Council evidence
A quieter corner?
The school council surveyed forty pupils about an unused corner of the playground. Twenty-six preferred a quiet reading garden, while fourteen preferred extra space for ball games. The survey did not include pupils who were absent that day.
Maya wrote, “A reading garden would give us a peaceful place during noisy breaks.” Dan replied that a garden could be useful, but worried that placing it beside the main path might make the path narrow. He suggested moving it nearer the fence.
The council agreed to mark out both possible positions with cones for a week. They would observe how people used the path before choosing a location. No final decision about the garden’s position had been made.
Separate the survey’s findings, viewpoints and unanswered questions.
For parents and teachers
Playing Council evidence
Read the cards and match each one to its partner. Find six pairs, with no timer. Think about the meaning before choosing.
What this game practises
Year 5 comprehension includes considering viewpoints, distinguishing what is reported from what is hoped for and checking the limits of evidence. Council evidence offers an original account of a fictional survey and two responses to it. The majority preference is a finding about the surveyed pupils, not proof that every pupil agrees or that the survey represents those who were absent. Ask whether Maya’s peaceful-garden prediction has already been demonstrated. The passage presents it as an expected benefit, while the council’s next step is a location trial. Compare that viewpoint with Dan’s concern about the path. A useful summary preserves both the preference for a garden and the unresolved practical question, without inventing a final decision.
Progress and trying again
The normal game controls let children finish, save stars on this device and play again. A previous best result is kept when a later attempt scores less. Matching games count incorrect pairs; ordering games score the first check of each round; sorting games give another chance after a mistake. Take time to talk about a choice rather than racing.
Return to the learning collection for curriculum guidance, examples and activities to try away from the screen.