Lesson overview
BUILD · Humanities · Teesside History Studio · Week 7 of 8

Tell the Story

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

🎯 Learning objective: I can communicate a coherent historical account that names evidence, explains links and handles uncertainty honestly.
✅ Success criteria
  • I can keep the planned spine while telling the account.
  • I can name evidence rather than making unsupported claims.
  • I can recover after a wobble and still land the enquiry.
🕰 historian craft🔎 source provenance🧭 History Story Studio⏱ 40 min
📜
Tell the StoryPLACE IN TIME → READ SOURCE → CAUSE → SIGNIFICANCE → ACCOUNT → MAP
Inherited
Week 6 — storyboard, selected evidence, account spine and pupil-chosen communication route.
→
Feeds next
Audience responses and pupil recommendations set Week 8 map emphasis and future-history recommendations.
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 6 — storyboard, selected evidence, account spine and pupil-chosen communication route.
→
Feeds next
Audience responses and pupil recommendations set Week 8 map emphasis and future-history recommendations.
◆ Supported

Point to the beginning, middle and end of your storyboard. Name one evidence item.

▲ Standard

State two spoken signposts and what the close must do.

★ Stretch

Explain how you would adapt register/vocabulary for a different audience while keeping the argument constant.

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 I communicate a historical account so an audience understands claim, evidence and uncertainty?

Opening question: A strong historical account does not need to sound perfect. What matters more: never wobbling, or recovering without losing the evidence spine?

FRAME 1/4
KEEP THE STORYBOARD SPINE
Pause for evidence/question before advancing.
FRAME 2/4
NAME THE EVIDENCE
Pause for evidence/question before advancing.
FRAME 3/4
RECOVER, DON’T PANIC
Pause for evidence/question before advancing.
FRAME 4/4
LAND THE ENQUIRY WITH HONEST UNCERTAINTY
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 Translate plan cards into spoken/communicated signposts: first / next / because / as a result / finally.
STEP Name evidence clearly enough for the audience to know what the claim rests on.
STEP Pause/recovery is a skill: return to the next card/signpost rather than apologise or abandon the account.
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: A speaker forgets a detail halfway through. Best historical recovery?
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 Audience is chosen/appropriate; public performance is not compulsory.
STEP Audience feedback should validate/challenge the evidence/clarity, not judge the pupil as a performer.
STEP Uncertainty belongs in the account: ‘this source suggests…’ can be stronger than an unsupported confident claim.
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.

🎙 History Story Studio

The goal is an evidenced account, not performance polish.
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

Tell/record/present the planned historical account to an agreed audience. Keep the evidence spine, use signposts, include one uncertainty/limitation and receive one audience response about evidence/clarity. Make one re-attempt or adjustment if useful.

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 targetTold/recorded/communicated account + storyboard + adult-received response or authorised evidence capture.
◆ Tell from 3 storyboard cards to a familiar adult/peer, with visible signposts.
Visible cards: FIRST · EVIDENCE · BECAUSE · FINALLY.
Fade the first prompt no longer needed.
▲ Full account using evidence names and a closing verdict.
Plan spine remains visible; use named evidence and uncertainty language.
Fade the first prompt no longer needed.
★ Adapt the same account for a second audience or respond to an audience question with evidence/uncertainty.
Change register/assumed knowledge, not the historical argument.
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 audience/route: familiar adult, peer, small group, audio/video where authorised, or another agreed communication method.

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

INFLUENCE: Audience response and pupil recommendation shape Week 8 mapping emphasis/future-history provision.

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 6 — storyboard, selected evidence, account spine and pupil-chosen communication route.
→
Feeds next
Audience responses and pupil recommendations set Week 8 map emphasis and future-history recommendations.
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: “Fluency is not the history. If you wobble, go back to your evidence card and carry on. Accuracy beats performance.”

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 · W7 · Tell the Story

Enquiry: How can I communicate a historical account so an audience understands claim, evidence and uncertainty?

Learning objective: I can communicate a coherent historical account that names evidence, explains links and handles uncertainty honestly.

Inherited: Week 6 — storyboard, selected evidence, account spine and pupil-chosen communication route.

Supported

◆ Tell from 3 storyboard cards to a familiar adult/peer, with visible signposts.

Visible cards: FIRST · EVIDENCE · BECAUSE · FINALLY.

Standard

▲ Full account using evidence names and a closing verdict.

Plan spine remains visible; use named evidence and uncertainty language.

Stretch

★ Adapt the same account for a second audience or respond to an audience question with evidence/uncertainty.

Change register/assumed knowledge, not the historical argument.

Independent historian mission

Tell/record/present the planned historical account to an agreed audience. Keep the evidence spine, use signposts, include one uncertainty/limitation and receive one audience response about evidence/clarity. Make one re-attempt or adjustment if useful.

Evidence target

Told/recorded/communicated account + storyboard + adult-received response or authorised evidence capture.

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: Audience response and pupil recommendation shape Week 8 mapping emphasis/future-history provision.

Print surface requires physical classroom checking before live use.