Keep shared details, notice differences and ask the next useful question
What it is about
Identify agreement/difference and ask a useful follow-up question.
Year 3 · 7–8 years · 30 challenges
Before you begin
- KS1 timelines, source questions and simple change/continuity.
What the class will do
- Sort into groups · 8 challenges
What does each say?
Read both supplied accounts. Group each claim by what A, B, both or neither actually states. This compares the records; it does not guarantee their truth.
- Choose and explain · 10 challenges
Explain the difference
Before choosing between accounts, compare time, place, purpose and how each obtained its information. Different details need not be a contradiction.
- Match pairs · 6 challenges
Ask the right question
Match each stated gap with the question that addresses it most directly within this microset. A useful next question must fit the actual uncertainty.
- Choose and explain · 6 challenges
Combine with care
Keep what is shared and attribute what differs. Ask a relevant follow-up, and leave a detail open when the supplied evidence cannot settle it.
Using it in class
Everyone compares two details or proposes a follow-up before the representative acts. Invented accounts are labelled; named examples are new summaries. First five sorting boards: 8–12 minutes; all 30: 35–45 with brief talk. Agreement is not proof of independence; missing detail is not denial.
Give everyone time to think and discuss before one pupil acts at the board. The class explains and confirms together; hints and explanations stay until you move on.
Use an up-to-date browser on a computer connected to a whiteboard or shared display. Touch, mouse and keyboard; optional audio and reduced motion. No pupil accounts or personal devices.
Choose from 5 challenges up to the full activity. Discussion determines the duration: you set the pace.
A look inside the activities
Sort into groupsInvented accounts of one fair. A: “Opened Monday beside the river.” B: “Opened Monday beside the church.” Classify what each states.
- The fair opened on Monday.
- The fair was beside the river.
- The fair opened on Sunday.
- The fair was beside the church.
Groups: Only A states it · Only B states it · Both state it · Neither states it
Explanation and discussion
Both say Monday. River occurs only in A, church only in B, and neither says Sunday. This classification compares statements; it does not settle the fair’s actual location.
What would we need to check before calling the location statements contradictory?
Invented voyage: A mentions a blue sail; B mentions strong wind. Both say the boat left at dawn. What is a fair comparison?
- Different details prove that the accounts contradict each other.
- B must be less reliable because it omits the sail colour.
- They share the departure time and add different details.
Explanation and discussion
Dawn is shared. Sail colour and wind can both be true, so these details do not create a direct contradiction. Missing information remains missing, not false.
What would B have to say to contradict A’s colour statement directly?
Invented comparisons. Match the stated gap to the question that addresses it most directly.
- One account says noon, another says evening; observation dates are missing.
- Two counts may concern different gates.
- One list counts pots; the other counts fragments.
Match with:
- Which gate does each account identify?
- Are the counting units whole pots or pieces?
- Were the observations made on the same date?
Explanation and discussion
The missing dates need a date question, uncertain gate identity needs place identification, and pots versus fragments needs a counting-unit check. These questions have distinct jobs within this set.
Why would asking only which account is longer fail to address these gaps?
Archaeology and written sources
Dates and periods
Support a claim