Maps, symbols and grid references
LAUNCH Humanities · Autumn 1 · Week 8 · 40 minutes
Today at a Glance
◆ Supported
Three symbols labelled from the key.
▲ Standard
Five labelled with four-figure references.
★ Stretch
Five with six-figure references and one annotated limit.
Teacher Print Tools — Week 8
Arrival Task – Retrieving how the grid works
Read along the bottom first, then up the side. Along the corridor, then up the stairs.
On this sheet one grid square is one kilometre across, so a tenth of a square is a hundred metres on the ground. That is what the sixth figure is worth.
Arrival decision: Take the extract and the key. Everyone works from the same sheet.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: The extract is a teaching sheet. 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 “The extract is a teaching sheet” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “The extract is a teaching sheet” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “The extract is a teaching sheet” and take the reason in the pupil’s own mode.
Did it and explained → move on: Starter: Two references for the same feature
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: Two references for the same feature
Two learners give a reference for the same circled symbol.
Reference A: four figures, naming the square.
Reference B: six figures, naming a point inside it.
Both are correct. They are different resolutions, and which you need depends on what somebody has to find. At this scale, four figures put a person inside a square a kilometre across; six figures put them within about a hundred metres.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Two learners give a reference for the same circled symbol. 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 “Two learners give a reference for the same circled symbol” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Two learners give a reference for the same circled symbol” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Two learners give a reference for the same circled symbol” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: Reading a six-figure reference
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: Reading a six-figure reference
The diagram divides one grid square into tenths both ways. The four-figure reference names the square; the extra digit on each pair names the tenth.
Modelled: the symbol sits in square 3421. Across, it is six tenths into the square, so 342 becomes 3426. Up, five tenths, so 21 becomes 215. Reference: 342 215.
We Do: Label the symbols. Annotate with references.
Symbol 1: what does the key say it is?
Symbol 3: four figures or six, and why?
Symbol 5: what does this symbol not tell you about the feature?
Label first: label all five symbols on your extract from the key, then annotate each with its grid reference. Everyone commits at the same time, and then we hold up the first reference together.
Evidence check
Two people may give different six-figure references for the same symbol, and neither has to be wrong; a feature covers ground, and a hundred metres either way can still be inside it. We check by landing on it, not by comparing digits.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Symbol 1: four figures or six, and why? 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 “Symbol 1: four figures or six, and why” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Symbol 1: four figures or six, and why” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Symbol 1: four figures or six, and why” and take the reason in the pupil’s own mode.
Did it and explained → move on: I Do: What a symbol does not tell you
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: What a symbol does not tell you
The picture separates what a symbol carries from what it leaves out. The left box is the claim the map makes.
Saying what a source does not show is the same skill you used on written sources, applied to a map.
Annotated together: symbol four is a place of worship. What it does not tell us is whether it is in use, or how large the building is.
We Do: Write what one symbol does not tell you
Everyone writes one limit on a whiteboard and we hold them up at the same time.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Everyone writes one limit on a whiteboard and we hold them up at the same time. 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 “Everyone writes one limit on a whiteboard and we hold them up at the same time” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Everyone writes one limit on a whiteboard and we hold them up at the same time” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Everyone writes one limit on a whiteboard and we hold them up at the same time” and take the reason in the pupil’s own mode.
Did it and explained → move on: Independent Work — Your record: the annotated extract
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: the annotated extract
Your record is the annotated extract itself, plus the reference table beside it.
◆ Supported
Three symbols labelled from the key, scribing permitted.
▲ Standard
Five labelled with four-figure references.
★ Stretch
Five labelled with six-figure references and one annotated limit.
Check yourself: did you go along the bottom before up the side, every time?
Check yourself: is your resolution right for the size of the feature?
⏸ 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 row: symbol three, place of worship with a tower, reference 342 215, six figures because it is one building and four would only narrow it to a square a kilometre wide. What it does not tell me: whether it is still in use, or how large it is.
Feedback loop
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Your record is the annotated extract itself, plus the reference table beside it. 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 “Your record is the annotated extract itself, plus the reference table beside it” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Your record is the annotated extract itself, plus the reference table beside it” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Your record is the annotated extract itself, plus the reference table beside it” 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 one reference to a partner without the label. They say what they landed on.
Did they land elsewhere? Recheck along before up and change your figures. That change is your influence.
✅ 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 one reference to a partner without the label. 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 one reference to a partner without the label” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Read one reference to a partner without the label” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Read one reference to a partner without the label” 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.