One Humanities worksheet, three versions: standard, scaffolded and visual

• StageP4-P6
• SubjectPrimary Humanities
• Learning strandhuman-AI communication and collaboration
• Official documentsGuide to Using AI in Teaching in Primary and Secondary Schools
• Session time1 lesson (60 min); plus time to print the three versions

A single P4-P6 Humanities worksheet in three versions — standard, scaffolded and visual — with notes explaining the changes and a comparison table.

• AudienceTeachers Students
• ThemeFirst & inclusive lessons

• EquipmentPrintouts of the three worksheet versions; scissors and glue for the visual version; projector (optional)
• Version2.7
• Last updated2026-10-17

What this solves

Same topic, same learning objective — but the pupils in a class have different abilities and needs. Some can compare and reason directly, some need sentence frames and a word bank, and some need pictures and a hands-on sorting task to stay engaged. Teachers often end up re-making three worksheets by hand.

This resource turns the “same” worksheet into three ready versions — standard, scaffolded and visual — with teacher notes explaining what changed in each version and why, plus a comparison table. Teachers can print them as they are, or use them as a template for their own class versions.

The topic is change in a fictional neighbourhood, suitable for P4-P6 Humanities.

The resource can sit in a school’s digital education planning as a worked example of tiered lesson design in humanities, catering for learner diversity through three versions.

Learning objectives

All three versions aim at the same learning objective; only the level of support differs. By the end, pupils can:

1. Find the differences between a community “then” and “now”, from text or pictures.
2. Sort community features into three groups: “then”, “now” and “both then and now”.
3. State one change in the community and give a possible reason for it.
4. Name one community feature worth keeping and give a simple reason.

All three versions are framed by AI literacy and pitched at the upper-primary learning stage, building pupils’ sense of responsibility, critical thinking and reflection on the application of AI.

How to use it

One 60-minute lesson, in four segments.

1. Introduction and handing out versions (15 min) — Project two contrasting pictures (one old, one new; sketches are fine) and ask: “What is different about this community?” Let pupils answer freely, without judging. Give out the standard, scaffolded or visual version according to need. All three can run in the same classroom at once.
2. Independent work (20 min) — Pupils complete their worksheet. The scaffolded version provides sentence frames; the visual version is mostly cut-and-paste sorting. Circulate and support individuals.
3. Pair sharing (18 min) — Mix pupils who had different versions and have them tell each other one change they found.
4. Whole-class wrap-up (7 min) — Write “change + reason” on the board and sum up: changes in a community are often linked to population, transport and people’s needs.

Answer key and marking notes

• Sorting table (common to all three versions) — Then: wooden huts, market stalls, communal standpipe, ferry, the open ground by the temple; Now: high-rise blocks, piped water, supermarket, MTR station, park / playground; Both then and now: market, Tin Hau temple. Pupils work from the vocabulary given and are on track if they name most of these.
• Reason for the change (scaffolded version, multiple choice) — Correct answer A (more people, so faster transport was needed). The standard and visual versions ask this as an open question.
• Open writing — A good answer contains “one change + one reason”, for example “People used to take the ferry, but now there is an MTR station, because the population grew and faster transport was needed.” Naming the change earns 1 mark; adding a plausible reason earns 1 more.
• What is worth keeping — A good answer contains “one feature + one reason”, for example “Keep the Tin Hau temple, because it is part of the community’s history and the elders have memories of it.”

Files

The three worksheet versions, the teacher notes for each version and the comparison table are in the download file:

Worksheet(editable Word document)

The neighbourhood and all the people, places and dates in it are fictional.

Official documents

Every resource in this library is written to the AI Literacy Learning Framework for Primary and Secondary Schools and falls within the policy scope of the Blueprint for Digital Education Development in Primary and Secondary Schools.

This resource maps to:

• Supplement II: Guide to Using AI in Teaching in Primary and Secondary Schools (pp.2-5 and 2-7): this part of the guide discusses providing tiered resources and support that cater for learner diversity.

Learning strand: human-AI communication and collaboration

Official documents page: https://www.edb.gov.hk/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/debp.html

This page is an independent Beets teaching resource, not an official EDB document.

Feedback

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