Fieldwork means observing a place. A tally uses one mark for each object. You can learn the method without an earlier lesson.
Start with 1 and 2. Try 3 and 4 when ready.
1. Show one tally mark.
Help
One mark means one object.
One vertical stroke.
2. How many marks are | |?
Help
Touch each mark once.
2.
3. Choose a feature to count: a bench or someone’s name.
Help
Count an object in the grounds.
A bench.
4. Who leads the route?
Help
Choose the adult or a pupil walking away alone.
The supervising adult.
1. What does one tally mark stand for?
Help
Think of one thing counted.
One object or observation.
2. Record three trees with tally marks.
Help
One mark for each tree.
Three marks: | | |.
3. Why label the study area?
Help
Think about using the sheet later.
So we know where the observations came from.
4. What should you do if a stop is unavailable?
Help
The route is supervised.
Stay with the adult and follow the agreed alternative or return.
1. How would you tally five trees?
Help
The fifth mark crosses the first four.
A group of five tally marks.
2. Why can counting one tree twice mislead us?
Help
Think about the total.
The recorded total would be too high.
3. How can two areas overlap?
Help
Think about seeing the same feature twice.
The same feature may be visible or included in both.
4. Can practice data prove we went outdoors?
Help
Think about the source label.
No. It is invented practice data.
Feedback loop
SPACE
VOICE · Fieldwork means observing a place.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Fieldwork means observing a place. 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 “Fieldwork means observing a place” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Fieldwork means observing a place” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Fieldwork means observing a place” 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.
Starter
BUILD · Humanities · Summer 1 · Week 4
Starter
Make three tally marks with your finger. How could we check that each mark stands for one object?
Choose help or a further challenge
Count one kind of feature in one small area. Point while an adult reads the step.
Use the agreed roles and tally each feature once. Check before adding totals.
Explain how to avoid counting the same feature at both stops. Suggest a check.
Feedback loop
SPACE
VOICE · Make three tally marks with your finger.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Make three tally marks with your finger. 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 “Make three tally marks with your finger” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Make three tally marks with your finger” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Make three tally marks with your finger” 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.
I do
BUILD · Humanities · Summer 1 · Week 4
I do · a worked method
Choose help or a further challenge
Count one kind of feature in one small area. Point while an adult reads the step.
Use the agreed roles and tally each feature once. Check before adding totals.
Explain how to avoid counting the same feature at both stops. Suggest a check.
Read all model steps
Question: How many benches are in practice area A?
Evidence: The practice observation says two benches. I make one tally mark for each bench: | |.
Explain: Two marks give a total of 2 benches. I record this in the A row.
Check: Count the marks again. This is a practice example; our real grounds may differ.
Evidence and source credits
A Practice observation card
Area A: 2 benches, 1 bin and 3 trees. Area B: 1 bench, 2 bins and 5 trees. The areas are separate.
Original invented PRACTICE observations
Limit: Not observations from our school. Use only for modelling or the indoor fallback.
B Roles and routine
Observer points to a feature. Recorder makes one mark. Checker matches objects to marks. Swap a role after the first area.
Original paper fieldwork routine
Limit: The adult remains responsible for supervision and route decisions.
C Our checked route
Classroom to adult-selected study area A, then B, then classroom. Stay with the adult and within the agreed counting boundaries.
Teacher-completed route sheet
Limit: Do not start until the adult has checked the route, access and conditions.
D If we stay indoors
Use the supplied PRACTICE tally. Count its marks, label the totals and check one row against card A.
Original indoor fallback
Limit: This checks recording skills. It does not prove outdoor fieldwork participation.
Watch the captioned model video
Original silent 36-second captioned model of a practice tally. It does not show real school fieldwork.
We do
BUILD · Humanities · Summer 1 · Week 4
We do · Put the fieldwork method in order
Put the fieldwork method cards in order using Move up and Move down.
Rehearse with the practice observation card and paper tally sheet.
Swap observer and recorder roles. Check that each object gets one mark.
Choose help or a further challenge
Count one kind of feature in one small area. Point while an adult reads the step.
Use the agreed roles and tally each feature once. Check before adding totals.
Explain how to avoid counting the same feature at both stops. Suggest a check.
Use the editable/paper shared-work sheet. Put the fieldwork method cards in order using Move up and Move down.|Rehearse with the practice observation card and paper tally sheet.|Swap observer and recorder roles. Check that each object gets one mark.
Evidence beside the activity
A Practice observation card
Area A: 2 benches, 1 bin and 3 trees. Area B: 1 bench, 2 bins and 5 trees. The areas are separate.
Original invented PRACTICE observations
Limit: Not observations from our school. Use only for modelling or the indoor fallback.
B Roles and routine
Observer points to a feature. Recorder makes one mark. Checker matches objects to marks. Swap a role after the first area.
Original paper fieldwork routine
Limit: The adult remains responsible for supervision and route decisions.
C Our checked route
Classroom to adult-selected study area A, then B, then classroom. Stay with the adult and within the agreed counting boundaries.
Teacher-completed route sheet
Limit: Do not start until the adult has checked the route, access and conditions.
D If we stay indoors
Use the supplied PRACTICE tally. Count its marks, label the totals and check one row against card A.
Original indoor fallback
Limit: This checks recording skills. It does not prove outdoor fieldwork participation.
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 · Put the fieldwork method cards in order…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Put the fieldwork method cards in order using Move up and Move down. 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 “Put the fieldwork method cards in order using Move up and Move down” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Put the fieldwork method cards in order using Move up and Move down” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Put the fieldwork method cards in order using Move up and Move down” 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.
Check
BUILD · Humanities · Summer 1 · Week 4
Check the method
A learner sees one tree twice from different positions and makes two tally marks. What should change?
Choose help or a further challenge
Count one kind of feature in one small area. Point while an adult reads the step.
Use the agreed roles and tally each feature once. Check before adding totals.
Explain how to avoid counting the same feature at both stops. Suggest a check.
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.
Independent
BUILD · Humanities · Summer 1 · Week 4
Independent application
Use the paper tally sheet outdoors. Leave devices indoors. If fieldwork cannot happen, use the labelled practice tally and mark your work PRACTICE.
Choose one route and one response mode. Keep the same learning goal.
Supported task
Use the agreed paper route with the adult.
Count one feature type in area A. Make one mark per object.
Point to or say your total and one check when back inside.
Choose benches or bins. Adult reads the row; you make the marks. Use your usual communication support.
Try the same method in area B with less prompting.
Standard task
Observe the agreed feature types in A and B on the supervised route.
Keep a separate tally for each feature and area.
Return, total each row and explain one check yourself.
Observer points; recorder marks. Swap roles so everyone has their own recording evidence.
Combine one feature’s totals across the two non-overlapping areas.
Stretch task
Use the same supervised route and clearly defined boundaries.
Record each feature once, then check a row independently.
Combine the totals for one feature and explain your method.
Name a limitation of today’s observations.
Say: We counted ___ in area ___. We avoided repeats by ___.
Suggest how to make a repeat observation more consistent.
Save before closing the lesson.
Feedback loop
SPACE
VOICE · Use the paper tally sheet outdoors.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Use the paper tally sheet outdoors. 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 paper tally sheet outdoors” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Use the paper tally sheet outdoors” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Use the paper tally sheet outdoors” 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.
Review
BUILD · Humanities · Summer 1 · Week 4
Review and improve
Check that the area, feature, tally and total match. Correct one extra or missing mark.
Choose help or a further challenge
Count one kind of feature in one small area. Point while an adult reads the step.
Use the agreed roles and tally each feature once. Check before adding totals.
Explain how to avoid counting the same feature at both stops. Suggest a check.
Model knowledge check
One object gets one mark. I label the study area and feature, then count the marks to find the total.
Feedback loop
SPACE
VOICE · Check that the area, feature, tally and…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Check that the area, feature, tally and total match. 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 that the area, feature, tally and total match” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Check that the area, feature, tally and total match” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Check that the area, feature, tally and total match” 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.
Exit
BUILD · Humanities · Summer 1 · Week 4
Exit ticket
1. Show one tally you made and its total.
Point, speak or write.
2. Show or explain one way you kept the count accurate.
State whether you used real observations or practice data.
1. What did you observe and how many did you record?
Name the feature and study area.
2. How did you check your tally?
State whether the source was real fieldwork or practice.
1. Explain one checked result using the labelled tally.
Give the feature, area and total.
2. What could affect a repeat count?
Suggest one improvement and identify real or practice data.
Share privately, speak, point, type or write. Save or print your work before closing.
Feedback loop
SPACE
VOICE · Point, speak or write.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Point, speak or write. 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, speak or write” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Point, speak or write” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Point, speak or write” 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.
Fieldwork in our grounds
Learning goal: Carry out simple fieldwork in the grounds.
Words to use
Word
Meaning
fieldwork
Finding out about a place by observing it there.
observation
Something noticed by looking carefully.
tally
One mark for each thing counted; group marks in fives.
data
Information collected to answer a question.
A method to use
Agree the question, route, boundaries and roles.
Observe one feature at a time.
Make one tally mark per object.
Return, count the marks and check the total.
Point, speak, draw, type or write. Check your evidence.
Use the paper tally sheet outdoors. Leave devices indoors. If fieldwork cannot happen, use the labelled practice tally and mark your work PRACTICE.
Arrival choices
Supported
Show one tally mark. One mark means one object.
How many marks are | |? Touch each mark once.
Choose a feature to count: a bench or someone’s name. Count an object in the grounds.
Who leads the route? Choose the adult or a pupil walking away alone.
Standard
What does one tally mark stand for? Think of one thing counted.
Record three trees with tally marks. One mark for each tree.
Why label the study area? Think about using the sheet later.
What should you do if a stop is unavailable? The route is supervised.
Stretch
How would you tally five trees? The fifth mark crosses the first four.
Why can counting one tree twice mislead us? Think about the total.
How can two areas overlap? Think about seeing the same feature twice.
Can practice data prove we went outdoors? Think about the source label.
A Practice observation card
Area A: 2 benches, 1 bin and 3 trees. Area B: 1 bench, 2 bins and 5 trees. The areas are separate.
Original invented PRACTICE observations
Limit: Not observations from our school. Use only for modelling or the indoor fallback.
B Roles and routine
Observer points to a feature. Recorder makes one mark. Checker matches objects to marks. Swap a role after the first area.
Original paper fieldwork routine
Limit: The adult remains responsible for supervision and route decisions.
C Our checked route
Classroom to adult-selected study area A, then B, then classroom. Stay with the adult and within the agreed counting boundaries.
Teacher-completed route sheet
Limit: Do not start until the adult has checked the route, access and conditions.
D If we stay indoors
Use the supplied PRACTICE tally. Count its marks, label the totals and check one row against card A.
Original indoor fallback
Limit: This checks recording skills. It does not prove outdoor fieldwork participation.
Shared work
Put the fieldwork method cards in order using Move up and Move down.
Rehearse with the practice observation card and paper tally sheet.
Swap observer and recorder roles. Check that each object gets one mark.
First: agree the question, route, boundaries and roles.
Next: look carefully in the agreed study area.
Then: make one tally mark for each object seen.
Finally: return to class, total the marks and check.
Supported independent task
Use the agreed paper route with the adult.
Count one feature type in area A. Make one mark per object.
Point to or say your total and one check when back inside.
Choose benches or bins. Adult reads the row; you make the marks. Use your usual communication support.
Study area and feature
My tally and total
How I checked
Real fieldwork or practice fallback
Standard independent task
Observe the agreed feature types in A and B on the supervised route.
Keep a separate tally for each feature and area.
Return, total each row and explain one check yourself.
Observer points; recorder marks. Swap roles so everyone has their own recording evidence.
Study area and feature
My tally and total
How I checked
Real fieldwork or practice fallback
Stretch independent task
Use the same supervised route and clearly defined boundaries.
Record each feature once, then check a row independently.
Combine the totals for one feature and explain your method.
Name a limitation of today’s observations.
Say: We counted ___ in area ___. We avoided repeats by ___.
Study area and feature
My tally and total
How I checked
Real fieldwork or practice fallback
Exit choices
Supported
Show one tally you made and its total. Point, speak or write.
Show or explain one way you kept the count accurate. State whether you used real observations or practice data.
Standard
What did you observe and how many did you record? Name the feature and study area.
How did you check your tally? State whether the source was real fieldwork or practice.
Stretch
Explain one checked result using the labelled tally. Give the feature, area and total.
What could affect a repeat count? Suggest one improvement and identify real or practice data.