Lesson overview
BUILD · Humanities · Teesside History Studio · Week 6 of 8

Plan the Story

AQA UAS ‘History around us’ · Explore/BUILD teaching route — evidence preparation, not self-certification.

🎯 Learning objective: I can plan a coherent historical account by selecting, sequencing and explaining evidence around an enquiry.
✅ Success criteria
  • I can choose facts because they serve the enquiry.
  • I can connect point, evidence and explanation.
  • I can plan a close that answers rather than merely repeats.
🕰 historian craft🔎 source provenance🧭 Account Storyboard⏱ 40 min
📜
Plan the StoryPLACE IN TIME → READ SOURCE → CAUSE → SIGNIFICANCE → ACCOUNT → MAP
Inherited
Week 5 — significance judgement that provides the account’s main focus/argument.
→
Feeds next
Pupil communication preferences and gaps set W7 storytelling routes and audience.
BUILD entryPlace, read or state with support.
BUILD secureAdd a second cause/comparison/limitation and explain it.
GROW reachExplain for an audience and transfer to a new source/person/period.
Humanities source rule: a genuine pupil source needs what it is, who made it, when, where it came from and rights/use. Constructed/adapted material must not masquerade as an untouched historical source.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
One Lundy loop only. Humanities adds disciplinary interpretation, not a second closure system.
⏱ 3 min
🚪 Arrival · retrieve the historian move
Inherited
Week 5 — significance judgement that provides the account’s main focus/argument.
→
Feeds next
Pupil communication preferences and gaps set W7 storytelling routes and audience.
◆ Supported

Name one significance criterion and one fact/evidence item from the unit.

▲ Standard

Explain why an account needs selection rather than every fact we know.

★ Stretch

Explain how leaving something out can shape the meaning of an account.

Arrival rule: retrieve the previous historian move. Personal/family disclosure is never required.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Retrieve without requiring personal/family disclosure. A pause/refusal is information about Space.
⏱ 3 min
🌱 Starter · question before verdict

🔍 Enquiry

How can sequence, evidence and explanation turn facts into a coherent historical account?

Opening question: If two historians know the same facts but choose different starting points and evidence, can they build different defensible stories?

FRAME 1/4
SELECT FOR THE ENQUIRY
Pause for evidence/question before advancing.
FRAME 2/4
POINT + EVIDENCE + EXPLANATION
Pause for evidence/question before advancing.
FRAME 3/4
SEQUENCE ON PURPOSE
Pause for evidence/question before advancing.
FRAME 4/4
LAND WITH A VERDICT
Pause for evidence/question before advancing.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Pupil question/inference comes before teacher verdict.
⏱ 4 min
👩‍🏫 I Do · model the historian craft
🧠 Model the historian decision, not just the answer.
STEP Plan = ordered skeleton. Selection is a historical decision, not a memory dump.
STEP Every point needs evidence; every evidence needs explanation showing how it supports the point.
STEP Sequence should help the enquiry make sense: chronological, causal or thematic choices need a reason.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Teacher models historian craft; staff watch source access and ownership of the reasoning.
⏱ 3 min
🤝 We Do · evidence hinge
Commit before reveal: Your strongest claim has no evidence in the approved pack. Best planning move?
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Adult genuinely receives the response; the next source prompt/question/scaffold changes because of it.
⏱ 3 min
👩‍🏫 I Do 2 · connect and qualify
🧠 Model the historian decision, not just the answer.
STEP Use PEEL-like planning without forcing essay length: Point → Evidence → Explanation → Link to enquiry.
STEP The close answers the enquiry with a verdict; it does not repeat every detail.
STEP Communication route for W7 can be spoken, recorded, storyboard-supported or another authorised route; the historical spine remains.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Teacher models historian craft; staff watch source access and ownership of the reasoning.
⏱ 4 min
🤝 We Do 2 · interactive historian lab
Interactive historian probe: response → evidence/source → adult genuinely receives → next historical question/scaffold changes.

🧱 Account Storyboard

POINT
EVIDENCE
EXPLAIN
Selection and order shape the story. Keep only what serves the enquiry.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Adult genuinely receives the response; the next source prompt/question/scaffold changes because of it.
⏱ 16 min
📜 Independent · build defensible evidence

📜 Independent historian mission

Create a storyboard/account plan: opening enquiry/claim, 3–4 selected evidence units in an intentional sequence, explanation links and a closing verdict. Mark one source limitation/uncertainty that must survive into the telling.

16 minutes. Supported / Standard / Stretch are movable routes, not labels.
📚 HISTORY STUDIO READY
Source / materialsTeacher-prepared, locally cleared source pack or lesson clue/diagram materials appropriate to this week. Every genuine source carries item-level provenance/rights.
Care / accessPersonal/family disclosure is optional. Provide accessible source versions. Do not reduce a community to a single story.
Evidence targetStoryboard/plan + source/evidence references + sequence/selection reasoning.
◆ Three storyboard cards using point/evidence/explanation prompts.
Card: POINT → EVIDENCE → WHY IT MATTERS.
Fade the first prompt no longer needed.
▲ 4–5 cards with sequence reason and a closing verdict.
Selection reason + sequence + PEEL links + close.
Fade the first prompt no longer needed.
★ Compare an alternative sequence/selection and explain how it would change the account’s emphasis.
Identify power in selection: what did you leave out and what would that omission do?
Fade the first prompt no longer needed.
1 · Historical decisionplacement, inference, cause, significance, selection, claim or route choice
2 · Evidence baseclue/source/map/account detail with provenance where it is a genuine source
3 · Pupil reasoningbecause / limitation / uncertainty / comparison / explanation in the pupil’s words
BUILD entryPlace, read or state with support.
BUILD secureAdd a second cause/comparison/limitation and explain it.
GROW reachExplain for an audience and transfer to a new source/person/period.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Pupil authors the historical judgement. Staff support access and fade prompts.
⏱ 4 min
🎫 Exit · receive, interpret, influence
◆ Supported

Show or say the key historical decision you made and the clue/evidence behind it.

▲ Standard

Explain one judgement and one limitation/uncertainty using evidence.

★ Stretch

Transfer today’s historian routine to a new source, person, period, audience or representation.

🔁 BUILD Humanities ring close — one closure only

VOICE: Pupil chooses an authorised communication route for W7; spoken route does not lower historical demand.

AUDIENCE: adult genuinely reads/listens/watches and names the historical response received.

INFLUENCE: Preferred route/access gaps shape W7 presentation conditions and audience.

No adult initial, second next-step line, receipt, upload queue or closure tracker is added here. Humanities uses the existing BUILD close; it does not create another one.

Inherited
Week 5 — significance judgement that provides the account’s main focus/argument.
→
Feeds next
Pupil communication preferences and gaps set W7 storytelling routes and audience.
BUILD Humanities Voice can be
☝ point / choose🗣 say / sign🧩 move / sort / map✍ annotate / write🔁 re-attempt🎙 authorised recording
Personal/family history is optional. General, local and historical routes count equally.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
BUILD keeps the existing ring-style close: one response genuinely received, one Influence action. No second sign-off/receipt.
🧑‍🏫 SUPPORT STAFF · THIS SLIDE

NOT A HISTORY SPECIALIST? SAY THIS

Say: “If this fact doesn’t help answer the enquiry, why is it here? Every point needs evidence; every evidence needs a ‘so what?’”

Priority now

Move learning forward

Least prompt first
waitself-promptpoint/gesturevisual/source cuegeneral verbalspecific verbalmodeldirect support

Then fade back. Record adult support separately from pupil authorship if evidence is retained.

🔎 HUMANITIES · READ THE RESPONSE

Disciplinary prompts, not a second interpretation system

General instrument remains: LundyLoop/5_staff_training/Reading_the_Response_Card.html. Use the buttons below only as Humanities examples of what may be causing the response.

Receive the pupil response first.

BUILD Humanities · W6 · Plan the Story

Enquiry: How can sequence, evidence and explanation turn facts into a coherent historical account?

Learning objective: I can plan a coherent historical account by selecting, sequencing and explaining evidence around an enquiry.

Inherited: Week 5 — significance judgement that provides the account’s main focus/argument.

Supported

◆ Three storyboard cards using point/evidence/explanation prompts.

Card: POINT → EVIDENCE → WHY IT MATTERS.

Standard

▲ 4–5 cards with sequence reason and a closing verdict.

Selection reason + sequence + PEEL links + close.

Stretch

★ Compare an alternative sequence/selection and explain how it would change the account’s emphasis.

Identify power in selection: what did you leave out and what would that omission do?

Independent historian mission

Create a storyboard/account plan: opening enquiry/claim, 3–4 selected evidence units in an intentional sequence, explanation links and a closing verdict. Mark one source limitation/uncertainty that must survive into the telling.

Evidence target

Storyboard/plan + source/evidence references + sequence/selection reasoning.

Source provenance used

What / maker / date / origin / rights-use: ______________________________________________

Historian response / Influence

Pupil historical decision:

Evidence/limitation:

Adult genuinely received: describe orally/in school workflow; no signature required here.

Influence: Preferred route/access gaps shape W7 presentation conditions and audience.

Print surface requires physical classroom checking before live use.