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Classroom organisation · Years 3-6
How can I help children check learning with examples?
Use examples, near misses and explanations to check a shared success criterion.
Download: Learning example sort
A4 PDF · 2 pages · free · no sign-up
Print page 1 for the activity and keep page 2 for teaching notes, answers or review criteria.
Use A4 paper at 100% or Actual size. Suggested years or grades are selection aids, rather than curriculum alignment claims.
How to use this resource
- Compare A and B against the exact words of the criterion and make the smallest useful revision.
- Use the supplied example or task brief. Let the learner respond through writing, drawing, discussion or their usual communication method.
- Review the answers or criteria below. Look for evidence used against the agreed criterion, with room for more than one successful solution.
What is in the printable?
Criterion for this sheet: A complete map key pairs each symbol used on the map with a clear meaning. Example A: tree symbol - tree; bench symbol - bench. Example B: tree symbol - tree; bench symbol has no label. Example C: one circle means both pond and gate with no way to tell which.
- Which example meets the stated criterion? Explain.
- What one change would help B meet the criterion?
- Why does C cause a problem for the reader?
- Create a fourth example that nearly meets the criterion, then explain the missing feature.
- For another task, agree one clear criterion and one way to check it.
Make it easier or add challenge
More support
Use only A and B first; read the criterion aloud and point to each symbol-label pair.
More challenge
Create two different successful examples and explain why both meet the criterion.
What to look for
Look for evidence used against the agreed criterion, with room for more than one successful solution.
Teacher answers and suggested responses
1. A, assuming these are all the symbols used: each has a clear meaning.
2. Add the label bench to the bench symbol.
3. The same symbol has two meanings without a distinguishing feature, so a reader cannot tell which is intended.
4-5. Open-ended: look for an explanation linked to the stated criterion, rather than preference or neatness.
Further teaching guidance
Related guidance from EP for Schools: What kind of feedback helps a pupil take the next step independently?
Try another activity
Deliver individually or in a small group
Choose one learning aim from this activity. Model one example, work through another together, then give each pupil a turn with a fresh example. In a group, ask everyone to think or show a response before sharing; one confident answer does not show what the whole group understands.
Keep the task’s more-support option available. Allow the usual communication tools, practical materials or drawing where these preserve the learning aim. Reduce the number of examples if needed, rather than rushing through the sheet.
What progress should I look for?
Look for evidence used against the agreed criterion, with room for more than one successful solution.
Note the example used and whether the response was independent, followed a general prompt or needed a model. Try a different example on a later occasion and look for clearer reasoning or less support on a comparable task. Use these observations to plan the next teaching step.
Printing, access and sharing
Use separate paper or a different recording method when more space or an accessible format is needed. Free to print and copy within your school, setting or family. Retain the website credit and share this teaching page with other settings.