Inherited Week 8 — world/region/town scale and the rule that map pattern is not automatically cause.
→
Feeds next Lesson 2 — precise locations become evidence in a global connection map.Week 10 — precise locations become evidence in a global connection map.
GROW entry Locate one symbol and give a four-figure reference with a grid cue.
GROW secure Use index, key, four-figure reference and relative direction accurately.
LAUNCH reach Explain what six-figure precision would add, then evaluate scale and omission.
Source gate: genuine source = creator/date/origin/reference/rights/use/limit. Adapted and constructed material is labelled. Personal/family disclosure is optional.
⏱ 3 min
🚪 Arrival · report back & retrieve
Named adult reports what happened to the Week 8 resource/curriculum recommendation before new choice begins.
Inherited Week 8 — world/region/town scale and the rule that map pattern is not automatically cause.
→
Today Use an atlas and grid references to describe location.
◆ Supported
Point to east and north. Say/show which comes first in a grid reference.
▲ Standard
Explain one thing a map showed in Week 8 and one thing it could not explain.
★ Stretch
Would a more precise reference always make the historical explanation stronger? Qualify.
GROW Humanities response can be
🗣 explain / qualify☝ point / select🧩 map / sort / sequence✍ annotate / short edit🔁 re-attempt🎙 authorised voice response
Quiet response time; no public comparison. Personal/family migration or faith disclosure is never required.
Feedback loop
SPACE
VOICE · Inherited → Use an atlas and grid…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Inherited → Use an atlas and grid references to describe location. 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.
Not yet / needs help → reduce the prompt: take the first step of “Inherited → Use an atlas and grid references to describe location” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Inherited → Use an atlas and grid references to describe location” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Inherited → Use an atlas and grid references to describe location” and take the reason in the pupil’s own mode.
Did it and explained → move on: How can a grid reference make a location precise without pretending a map shows everything?
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.
⏱ 3 min
🌱 Starter · enquiry before conclusion
How can a grid reference make a location precise without pretending a map shows everything?
🔍 Enquiry
How can a grid reference make a location precise without pretending a map shows everything?
INDEX FINDS THE SQUAREThe atlas index gives a page and a reference: 33 44.
EASTINGS FIRST — ALONG THE CORRIDORRead the blue numbers along the bottom first: 33.
NORTHINGS SECOND — UP THE STAIRSThen the red numbers up the side: 44. Along, then up.
PRECISE IS NOT COMPLETEA four-figure reference finds a 1 km square. It does not show what the place is like.
GROW Humanities response can be
🗣 explain / qualify☝ point / select🧩 map / sort / sequence✍ annotate / short edit🔁 re-attempt🎙 authorised voice response
Quiet response time; no public comparison. Personal/family migration or faith disclosure is never required.
Feedback loop
SPACE
VOICE · Enquiry INDEX FINDS THE SQUARE The…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Enquiry INDEX FINDS THE SQUARE The atlas index gives a page and a reference: . 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.
Not yet / needs help → reduce the prompt: take the first step of “Enquiry INDEX FINDS THE SQUARE The atlas index gives a page and a reference: ” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Enquiry INDEX FINDS THE SQUARE The atlas index gives a page and a reference: ” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Enquiry INDEX FINDS THE SQUARE The atlas index gives a page and a reference: ” and take the reason in the pupil’s own mode.
Did it and explained → move on: Model defensible map-and-source reasoning
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.
⏱ 4 min
👩🏫 I Do · model the method
Model defensible map-and-source reasoning
🧠 Watch the decision, evidence and limitation—not just the finished sentence.
1. Use the atlas index to find a page or grid square; use the key to identify the symbol.
2. Read the numbered vertical line on the left of the square first: the easting.
3. Read the numbered horizontal line below the square second: the northing.
⌖ Grid trainer · find it, then reference it
Constructed model: not an OS map. It rehearses easting-first, northing-second.
1 · Press a symbol. 2 · Press its easting (blue). 3 · Press its northing (red).
Easting (along):
Northing (up):
Press a symbol on the map.
⏱ 3 min
🤝 We Do · evidence hinge
Commit before reveal
A bridge lies in the square east of line 31 and north of line 44. Which four-figure reference identifies the square?
First attempt is information. Use the map/source clue and re-attempt if needed.
GROW Humanities response can be
🗣 explain / qualify☝ point / select🧩 map / sort / sequence✍ annotate / short edit🔁 re-attempt🎙 authorised voice response
Quiet response time; no public comparison. Personal/family migration or faith disclosure is never required.
Feedback loop
SPACE
VOICE · A bridge lies in the square east of…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: A bridge lies in the square east of line 31 and north of line 44. 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 “A bridge lies in the square east of line 31 and north of line 44” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “A bridge lies in the square east of line 31 and north of line 44” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “A bridge lies in the square east of line 31 and north of line 44” and take the reason in the pupil’s own mode.
Did it and explained → move on: Add precision without overclaiming
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.
⏱ 3 min
👩🏫 I Do 2 · qualify & compare
Add precision without overclaiming
🧠 Compare, qualify, protect variation.
1. A four-figure reference identifies a 1 km square on an OS grid; greater precision needs more digits.
2. Relative location adds meaning: north-east of, beside, across the river from, about two squares away.
3. A grid can locate a symbol but cannot by itself explain experience, importance, movement or belonging.
⏱ 4 min
🤝 We Do 2 · interactive Humanities lab
Rehearse the disciplinary move
🧭 River Tees grid lab
Constructed model: this is not an OS or navigation map. It rehearses easting-first, northing-second.
313233343536414243444546🌉 Bridge▣ Market◆ Library
Choose a symbol. Read along first, then up.
GROW Humanities response can be
🗣 explain / qualify☝ point / select🧩 map / sort / sequence✍ annotate / short edit🔁 re-attempt🎙 authorised voice response
Quiet response time; no public comparison. Personal/family migration or faith disclosure is never required.
Feedback loop
SPACE
VOICE · OS or navigation map.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: OS or navigation map. 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.
Not yet / needs help → reduce the prompt: take the first step of “OS or navigation map” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “OS or navigation map” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “OS or navigation map” and take the reason in the pupil’s own mode.
Did it and explained → move on: Independent Humanities mission
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.
⏱ 16 min
📜 Independent · defensible evidence
Independent Humanities mission
Use the printed River Tees rehearsal grid and one teacher-approved atlas/map. Record locations with grid evidence, write a relative-location sentence, then identify one limitation of the representation.
📚 EVIDENCE READY
MaterialsPrinted route, named source cards and approved atlas/map as specified.
Access / careEnlarge, chunk, colour-adjust, read exactly or use agreed response mode. No personal disclosure required.
Use the symbol’s position within its square to explain what a six-figure reference would add; do not invent one from this schematic. Then judge whether extra precision changes the conclusion.
Four figures locate a square. Six figures would narrow the point by ____. More precise location does / does not strengthen the wider claim because ____.
2 · Evidence/productmap, grid, named source, matrix or briefing
3 · Explanationbecause, comparison, qualification, uncertainty or limitation
GROW Humanities response can be
🗣 explain / qualify☝ point / select🧩 map / sort / sequence✍ annotate / short edit🔁 re-attempt🎙 authorised voice response
Quiet response time; no public comparison. Personal/family migration or faith disclosure is never required.
Feedback loop
SPACE
VOICE · Use the printed River Tees rehearsal…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Use the printed River Tees rehearsal grid and one teacher-approved atlas/map. 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.
Not yet / needs help → reduce the prompt: take the first step of “Use the printed River Tees rehearsal grid and one teacher-approved atlas/map” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Use the printed River Tees rehearsal grid and one teacher-approved atlas/map” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Use the printed River Tees rehearsal grid and one teacher-approved atlas/map” and take the reason in the pupil’s own mode.
Did it and explained → move on: Close one loop—do not create a second task
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.
⏱ 4 min
🎫 Exit · evidence → response → Influence
Close one loop—do not create a second task
◆ Supported
State/show one correct reference and how you found it.
▲ Standard
Give one location statement plus one map limitation.
★ Stretch
Explain what six figures would improve and what they still could not explain.
🔁 Named audience receipt
“I heard your claim/decision as ____. Your evidence was ____. Your uncertainty/limit was ____.”
Influence: Pupils choose one approved map-support improvement for Lesson 2: larger coordinates, colour-safe symbols or a direction compass. Teacher owns feasibility and reports back at Lesson 2.
Today’s product Use an atlas and grid references to describe location.
→
Feeds next Lesson 2 — precise locations become evidence in a global connection map.
GROW Humanities response can be
🗣 explain / qualify☝ point / select🧩 map / sort / sequence✍ annotate / short edit🔁 re-attempt🎙 authorised voice response
Quiet response time; no public comparison. Personal/family migration or faith disclosure is never required.
Feedback loop
SPACE
VOICE · Supported State/show one correct…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show what the source says here: Supported State/show one correct reference and how you found it. 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.
Not yet / needs help → reduce the prompt: take the first step of “Supported State/show one correct reference and how you found it” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Supported State/show one correct reference and how you found it” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Supported State/show one correct reference and how you found it” and take the reason in the pupil’s own mode.
Did it and explained → move on: Close one loop—do not create a second task
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.
Lesson tools
GROW Humanities support
Current slide
Not a specialist? Say this
Say: ‘Along first, then up. Point to the left-hand easting and the lower northing. I will not choose the square for you.’
Priority now
Move learning forward
Least prompt first
waitself-promptpoint/source cuegeneral verbalspecific verbalmodeldirect support
Authorship: exact read-back or exact scribing only. Never finish the claim, because-clause, grid choice, comparison or verdict. Record the highest prompt actually used.
Protected task · access log only
No content prompt ladder is available. Use only the arrangement agreed before the task.
No source cue, grid hint, model, because-clause, comparison, verdict, answer choice or retrospective improvement.
Say only
“I can repeat the instruction or provide the agreed access route. I cannot choose, complete or improve your answer.”
Record
Start/stop, exact access action, any pause, and every prompt actually used.
Pens down · future teaching only
The response branch is now unlocked. Receive claim/evidence/uncertainty and record one future teaching or access move. Do not edit today’s response. Sources and earlier coaching remain locked.
Enquiry → Elicit → Interpret → Respond → Revisit
Receive the learner’s claim, evidence and uncertainty first. Choose one branch and one next teaching move only.
Receive the response before selecting a branch.
Source & provenance drawer
Delivery gate: creator · date · repository · reference · rights/use · adaptation status · enquiry use · limitation. Constructed material is never an untouched original.
MBM · River Tees rehearsal maps and composite cards
Creator
Made by Matt lesson pack
Date
28 August 2026
Repository
This self-contained lesson
Reference
Original schematic grids, networks and comparison cards
Rights/use
Original educational material in this pack
Adaptation
Original constructed rehearsal material; labelled as constructed wherever used.
Status
Constructed teaching model · not an archival, census, faith or geographic source
Enquiry use
Allows safe rehearsal before approved source/atlas evidence.
Limitation
Simplifies real places and plural communities; never cite it as proof of real-world distribution or practice.
Accreditation guardrail: descriptive SOW labels are not UAS unit codes. This file does not self-certify candidate evidence.
Reading display
Print the pupil pack
Choose a route for the first print page. All routes use the same disciplinary goal; access is separate from challenge.
No pupil answer, recording or preference is stored. Theme/calm choices last only until refresh.
GROW Humanities · Lesson 1 of 6
Pinpoint the Place
40 minutesLesson 1 of 6Name: ____________________Date: __________
Enquiry
How can a grid reference make a location precise without pretending a map shows everything?
Independent mission
Use the printed River Tees rehearsal grid and one teacher-approved atlas/map. Record locations with grid evidence, write a relative-location sentence, then identify one limitation of the representation.
◆ Supported route
Find two symbols; record two four-figure references; complete ‘___ is ___ of ___. The map cannot show ___.’
Prompt frame: Along first: ____. Up second: ____. Grid reference: ____. It is ____ of ____. The map cannot show ____.
▲ Standard route
Use index/key plus three four-figure references; describe a route or relative location; explain one map limitation.
Use the symbol’s position within its square to explain what a six-figure reference would add; do not invent one from this schematic. Then judge whether extra precision changes the conclusion.
Method: Four figures locate a square. Six figures would narrow the point by ____. More precise location does / does not strengthen the wider claim because ____.
Pupil evidence sheet
Use an atlas and grid references to describe location.
🌉 Bridge▣ Market◆ Library313233343536414243444546
Constructed practice grid: original educational schematic, not an OS/navigation map; use only for this task.
1 · Grid evidence
Record the four-figure reference for Bridge, Market and Library.
2 · Describe location
Use north/south/east/west, beside/across and distance/scale.
3 · Representation limit
A grid/map helps by ____. It cannot show/explain ____.
Evidence, prompt and response record
Learner decision
Product/action
Evidence + uncertainty
Highest prompt actually used
Next content prompt to fade
Response branch + one next move
Adult owner + report-back date
Evidence status
☐ Draft → ☐ Curriculum-aligned → ☐ Candidate evidence → ☐ Centre-verified → ☐ Submitted → ☐ Certified Default today: Draft or Curriculum-aligned until the centre verifies otherwise.
A presentation, ticket or completed sheet does not itself verify a UAS outcome. Match any candidate evidence to the exact registered unit/outcome, accepted method and centre process.