GROW · Week 8 of 8

Finding places in an atlas

GROW Humanities · Autumn 1 · Week 8 · 40 minutes

Progress SoW · Humanities Aut 1 · 2026–27 · GROW · Week 8 · 'GROW Weekly - Autumn'!C53
Verbatim workbook outcome: Locate countries, continents and oceans on a map/atlas. · Trace: 'GROW Weekly - Autumn'!C53
Today we sort place cards by continent and ocean, and match each one to the way you would find it in an atlas.

Today at a Glance

GROW Humanities40 minutesoffline sources
GROW entry · match a card to its continent with the index open · GROW secure · sort the cards and match each to a grid reference · LAUNCH reach · say which route into the atlas is quicker and why

◆ Supported

Match a card to a continent, using the index.

▲ Standard

Sort the cards, then match each to its grid reference.

★ Stretch

Sort and match, then say which route into the atlas is quicker for a named place.

Staff card: no learner is asked where their family is from. Every card is a place, and the task is finding it in the book.
Staff and source drawer: the atlas is the school class set; the place cards name the same places its index carries, so every card is findable in the room.

Teacher Print Tools — Week 8

SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Trace: Today we sort place cards by continent and ocean, and match each one to the way you would find it in an atlas. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Title, an adult receives it and names back what they heard, in your words. R goes on only after that.

What you said changes what happens next: Arrival Task – Retrieving what an atlas is for

SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

  • Lundy Loop Lundy Loop — Your Voice in This Lesson SPACE stays available.
  • VOICE is received.
  • AUDIENCE names back exactly.
  • INFLUENCE changes one real next action.
  • Why: 🚪 SPACE is room to take part; Space SPACE stays available.
  • 📣 VOICE VOICE is received.
  • 👥 AUDIENCE AUDIENCE names back exactly.
  • ⭐ INFLUENCE 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.

Arrival Task

Arrival Task – Retrieving what an atlas is for

No learner is asked where their family is from. Every card is a place on the map. The task is finding it in the book, and nothing you say leaves this room.
You can work with the index open. You can dictate to an adult and the words stay yours. You can point on the map instead of writing. Each one is a full route.
Atlas is a book of maps with an index that tells you which page a place is on.

A map shows you where. An atlas is a book of maps with a way in.

Next to the page number is a grid reference, like 14 C3.

Arrival decision: Take an atlas and the place cards from the box. Everyone works with the same class set.

On your table there is an atlas and twelve place cards. Some name a country. Some name a continent. Some name an ocean. All twelve are in the index of that atlas.

Have every learner open the index before any map page is turned. A class that goes straight to the map is browsing, not locating.
SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Every card is a place on the map. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Arrival, an adult receives it and names back what they heard, in your words. R goes on only after that.

What you said changes what happens next: Starter: Two ways of finding the same place

SPACE VOICE AUDIENCE INFLUENCE 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

Starter: Two ways of finding the same place

Two ways of finding the same country.

Way A: turn pages until you see it.

Way B: look it up in the index, go to that page, and use the grid reference.

Way B is quicker for any place you can name. Way A is only quicker when you do not know the name and you are looking at a shape.

The need for this lesson is knowing which way to use. Both are real routes, and picking the wrong one costs you the lesson.

Try it: take the card in front of you. Do you know its name? Then the index is your route. Do not open the map yet.

Do not name the route for them. Choosing between the index and the map is the decision the outcome asks for.
SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Two ways of finding the same country. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Starter, an adult receives it and names back what they heard, in your words. R goes on only after that.

What you said changes what happens next: I Do: Sorting places by what they are

SPACE VOICE AUDIENCE INFLUENCE 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

I Do: Sorting places by what they are

The diagram sorts twelve places into three boxes. Read the names off it rather than out of your head, because that is what an atlas asks you to do.

Some cards are harder than they look. A very large country can feel like a continent, and the index settles it: it is listed as a country.

Modelled: I take a card. I read the name. I look it up in the index. The index tells me the page and the grid reference, and it tells me what kind of place it is. Then I sort the card.

Grid reference is a column letter and a row number that meet on the square you want.
Insist the index is checked before a card is sorted. The lesson is the route, and a correct sort made from memory has skipped it.
We Do

We Do: Sort the cards, then match each to its grid reference

Card 1: a country. Which continent is it inside?

Card 2: an ocean. Which continents does it lie between?

Card 3: a continent. How many countries can you find on its page?

Sort first: sort your twelve cards into the three boxes, then match each card to the grid reference from the index. Everyone commits at the same time, and then we hold up the first grid reference together.

Take the grid reference from a learner who has not spoken today. Turn to it with the class so the check is public, not private.
SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Which continent is it inside? Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At We Do 1, an adult receives it and names back what they heard, in your words. R goes on only after that.

What you said changes what happens next: I Do: Which route is quicker

SPACE VOICE AUDIENCE INFLUENCE 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

I Do: Which route is quicker

The picture shows both routes side by side. Each has three steps, so neither is lazy. The difference is what you already have.

Saying which route you used, and why, is part of the answer today. It is what turns finding into locating.

Decided together: the card names a country, so we have a name, so we take the index route. Three steps and we are on the square.

Do not let the index route become the only route. A learner given a shape and no name has to use the map, and that is the skill the other half of the outcome asks for.
We Do

We Do: Match each card to the route that finds it

◆ Supported

Point to the route you would use.

▲ Standard

Match three cards to their routes and give one reason.

★ Stretch

Match all twelve, then say which card could go either way.

We match one card as a class. Everyone writes their route on a whiteboard, then we hold up the boards at the same time.

The card for this one is the ocean. You have a name, so which route? Write it and hold.

Scribe exactly. The reason for the route is the assessed part, not the route itself.
SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Point to the route you would use. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At We Do 2, an adult receives it and names back what they heard, in your words. R goes on only after that.

What you said changes what happens next: Independent Work — Your record: sorted, matched, located

SPACE VOICE AUDIENCE INFLUENCE 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 Work

Independent Work — Your record: sorted, matched, located

16:00

Make one record of the cards you sorted and the references that find them. The atlas stays open beside you.

◆ Supported

Three cards matched to their continent, with the index open. An adult may scribe and the words stay yours.

▲ Standard

Six cards sorted, each with its page and grid reference.

★ Stretch

All twelve sorted and referenced, plus which route you used for each and why.

Check yourself: did you check the index rather than working from memory?

Check yourself: does every card have a page and a grid reference?

Check yourself: is each country written next to the continent it sits inside?

Record route and scribing on the evidence line, keeping adult support visible and separate from the learner own words.

⏸ Pens down — quick partner check!

Half way through: stop, swap with a partner, and check one thing on the list above together. Then carry on.

WAGOLL — what a good one looks like

A finished row: a country card, sorted into its continent box, page 14, grid reference C3, found by the index route because the card gave me the name.

SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Make one record of the cards you sorted and the references that find them. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Independent, an adult receives it and names back what they heard, in your words. R goes on only after that.

What you said changes what happens next: Exit Ticket — Audience receives; influence changes something

SPACE VOICE AUDIENCE INFLUENCE 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 Ticket

Exit Ticket — Audience receives; influence changes something

Read one reference to a partner without saying the name. They find it and say what they landed on.

Did they land somewhere else? Change the page or the square so the reference says what you meant. That change is your influence.

That closes these eight weeks. Keep your record in your folder with the others.

Close by naming one learner whose reference was corrected by a partner landing elsewhere. That is the influence record.

✅ Complete

Hand in your record and tick the learner confirmation on your sheet. That is the lesson done.

SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Read one reference to a partner without saying the name. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Exit, an adult receives it and names back what they heard, in your words. R goes on only after that.

What you said changes what happens next: Exit Ticket — Audience receives; influence changes something

SPACE VOICE AUDIENCE INFLUENCE 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.

Slide 1/10

🧑‍🏫 TA Focus

GROW Humanities · Week 8 · Where in the World?

ArrivalConnection before correction — settle first. Retrieval grid is level-toggled: set each pupil's level quietly, not publicly.StarterThe personal hook — let them talk about THEIR answer before the history. Everyone has one; pass still allowed.I Do ×1Pupils watch, you watch pupils. Note who tracks the reasoning — no interruptions yet.We Do ×1Tap-tap sort: click-only by design. Sit with whoever hesitates to start; wrong taps cost nothing.I Do ×2Second short model — if attention dipped, this is the reset point. Keep it under four minutes.We Do ×2Match round: use 🎯 Cold Call with band filter so questions are tier-matched. Reveal is always available.IndependentSupported/Standard/Stretch is per pupil, not per class. Print packs from the title slide; record exactly which level and what support.Lundy LoopSpace · Voice · Audience · Influence — scribe verbatim where you can; a quote beats a summary.ExitLevel-matched exit ticket, no notes. Flag anyone leaving dysregulated for check-out follow-up.
This lesson: Decompression after the assessment — keep it practical and hands-on. Atlas skills are the win; celebrate accuracy.

🎯 Cold Call

Add your class once — names stay on this device only, and every Made by Matt lesson on it shares the list. Band each pupil so questions are tier-matched.

Pass is always allowed — passing still counts as taking part.