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Opening

GROW · Humanities · Summer 1 · Week 1

Our place in the wider world

Learning goal

Locate my place the UK and the wider world on maps.

How does our locality compare with other places?

I can locate places, use maps and grid references, collect observations, distinguish physical and human features and support a comparison with evidence.

40 minutes, with flexible pauses. Point, speak, draw, type or write. A fictional example is welcome.

Editable Word packPrintable pupil resources PDF
Arrival

GROW · Humanities · Summer 1 · Week 1

Arrival task

Revisit earlier map work. You can start from these reminders: a continent is a large land region; an ocean is salt water; a key explains symbols. Use the labelled map and cards if this is new.

Start with 1 and 2. Continue with 3 and 4 when ready.

1. What does a map key explain?

Help

Think about symbols.

2. Which continent contains the UK?

Help

Use the map labels or card B.

3. Which ocean is west of the UK?

Help

Read the water label.

4. What happens to local detail as a map covers more of the world?

Help

Compare the teacher’s local and world views.

Word and evidence bank

A Our locality

Middlesbrough is on the River Tees, in Teesside in north-east England. These labels identify our locality within the UK. A local map shows more nearby detail than this world map.

Locality facts from the task brief; teacher-checked local map

Limit: The world marker is approximate. It cannot show street positions.

B The UK and its neighbours

The UK is in Europe. The Atlantic Ocean lies to the west and the North Sea to the east. Use the UK marker and the named water labels.

Natural Earth outlines and named geographical labels

Limit: Country outlines and labels are simplified at this scale.

C Choosing a map scale

Fictional task: a visitor needs to find our school entrance. A detailed local map is useful. A world map shows how the UK relates to continents and oceans, but cannot show the entrance.

Authored classroom comparison of map purposes

Limit: Choose a map for the question. A world view does not show a safe walking route.

D A map comparison routine

Locate Teesside, then the UK, then Europe on the world view. Compare a teacher-selected local map, UK atlas page and world page. Name one detail that appears or disappears as the area shown changes.

Teacher-selected atlas and local map; supplied world view

Limit: No map shows every feature. The local source must be checked before teaching.

Feedback loop
SPACE
VOICE · Revisit earlier map work.
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Revisit earlier map work. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Arrival task, 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 “Revisit earlier map work” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Revisit earlier map work” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Revisit earlier map work” and take the reason in the pupil’s own mode.

Did it and explained → move on: Start the enquiry

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

GROW · Humanities · Summer 1 · Week 1

Start the enquiry

Locate Teesside, the UK and Europe together. Compare the teacher’s local map, UK atlas page and world page; say how the detail changes.

UKNorth AmericaSouth AmericaAfricaEuropeAsiaOceaniaAntarcticaAtlantic OceanPacific OceanIndian OceanNatural Earth public-domain outlines · labels simplified · equirectangular mapTeesside · north-east EnglandMiddlesbrough · River TeesGreen dot: approximate local positionNorth Sea
Choose help or a further challenge

Read card B together. Use the sentence frame and two map choices. An adult may read or scribe your own words.

___ is in ___. ___ lies to its ___. I would use a ___ map because ___.

Explain why a smaller-scale world map shows less local detail than a larger-scale local map.

Feedback loop
SPACE
VOICE · Locate Teesside, the UK and Europe…
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Locate Teesside, the UK and Europe together. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Start the enquiry, 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 “Locate Teesside, the UK and Europe together” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Locate Teesside, the UK and Europe together” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Locate Teesside, the UK and Europe together” 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

GROW · Humanities · Summer 1 · Week 1

I do · a worked method

Choose help or a further challenge

Use the key, direction and location clues before answering.

Read all model steps

Question: Which ocean lies to the west of the UK?

Evidence: Card B and the map show the UK in Europe and the Atlantic Ocean to its west.

Think aloud: I locate the UK marker, then read the ocean label to its west: Atlantic Ocean.

Check: I use a local map for the school entrance. The world view shows wider relationships, with less local detail.

Evidence and source credits

A Our locality

Middlesbrough is on the River Tees, in Teesside in north-east England. These labels identify our locality within the UK. A local map shows more nearby detail than this world map.

Locality facts from the task brief; teacher-checked local map

Limit: The world marker is approximate. It cannot show street positions.

B The UK and its neighbours

The UK is in Europe. The Atlantic Ocean lies to the west and the North Sea to the east. Use the UK marker and the named water labels.

Natural Earth outlines and named geographical labels

Limit: Country outlines and labels are simplified at this scale.

C Choosing a map scale

Fictional task: a visitor needs to find our school entrance. A detailed local map is useful. A world map shows how the UK relates to continents and oceans, but cannot show the entrance.

Authored classroom comparison of map purposes

Limit: Choose a map for the question. A world view does not show a safe walking route.

D A map comparison routine

Locate Teesside, then the UK, then Europe on the world view. Compare a teacher-selected local map, UK atlas page and world page. Name one detail that appears or disappears as the area shown changes.

Teacher-selected atlas and local map; supplied world view

Limit: No map shows every feature. The local source must be checked before teaching.

Natural Earth public domain map data

Watch the captioned model video

Original silent captioned teaching model. The four captions match the model steps and transcript. It demonstrates map reading; it is not a live map.

We do

GROW · Humanities · Summer 1 · Week 1

We do · locate and annotate

  1. Locate Teesside, the UK and Europe together. Compare the teacher’s local map, UK atlas page and world page; say how the detail changes.
  2. Swap locator and checker roles. Find the Atlantic Ocean and North Sea. Give their directions from the UK and explain one map choice.
Choose help or a further challenge

Use the key, direction and location clues before answering.

UKNorth AmericaSouth AmericaAfricaEuropeAsiaOceaniaAntarcticaAtlantic OceanPacific OceanIndian OceanNatural Earth public-domain outlines · labels simplified · equirectangular mapTeesside · north-east EnglandMiddlesbrough · River TeesGreen dot: approximate local positionNorth Sea

Select a labelled feature or use the key to describe a location.

Evidence beside the activity

A Our locality

Middlesbrough is on the River Tees, in Teesside in north-east England. These labels identify our locality within the UK. A local map shows more nearby detail than this world map.

Locality facts from the task brief; teacher-checked local map

Limit: The world marker is approximate. It cannot show street positions.

B The UK and its neighbours

The UK is in Europe. The Atlantic Ocean lies to the west and the North Sea to the east. Use the UK marker and the named water labels.

Natural Earth outlines and named geographical labels

Limit: Country outlines and labels are simplified at this scale.

C Choosing a map scale

Fictional task: a visitor needs to find our school entrance. A detailed local map is useful. A world map shows how the UK relates to continents and oceans, but cannot show the entrance.

Authored classroom comparison of map purposes

Limit: Choose a map for the question. A world view does not show a safe walking route.

D A map comparison routine

Locate Teesside, then the UK, then Europe on the world view. Compare a teacher-selected local map, UK atlas page and world page. Name one detail that appears or disappears as the area shown changes.

Teacher-selected atlas and local map; supplied world view

Limit: No map shows every feature. The local source must be checked before teaching.

Choose one useful support: fewer visible cards, reading together or a private response. Try it and decide whether it helped.

Paper cards and partner routine

Shared investigation

1. Locate Teesside, the UK and Europe together. Compare the teacher’s local map, UK atlas page and world page; say how the detail changes.

2. Swap locator and checker roles. Find the Atlantic Ocean and North Sea. Give their directions from the UK and explain one map choice.

Work with a partner or adult, or use your own table. One person suggests; the other checks the evidence. Swap after one turn. Passing is allowed.

Use the evidence cards and any visual sheet. Follow the two shared steps above, then record one decision.

Support: Read card B together. Use the sentence frame and two map choices. An adult may read or scribe your own words.

Further challenge: Explain why a smaller-scale world map shows less local detail than a larger-scale local map.

Feedback loop
SPACE
VOICE · Locate Teesside, the UK and Europe…
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Locate Teesside, the UK and Europe together. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

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 “Locate Teesside, the UK and Europe together” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Locate Teesside, the UK and Europe together” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Locate Teesside, the UK and Europe together” 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

GROW · Humanities · Summer 1 · Week 1

Check the method

Would the world map help you locate the school entrance accurately?

Choose help or a further challenge

Read card B together. Use the sentence frame and two map choices. An adult may read or scribe your own words.

___ is in ___. ___ lies to its ___. I would use a ___ map because ___.

Explain why a smaller-scale world map shows less local detail than a larger-scale local map.

Feedback loop
SPACE
VOICE · Check the method
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Check the method Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Check the method, 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 the method” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Check the method” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Check the method” 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

GROW · Humanities · Summer 1 · Week 1

Independent application

Choose one route and one response mode. Keep the same learning goal.

Standard task

  1. Locate Teesside, the UK and Europe using the supplied labels and checked atlas pages.
  2. Describe the UK using the Atlantic Ocean and North Sea.
  3. Independently choose a map for a school-entrance question and explain why.

___ is in ___. ___ lies to its ___. I would use a ___ map because ___.

Explain why the UK-area marker cannot show a precise street position.

Save before closing the lesson.

Feedback loop
SPACE
VOICE · Choose one route and one response mode.
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Choose one route and one response mode. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Independent application, 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 one route and one response mode” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Choose one route and one response mode” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Choose one route and one response mode” 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

GROW · Humanities · Summer 1 · Week 1

Review and improve

Check the required evidence: map-skills check and independent location/pattern question.

Choose help or a further challenge

Use the key, direction and location clues before answering.

Model knowledge check

The Atlantic Ocean lies to the west of the UK. Use a detailed local map. The world map covers a much larger area and does not show the entrance.

Feedback loop
SPACE
VOICE · Review GROW · Humanities · Summer 1 ·…
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Review GROW · Humanities · Summer 1 · Week 1 Check the required evidence: map-skills check and independent… Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Review and improve, 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 “Review GROW · Humanities · Summer 1 · Week 1 Check the required evidence: map-skills check and independent” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Review GROW · Humanities · Summer 1 · Week 1 Check the required evidence: map-skills check and independent” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Review GROW · Humanities · Summer 1 · Week 1 Check the required evidence: map-skills check and independent” 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

GROW · Humanities · Summer 1 · Week 1

Exit ticket

1. Locate the UK and describe it using a continent and a neighbouring sea or ocean.

Use a compass direction.

2. Why does your map choice suit a school-entrance question?

Explain the detail needed.

Share privately, speak, point, type or write. Save or print your work before closing.

Feedback loop
SPACE
VOICE · Use the labels, then give your own…
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Use the labels, then give your own response. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Exit ticket, 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 labels, then give your own response” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Use the labels, then give your own response” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Use the labels, then give your own response” 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.

Pause

Take a quiet pause.

You can look away from the screen. Come back when you are ready.

The lesson and your work are still here. Close this box to return.

Invite a response

Give thinking time. Invite a response by voice, pointing or showing work. A pupil can pass; check in privately when useful.

Lesson tools

Print one route

Prints organiser, arrival choices, sources, shared work, one independent route and exit choices.

Knowledge organiser

Our place in the wider world

Learning goal: Locate my place the UK and the wider world on maps.

Words to use

WordMeaning
continentA large land region
oceanA large body of salt water
locationWhere something is
scaleHow map distance relates to distance on the ground

Remember

Which ocean lies to the west of the UK? The Atlantic Ocean lies to the west of the UK.

Would the world map help you locate the school entrance accurately? Use a detailed local map. The world map covers a much larger area and does not show the entrance.

How to show your learning

Locate Teesside, the UK and Europe using the supplied labels and checked atlas pages.

___ is in ___. ___ lies to its ___. I would use a ___ map because ___.

Evidence matters

Fictional cases are teaching examples. Historical, geographical and religious claims use the named sources. A model video demonstrates a method.

You can respond by speaking, pointing, drawing, typing or writing. A fictional personal example is welcome.

Sources: Natural Earth public domain map data

Word help

continent
A large land region

ocean
A large body of salt water

location
Where something is

scale
How map distance relates to distance on the ground

Teacher brief

Teacher notes and answers

Teacher card

Our place in the wider world / GROW_SU1_W01

Outcome: Locate my place the UK and the wider world on maps.

Evidence to retain: F: map-skills check and independent location/pattern question.

Forty minute route

Arrival 4 min; starter 3; model 6; shared task 7; check 2; independent 12; review 3; exit 3. Pause time is flexible.

Preparation

Choose one independent route. Print the evidence and shared cards, required visual or data sheet, route worksheet and exit. The organiser is one separate A4 page. Keep answers with staff.

Prepare a checked map of the school’s locality in Teesside and atlas pages showing the UK and world. Keep the same locality in each view. Use the supplied world map for the wider context; do not treat its crowded UK-area labels as precise local positions. No home-address searches. If an atlas is unavailable, the teacher may use preselected printed map extracts.

Access and regulation

Chunk sources and tasks; pre-teach vocabulary with images. Offer sentence stems, organisers, oral rehearsal and typing. Start with one modelled example; extend through a second source, comparison or supported judgement. Check the learner can begin within two minutes, then fade prompts. Begin with a simplified map or data set, then add a stretch layer. Use clear fieldwork roles and a return-to-recording routine.

Offer a predictable start, private response and agreed pause. No cold calling or forced personal disclosure. Rejoin at one clearly named next step. Keep teen-appropriate examples and the same learning goal across response modes.

Use sensitive content warnings where relevant. Do not ask for family details or personal experiences.

Assessment

Use questioning and the exit response to decide the next step. Record the learner’s individual contribution and the access support used.

UAS: no approved unit code is supplied. Match the learner’s evidence to the centre-selected unit and exact criteria before submission. This pack makes no automatic award claim.

Model and answers

Read these pages before teaching. Hide the model during independent assessment.

Question: Which ocean lies to the west of the UK?

Evidence: Card B and the map show the UK in Europe and the Atlantic Ocean to its west.

Think aloud: I locate the UK marker, then read the ocean label to its west: Atlantic Ocean.

Check: I use a local map for the school entrance. The world view shows wider relationships, with less local detail.

Arrival answers

1. The meanings of map symbols.

2. Europe.

3. The Atlantic Ocean.

4. Less local detail is visible.

Shared activity reasoning

Exit responses

Which ocean lies to the west of the UK? The Atlantic Ocean lies to the west of the UK.

Would the world map help you locate the school entrance accurately? Use a detailed local map. The world map covers a much larger area and does not show the entrance.

Teaching and evidence record

Supplied scheme of work teaching sequence: Model zooming from locality to country and world. Practise location questions together; independently locate selected places and describe where one is using a suitable scale of map.

Look for

F: map-skills check and independent location/pattern question.

Accept accurate equivalents, including speech or exact scribing. Check the concept and use of evidence rather than length or handwriting. Record access support separately from content prompting.

BUILD: a concrete example with a reason or demonstrated action. GROW: explain or compare with a relevant detail. LAUNCH: connect evidence and reasoning; use a limitation when the outcome requires it. Keep RE responses non-GCSE.

Media

Original silent captioned teaching model. The four captions match the model steps and transcript. It demonstrates map reading; it is not a live map.

Use manual steps for a calm pace. The silent MP4 has visible captions and a matching text transcript. External archive media is optional and should be previewed before class.

Source credits

Natural Earth public domain map data https://www.naturalearthdata.com/about/terms-of-use/

See Sources_and_checks.html for source notes and classroom preparation.

Teacher notes PDF

Made by Matt