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Opening

GROW · Humanities · Summer 1 · Week 6

Our locality study and evidence

Learning goal

Complete a fieldwork and locality study and bank UAS evidence.

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 6

Arrival task

Start here: an enquiry is a question. A method explains the steps. Data are recorded observations. A conclusion answers the question using evidence. The practice record is available if earlier work is missing.

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

1. Which sections should a study include?

Help

Read the checklist cards.

2. How can you check graph accuracy?

Help

Compare it with the table.

3. Why record support used?

Help

Think about what the evidence shows.

4. What should you do if evidence is missing?

Help

Use card O.

Word and evidence bank

D Question and method

An enquiry needs a clear question and a method. State where observations happened, what you counted and how you avoided duplicates. Name the roles and safe route used.

Authored study checklist

Limit: If you use the supplied tally, label the work as practice rather than real fieldwork.

H Mapped observations

Use the checked class plan. Put observation point labels beside the matching counts. Check that the table, graph and conclusion use the same units and totals.

Authored accuracy checklist

Limit: A concept picture cannot replace a checked plan of real observations.

O Comparison and conclusion

Use the same criterion for both places. Give a conclusion that answers your enquiry and includes data. Explain one thing the evidence cannot establish.

Authored evidence routine

Limit: A source gap needs further evidence rather than a guess.

S Evidence selection

Select the enquiry, method, mapped observations, comparison and conclusion. Add dates, support used and one accuracy check. An adult may record your own spoken or pointed response.

Authored evidence-bank checklist

Limit: The centre checks the selected evidence against its chosen UAS requirements. No unit code is assigned here.

Feedback loop
SPACE
VOICE · A method explains the steps.
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: A method explains the steps. 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 method explains the steps” with the smallest prompt that works, then wait.

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

Did it independently → explain a reason: ask why for “A method explains the steps” 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 6

Start the enquiry

Use a separate practice example to assemble question, method, location label and result. Check that each claim points to evidence before writing a conclusion.

UKNorth AmericaSouth AmericaAfricaEuropeAsiaOceaniaAntarcticaAtlantic OceanPacific OceanIndian OceanNatural Earth public-domain outlines · labels simplified · equirectangular map

World context: locate the UK. Use the separate authored study sheet and the checked class plan for local observations.

Choose help or a further challenge

Use an adult reader or scribe for your own words. The adult does not supply the conclusion.

Use the checklist for organisation while keeping the conclusion your own.

Explain how evidence strength affects the conclusion and proposed next step.

Feedback loop
SPACE
VOICE · Use a separate practice example to…
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Use a separate practice example to assemble question, method, location label and result. 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 “Use a separate practice example to assemble question, method, location label and result” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Use a separate practice example to assemble question, method, location label and result” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Use a separate practice example to assemble question, method, location label and result” 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 6

I do · a worked method

Choose help or a further challenge

Select evidence for each required outcome and explain what it shows.

Read all model steps

Question: What can I conclude from a separate practice count of 3 benches and 1 bin at point X?

Evidence: The practice record labels point X and counts 3 benches and 1 bin once each.

Think aloud: More benches than bins were recorded at X. This only answers a question about those counted features.

Check: I label this as practice and note its limit. My own study needs mapped data, a comparison, a conclusion and a record of support.

Evidence and source credits

D Question and method

An enquiry needs a clear question and a method. State where observations happened, what you counted and how you avoided duplicates. Name the roles and safe route used.

Authored study checklist

Limit: If you use the supplied tally, label the work as practice rather than real fieldwork.

H Mapped observations

Use the checked class plan. Put observation point labels beside the matching counts. Check that the table, graph and conclusion use the same units and totals.

Authored accuracy checklist

Limit: A concept picture cannot replace a checked plan of real observations.

O Comparison and conclusion

Use the same criterion for both places. Give a conclusion that answers your enquiry and includes data. Explain one thing the evidence cannot establish.

Authored evidence routine

Limit: A source gap needs further evidence rather than a guess.

S Evidence selection

Select the enquiry, method, mapped observations, comparison and conclusion. Add dates, support used and one accuracy check. An adult may record your own spoken or pointed response.

Authored evidence-bank checklist

Limit: The centre checks the selected evidence against its chosen UAS requirements. No unit code is assigned here.

Authored practice study and evidence checklist

Unit scheme and assessment wording

World-outline provenance record

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 6

We do · review the evidence

  1. Use a separate practice example to assemble question, method, location label and result. Check that each claim points to evidence before writing a conclusion.
  2. Use the portfolio record to preview the selection. Identify a missing section, an accuracy check and support used. Then work independently with your own study or labelled practice evidence.
Choose help or a further challenge

Select evidence for each required outcome and explain what it shows.

Evidence beside the activity

D Question and method

An enquiry needs a clear question and a method. State where observations happened, what you counted and how you avoided duplicates. Name the roles and safe route used.

Authored study checklist

Limit: If you use the supplied tally, label the work as practice rather than real fieldwork.

H Mapped observations

Use the checked class plan. Put observation point labels beside the matching counts. Check that the table, graph and conclusion use the same units and totals.

Authored accuracy checklist

Limit: A concept picture cannot replace a checked plan of real observations.

O Comparison and conclusion

Use the same criterion for both places. Give a conclusion that answers your enquiry and includes data. Explain one thing the evidence cannot establish.

Authored evidence routine

Limit: A source gap needs further evidence rather than a guess.

S Evidence selection

Select the enquiry, method, mapped observations, comparison and conclusion. Add dates, support used and one accuracy check. An adult may record your own spoken or pointed response.

Authored evidence-bank checklist

Limit: The centre checks the selected evidence against its chosen UAS requirements. No unit code is assigned here.

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. Use a separate practice example to assemble question, method, location label and result. Check that each claim points to evidence before writing a conclusion.

2. Use the portfolio record to preview the selection. Identify a missing section, an accuracy check and support used. Then work independently with your own study or labelled practice evidence.

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: Use an adult reader or scribe for your own words. The adult does not supply the conclusion.

Further challenge: Explain how evidence strength affects the conclusion and proposed next step.

Feedback loop
SPACE
VOICE · Use a separate practice example to…
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Use a separate practice example to assemble question, method, location label and result. 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 “Use a separate practice example to assemble question, method, location label and result” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Use a separate practice example to assemble question, method, location label and result” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Use a separate practice example to assemble question, method, location label and result” 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 6

Check the method

Can an adult note record a learner’s own conclusion?

Choose help or a further challenge

Use an adult reader or scribe for your own words. The adult does not supply the conclusion.

Use the checklist for organisation while keeping the conclusion your own.

Explain how evidence strength affects the conclusion and proposed next step.

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 6

Independent application

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

Standard task

  1. Assemble enquiry, method, mapped observations and comparison in the study record.
  2. Check location labels, table totals, graph units and source references.
  3. Independently conclude using data, state a limit and select dated evidence with support recorded.

Use the checklist for organisation while keeping the conclusion your own.

Identify an improvement for a future study.

Save before closing the lesson.

Use the evidence pack and agreed access support. Keep worked answers closed while you complete your response.

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 6

Review and improve

Check the required evidence: enquiry outcome, map/data accuracy and conclusion; retain evidence.

Choose help or a further challenge

Select evidence for each required outcome and explain what it shows.

Model knowledge check

It answers the enquiry using checked data and states a limit. Yes. Record the response faithfully, with the date and all support or prompts used.

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 6 Check the required evidence: enquiry outcome, map/data accuracy and… 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 6 Check the required evidence: enquiry outcome, map/data accuracy and” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Review GROW · Humanities · Summer 1 · Week 6 Check the required evidence: enquiry outcome, map/data accuracy and” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Review GROW · Humanities · Summer 1 · Week 6 Check the required evidence: enquiry outcome, map/data accuracy and” 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 6

Exit ticket

1. How does your conclusion answer the enquiry?

Include data and a limit.

2. Which items show your learning and what support was used?

Name the selected evidence.

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

Feedback loop
SPACE
VOICE · Use your checked study.
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

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

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

Did it independently → explain a reason: ask why for “Use your checked study” 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 locality study and evidence

Learning goal: Complete a fieldwork and locality study and bank UAS evidence.

Words to use

WordMeaning
conclusionAn answer supported by the enquiry evidence
accuracyHow closely a record matches the evidence
comparisonA review of similarities and differences
supportHelp used while completing a task

Remember

What makes a conclusion convincing? It answers the enquiry using checked data and states a limit.

Can an adult note record a learner’s own conclusion? Yes. Record the response faithfully, with the date and all support or prompts used.

How to show your learning

Assemble enquiry, method, mapped observations and comparison in the study record.

My enquiry was ___. My checked data show ___. I conclude ___. A limit is ___. Support used: ___.

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: Authored practice study and evidence checklist; Unit scheme and assessment wording; World-outline provenance record

Word help

conclusion
An answer supported by the enquiry evidence

accuracy
How closely a record matches the evidence

comparison
A review of similarities and differences

support
Help used while completing a task

Teacher brief

Teacher notes and answers

Teacher card

Our locality study and evidence / GROW_SU1_W06

Outcome: Complete a fieldwork and locality study and bank UAS evidence.

Evidence to retain: S: enquiry outcome, map/data accuracy and conclusion; retain evidence.

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.

Use the class enquiry and checked observations from Week 3, feature labels from Week 4 and the place comparison from Week 5. Learners may rebuild missing sections using the supplied practice evidence, clearly labelled as practice. Model on a different short example before independent assessment. Keep communication and access support, remove answer models, record prompts and accept a dated adult note of the learner’s own explanation. Select evidence for centre checking against an appropriate UAS outcome; assign no unit code here. Store only school-approved learner identifiers, never home addresses.

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.

Give a calm entry and a private way to respond. Offer an agreed pause and one clear step for returning. Accept pointing, speech, drawing, typing or writing without personal disclosure.

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

Assessment

Retain access support during the individual study. Remove answer models, record all content prompts and keep the learner’s own conclusion or an adult note of it.

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: What can I conclude from a separate practice count of 3 benches and 1 bin at point X?

Evidence: The practice record labels point X and counts 3 benches and 1 bin once each.

Think aloud: More benches than bins were recorded at X. This only answers a question about those counted features.

Check: I label this as practice and note its limit. My own study needs mapped data, a comparison, a conclusion and a record of support.

Arrival answers

1. Question, method, mapped observations, comparison and conclusion.

2. Check labels, units and plotted values against the recorded counts.

3. It makes the learner’s contribution and any help clear.

4. Identify the gap and plan an appropriate check.

Shared activity reasoning

Exit responses

What makes a conclusion convincing? It answers the enquiry using checked data and states a limit.

Can an adult note record a learner’s own conclusion? Yes. Record the response faithfully, with the date and all support or prompts used.

Teaching and evidence record

Supplied scheme of work teaching sequence: Assemble the enquiry question, method, mapped observations and comparison. Independently state a conclusion supported by data; review accuracy and select evidence for UAS.

Look for

S: enquiry outcome, map/data accuracy and conclusion; retain evidence.

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

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

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

Authored practice study and evidence checklist ../../../Sources_and_checks.html#w06

Unit scheme and assessment wording ../../../Sources_and_checks.html#sow

World-outline provenance record ../../../Sources_and_checks.html#world-map

Sources and classroom preparation are recorded in Sources_and_checks.html.

Teacher notes PDF

Made by Matt