this plan has no school symbol. Can the plan prove that?
Choose help or a further challenge
Compare one feature with two choices. Point to each picture.
Complete both place columns, then say what is the same or different.
Explain why a difference could matter. Say what the plans cannot tell us.
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 3
Independent application
Use the checked local and contrasting photo/map sets.
Choose one route and one response mode. Keep the same learning goal.
Supported task
- Choose one feature on the local source set with your teacher.
- Point to or draw what each place shows in the two columns.
- Say one difference using both sources.
Adult reads the labels. Use: My place shows ___. The other place shows ___.
Try a second comparison with less prompting.
Standard task
- Use the local and contrasting source sets.
- Complete two rows of the comparison grid.
- Explain one important difference using evidence from both places.
Use: In source ___ I can see ___. In source ___ I can see ___. This matters because ___.
Add one similarity, or state something the sources cannot tell you.
Stretch task
- Choose three features to compare in the two source sets.
- Record accurate observations from both.
- Explain which contrast could matter most for one activity.
- State one limit of the evidence.
Choose an activity such as playing outdoors or reaching a shop. Say “could” when making an inference.
Suggest a photo, map or observation that would help check your explanation.
Save before closing the lesson.
Feedback loop
SPACE
VOICE · Use the checked local and contrasting…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Use the checked local and contrasting photo/map sets. 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 local and contrasting photo/map sets” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Use the checked local and contrasting photo/map sets” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Use the checked local and contrasting photo/map sets” 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 3
Review and improve
Check both evidence columns. Improve one comparison by adding what the second source shows.
Choose help or a further challenge
Compare one feature with two choices. Point to each picture.
Complete both place columns, then say what is the same or different.
Explain why a difference could matter. Say what the plans cannot tell us.
Model knowledge check
Both plans show a shop. Townside shows a park; Coastside shows a beach beside the sea. I can point to the symbols. I cannot judge a whole place from one plan.
Feedback loop
SPACE
VOICE · Check both evidence columns.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Check both evidence columns. 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 both evidence columns” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Check both evidence columns” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Check both evidence columns” 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 3
Exit ticket
1. Point to one feature in each place’s source set.
Use your own observations.
2. Say one difference between the places.
My place shows ___. The other shows ___.
1. Give one comparison of your place and the contrasting place.
Name the same feature or type of feature in both.
2. What evidence supports your comparison?
Point to or name both source labels.
1. Explain one important contrast using both sources.
Say why it could matter for an activity.
2. What can these sources not tell you?
Suggest one way to check.
Share privately, speak, point, type or write. Save or print your work before closing.
Feedback loop
SPACE
VOICE · Use your own observations.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Use your own observations. 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 “Use your own observations” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Use your own observations” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Use your own observations” 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.