Teacher notes

BUILD Humanities, Autumn 1 Week 3. Places in our community. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read the enquiry. Check that pupils know the response choices. Objective: Recognise community places and match each to a use and a helper. Support: Offer two place labels and read the use aloud. Pupil points; adult records the pupil's choice. Stretch: Label all six places; give two uses for one place and justify which a fictional visitor needs first. Misconceptions: A place may have more than one use. A library may also host a group. Big, blue or nice describes appearance; it does not explain the use. Answer guidance: Map: follow the printed labels; no personal location is required. School - learning - teacher; shop - buying food - shop worker; library - borrowing books - librarian; clinic - appointments/care - nurse or doctor; park - recreation - park worker (a helper is not always present); bus stop - waiting for transport - driver when the bus arrives. Accept other sensible uses. Guided A library; B shop. Hinge B explains a use. A may be true but is only a description. Example: The library is useful because people can borrow books without buying each one. Accept pupil-chosen justified examples. Use the original online map. The upload's aerial-map extension is optional; the core lesson does not claim to identify the real school roof.

BUILD Humanities, Autumn 1 Week 3. Places in our community. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Retain a first response. Do not supply the answer before the pupil chooses. Objective: Recognise community places and match each to a use and a helper. Support: Offer two place labels and read the use aloud. Pupil points; adult records the pupil's choice. Stretch: Label all six places; give two uses for one place and justify which a fictional visitor needs first. Misconceptions: A place may have more than one use. A library may also host a group. Big, blue or nice describes appearance; it does not explain the use. Answer guidance: Map: follow the printed labels; no personal location is required. School - learning - teacher; shop - buying food - shop worker; library - borrowing books - librarian; clinic - appointments/care - nurse or doctor; park - recreation - park worker (a helper is not always present); bus stop - waiting for transport - driver when the bus arrives. Accept other sensible uses. Guided A library; B shop. Hinge B explains a use. A may be true but is only a description. Example: The library is useful because people can borrow books without buying each one. Accept pupil-chosen justified examples. Use the original online map. The upload's aerial-map extension is optional; the core lesson does not claim to identify the real school roof.

BUILD Humanities, Autumn 1 Week 3. Places in our community. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read each term with an example. Ask pupils to point to or use one term. Objective: Recognise community places and match each to a use and a helper. Support: Offer two place labels and read the use aloud. Pupil points; adult records the pupil's choice. Stretch: Label all six places; give two uses for one place and justify which a fictional visitor needs first. Misconceptions: A place may have more than one use. A library may also host a group. Big, blue or nice describes appearance; it does not explain the use. Answer guidance: Map: follow the printed labels; no personal location is required. School - learning - teacher; shop - buying food - shop worker; library - borrowing books - librarian; clinic - appointments/care - nurse or doctor; park - recreation - park worker (a helper is not always present); bus stop - waiting for transport - driver when the bus arrives. Accept other sensible uses. Guided A library; B shop. Hinge B explains a use. A may be true but is only a description. Example: The library is useful because people can borrow books without buying each one. Accept pupil-chosen justified examples. Use the original online map. The upload's aerial-map extension is optional; the core lesson does not claim to identify the real school roof.

BUILD Humanities, Autumn 1 Week 3. Places in our community. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Objective: Recognise community places and match each to a use and a helper. Support: Offer two place labels and read the use aloud. Pupil points; adult records the pupil's choice. Stretch: Label all six places; give two uses for one place and justify which a fictional visitor needs first. Misconceptions: A place may have more than one use. A library may also host a group. Big, blue or nice describes appearance; it does not explain the use. Answer guidance: Map: follow the printed labels; no personal location is required. School - learning - teacher; shop - buying food - shop worker; library - borrowing books - librarian; clinic - appointments/care - nurse or doctor; park - recreation - park worker (a helper is not always present); bus stop - waiting for transport - driver when the bus arrives. Accept other sensible uses. Guided A library; B shop. Hinge B explains a use. A may be true but is only a description. Example: The library is useful because people can borrow books without buying each one. Accept pupil-chosen justified examples. Use the original online map. The upload's aerial-map extension is optional; the core lesson does not claim to identify the real school roof.

BUILD Humanities, Autumn 1 Week 3. Places in our community. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Think aloud: state the detail, then explain what it supports. Objective: Recognise community places and match each to a use and a helper. Support: Offer two place labels and read the use aloud. Pupil points; adult records the pupil's choice. Stretch: Label all six places; give two uses for one place and justify which a fictional visitor needs first. Misconceptions: A place may have more than one use. A library may also host a group. Big, blue or nice describes appearance; it does not explain the use. Answer guidance: Map: follow the printed labels; no personal location is required. School - learning - teacher; shop - buying food - shop worker; library - borrowing books - librarian; clinic - appointments/care - nurse or doctor; park - recreation - park worker (a helper is not always present); bus stop - waiting for transport - driver when the bus arrives. Accept other sensible uses. Guided A library; B shop. Hinge B explains a use. A may be true but is only a description. Example: The library is useful because people can borrow books without buying each one. Accept pupil-chosen justified examples. Use the original online map. The upload's aerial-map extension is optional; the core lesson does not claim to identify the real school roof.

BUILD Humanities, Autumn 1 Week 3. Places in our community. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Model one part together; invite an independent choice before discussion. Objective: Recognise community places and match each to a use and a helper. Support: Offer two place labels and read the use aloud. Pupil points; adult records the pupil's choice. Stretch: Label all six places; give two uses for one place and justify which a fictional visitor needs first. Misconceptions: A place may have more than one use. A library may also host a group. Big, blue or nice describes appearance; it does not explain the use. Answer guidance: Map: follow the printed labels; no personal location is required. School - learning - teacher; shop - buying food - shop worker; library - borrowing books - librarian; clinic - appointments/care - nurse or doctor; park - recreation - park worker (a helper is not always present); bus stop - waiting for transport - driver when the bus arrives. Accept other sensible uses. Guided A library; B shop. Hinge B explains a use. A may be true but is only a description. Example: The library is useful because people can borrow books without buying each one. Accept pupil-chosen justified examples. Use the original online map. The upload's aerial-map extension is optional; the core lesson does not claim to identify the real school roof.

BUILD Humanities, Autumn 1 Week 3. Places in our community. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Take simultaneous choices where helpful. Ask for the reason. Reteach if the reason reveals the misconception. Objective: Recognise community places and match each to a use and a helper. Support: Offer two place labels and read the use aloud. Pupil points; adult records the pupil's choice. Stretch: Label all six places; give two uses for one place and justify which a fictional visitor needs first. Misconceptions: A place may have more than one use. A library may also host a group. Big, blue or nice describes appearance; it does not explain the use. Answer guidance: Map: follow the printed labels; no personal location is required. School - learning - teacher; shop - buying food - shop worker; library - borrowing books - librarian; clinic - appointments/care - nurse or doctor; park - recreation - park worker (a helper is not always present); bus stop - waiting for transport - driver when the bus arrives. Accept other sensible uses. Guided A library; B shop. Hinge B explains a use. A may be true but is only a description. Example: The library is useful because people can borrow books without buying each one. Accept pupil-chosen justified examples. Use the original online map. The upload's aerial-map extension is optional; the core lesson does not claim to identify the real school roof.

BUILD Humanities, Autumn 1 Week 3. Places in our community. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Independent attempt. Record the support used. Keep this first response before feedback. Objective: Recognise community places and match each to a use and a helper. Support: Offer two place labels and read the use aloud. Pupil points; adult records the pupil's choice. Stretch: Label all six places; give two uses for one place and justify which a fictional visitor needs first. Misconceptions: A place may have more than one use. A library may also host a group. Big, blue or nice describes appearance; it does not explain the use. Answer guidance: Map: follow the printed labels; no personal location is required. School - learning - teacher; shop - buying food - shop worker; library - borrowing books - librarian; clinic - appointments/care - nurse or doctor; park - recreation - park worker (a helper is not always present); bus stop - waiting for transport - driver when the bus arrives. Accept other sensible uses. Guided A library; B shop. Hinge B explains a use. A may be true but is only a description. Example: The library is useful because people can borrow books without buying each one. Accept pupil-chosen justified examples. Use the original online map. The upload's aerial-map extension is optional; the core lesson does not claim to identify the real school roof.

BUILD Humanities, Autumn 1 Week 3. Places in our community. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Follow the pupil sheet. In assessment lessons, release the second response only after the first is kept. Objective: Recognise community places and match each to a use and a helper. Support: Offer two place labels and read the use aloud. Pupil points; adult records the pupil's choice. Stretch: Label all six places; give two uses for one place and justify which a fictional visitor needs first. Misconceptions: A place may have more than one use. A library may also host a group. Big, blue or nice describes appearance; it does not explain the use. Answer guidance: Map: follow the printed labels; no personal location is required. School - learning - teacher; shop - buying food - shop worker; library - borrowing books - librarian; clinic - appointments/care - nurse or doctor; park - recreation - park worker (a helper is not always present); bus stop - waiting for transport - driver when the bus arrives. Accept other sensible uses. Guided A library; B shop. Hinge B explains a use. A may be true but is only a description. Example: The library is useful because people can borrow books without buying each one. Accept pupil-chosen justified examples. Use the original online map. The upload's aerial-map extension is optional; the core lesson does not claim to identify the real school roof.

BUILD Humanities, Autumn 1 Week 3. Places in our community. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Reveal checks now. Accept different defensible answers; do not score opinions as wrong. Objective: Recognise community places and match each to a use and a helper. Support: Offer two place labels and read the use aloud. Pupil points; adult records the pupil's choice. Stretch: Label all six places; give two uses for one place and justify which a fictional visitor needs first. Misconceptions: A place may have more than one use. A library may also host a group. Big, blue or nice describes appearance; it does not explain the use. Answer guidance: Map: follow the printed labels; no personal location is required. School - learning - teacher; shop - buying food - shop worker; library - borrowing books - librarian; clinic - appointments/care - nurse or doctor; park - recreation - park worker (a helper is not always present); bus stop - waiting for transport - driver when the bus arrives. Accept other sensible uses. Guided A library; B shop. Hinge B explains a use. A may be true but is only a description. Example: The library is useful because people can borrow books without buying each one. Accept pupil-chosen justified examples. Use the original online map. The upload's aerial-map extension is optional; the core lesson does not claim to identify the real school roof.

BUILD Humanities, Autumn 1 Week 3. Places in our community. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Space: pupil chooses how to respond. Voice: help them express their idea. Audience: read the meaning back and let the pupil correct it. Influence: agree one teaching action, then act on it next lesson. Objective: Recognise community places and match each to a use and a helper. Support: Offer two place labels and read the use aloud. Pupil points; adult records the pupil's choice. Stretch: Label all six places; give two uses for one place and justify which a fictional visitor needs first. Misconceptions: A place may have more than one use. A library may also host a group. Big, blue or nice describes appearance; it does not explain the use. Answer guidance: Map: follow the printed labels; no personal location is required. School - learning - teacher; shop - buying food - shop worker; library - borrowing books - librarian; clinic - appointments/care - nurse or doctor; park - recreation - park worker (a helper is not always present); bus stop - waiting for transport - driver when the bus arrives. Accept other sensible uses. Guided A library; B shop. Hinge B explains a use. A may be true but is only a description. Example: The library is useful because people can borrow books without buying each one. Accept pupil-chosen justified examples. Use the original online map. The upload's aerial-map extension is optional; the core lesson does not claim to identify the real school roof.

BUILD Humanities, Autumn 1 Week 3. Places in our community. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Capture one specific success and one next step. Record the response mode and support. Objective: Recognise community places and match each to a use and a helper. Support: Offer two place labels and read the use aloud. Pupil points; adult records the pupil's choice. Stretch: Label all six places; give two uses for one place and justify which a fictional visitor needs first. Misconceptions: A place may have more than one use. A library may also host a group. Big, blue or nice describes appearance; it does not explain the use. Answer guidance: Map: follow the printed labels; no personal location is required. School - learning - teacher; shop - buying food - shop worker; library - borrowing books - librarian; clinic - appointments/care - nurse or doctor; park - recreation - park worker (a helper is not always present); bus stop - waiting for transport - driver when the bus arrives. Accept other sensible uses. Guided A library; B shop. Hinge B explains a use. A may be true but is only a description. Example: The library is useful because people can borrow books without buying each one. Accept pupil-chosen justified examples. Use the original online map. The upload's aerial-map extension is optional; the core lesson does not claim to identify the real school roof.

BUILD Humanities, Autumn 1 Week 4. Then and now. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read the enquiry. Check that pupils know the response choices. Objective: Order dated photographs and records; distinguish a visible difference from a proven change. Support: Read dates aloud and offer earlier/later labels. Point to one shared bridge feature. Stretch: Explain why one apparent photographic difference cannot establish a change, and what extra evidence would help. Misconceptions: Both 2008 and 2017 are in the past; neither is a photograph taken today. Different weather or viewpoints may explain a difference between photos. Do not infer that a building vanished when outside the frame. Old-looking objects and monochrome filters cannot establish a photograph's date. Answer guidance: A is earlier: 2008 before 2017. Both are earlier than 2026. Both show the Transporter Bridge's steel structure. Accept any shared feature actually visible. Do not treat angle, framing or weather as proof of permanent change. Model C/D: library remains; empty grass becomes a play area. A possible reason is providing play space; label it a hypothesis because the records do not explain the decision. Hinge B. Photographs can be converted to black and white today. A dated caption gives evidence for an order, though a historian can still check its provenance.

BUILD Humanities, Autumn 1 Week 4. Then and now. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Retain a first response. Do not supply the answer before the pupil chooses. Objective: Order dated photographs and records; distinguish a visible difference from a proven change. Support: Read dates aloud and offer earlier/later labels. Point to one shared bridge feature. Stretch: Explain why one apparent photographic difference cannot establish a change, and what extra evidence would help. Misconceptions: Both 2008 and 2017 are in the past; neither is a photograph taken today. Different weather or viewpoints may explain a difference between photos. Do not infer that a building vanished when outside the frame. Old-looking objects and monochrome filters cannot establish a photograph's date. Answer guidance: A is earlier: 2008 before 2017. Both are earlier than 2026. Both show the Transporter Bridge's steel structure. Accept any shared feature actually visible. Do not treat angle, framing or weather as proof of permanent change. Model C/D: library remains; empty grass becomes a play area. A possible reason is providing play space; label it a hypothesis because the records do not explain the decision. Hinge B. Photographs can be converted to black and white today. A dated caption gives evidence for an order, though a historian can still check its provenance.

BUILD Humanities, Autumn 1 Week 4. Then and now. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read each term with an example. Ask pupils to point to or use one term. Objective: Order dated photographs and records; distinguish a visible difference from a proven change. Support: Read dates aloud and offer earlier/later labels. Point to one shared bridge feature. Stretch: Explain why one apparent photographic difference cannot establish a change, and what extra evidence would help. Misconceptions: Both 2008 and 2017 are in the past; neither is a photograph taken today. Different weather or viewpoints may explain a difference between photos. Do not infer that a building vanished when outside the frame. Old-looking objects and monochrome filters cannot establish a photograph's date. Answer guidance: A is earlier: 2008 before 2017. Both are earlier than 2026. Both show the Transporter Bridge's steel structure. Accept any shared feature actually visible. Do not treat angle, framing or weather as proof of permanent change. Model C/D: library remains; empty grass becomes a play area. A possible reason is providing play space; label it a hypothesis because the records do not explain the decision. Hinge B. Photographs can be converted to black and white today. A dated caption gives evidence for an order, though a historian can still check its provenance.

BUILD Humanities, Autumn 1 Week 4. Then and now. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Use the larger printed source sheet. Read captions and distinguish the document from its later custodian. Objective: Order dated photographs and records; distinguish a visible difference from a proven change. Support: Read dates aloud and offer earlier/later labels. Point to one shared bridge feature. Stretch: Explain why one apparent photographic difference cannot establish a change, and what extra evidence would help. Misconceptions: Both 2008 and 2017 are in the past; neither is a photograph taken today. Different weather or viewpoints may explain a difference between photos. Do not infer that a building vanished when outside the frame. Old-looking objects and monochrome filters cannot establish a photograph's date. Answer guidance: A is earlier: 2008 before 2017. Both are earlier than 2026. Both show the Transporter Bridge's steel structure. Accept any shared feature actually visible. Do not treat angle, framing or weather as proof of permanent change. Model C/D: library remains; empty grass becomes a play area. A possible reason is providing play space; label it a hypothesis because the records do not explain the decision. Hinge B. Photographs can be converted to black and white today. A dated caption gives evidence for an order, though a historian can still check its provenance.

BUILD Humanities, Autumn 1 Week 4. Then and now. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Think aloud: state the detail, then explain what it supports. Objective: Order dated photographs and records; distinguish a visible difference from a proven change. Support: Read dates aloud and offer earlier/later labels. Point to one shared bridge feature. Stretch: Explain why one apparent photographic difference cannot establish a change, and what extra evidence would help. Misconceptions: Both 2008 and 2017 are in the past; neither is a photograph taken today. Different weather or viewpoints may explain a difference between photos. Do not infer that a building vanished when outside the frame. Old-looking objects and monochrome filters cannot establish a photograph's date. Answer guidance: A is earlier: 2008 before 2017. Both are earlier than 2026. Both show the Transporter Bridge's steel structure. Accept any shared feature actually visible. Do not treat angle, framing or weather as proof of permanent change. Model C/D: library remains; empty grass becomes a play area. A possible reason is providing play space; label it a hypothesis because the records do not explain the decision. Hinge B. Photographs can be converted to black and white today. A dated caption gives evidence for an order, though a historian can still check its provenance.

BUILD Humanities, Autumn 1 Week 4. Then and now. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Model one part together; invite an independent choice before discussion. Objective: Order dated photographs and records; distinguish a visible difference from a proven change. Support: Read dates aloud and offer earlier/later labels. Point to one shared bridge feature. Stretch: Explain why one apparent photographic difference cannot establish a change, and what extra evidence would help. Misconceptions: Both 2008 and 2017 are in the past; neither is a photograph taken today. Different weather or viewpoints may explain a difference between photos. Do not infer that a building vanished when outside the frame. Old-looking objects and monochrome filters cannot establish a photograph's date. Answer guidance: A is earlier: 2008 before 2017. Both are earlier than 2026. Both show the Transporter Bridge's steel structure. Accept any shared feature actually visible. Do not treat angle, framing or weather as proof of permanent change. Model C/D: library remains; empty grass becomes a play area. A possible reason is providing play space; label it a hypothesis because the records do not explain the decision. Hinge B. Photographs can be converted to black and white today. A dated caption gives evidence for an order, though a historian can still check its provenance.

BUILD Humanities, Autumn 1 Week 4. Then and now. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Take simultaneous choices where helpful. Ask for the reason. Reteach if the reason reveals the misconception. Objective: Order dated photographs and records; distinguish a visible difference from a proven change. Support: Read dates aloud and offer earlier/later labels. Point to one shared bridge feature. Stretch: Explain why one apparent photographic difference cannot establish a change, and what extra evidence would help. Misconceptions: Both 2008 and 2017 are in the past; neither is a photograph taken today. Different weather or viewpoints may explain a difference between photos. Do not infer that a building vanished when outside the frame. Old-looking objects and monochrome filters cannot establish a photograph's date. Answer guidance: A is earlier: 2008 before 2017. Both are earlier than 2026. Both show the Transporter Bridge's steel structure. Accept any shared feature actually visible. Do not treat angle, framing or weather as proof of permanent change. Model C/D: library remains; empty grass becomes a play area. A possible reason is providing play space; label it a hypothesis because the records do not explain the decision. Hinge B. Photographs can be converted to black and white today. A dated caption gives evidence for an order, though a historian can still check its provenance.

BUILD Humanities, Autumn 1 Week 4. Then and now. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Independent attempt. Record the support used. Keep this first response before feedback. Objective: Order dated photographs and records; distinguish a visible difference from a proven change. Support: Read dates aloud and offer earlier/later labels. Point to one shared bridge feature. Stretch: Explain why one apparent photographic difference cannot establish a change, and what extra evidence would help. Misconceptions: Both 2008 and 2017 are in the past; neither is a photograph taken today. Different weather or viewpoints may explain a difference between photos. Do not infer that a building vanished when outside the frame. Old-looking objects and monochrome filters cannot establish a photograph's date. Answer guidance: A is earlier: 2008 before 2017. Both are earlier than 2026. Both show the Transporter Bridge's steel structure. Accept any shared feature actually visible. Do not treat angle, framing or weather as proof of permanent change. Model C/D: library remains; empty grass becomes a play area. A possible reason is providing play space; label it a hypothesis because the records do not explain the decision. Hinge B. Photographs can be converted to black and white today. A dated caption gives evidence for an order, though a historian can still check its provenance.

BUILD Humanities, Autumn 1 Week 4. Then and now. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Follow the pupil sheet. In assessment lessons, release the second response only after the first is kept. Objective: Order dated photographs and records; distinguish a visible difference from a proven change. Support: Read dates aloud and offer earlier/later labels. Point to one shared bridge feature. Stretch: Explain why one apparent photographic difference cannot establish a change, and what extra evidence would help. Misconceptions: Both 2008 and 2017 are in the past; neither is a photograph taken today. Different weather or viewpoints may explain a difference between photos. Do not infer that a building vanished when outside the frame. Old-looking objects and monochrome filters cannot establish a photograph's date. Answer guidance: A is earlier: 2008 before 2017. Both are earlier than 2026. Both show the Transporter Bridge's steel structure. Accept any shared feature actually visible. Do not treat angle, framing or weather as proof of permanent change. Model C/D: library remains; empty grass becomes a play area. A possible reason is providing play space; label it a hypothesis because the records do not explain the decision. Hinge B. Photographs can be converted to black and white today. A dated caption gives evidence for an order, though a historian can still check its provenance.

BUILD Humanities, Autumn 1 Week 4. Then and now. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Reveal checks now. Accept different defensible answers; do not score opinions as wrong. Objective: Order dated photographs and records; distinguish a visible difference from a proven change. Support: Read dates aloud and offer earlier/later labels. Point to one shared bridge feature. Stretch: Explain why one apparent photographic difference cannot establish a change, and what extra evidence would help. Misconceptions: Both 2008 and 2017 are in the past; neither is a photograph taken today. Different weather or viewpoints may explain a difference between photos. Do not infer that a building vanished when outside the frame. Old-looking objects and monochrome filters cannot establish a photograph's date. Answer guidance: A is earlier: 2008 before 2017. Both are earlier than 2026. Both show the Transporter Bridge's steel structure. Accept any shared feature actually visible. Do not treat angle, framing or weather as proof of permanent change. Model C/D: library remains; empty grass becomes a play area. A possible reason is providing play space; label it a hypothesis because the records do not explain the decision. Hinge B. Photographs can be converted to black and white today. A dated caption gives evidence for an order, though a historian can still check its provenance.

BUILD Humanities, Autumn 1 Week 4. Then and now. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Space: pupil chooses how to respond. Voice: help them express their idea. Audience: read the meaning back and let the pupil correct it. Influence: agree one teaching action, then act on it next lesson. Objective: Order dated photographs and records; distinguish a visible difference from a proven change. Support: Read dates aloud and offer earlier/later labels. Point to one shared bridge feature. Stretch: Explain why one apparent photographic difference cannot establish a change, and what extra evidence would help. Misconceptions: Both 2008 and 2017 are in the past; neither is a photograph taken today. Different weather or viewpoints may explain a difference between photos. Do not infer that a building vanished when outside the frame. Old-looking objects and monochrome filters cannot establish a photograph's date. Answer guidance: A is earlier: 2008 before 2017. Both are earlier than 2026. Both show the Transporter Bridge's steel structure. Accept any shared feature actually visible. Do not treat angle, framing or weather as proof of permanent change. Model C/D: library remains; empty grass becomes a play area. A possible reason is providing play space; label it a hypothesis because the records do not explain the decision. Hinge B. Photographs can be converted to black and white today. A dated caption gives evidence for an order, though a historian can still check its provenance.

BUILD Humanities, Autumn 1 Week 4. Then and now. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Capture one specific success and one next step. Record the response mode and support. Objective: Order dated photographs and records; distinguish a visible difference from a proven change. Support: Read dates aloud and offer earlier/later labels. Point to one shared bridge feature. Stretch: Explain why one apparent photographic difference cannot establish a change, and what extra evidence would help. Misconceptions: Both 2008 and 2017 are in the past; neither is a photograph taken today. Different weather or viewpoints may explain a difference between photos. Do not infer that a building vanished when outside the frame. Old-looking objects and monochrome filters cannot establish a photograph's date. Answer guidance: A is earlier: 2008 before 2017. Both are earlier than 2026. Both show the Transporter Bridge's steel structure. Accept any shared feature actually visible. Do not treat angle, framing or weather as proof of permanent change. Model C/D: library remains; empty grass becomes a play area. A possible reason is providing play space; label it a hypothesis because the records do not explain the decision. Hinge B. Photographs can be converted to black and white today. A dated caption gives evidence for an order, though a historian can still check its provenance.

BUILD Humanities, Autumn 1 Week 5. Same, different, respected. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read the enquiry. Check that pupils know the response choices. Objective: Notice similarities and differences respectfully and connect a Black British history example to an action. Support: Read two fictional choices; offer a respectful-action choice of two. Accept pointing. Stretch: Design a fair group rule that permits different ways to contribute, and explain why it is fair. Misconceptions: We cannot infer a person's beliefs or preferences from appearance or name. Seacole's British Hotel was a business and a base for care, not a hospital she built. A person does not have to be exceptional to deserve respect. Answer guidance: Shared interest: stories. Difference: audio/listening versus printed reading. Both can belong; provide formats and allow choice. Helpful A, C, E. Unhelpful B, D, F. Repair B: listen without mocking; D: use fictional cards and allow pass; F: hear the reason before responding. Seacole provided food, medicine and care in the Crimea in 1855 with a base at the British Hotel. Accept short accurate responses. Hinge B. Portrait: Mary Seacole by Albert Charles Challen, c.1869, National Portrait Gallery NPG 6856, via Wikimedia Commons. The portrait is later than the 1855 care described; do not infer the care from the image alone. Read summary M for the factual account.

BUILD Humanities, Autumn 1 Week 5. Same, different, respected. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Retain a first response. Do not supply the answer before the pupil chooses. Objective: Notice similarities and differences respectfully and connect a Black British history example to an action. Support: Read two fictional choices; offer a respectful-action choice of two. Accept pointing. Stretch: Design a fair group rule that permits different ways to contribute, and explain why it is fair. Misconceptions: We cannot infer a person's beliefs or preferences from appearance or name. Seacole's British Hotel was a business and a base for care, not a hospital she built. A person does not have to be exceptional to deserve respect. Answer guidance: Shared interest: stories. Difference: audio/listening versus printed reading. Both can belong; provide formats and allow choice. Helpful A, C, E. Unhelpful B, D, F. Repair B: listen without mocking; D: use fictional cards and allow pass; F: hear the reason before responding. Seacole provided food, medicine and care in the Crimea in 1855 with a base at the British Hotel. Accept short accurate responses. Hinge B. Portrait: Mary Seacole by Albert Charles Challen, c.1869, National Portrait Gallery NPG 6856, via Wikimedia Commons. The portrait is later than the 1855 care described; do not infer the care from the image alone. Read summary M for the factual account.

BUILD Humanities, Autumn 1 Week 5. Same, different, respected. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read each term with an example. Ask pupils to point to or use one term. Objective: Notice similarities and differences respectfully and connect a Black British history example to an action. Support: Read two fictional choices; offer a respectful-action choice of two. Accept pointing. Stretch: Design a fair group rule that permits different ways to contribute, and explain why it is fair. Misconceptions: We cannot infer a person's beliefs or preferences from appearance or name. Seacole's British Hotel was a business and a base for care, not a hospital she built. A person does not have to be exceptional to deserve respect. Answer guidance: Shared interest: stories. Difference: audio/listening versus printed reading. Both can belong; provide formats and allow choice. Helpful A, C, E. Unhelpful B, D, F. Repair B: listen without mocking; D: use fictional cards and allow pass; F: hear the reason before responding. Seacole provided food, medicine and care in the Crimea in 1855 with a base at the British Hotel. Accept short accurate responses. Hinge B. Portrait: Mary Seacole by Albert Charles Challen, c.1869, National Portrait Gallery NPG 6856, via Wikimedia Commons. The portrait is later than the 1855 care described; do not infer the care from the image alone. Read summary M for the factual account.

BUILD Humanities, Autumn 1 Week 5. Same, different, respected. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Use the larger printed source sheet. Read captions and distinguish the document from its later custodian. Objective: Notice similarities and differences respectfully and connect a Black British history example to an action. Support: Read two fictional choices; offer a respectful-action choice of two. Accept pointing. Stretch: Design a fair group rule that permits different ways to contribute, and explain why it is fair. Misconceptions: We cannot infer a person's beliefs or preferences from appearance or name. Seacole's British Hotel was a business and a base for care, not a hospital she built. A person does not have to be exceptional to deserve respect. Answer guidance: Shared interest: stories. Difference: audio/listening versus printed reading. Both can belong; provide formats and allow choice. Helpful A, C, E. Unhelpful B, D, F. Repair B: listen without mocking; D: use fictional cards and allow pass; F: hear the reason before responding. Seacole provided food, medicine and care in the Crimea in 1855 with a base at the British Hotel. Accept short accurate responses. Hinge B. Portrait: Mary Seacole by Albert Charles Challen, c.1869, National Portrait Gallery NPG 6856, via Wikimedia Commons. The portrait is later than the 1855 care described; do not infer the care from the image alone. Read summary M for the factual account.

BUILD Humanities, Autumn 1 Week 5. Same, different, respected. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Think aloud: state the detail, then explain what it supports. Objective: Notice similarities and differences respectfully and connect a Black British history example to an action. Support: Read two fictional choices; offer a respectful-action choice of two. Accept pointing. Stretch: Design a fair group rule that permits different ways to contribute, and explain why it is fair. Misconceptions: We cannot infer a person's beliefs or preferences from appearance or name. Seacole's British Hotel was a business and a base for care, not a hospital she built. A person does not have to be exceptional to deserve respect. Answer guidance: Shared interest: stories. Difference: audio/listening versus printed reading. Both can belong; provide formats and allow choice. Helpful A, C, E. Unhelpful B, D, F. Repair B: listen without mocking; D: use fictional cards and allow pass; F: hear the reason before responding. Seacole provided food, medicine and care in the Crimea in 1855 with a base at the British Hotel. Accept short accurate responses. Hinge B. Portrait: Mary Seacole by Albert Charles Challen, c.1869, National Portrait Gallery NPG 6856, via Wikimedia Commons. The portrait is later than the 1855 care described; do not infer the care from the image alone. Read summary M for the factual account.

BUILD Humanities, Autumn 1 Week 5. Same, different, respected. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Model one part together; invite an independent choice before discussion. Objective: Notice similarities and differences respectfully and connect a Black British history example to an action. Support: Read two fictional choices; offer a respectful-action choice of two. Accept pointing. Stretch: Design a fair group rule that permits different ways to contribute, and explain why it is fair. Misconceptions: We cannot infer a person's beliefs or preferences from appearance or name. Seacole's British Hotel was a business and a base for care, not a hospital she built. A person does not have to be exceptional to deserve respect. Answer guidance: Shared interest: stories. Difference: audio/listening versus printed reading. Both can belong; provide formats and allow choice. Helpful A, C, E. Unhelpful B, D, F. Repair B: listen without mocking; D: use fictional cards and allow pass; F: hear the reason before responding. Seacole provided food, medicine and care in the Crimea in 1855 with a base at the British Hotel. Accept short accurate responses. Hinge B. Portrait: Mary Seacole by Albert Charles Challen, c.1869, National Portrait Gallery NPG 6856, via Wikimedia Commons. The portrait is later than the 1855 care described; do not infer the care from the image alone. Read summary M for the factual account.

BUILD Humanities, Autumn 1 Week 5. Same, different, respected. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Take simultaneous choices where helpful. Ask for the reason. Reteach if the reason reveals the misconception. Objective: Notice similarities and differences respectfully and connect a Black British history example to an action. Support: Read two fictional choices; offer a respectful-action choice of two. Accept pointing. Stretch: Design a fair group rule that permits different ways to contribute, and explain why it is fair. Misconceptions: We cannot infer a person's beliefs or preferences from appearance or name. Seacole's British Hotel was a business and a base for care, not a hospital she built. A person does not have to be exceptional to deserve respect. Answer guidance: Shared interest: stories. Difference: audio/listening versus printed reading. Both can belong; provide formats and allow choice. Helpful A, C, E. Unhelpful B, D, F. Repair B: listen without mocking; D: use fictional cards and allow pass; F: hear the reason before responding. Seacole provided food, medicine and care in the Crimea in 1855 with a base at the British Hotel. Accept short accurate responses. Hinge B. Portrait: Mary Seacole by Albert Charles Challen, c.1869, National Portrait Gallery NPG 6856, via Wikimedia Commons. The portrait is later than the 1855 care described; do not infer the care from the image alone. Read summary M for the factual account.

BUILD Humanities, Autumn 1 Week 5. Same, different, respected. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Independent attempt. Record the support used. Keep this first response before feedback. Objective: Notice similarities and differences respectfully and connect a Black British history example to an action. Support: Read two fictional choices; offer a respectful-action choice of two. Accept pointing. Stretch: Design a fair group rule that permits different ways to contribute, and explain why it is fair. Misconceptions: We cannot infer a person's beliefs or preferences from appearance or name. Seacole's British Hotel was a business and a base for care, not a hospital she built. A person does not have to be exceptional to deserve respect. Answer guidance: Shared interest: stories. Difference: audio/listening versus printed reading. Both can belong; provide formats and allow choice. Helpful A, C, E. Unhelpful B, D, F. Repair B: listen without mocking; D: use fictional cards and allow pass; F: hear the reason before responding. Seacole provided food, medicine and care in the Crimea in 1855 with a base at the British Hotel. Accept short accurate responses. Hinge B. Portrait: Mary Seacole by Albert Charles Challen, c.1869, National Portrait Gallery NPG 6856, via Wikimedia Commons. The portrait is later than the 1855 care described; do not infer the care from the image alone. Read summary M for the factual account.

BUILD Humanities, Autumn 1 Week 5. Same, different, respected. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Follow the pupil sheet. In assessment lessons, release the second response only after the first is kept. Objective: Notice similarities and differences respectfully and connect a Black British history example to an action. Support: Read two fictional choices; offer a respectful-action choice of two. Accept pointing. Stretch: Design a fair group rule that permits different ways to contribute, and explain why it is fair. Misconceptions: We cannot infer a person's beliefs or preferences from appearance or name. Seacole's British Hotel was a business and a base for care, not a hospital she built. A person does not have to be exceptional to deserve respect. Answer guidance: Shared interest: stories. Difference: audio/listening versus printed reading. Both can belong; provide formats and allow choice. Helpful A, C, E. Unhelpful B, D, F. Repair B: listen without mocking; D: use fictional cards and allow pass; F: hear the reason before responding. Seacole provided food, medicine and care in the Crimea in 1855 with a base at the British Hotel. Accept short accurate responses. Hinge B. Portrait: Mary Seacole by Albert Charles Challen, c.1869, National Portrait Gallery NPG 6856, via Wikimedia Commons. The portrait is later than the 1855 care described; do not infer the care from the image alone. Read summary M for the factual account.

BUILD Humanities, Autumn 1 Week 5. Same, different, respected. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Reveal checks now. Accept different defensible answers; do not score opinions as wrong. Objective: Notice similarities and differences respectfully and connect a Black British history example to an action. Support: Read two fictional choices; offer a respectful-action choice of two. Accept pointing. Stretch: Design a fair group rule that permits different ways to contribute, and explain why it is fair. Misconceptions: We cannot infer a person's beliefs or preferences from appearance or name. Seacole's British Hotel was a business and a base for care, not a hospital she built. A person does not have to be exceptional to deserve respect. Answer guidance: Shared interest: stories. Difference: audio/listening versus printed reading. Both can belong; provide formats and allow choice. Helpful A, C, E. Unhelpful B, D, F. Repair B: listen without mocking; D: use fictional cards and allow pass; F: hear the reason before responding. Seacole provided food, medicine and care in the Crimea in 1855 with a base at the British Hotel. Accept short accurate responses. Hinge B. Portrait: Mary Seacole by Albert Charles Challen, c.1869, National Portrait Gallery NPG 6856, via Wikimedia Commons. The portrait is later than the 1855 care described; do not infer the care from the image alone. Read summary M for the factual account.

BUILD Humanities, Autumn 1 Week 5. Same, different, respected. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Space: pupil chooses how to respond. Voice: help them express their idea. Audience: read the meaning back and let the pupil correct it. Influence: agree one teaching action, then act on it next lesson. Objective: Notice similarities and differences respectfully and connect a Black British history example to an action. Support: Read two fictional choices; offer a respectful-action choice of two. Accept pointing. Stretch: Design a fair group rule that permits different ways to contribute, and explain why it is fair. Misconceptions: We cannot infer a person's beliefs or preferences from appearance or name. Seacole's British Hotel was a business and a base for care, not a hospital she built. A person does not have to be exceptional to deserve respect. Answer guidance: Shared interest: stories. Difference: audio/listening versus printed reading. Both can belong; provide formats and allow choice. Helpful A, C, E. Unhelpful B, D, F. Repair B: listen without mocking; D: use fictional cards and allow pass; F: hear the reason before responding. Seacole provided food, medicine and care in the Crimea in 1855 with a base at the British Hotel. Accept short accurate responses. Hinge B. Portrait: Mary Seacole by Albert Charles Challen, c.1869, National Portrait Gallery NPG 6856, via Wikimedia Commons. The portrait is later than the 1855 care described; do not infer the care from the image alone. Read summary M for the factual account.

BUILD Humanities, Autumn 1 Week 5. Same, different, respected. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Capture one specific success and one next step. Record the response mode and support. Objective: Notice similarities and differences respectfully and connect a Black British history example to an action. Support: Read two fictional choices; offer a respectful-action choice of two. Accept pointing. Stretch: Design a fair group rule that permits different ways to contribute, and explain why it is fair. Misconceptions: We cannot infer a person's beliefs or preferences from appearance or name. Seacole's British Hotel was a business and a base for care, not a hospital she built. A person does not have to be exceptional to deserve respect. Answer guidance: Shared interest: stories. Difference: audio/listening versus printed reading. Both can belong; provide formats and allow choice. Helpful A, C, E. Unhelpful B, D, F. Repair B: listen without mocking; D: use fictional cards and allow pass; F: hear the reason before responding. Seacole provided food, medicine and care in the Crimea in 1855 with a base at the British Hotel. Accept short accurate responses. Hinge B. Portrait: Mary Seacole by Albert Charles Challen, c.1869, National Portrait Gallery NPG 6856, via Wikimedia Commons. The portrait is later than the 1855 care described; do not infer the care from the image alone. Read summary M for the factual account.

BUILD Humanities, Autumn 1 Week 6. Build our community map. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read the enquiry. Check that pupils know the response choices. Objective: Contribute a labelled place and a useful note to a shared community map. Support: Offer a ready-made place card and two possible use cards. Pupil chooses placement and wording. Stretch: Give one place two useful notes and explain how the shared map could help a fictional visitor. Misconceptions: A map is a selected view, not a drawing of everything. A symbol or letter needs a key. A label should not depend on colour alone. Answer guidance: Use notes: school learning, library borrowing books, clinic appointments, shop purchases, park recreation, bus stop waiting for transport. Several valid uses may apply. Guided clinic/health, shop/food, park/play. Hinge B names the place and explains its use. Assess the pupil's own placement/label/note choice. Record exactly what an adult prepared or scribed. An attractive shared map alone does not show who made which decision.

BUILD Humanities, Autumn 1 Week 6. Build our community map. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Retain a first response. Do not supply the answer before the pupil chooses. Objective: Contribute a labelled place and a useful note to a shared community map. Support: Offer a ready-made place card and two possible use cards. Pupil chooses placement and wording. Stretch: Give one place two useful notes and explain how the shared map could help a fictional visitor. Misconceptions: A map is a selected view, not a drawing of everything. A symbol or letter needs a key. A label should not depend on colour alone. Answer guidance: Use notes: school learning, library borrowing books, clinic appointments, shop purchases, park recreation, bus stop waiting for transport. Several valid uses may apply. Guided clinic/health, shop/food, park/play. Hinge B names the place and explains its use. Assess the pupil's own placement/label/note choice. Record exactly what an adult prepared or scribed. An attractive shared map alone does not show who made which decision.

BUILD Humanities, Autumn 1 Week 6. Build our community map. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read each term with an example. Ask pupils to point to or use one term. Objective: Contribute a labelled place and a useful note to a shared community map. Support: Offer a ready-made place card and two possible use cards. Pupil chooses placement and wording. Stretch: Give one place two useful notes and explain how the shared map could help a fictional visitor. Misconceptions: A map is a selected view, not a drawing of everything. A symbol or letter needs a key. A label should not depend on colour alone. Answer guidance: Use notes: school learning, library borrowing books, clinic appointments, shop purchases, park recreation, bus stop waiting for transport. Several valid uses may apply. Guided clinic/health, shop/food, park/play. Hinge B names the place and explains its use. Assess the pupil's own placement/label/note choice. Record exactly what an adult prepared or scribed. An attractive shared map alone does not show who made which decision.

BUILD Humanities, Autumn 1 Week 6. Build our community map. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Objective: Contribute a labelled place and a useful note to a shared community map. Support: Offer a ready-made place card and two possible use cards. Pupil chooses placement and wording. Stretch: Give one place two useful notes and explain how the shared map could help a fictional visitor. Misconceptions: A map is a selected view, not a drawing of everything. A symbol or letter needs a key. A label should not depend on colour alone. Answer guidance: Use notes: school learning, library borrowing books, clinic appointments, shop purchases, park recreation, bus stop waiting for transport. Several valid uses may apply. Guided clinic/health, shop/food, park/play. Hinge B names the place and explains its use. Assess the pupil's own placement/label/note choice. Record exactly what an adult prepared or scribed. An attractive shared map alone does not show who made which decision.

BUILD Humanities, Autumn 1 Week 6. Build our community map. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Think aloud: state the detail, then explain what it supports. Objective: Contribute a labelled place and a useful note to a shared community map. Support: Offer a ready-made place card and two possible use cards. Pupil chooses placement and wording. Stretch: Give one place two useful notes and explain how the shared map could help a fictional visitor. Misconceptions: A map is a selected view, not a drawing of everything. A symbol or letter needs a key. A label should not depend on colour alone. Answer guidance: Use notes: school learning, library borrowing books, clinic appointments, shop purchases, park recreation, bus stop waiting for transport. Several valid uses may apply. Guided clinic/health, shop/food, park/play. Hinge B names the place and explains its use. Assess the pupil's own placement/label/note choice. Record exactly what an adult prepared or scribed. An attractive shared map alone does not show who made which decision.

BUILD Humanities, Autumn 1 Week 6. Build our community map. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Model one part together; invite an independent choice before discussion. Objective: Contribute a labelled place and a useful note to a shared community map. Support: Offer a ready-made place card and two possible use cards. Pupil chooses placement and wording. Stretch: Give one place two useful notes and explain how the shared map could help a fictional visitor. Misconceptions: A map is a selected view, not a drawing of everything. A symbol or letter needs a key. A label should not depend on colour alone. Answer guidance: Use notes: school learning, library borrowing books, clinic appointments, shop purchases, park recreation, bus stop waiting for transport. Several valid uses may apply. Guided clinic/health, shop/food, park/play. Hinge B names the place and explains its use. Assess the pupil's own placement/label/note choice. Record exactly what an adult prepared or scribed. An attractive shared map alone does not show who made which decision.

BUILD Humanities, Autumn 1 Week 6. Build our community map. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Take simultaneous choices where helpful. Ask for the reason. Reteach if the reason reveals the misconception. Objective: Contribute a labelled place and a useful note to a shared community map. Support: Offer a ready-made place card and two possible use cards. Pupil chooses placement and wording. Stretch: Give one place two useful notes and explain how the shared map could help a fictional visitor. Misconceptions: A map is a selected view, not a drawing of everything. A symbol or letter needs a key. A label should not depend on colour alone. Answer guidance: Use notes: school learning, library borrowing books, clinic appointments, shop purchases, park recreation, bus stop waiting for transport. Several valid uses may apply. Guided clinic/health, shop/food, park/play. Hinge B names the place and explains its use. Assess the pupil's own placement/label/note choice. Record exactly what an adult prepared or scribed. An attractive shared map alone does not show who made which decision.

BUILD Humanities, Autumn 1 Week 6. Build our community map. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Independent attempt. Record the support used. Keep this first response before feedback. Objective: Contribute a labelled place and a useful note to a shared community map. Support: Offer a ready-made place card and two possible use cards. Pupil chooses placement and wording. Stretch: Give one place two useful notes and explain how the shared map could help a fictional visitor. Misconceptions: A map is a selected view, not a drawing of everything. A symbol or letter needs a key. A label should not depend on colour alone. Answer guidance: Use notes: school learning, library borrowing books, clinic appointments, shop purchases, park recreation, bus stop waiting for transport. Several valid uses may apply. Guided clinic/health, shop/food, park/play. Hinge B names the place and explains its use. Assess the pupil's own placement/label/note choice. Record exactly what an adult prepared or scribed. An attractive shared map alone does not show who made which decision.

BUILD Humanities, Autumn 1 Week 6. Build our community map. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Follow the pupil sheet. In assessment lessons, release the second response only after the first is kept. Objective: Contribute a labelled place and a useful note to a shared community map. Support: Offer a ready-made place card and two possible use cards. Pupil chooses placement and wording. Stretch: Give one place two useful notes and explain how the shared map could help a fictional visitor. Misconceptions: A map is a selected view, not a drawing of everything. A symbol or letter needs a key. A label should not depend on colour alone. Answer guidance: Use notes: school learning, library borrowing books, clinic appointments, shop purchases, park recreation, bus stop waiting for transport. Several valid uses may apply. Guided clinic/health, shop/food, park/play. Hinge B names the place and explains its use. Assess the pupil's own placement/label/note choice. Record exactly what an adult prepared or scribed. An attractive shared map alone does not show who made which decision.

BUILD Humanities, Autumn 1 Week 6. Build our community map. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Reveal checks now. Accept different defensible answers; do not score opinions as wrong. Objective: Contribute a labelled place and a useful note to a shared community map. Support: Offer a ready-made place card and two possible use cards. Pupil chooses placement and wording. Stretch: Give one place two useful notes and explain how the shared map could help a fictional visitor. Misconceptions: A map is a selected view, not a drawing of everything. A symbol or letter needs a key. A label should not depend on colour alone. Answer guidance: Use notes: school learning, library borrowing books, clinic appointments, shop purchases, park recreation, bus stop waiting for transport. Several valid uses may apply. Guided clinic/health, shop/food, park/play. Hinge B names the place and explains its use. Assess the pupil's own placement/label/note choice. Record exactly what an adult prepared or scribed. An attractive shared map alone does not show who made which decision.

BUILD Humanities, Autumn 1 Week 6. Build our community map. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Space: pupil chooses how to respond. Voice: help them express their idea. Audience: read the meaning back and let the pupil correct it. Influence: agree one teaching action, then act on it next lesson. Objective: Contribute a labelled place and a useful note to a shared community map. Support: Offer a ready-made place card and two possible use cards. Pupil chooses placement and wording. Stretch: Give one place two useful notes and explain how the shared map could help a fictional visitor. Misconceptions: A map is a selected view, not a drawing of everything. A symbol or letter needs a key. A label should not depend on colour alone. Answer guidance: Use notes: school learning, library borrowing books, clinic appointments, shop purchases, park recreation, bus stop waiting for transport. Several valid uses may apply. Guided clinic/health, shop/food, park/play. Hinge B names the place and explains its use. Assess the pupil's own placement/label/note choice. Record exactly what an adult prepared or scribed. An attractive shared map alone does not show who made which decision.

BUILD Humanities, Autumn 1 Week 6. Build our community map. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Capture one specific success and one next step. Record the response mode and support. Objective: Contribute a labelled place and a useful note to a shared community map. Support: Offer a ready-made place card and two possible use cards. Pupil chooses placement and wording. Stretch: Give one place two useful notes and explain how the shared map could help a fictional visitor. Misconceptions: A map is a selected view, not a drawing of everything. A symbol or letter needs a key. A label should not depend on colour alone. Answer guidance: Use notes: school learning, library borrowing books, clinic appointments, shop purchases, park recreation, bus stop waiting for transport. Several valid uses may apply. Guided clinic/health, shop/food, park/play. Hinge B names the place and explains its use. Assess the pupil's own placement/label/note choice. Record exactly what an adult prepared or scribed. An attractive shared map alone does not show who made which decision.

BUILD Humanities, Autumn 1 Week 7. A place in the group. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read the enquiry. Check that pupils know the response choices. Objective: Describe a group and its shared activity, and identify one action that helps people belong. Support: Offer two group cards, read the activities, and accept one match plus a chosen welcoming action. Stretch: Explain how a group could change one rule so a new member can contribute in a different way. Misconceptions: Belonging is not earned only by performance or productivity. A pupil who observes or pauses still matters. Do not ask pupils to discuss who would be missed if absent; keep attention on inclusion and flexible group roles. Answer guidance: Groups match their printed activity. Listening, choosing a story, drawing or helping organise can be contributions. Pass remains available. Hinge B. Example welcome: Would you like to listen, choose or draw? Review five outcomes separately. Record achieved with support / independently / next step for each. This is a classroom review, not a qualification award.

BUILD Humanities, Autumn 1 Week 7. A place in the group. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Retain a first response. Do not supply the answer before the pupil chooses. Objective: Describe a group and its shared activity, and identify one action that helps people belong. Support: Offer two group cards, read the activities, and accept one match plus a chosen welcoming action. Stretch: Explain how a group could change one rule so a new member can contribute in a different way. Misconceptions: Belonging is not earned only by performance or productivity. A pupil who observes or pauses still matters. Do not ask pupils to discuss who would be missed if absent; keep attention on inclusion and flexible group roles. Answer guidance: Groups match their printed activity. Listening, choosing a story, drawing or helping organise can be contributions. Pass remains available. Hinge B. Example welcome: Would you like to listen, choose or draw? Review five outcomes separately. Record achieved with support / independently / next step for each. This is a classroom review, not a qualification award.

BUILD Humanities, Autumn 1 Week 7. A place in the group. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read each term with an example. Ask pupils to point to or use one term. Objective: Describe a group and its shared activity, and identify one action that helps people belong. Support: Offer two group cards, read the activities, and accept one match plus a chosen welcoming action. Stretch: Explain how a group could change one rule so a new member can contribute in a different way. Misconceptions: Belonging is not earned only by performance or productivity. A pupil who observes or pauses still matters. Do not ask pupils to discuss who would be missed if absent; keep attention on inclusion and flexible group roles. Answer guidance: Groups match their printed activity. Listening, choosing a story, drawing or helping organise can be contributions. Pass remains available. Hinge B. Example welcome: Would you like to listen, choose or draw? Review five outcomes separately. Record achieved with support / independently / next step for each. This is a classroom review, not a qualification award.

BUILD Humanities, Autumn 1 Week 7. A place in the group. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Objective: Describe a group and its shared activity, and identify one action that helps people belong. Support: Offer two group cards, read the activities, and accept one match plus a chosen welcoming action. Stretch: Explain how a group could change one rule so a new member can contribute in a different way. Misconceptions: Belonging is not earned only by performance or productivity. A pupil who observes or pauses still matters. Do not ask pupils to discuss who would be missed if absent; keep attention on inclusion and flexible group roles. Answer guidance: Groups match their printed activity. Listening, choosing a story, drawing or helping organise can be contributions. Pass remains available. Hinge B. Example welcome: Would you like to listen, choose or draw? Review five outcomes separately. Record achieved with support / independently / next step for each. This is a classroom review, not a qualification award.

BUILD Humanities, Autumn 1 Week 7. A place in the group. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Think aloud: state the detail, then explain what it supports. Objective: Describe a group and its shared activity, and identify one action that helps people belong. Support: Offer two group cards, read the activities, and accept one match plus a chosen welcoming action. Stretch: Explain how a group could change one rule so a new member can contribute in a different way. Misconceptions: Belonging is not earned only by performance or productivity. A pupil who observes or pauses still matters. Do not ask pupils to discuss who would be missed if absent; keep attention on inclusion and flexible group roles. Answer guidance: Groups match their printed activity. Listening, choosing a story, drawing or helping organise can be contributions. Pass remains available. Hinge B. Example welcome: Would you like to listen, choose or draw? Review five outcomes separately. Record achieved with support / independently / next step for each. This is a classroom review, not a qualification award.

BUILD Humanities, Autumn 1 Week 7. A place in the group. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Model one part together; invite an independent choice before discussion. Objective: Describe a group and its shared activity, and identify one action that helps people belong. Support: Offer two group cards, read the activities, and accept one match plus a chosen welcoming action. Stretch: Explain how a group could change one rule so a new member can contribute in a different way. Misconceptions: Belonging is not earned only by performance or productivity. A pupil who observes or pauses still matters. Do not ask pupils to discuss who would be missed if absent; keep attention on inclusion and flexible group roles. Answer guidance: Groups match their printed activity. Listening, choosing a story, drawing or helping organise can be contributions. Pass remains available. Hinge B. Example welcome: Would you like to listen, choose or draw? Review five outcomes separately. Record achieved with support / independently / next step for each. This is a classroom review, not a qualification award.

BUILD Humanities, Autumn 1 Week 7. A place in the group. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Take simultaneous choices where helpful. Ask for the reason. Reteach if the reason reveals the misconception. Objective: Describe a group and its shared activity, and identify one action that helps people belong. Support: Offer two group cards, read the activities, and accept one match plus a chosen welcoming action. Stretch: Explain how a group could change one rule so a new member can contribute in a different way. Misconceptions: Belonging is not earned only by performance or productivity. A pupil who observes or pauses still matters. Do not ask pupils to discuss who would be missed if absent; keep attention on inclusion and flexible group roles. Answer guidance: Groups match their printed activity. Listening, choosing a story, drawing or helping organise can be contributions. Pass remains available. Hinge B. Example welcome: Would you like to listen, choose or draw? Review five outcomes separately. Record achieved with support / independently / next step for each. This is a classroom review, not a qualification award.

BUILD Humanities, Autumn 1 Week 7. A place in the group. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Independent attempt. Record the support used. Keep this first response before feedback. Objective: Describe a group and its shared activity, and identify one action that helps people belong. Support: Offer two group cards, read the activities, and accept one match plus a chosen welcoming action. Stretch: Explain how a group could change one rule so a new member can contribute in a different way. Misconceptions: Belonging is not earned only by performance or productivity. A pupil who observes or pauses still matters. Do not ask pupils to discuss who would be missed if absent; keep attention on inclusion and flexible group roles. Answer guidance: Groups match their printed activity. Listening, choosing a story, drawing or helping organise can be contributions. Pass remains available. Hinge B. Example welcome: Would you like to listen, choose or draw? Review five outcomes separately. Record achieved with support / independently / next step for each. This is a classroom review, not a qualification award.

BUILD Humanities, Autumn 1 Week 7. A place in the group. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Follow the pupil sheet. In assessment lessons, release the second response only after the first is kept. Objective: Describe a group and its shared activity, and identify one action that helps people belong. Support: Offer two group cards, read the activities, and accept one match plus a chosen welcoming action. Stretch: Explain how a group could change one rule so a new member can contribute in a different way. Misconceptions: Belonging is not earned only by performance or productivity. A pupil who observes or pauses still matters. Do not ask pupils to discuss who would be missed if absent; keep attention on inclusion and flexible group roles. Answer guidance: Groups match their printed activity. Listening, choosing a story, drawing or helping organise can be contributions. Pass remains available. Hinge B. Example welcome: Would you like to listen, choose or draw? Review five outcomes separately. Record achieved with support / independently / next step for each. This is a classroom review, not a qualification award.

BUILD Humanities, Autumn 1 Week 7. A place in the group. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Reveal checks now. Accept different defensible answers; do not score opinions as wrong. Objective: Describe a group and its shared activity, and identify one action that helps people belong. Support: Offer two group cards, read the activities, and accept one match plus a chosen welcoming action. Stretch: Explain how a group could change one rule so a new member can contribute in a different way. Misconceptions: Belonging is not earned only by performance or productivity. A pupil who observes or pauses still matters. Do not ask pupils to discuss who would be missed if absent; keep attention on inclusion and flexible group roles. Answer guidance: Groups match their printed activity. Listening, choosing a story, drawing or helping organise can be contributions. Pass remains available. Hinge B. Example welcome: Would you like to listen, choose or draw? Review five outcomes separately. Record achieved with support / independently / next step for each. This is a classroom review, not a qualification award.

BUILD Humanities, Autumn 1 Week 7. A place in the group. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Space: pupil chooses how to respond. Voice: help them express their idea. Audience: read the meaning back and let the pupil correct it. Influence: agree one teaching action, then act on it next lesson. Objective: Describe a group and its shared activity, and identify one action that helps people belong. Support: Offer two group cards, read the activities, and accept one match plus a chosen welcoming action. Stretch: Explain how a group could change one rule so a new member can contribute in a different way. Misconceptions: Belonging is not earned only by performance or productivity. A pupil who observes or pauses still matters. Do not ask pupils to discuss who would be missed if absent; keep attention on inclusion and flexible group roles. Answer guidance: Groups match their printed activity. Listening, choosing a story, drawing or helping organise can be contributions. Pass remains available. Hinge B. Example welcome: Would you like to listen, choose or draw? Review five outcomes separately. Record achieved with support / independently / next step for each. This is a classroom review, not a qualification award.

BUILD Humanities, Autumn 1 Week 7. A place in the group. Thursday 11:00-11:40. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Capture one specific success and one next step. Record the response mode and support. Objective: Describe a group and its shared activity, and identify one action that helps people belong. Support: Offer two group cards, read the activities, and accept one match plus a chosen welcoming action. Stretch: Explain how a group could change one rule so a new member can contribute in a different way. Misconceptions: Belonging is not earned only by performance or productivity. A pupil who observes or pauses still matters. Do not ask pupils to discuss who would be missed if absent; keep attention on inclusion and flexible group roles. Answer guidance: Groups match their printed activity. Listening, choosing a story, drawing or helping organise can be contributions. Pass remains available. Hinge B. Example welcome: Would you like to listen, choose or draw? Review five outcomes separately. Record achieved with support / independently / next step for each. This is a classroom review, not a qualification award.