A continent is a large land region. An ocean is a named part of the world’s connected salt water. We will use the labels together.
Start with 1 and 2. Try 3 and 4 when ready.
1. Point to some land.
Help
Use a green or cream land shape.
Any land region.
2. Point to some ocean.
Help
Use the blue area.
Any ocean water area.
3. Find Europe using the label.
Help
Look near the UK callout.
Europe is beside the UK dot.
4. Choose the ocean name: Atlantic Ocean or Europe.
Help
An ocean name labels water.
Atlantic Ocean.
1. What is a globe?
Help
Think about its shape.
A round model of Earth.
2. Is Africa a continent or an ocean?
Help
Find Africa on land.
A continent.
3. What continent contains the UK?
Help
Use the dot and label.
Europe.
4. Name an ocean from the map.
Help
Choose any ocean label.
Arctic, Atlantic, Indian, Pacific or Southern Ocean.
1. Name a continent south of Europe.
Help
Look down the north-up map.
Africa.
2. Which ocean lies between the Americas and Europe?
Help
Read the water label.
Atlantic Ocean.
3. Why is Pacific written at both edges?
Help
A flat map has to have a cut.
The map cuts through one Pacific Ocean; the edges join around Earth.
4. Can this drawing compare exact continent sizes?
Help
Read the map caption.
No. It is simplified and not to scale.
Feedback loop
SPACE
VOICE · A continent is a large land region.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: A continent is a large land region. 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 continent is a large land region” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “A continent is a large land region” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “A continent is a large land region” 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 5
Starter
Point to land, then water. Say whether a continent label belongs on land or in the ocean.
Choose help or a further challenge
Use two label choices. Point to the land or water, then choose its name.
Find a name in the word bank and match it to its map position.
Explain the position using a nearby continent or ocean. Check the map’s limits.
Feedback loop
SPACE
VOICE · Point to land, then water.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Point to land, then water. 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 to land, then water” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Point to land, then water” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Point to land, then water” 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 5
I do · a worked method
Choose help or a further challenge
Use two label choices. Point to the land or water, then choose its name.
Find a name in the word bank and match it to its map position.
Explain the position using a nearby continent or ocean. Check the map’s limits.
Read all model steps
Question: Which continent contains the UK, and which ocean lies to its west?
Evidence: The UK dot is in Europe. The Atlantic Ocean label is to the left, west of Europe.
Explain: Europe is the continent. The Atlantic is the ocean to the west of the UK.
Check: Point to both labels. A globe shows that Earth is round; this map is simplified.
Evidence and source credits
A Labelled world map
Seven continents and five oceans. The UK is a small dot in Europe. North is at the top of this map.
Original SVG teaching map; names checked against National Geographic and NOAA
Limit: Simplified teaching map, not to scale. Shapes and distances are approximate. No country borders.
B Continent label bank
Africa; Antarctica; Asia; Australia; Europe; North America; South America.
Seven-continent convention used in this lesson
Limit: Other naming conventions exist. Use the same convention throughout this pack.
C Ocean label bank
Arctic Ocean; Atlantic Ocean; Indian Ocean; Pacific Ocean; Southern Ocean.
NOAA: How many oceans are there?
Limit: These are five named regions of one connected global ocean.
D Globe check
Find Europe and the UK on a classroom globe. Trace the Pacific without a page edge.
Teacher-led globe demonstration, if a globe is available
Limit: If there is no globe, use the map and explain that the two Pacific edges join around Earth.
Watch the captioned model video
Original silent 36-second captioned model using the simplified teaching map. It is a diagram, not satellite imagery.
We do
BUILD · Humanities · Summer 1 · Week 5
We do · Match a clue to the world map
Use the labelled world map to match each clue to a place.
Partners place one continent card and one ocean card on a paper map.
Point to each choice, check it, then swap roles.
Choose help or a further challenge
Use two label choices. Point to the land or water, then choose its name.
Find a name in the word bank and match it to its map position.
Explain the position using a nearby continent or ocean. Check the map’s limits.
Use the editable/paper shared-work sheet. Use the labelled world map to match each clue to a place.|Partners place one continent card and one ocean card on a paper map.|Point to each choice, check it, then swap roles.
Evidence beside the activity
A Labelled world map
Seven continents and five oceans. The UK is a small dot in Europe. North is at the top of this map.
Original SVG teaching map; names checked against National Geographic and NOAA
Limit: Simplified teaching map, not to scale. Shapes and distances are approximate. No country borders.
B Continent label bank
Africa; Antarctica; Asia; Australia; Europe; North America; South America.
Seven-continent convention used in this lesson
Limit: Other naming conventions exist. Use the same convention throughout this pack.
C Ocean label bank
Arctic Ocean; Atlantic Ocean; Indian Ocean; Pacific Ocean; Southern Ocean.
NOAA: How many oceans are there?
Limit: These are five named regions of one connected global ocean.
D Globe check
Find Europe and the UK on a classroom globe. Trace the Pacific without a page edge.
Teacher-led globe demonstration, if a globe is available
Limit: If there is no globe, use the map and explain that the two Pacific edges join around Earth.
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 · Use the labelled world map to match…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Use the labelled world map to match each clue to a place. 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 “Use the labelled world map to match each clue to a place” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Use the labelled world map to match each clue to a place” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Use the labelled world map to match each clue to a place” 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 5
Check the method
The Pacific label is at both edges of this map. Does that mean there are six oceans?
Choose help or a further challenge
Use two label choices. Point to the land or water, then choose its name.
Find a name in the word bank and match it to its map position.
Explain the position using a nearby continent or ocean. Check the map’s limits.
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 5
Independent application
Use the pupil world map and label bank. Point, place a card, speak, draw or write.
Choose one route and one response mode. Keep the same learning goal.
Supported task
Use the reduced bank: Europe and Atlantic Ocean.
Place or write each label on your pupil map.
Point to and name one continent and one ocean yourself.
Use the labelled map for reference. An adult can read the names, then fade the location prompt.
Choose Africa or Indian Ocean for a new check.
Standard task
Choose one continent and one ocean from the full word bank.
Mark both on your pupil world map.
Name each and say where one is using another map label.
Use: ___ is a continent. ___ is an ocean. It is beside/between ___.
Find the UK and name its continent.
Stretch task
Locate two continents and two oceans on the pupil map.
Describe one ocean’s position using nearby continents.
Explain why Pacific appears at both edges.
Use the labelled reference to check locations, then give your own explanation.
Explain one reason to compare this map with a globe.
Save before closing the lesson.
Feedback loop
SPACE
VOICE · Use the pupil world map and label bank.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Use the pupil world map and label bank. 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 pupil world map and label bank” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Use the pupil world map and label bank” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Use the pupil world map and label bank” 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 5
Review and improve
Check that your continent label is on land and your ocean label is on water. Correct one location if needed.
Choose help or a further challenge
Use two label choices. Point to the land or water, then choose its name.
Find a name in the word bank and match it to its map position.
Explain the position using a nearby continent or ocean. Check the map’s limits.
Model knowledge check
Europe is a continent. The UK lies in Europe. The Atlantic is an ocean west of the UK. Pacific labels at both edges name one ocean.
Feedback loop
SPACE
VOICE · Check that your continent label is on…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Check that your continent label is on land and your ocean label is on water. 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 your continent label is on land and your ocean label is on water” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Check that your continent label is on land and your ocean label is on water” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Check that your continent label is on land and your ocean label is on water” 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 5
Exit ticket
1. Point to and name Europe on your map.
Choose it from your two-label bank if needed.
2. Point to and name the Atlantic Ocean.
Use your own location response.
1. Name and locate a continent of your choice.
Point, label or speak.
2. Name and locate an ocean of your choice.
Say one way you checked.
1. Name and locate a continent and a neighbouring ocean.
Describe their relative positions.
2. Why are the two Pacific labels one ocean?
Use the flat map and round Earth explanation.
Share privately, speak, point, type or write. Save or print your work before closing.
Feedback loop
SPACE
VOICE · Choose it from your two-label bank if…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Choose it from your two-label bank if needed. 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 “Choose it from your two-label bank if needed” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Choose it from your two-label bank if needed” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Choose it from your two-label bank if needed” 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.
Continents and oceans
Learning goal: Talk about the wider world using continents and oceans.
Words to use
Word
Meaning
continent
One of the seven large land regions in this lesson.
ocean
One of the five named parts of the connected global ocean.
world map
A flat picture showing places across Earth.
globe
A round model of Earth.
A method to use
Find land and ocean on the map.
Choose a continent name and find its region.
Choose an ocean name and find its water area.
Point, name and check both choices.
Point, speak, draw, type or write. Check your evidence.
Use the pupil world map and label bank. Point, place a card, speak, draw or write.
Arrival choices
Supported
Point to some land. Use a green or cream land shape.
Point to some ocean. Use the blue area.
Find Europe using the label. Look near the UK callout.
Choose the ocean name: Atlantic Ocean or Europe. An ocean name labels water.
Standard
What is a globe? Think about its shape.
Is Africa a continent or an ocean? Find Africa on land.
What continent contains the UK? Use the dot and label.
Name an ocean from the map. Choose any ocean label.
Stretch
Name a continent south of Europe. Look down the north-up map.
Which ocean lies between the Americas and Europe? Read the water label.
Why is Pacific written at both edges? A flat map has to have a cut.
Can this drawing compare exact continent sizes? Read the map caption.
A Labelled world map
Seven continents and five oceans. The UK is a small dot in Europe. North is at the top of this map.
Original SVG teaching map; names checked against National Geographic and NOAA
Limit: Simplified teaching map, not to scale. Shapes and distances are approximate. No country borders.
B Continent label bank
Africa; Antarctica; Asia; Australia; Europe; North America; South America.
Seven-continent convention used in this lesson
Limit: Other naming conventions exist. Use the same convention throughout this pack.
C Ocean label bank
Arctic Ocean; Atlantic Ocean; Indian Ocean; Pacific Ocean; Southern Ocean.
NOAA: How many oceans are there?
Limit: These are five named regions of one connected global ocean.
D Globe check
Find Europe and the UK on a classroom globe. Trace the Pacific without a page edge.
Teacher-led globe demonstration, if a globe is available
Limit: If there is no globe, use the map and explain that the two Pacific edges join around Earth.
Shared work
Use the labelled world map to match each clue to a place.
Partners place one continent card and one ocean card on a paper map.
Point to each choice, check it, then swap roles.
The continent containing the UK.
The continent south of Europe, with the Atlantic to its west.
The ocean between the Americas and Europe/Africa.
The ocean shown at both the left and right edges.
Supported independent task
Use the reduced bank: Europe and Atlantic Ocean.
Place or write each label on your pupil map.
Point to and name one continent and one ocean yourself.
Use the labelled map for reference. An adult can read the names, then fade the location prompt.
My continent and map position
My ocean and map position
My check
A fact about the wider world
Standard independent task
Choose one continent and one ocean from the full word bank.
Mark both on your pupil world map.
Name each and say where one is using another map label.
Use: ___ is a continent. ___ is an ocean. It is beside/between ___.
My continent and map position
My ocean and map position
My check
A fact about the wider world
Stretch independent task
Locate two continents and two oceans on the pupil map.
Describe one ocean’s position using nearby continents.
Explain why Pacific appears at both edges.
Use the labelled reference to check locations, then give your own explanation.
My continent and map position
My ocean and map position
My check
A fact about the wider world
Exit choices
Supported
Point to and name Europe on your map. Choose it from your two-label bank if needed.
Point to and name the Atlantic Ocean. Use your own location response.
Standard
Name and locate a continent of your choice. Point, label or speak.
Name and locate an ocean of your choice. Say one way you checked.
Stretch
Name and locate a continent and a neighbouring ocean. Describe their relative positions.
Why are the two Pacific labels one ocean? Use the flat map and round Earth explanation.