Opening

GROW · Humanities · Summer 1 · Week 3

Our school route fieldwork

Learning goal

Carry out simple fieldwork about my local area.

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 pack Editable data workbook Printable pupil resources PDF

Arrival

GROW · Humanities · Summer 1 · Week 3

Arrival task

Start here: a map key explains symbols. A location label tells us where an observation was made. A tally records a count. Use card C if you missed the earlier map work.

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

1. How does a location label help a reader?

Help

Use the reminder and card D.

My answer 1

2. What is a tally used for?

Help

Think about counting.

My answer 2

3. How can we avoid counting a feature twice?

Help

Read the rule on card B.

My answer 3

4. What should we do before entering counts?

Help

Use the return routine.

My answer 4

Word and evidence bank

A Question and roles

Agree: What is the land used for along our route? Choose an observer, tally recorder and location checker. The adult supervises the approved grounds route. Swap a role after a count.

Authored teaching example

Limit: This example supports practice. Check your own place separately.

B One clear counting rule

Count each visible feature once, using its main use. Keep a tally in the matching category. Mark uncertain uses with a question mark and check with the adult. A count of features does not measure land area.

Authored teaching example

Limit: This example supports practice. Check your own place separately.

C Authored practice tally

AUTHORED PRACTICE at invented point A: learning 4, outdoor play 6, travel 3, nature 5, growing 2, services 1. Units: observed features. These are invented counts for a no-fieldwork lesson, not findings about our school.

Authored practice tally for this pack

Limit: Replace with class counts after fieldwork. The categories must use the same counting rule.

D Return and record

Return with the adult. Add location, date, roles and the counting rule to the sheet. Check tallies against totals with a partner. Enter the counts indoors and label the graph. Keep a second point separate.

Authored return-to-recording routine

Limit: A short route only represents the features observed there.

Feedback loop

SPACE

VOICE · A location label tells us where an…

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: A location label tells us where an observation was made. 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 “A location label tells us where an observation was made” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “A location label tells us where an observation was made” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “A location label tells us where an observation was made” 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 3

Start the enquiry

Agree the enquiry, counting rule and roles. Model one tally, then observe the adult-approved grounds route with paper. Use the practice tally indoors if the route cannot happen.

Choose help or a further challenge

Adult reads the route and category labels. You make the count or interpretation.

Use the tally sheet and graph labels to check each entry.

Keep the method constant and explain any uncertainty.

What I notice and what I need to check

Feedback loop

SPACE

VOICE · Agree the enquiry, counting rule and…

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Agree the enquiry, counting rule and roles. 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 “Agree the enquiry, counting rule and roles” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Agree the enquiry, counting rule and roles” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Agree the enquiry, counting rule and roles” 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 3

I do · a worked method

Choose help or a further challenge

Plot the full set, label axes and use values in a pattern statement.

Read all model steps

Question: Which use has the highest count in the authored practice tally?

Evidence: The Outdoor play row records 6 features. The Nature row records 5.

Think aloud: I check every row. Outdoor play has the highest count in this practice sample.

Check: I label the location and units. Counts show features, not land area. Real class counts replace the practice data.

Evidence and source credits

A Question and roles

Agree: What is the land used for along our route? Choose an observer, tally recorder and location checker. The adult supervises the approved grounds route. Swap a role after a count.

Authored teaching example

Limit: This example supports practice. Check your own place separately.

B One clear counting rule

Count each visible feature once, using its main use. Keep a tally in the matching category. Mark uncertain uses with a question mark and check with the adult. A count of features does not measure land area.

Authored teaching example

Limit: This example supports practice. Check your own place separately.

C Authored practice tally

AUTHORED PRACTICE at invented point A: learning 4, outdoor play 6, travel 3, nature 5, growing 2, services 1. Units: observed features. These are invented counts for a no-fieldwork lesson, not findings about our school.

Authored practice tally for this pack

Limit: Replace with class counts after fieldwork. The categories must use the same counting rule.

D Return and record

Return with the adult. Add location, date, roles and the counting rule to the sheet. Check tallies against totals with a partner. Enter the counts indoors and label the graph. Keep a second point separate.

Authored return-to-recording routine

Limit: A short route only represents the features observed there.

Authored practice tally and school-route method

Watch the captioned model video

Silent authored model: read each caption and pause to rehearse the method. The separate transcript gives the same four steps.

We do

GROW · Humanities · Summer 1 · Week 3

We do · build a graph

Agree the enquiry, counting rule and roles. Model one tally, then observe the adult-approved grounds route with paper. Use the practice tally indoors if the route cannot happen.
Return together. Label the location and date, check the totals, then enter counts and plot the graph. Keep a second observation point separate.

Choose help or a further challenge

Plot the full set, label axes and use values in a pattern statement.

Chart title

Pattern with values and a limitation

Our explanation of the decision

Evidence beside the activity

A Question and roles

Agree: What is the land used for along our route? Choose an observer, tally recorder and location checker. The adult supervises the approved grounds route. Swap a role after a count.

Authored teaching example

Limit: This example supports practice. Check your own place separately.

B One clear counting rule

Count each visible feature once, using its main use. Keep a tally in the matching category. Mark uncertain uses with a question mark and check with the adult. A count of features does not measure land area.

Authored teaching example

Limit: This example supports practice. Check your own place separately.

C Authored practice tally

AUTHORED PRACTICE at invented point A: learning 4, outdoor play 6, travel 3, nature 5, growing 2, services 1. Units: observed features. These are invented counts for a no-fieldwork lesson, not findings about our school.

Authored practice tally for this pack

Limit: Replace with class counts after fieldwork. The categories must use the same counting rule.

D Return and record

Return with the adult. Add location, date, roles and the counting rule to the sheet. Check tallies against totals with a partner. Enter the counts indoors and label the graph. Keep a second point separate.

Authored return-to-recording routine

Limit: A short route only represents the features observed there.

AUTHORED PRACTICE tally at invented point A

AUTHORED PRACTICE tally created for this pack. Replace with the class’s own checked counts.

Main land use	Observed features
Learning	4
Outdoor play	6
Travel	3
Nature	5
Growing	2
Services	1

Feature counts do not measure land area. One observation point cannot represent the whole locality.

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. Agree the enquiry, counting rule and roles. Model one tally, then observe the adult-approved grounds route with paper. Use the practice tally indoors if the route cannot happen.

2. Return together. Label the location and date, check the totals, then enter counts and plot the graph. Keep a second observation point separate.

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.

Our explanation

Support: Adult reads the route and category labels. You make the count or interpretation.

Further challenge: Keep the method constant and explain any uncertainty.

Feedback loop

SPACE

VOICE · Agree the enquiry, counting rule and…

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Agree the enquiry, counting rule and roles. 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 “Agree the enquiry, counting rule and roles” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Agree the enquiry, counting rule and roles” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Agree the enquiry, counting rule and roles” 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 3

Check the method

Does a feature count show the area of land used?

My first answer

Choose help or a further challenge

Adult reads the route and category labels. You make the count or interpretation.

Use the tally sheet and graph labels to check each entry.

Keep the method constant and explain any uncertainty.

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 3

Independent application

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

Standard task

Complete the enquiry, location, roles and counting-rule record.
Check all six category totals and plot the labelled data indoors.
Independently describe one pattern using a count and state one limit.

Use the tally sheet and graph labels to check each entry.

Enquiry and observation locationRoles method and category countsPattern using checked countsSample limit and next check

Explain why location labels matter.

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 3

Review and improve

Check the required evidence: method, safe participation and accurate recording.

Choose help or a further challenge

Plot the full set, label axes and use values in a pattern statement.

One thing I checked or improved

Model knowledge check

Outdoor play has the highest practice count, with 6 observed features. No. A feature count tells how many features were recorded, not their area.

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 3 Check the required evidence: method, safe participation and accurate… 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 3 Check the required evidence: method, safe participation and accurate” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Review GROW · Humanities · Summer 1 · Week 3 Check the required evidence: method, safe participation and accurate” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Review GROW · Humanities · Summer 1 · Week 3 Check the required evidence: method, safe participation and accurate” 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 3

Exit ticket

1. How did you keep the recording accurate?

Name one check you used.

My response

2. What does one result show and not show?

Include a count and a limit.

My response

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

Feedback loop

SPACE

VOICE · Use your role record.

AUDIENCE

INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Use your role record. 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 your role record” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Use your role record” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Use your role record” 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.

Word	Meaning
enquiry	A question we investigate
tally	A mark used to count an observation
land use	What an area or feature is used for
method	The steps used to collect evidence

Our school route fieldwork

Arrival task

1. What does a map key explain?

2. Point to a tally category in card C.

3. Why label the location?

4. Who supervises the route?

1. How does a location label help a reader?

2. What is a tally used for?

3. How can we avoid counting a feature twice?

4. What should we do before entering counts?

1. Why must two points use the same categories?

2. What should you do with an uncertain use?

3. Can one point represent every part of the locality?

4. How can a partner check your record?

A Question and roles

B One clear counting rule

C Authored practice tally

D Return and record

Start the enquiry

I do · a worked method

A Question and roles

B One clear counting rule

C Authored practice tally

D Return and record

We do · build a graph

A Question and roles

B One clear counting rule

C Authored practice tally

D Return and record

AUTHORED PRACTICE tally at invented point A

Shared investigation

Check the method

Does a feature count show the area of land used?

Independent application

Supported task

Standard task

Stretch task

Review and improve

Exit ticket

1. Describe one safe part of the method.

2. Give one count and its category.

1. How did you keep the recording accurate?

2. What does one result show and not show?

1. How would you compare a second point fairly?

2. Which uncertainty should be checked next?