A Timeline of Twentieth-Century Britain
LAUNCH Humanities · Autumn 1 · Week 4 · 40 minutes
Today at a Glance
◆ Supported
Six cards sequenced to scale with the largest gap explained.
▲ Standard
All cards sequenced and a top-three ranking with locators.
★ Stretch
The standard route plus a re-ranking for a second question with an explanation.
Teacher Print Tools — Week 4
Arrival Task – Retrieving sequence, scale and significance
Sequence is fixed by the dates on the cards and is the same for every question; significance is a judgement that changes with the question and must be argued with locators.
The migration cards from the last three weeks belong on this line, among the wars, Acts and elections, as part of a wider story.
Arrival decision: Work from the supplied event cards, or add one dated event located in the approved pack; nobody will ask which.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Every task can be completed from the supplied event cards and the scaled line, and nothing said here leaves the room. In-lesson edit; structured verbal response; for full essays, deferred edit.
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 “Every task can be completed from the supplied event cards and the scaled line, and nothing said here leaves the room” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Every task can be completed from the supplied event cards and the scaled line, and nothing said here leaves the room” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Every task can be completed from the supplied event cards and the scaled line, and nothing said here leaves the room” and take the reason in the pupil’s own mode.
Did it and explained → move on: Starter: Why is the order not the same as the importance?
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
- Lundy Loop Lundy Loop — Your Voice in This Lesson SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.
- Why: 🚪 SPACE , Space SPACE stays available, VOICE is received, AUDIENCE names back exactly and INFLUENCE changes one real next action.
- 📣 VOICE 👥 AUDIENCE ⭐ INFLUENCE
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: Why is the order not the same as the importance?
Consider two timelines built from the same cards.
Timeline A: the cards are placed in date order with equal gaps between them, and the largest card is the one the builder liked most.
Timeline B: the cards are placed in date order at scale, so that 1918 and 1928 sit close together while 1973 and 1979 sit close together, and the ranking for the enquiry question is written on a separate strip beneath the line with a locator for each reason.
Timeline B is an instrument and Timeline A is a decoration, because B keeps sequence and significance apart: the line carries only what the dates fix, and the strip beneath it carries only what the argument earns, so that either can be changed without disturbing the other.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Consider two timelines built from the same cards. In-lesson edit; structured verbal response; for full essays, deferred edit.
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 “Consider two timelines built from the same cards” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Consider two timelines built from the same cards” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Consider two timelines built from the same cards” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: A century on one line, to scale
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: A century on one line, to scale
The diagram above draws the century to scale, four millimetres to the year, from 1900 on the left to 2000 on the right. Six of the cards sit at their dates: the franchise Acts of 1918 and 1928, the two events of 1948, the 1962 Act on Commonwealth immigration, entry to the EEC in 1973 and the 1998 Belfast agreement.
Watch the method: I take the law against racial discrimination card, read its printed date, 1965, and measure twelve millimetres to the right of 1962 before placing it; I then read its locator aloud and say what came immediately before and after it on the line. Date, measure, place, locator, neighbours, and only then the next card; the ranking waits until the line is complete.
We Do: Sequence three cards to scale together
Card A: 1965 · the first law against racial discrimination makes discrimination in public places unlawful.
Card B: 1979 · the first woman becomes prime minister of the UK.
Card C: 1945 · the second world war ends and a general election returns a Labour government.
Sequence first: place the three cards on your scaled line by their printed dates, then write the sequence as letters on your whiteboard with the years between each pair; every table commits at the same time, and only then do we compare.
Evidence check
The sequence has one right answer because every card is dated, but the gaps are where boards will differ; when we compare we ask for the two dates that fixed each gap, because a sequence with measured gaps is a timeline and a sequence without them is a list.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Card A: 1979 · the first woman becomes prime minister of the UK. In-lesson edit; structured verbal response; for full essays, deferred edit.
At We Do 1, 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 “Card A: 1979 · the first woman becomes prime minister of the UK” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Card A: 1979 · the first woman becomes prime minister of the UK” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Card A: 1979 · the first woman becomes prime minister of the UK” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: Sequence fixed, significance argued
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: Sequence fixed, significance argued
The diagram above separates the two things a timeline can carry: the sequence on the solid line, fixed by the dates and identical for every question, and the ranking on the dashed strips beneath it, which is rewritten whenever the enquiry question changes; the same four events appear in two different orders on the two strips while never moving on the line.
A ranking that fails this separation reads: “1948 is the most significant year because it comes in the middle of the century.” Position on the line is a fact about dates, not an argument about a question, so the sentence has borrowed the authority of the sequence to decorate a judgement it has not made.
Repairing it together: rewrite the sentence as “For the question of who lived in Britain, 1948 ranks first because the passenger list and the nationality law locate both the arrival and the right to settle in that year,” which argues from locators and names the question, leaving the line untouched.
We Do: Rank the events for one question together
We build one ranking on the board before anyone writes: each learner records a first-ranked card on a whiteboard with the locator that carries its reason, and only when every board is raised do we compare and agree what a reason that points looks like.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: We Do 2 In-lesson edit; structured verbal response; for full essays, deferred edit.
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 “We Do 2” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “We Do 2” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “We Do 2” and take the reason in the pupil’s own mode.
Did it and explained → move on: Independent Work — Your record: a timeline of twentieth-century Britain
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
Independent Work — Your record: a timeline of twentieth-century Britain
Produce one timeline from the supplied event cards, or from those and one further dated event from the pack; both are complete answers.
◆ Supported
Sequence six cards on the scaled line by their printed dates and attach the reason card for the largest gap; an adult may scribe your exact words, which remain yours.
▲ Standard
Sequence all cards to scale, then rank the top three for the question of who lived in Britain, with a locator for each reason on the strip.
★ Stretch
Complete the standard route, then re-rank the same cards for a second question from the supplied list and explain why the ranking changed while the sequence did not.
Check yourself: does every ranking reason carry a locator?
Check yourself: is the ranking written on the strip and not on the line?
⏸ Pens down — quick partner check!
Half way through: stop, swap with a partner, and check one thing on the list above together. Then carry on.
WAGOLL — what a good one looks like
A finished strip reads: for the question of who lived in Britain, first the 1948 Windrush arrival (locator), second the 1962 Act on Commonwealth immigration (locator), third the 1965 law against racial discrimination (locator); the line above is unchanged and the strip can be rewritten for the next question without moving a card.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Produce one timeline from the supplied event cards, or from those and one further dated event from the pack; both are… In-lesson edit; structured verbal response; for full essays, deferred edit.
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 “Produce one timeline from the supplied event cards, or from those and one further dated event from the pack; both are” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Produce one timeline from the supplied event cards, or from those and one further dated event from the pack; both are” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Produce one timeline from the supplied event cards, or from those and one further dated event from the pack; both are” and take the reason in the pupil’s own mode.
Did it and explained → move on: Exit Ticket — Audience receives; influence changes something
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
Exit Ticket — Audience receives; influence changes something
Read your ranking strip to a partner or an adult, who repeats the question they heard it answer.
If the listener heard a different question from the one you meant, rewrite the strip heading so the question is unmistakable; the change is yours.
✅ Complete
Hand in your record and tick the learner confirmation on your sheet. That is the lesson done.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Read your ranking strip to a partner or an adult, who repeats the question they heard it answer. In-lesson edit; structured verbal response; for full essays, deferred edit.
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 “Read your ranking strip to a partner or an adult, who repeats the question they heard it answer” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read your ranking strip to a partner or an adult, who repeats the question they heard it answer” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Read your ranking strip to a partner or an adult, who repeats the question they heard it answer” and take the reason in the pupil’s own mode.
Did it and explained → move on: Exit Ticket — Audience receives; influence changes something
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.