A Practice evidence note
On the demonstration plan, a bench is beside the tree, on its right. The key uses T for tree and B for bench.
Original invented modelling example
Limit: This is not the class’s actual local plan.
BUILD · Humanities · Summer 1 · Week 6
Our class map
Learning goal
Record local features on a class map.
How can we make a class map that others can use?
I can add an accurate map feature, explain my evidence and check my own learning.
40 minutes, with flexible pauses. Point, speak, draw, type or write.
Editable Word pack Printable pupil resources PDFBUILD · Humanities · Summer 1 · Week 6
Arrival task
A map symbol stands for a feature. A key explains it. We will use checked evidence to decide which entries belong on our class map.
Start with 1 and 2. Try 3 and 4 when ready.
1. Point to the tree symbol on the practice plan.
Help
Use T in the key.
The tree symbol marked T.
2. What does B mean in the key?
Help
Choose bench or ocean.
Bench.
3. Which can help check a map entry: an observation or a guess?
Help
Choose the checked source.
A checked observation.
4. Show where the key is.
Help
Look for symbol meanings.
The key is below the sample plan.
1. What is a map key for?
Help
Think about symbols.
It explains the map’s symbols.
2. Where is the practice bench in relation to the tree?
Help
Keep the plan the same way up.
On the right of the tree.
3. Why check the evidence before adding a feature?
Help
Think about an accurate map.
To avoid placing a wrong feature or putting it in the wrong position.
4. Should our school map include home addresses?
Help
Think about the map’s purpose.
No. They are not needed.
1. How could an old map entry become inaccurate?
Help
Think about changes to a place.
A feature might move, be removed or be added.
2. How can we check an uncertain position?
Help
Use a checked plan or adult observation.
Compare with a current checked source.
3. Can a shared map prove who made each decision?
Help
Think about individual evidence.
No. Keep each learner’s own record and explanation.
4. Why label practice data clearly?
Help
Think about confusing it with observation.
So invented examples are not treated as real local evidence.
Feedback loop
SPACE
VOICE · A map symbol stands for a feature.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: A map symbol stands for a feature. 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 map symbol stands for a feature” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “A map symbol stands for a feature” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “A map symbol stands for a feature” 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 6
Starter
Look at the sample key. Which symbol could show a tree? Tell a partner what they would need to check before placing it.
Choose help or a further challenge
Choose one verified feature and one of two symbols. Point to its checked position.
Add a symbol in the correct position, update the key and explain the source.
Check an uncertain claim before mapping it. Explain the evidence and one limit.
Feedback loop
SPACE
VOICE · Look at the sample key.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Look at the sample key. 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 sample key” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Look at the sample key” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Look at the sample key” 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 6
I do · a worked method
Choose help or a further challenge
Choose one verified feature and one of two symbols. Point to its checked position.
Add a symbol in the correct position, update the key and explain the source.
Check an uncertain claim before mapping it. Explain the evidence and one limit.
Read all model steps
Question: Where should I add the bench on this practice plan?
Evidence: Practice note A says the bench is beside the tree, on its right. The plan shows the tree and path.
Explain: I add the bench symbol at the checked position and put its meaning in the key.
Check: I compare the entry with note A. On our real class map, I must use our own checked evidence.
Evidence and source credits
B Class checked plan
Use the class’s own checked plan. Keep its orientation and reference points clear.
Teacher-checked local plan reused from earlier learning
Limit: The teacher checks the permitted area and current accuracy before teaching.
C Fieldwork evidence
Return to the class’s own labelled observations. Match each feature to its observed location.
Actual class fieldwork records or an adult-checked local source
Limit: Invented fallback tallies must not be presented as real observations.
D My evidence record
Keep your own feature, position, symbol, source and explanation with the class map contribution.
Individual pupil contribution record
Limit: The class map alone does not show what each learner did independently.
Watch the captioned model video
Original silent 36-second captioned model on an invented demonstration plan. It does not show the class’s real local area.
BUILD · Humanities · Summer 1 · Week 6
We do · Decide which map entries belong
- Read each proposed map entry. Choose Add to map, Check first or Leave out.
- Explain your choice using the evidence and the purpose of a local map.
- On the shared checked plan, rehearse one verified entry and its key label.
Choose help or a further challenge
Choose one verified feature and one of two symbols. Point to its checked position.
Add a symbol in the correct position, update the key and explain the source.
Check an uncertain claim before mapping it. Explain the evidence and one limit.
Use the editable/paper shared-work sheet. Read each proposed map entry. Choose Add to map, Check first or Leave out.|Explain your choice using the evidence and the purpose of a local map.|On the shared checked plan, rehearse one verified entry and its key label.
Evidence beside the activity
A Practice evidence note
On the demonstration plan, a bench is beside the tree, on its right. The key uses T for tree and B for bench.
Original invented modelling example
Limit: This is not the class’s actual local plan.
B Class checked plan
Use the class’s own checked plan. Keep its orientation and reference points clear.
Teacher-checked local plan reused from earlier learning
Limit: The teacher checks the permitted area and current accuracy before teaching.
C Fieldwork evidence
Return to the class’s own labelled observations. Match each feature to its observed location.
Actual class fieldwork records or an adult-checked local source
Limit: Invented fallback tallies must not be presented as real observations.
D My evidence record
Keep your own feature, position, symbol, source and explanation with the class map contribution.
Individual pupil contribution record
Limit: The class map alone does not show what each learner did independently.
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 · Read each proposed map entry.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Read each proposed map entry. 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 proposed map entry” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read each proposed map entry” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Read each proposed map entry” 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 6
Check the method
Our indoor practice tally recorded five trees. Can we add five trees to our real school map from that tally?
Choose help or a further challenge
Choose one verified feature and one of two symbols. Point to its checked position.
Add a symbol in the correct position, update the key and explain the source.
Check an uncertain claim before mapping it. Explain the evidence and one limit.
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 6
Independent application
Use the class’s own checked plan and actual local observations. Keep an individual contribution record as well as the shared map.
Choose one route and one response mode. Keep the same learning goal.
Supported task
- Choose one checked local feature from two options.
- Place its symbol at the verified position on the class plan.
- Point to its key meaning and give your own explanation.
An adult reads the evidence. Use: I added ___. It is ___. I checked ___.
Check a second symbol or explain one source.
Standard task
- Select a feature supported by the checked local evidence.
- Add its symbol or label to the class map and update the key.
- Record and explain your own contribution and one check.
Use: My source shows ___. I placed ___ beside ___. The key means ___.
Review one earlier comparison and one continent/ocean response.
Stretch task
- Choose a useful local feature and justify your evidence.
- Add an accurate symbol or label and check its position.
- Explain one uncertainty or limit and how to check it.
- Review your earlier unit evidence and identify a next step.
Use the class plan and real observations. Say what is confirmed and what still needs checking.
Suggest one change that would make the class map easier for a visitor to use.
Save before closing the lesson.
Feedback loop
SPACE
VOICE · Use the class’s own checked plan and…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Use the class’s own checked plan and actual local observations. 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 class’s own checked plan and actual local observations” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Use the class’s own checked plan and actual local observations” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Use the class’s own checked plan and actual local observations” 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 6
Review and improve
Check your feature, position, key and evidence. Review one earlier comparison and one continent/ocean response from the unit.
Choose help or a further challenge
Choose one verified feature and one of two symbols. Point to its checked position.
Add a symbol in the correct position, update the key and explain the source.
Check an uncertain claim before mapping it. Explain the evidence and one limit.
Model knowledge check
A useful map entry has a checked feature, a correct position and a symbol explained in the key. I can explain what evidence supports it.
Feedback loop
SPACE
VOICE · Check your feature, position, key and…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Check your feature, position, key and evidence. 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 your feature, position, key and evidence” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Check your feature, position, key and evidence” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Check your feature, position, key and evidence” 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 6
Exit ticket
1. Show the feature you added and its key meaning.
Point, speak or use your contribution sheet.
2. What helped you check its position?
Name or point to your evidence.
1. Explain your own class-map contribution.
Include the feature, position and key.
2. Which evidence supports it?
Say one check or improvement you made.
1. Justify your map entry using checked evidence.
Explain any remaining uncertainty.
2. What does your unit evidence show you can do next?
Choose a specific map, comparison, observation or world-location step.
Share privately, speak, point, type or write. Save or print your work before closing.
Feedback loop
SPACE
VOICE · Point, speak or use your contribution…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Point, speak or use your contribution sheet. 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 use your contribution sheet” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Point, speak or use your contribution sheet” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Point, speak or use your contribution sheet” 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.