GROW · Humanities · Teesside History Studio · Week 6 of 8
Plan the Account
AQA UAS ‘History around us’ · GROW tier
🎯 Learning objective: I can plan an account with a clear line of argument, selected evidence, causal/significance explanation and an agreed assessment-support contract.
✅ Success criteria
- I can select evidence because it answers the enquiry.
- I can organise paragraphs/sections around explained points, not fact dumping.
- I can identify support/access that preserves the assessed historical thinking.
📜 defensible history🔎 provenance/source utility⏱ 40 min
📜
Plan the AccountDATE & CHALLENGE → SOURCE UTILITY → RANK CAUSES → AGENCY → SIGNIFICANCE → ACCOUNT → MAPInherited
Week 5 — significance judgement plus source/support requests.
Week 5 — significance judgement plus source/support requests.
→
Feeds next
Each learner’s evidenced support contract sets Week 7 access; changes are reported back before assessment.
Each learner’s evidenced support contract sets Week 7 access; changes are reported back before assessment.
GROW entryState/date with support.
GROW secureRank, qualify and explain with evidence.
LAUNCH reachCorroborate, weigh interpretations and transfer.
Source gate: genuine pupil source = what/who/when/origin/rights. Adapted/constructed material is labelled as such, never presented as an untouched original.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
GROW History Studio: predictable structure, visible success criteria, quiet response time.
⏱ 3 min
🚪 Arrival · retrieve the historian spineInherited
Week 5 — significance judgement plus source/support requests.
Week 5 — significance judgement plus source/support requests.
→
Feeds next
Each learner’s evidenced support contract sets Week 7 access; changes are reported back before assessment.
Each learner’s evidenced support contract sets Week 7 access; changes are reported back before assessment.
◆ Supported
State your W5 verdict and point to one evidence item supporting it.
▲ Standard
Explain why a strong account needs selection and explanation rather than every fact.
★ Stretch
Explain how changing sequence/selection can change emphasis without making the account false.
GROW Humanities Voice can be
🗣 explain / qualify☝ point / select🧩 rank / map / sequence✍ annotate / short edit🔁 re-attempt🎙 authorised voice response
Quiet response time; no public comparison. Personal/family history is optional.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Retrieve the prior historian judgement without personal disclosure.
⏱ 3 min
🌱 Starter · question before conclusion🔍 Enquiry
How can a plan organise chronology, causation and source evidence into an account?
An account can contain accurate facts and still fail to answer the enquiry. What makes the plan argumentative rather than a scrapbook?
START WITH THE THESISPause for pupil noticing/decision before the next frame.
SELECT EVIDENCE FOR A REASONPause for pupil noticing/decision before the next frame.
PLAN THE EXPLANATIONPause for pupil noticing/decision before the next frame.
LOCK THE ACCESS CONTRACT BEFORE ASSESSMENTPause for pupil noticing/decision before the next frame.
GROW Humanities Voice can be
🗣 explain / qualify☝ point / select🧩 rank / map / sequence✍ annotate / short edit🔁 re-attempt🎙 authorised voice response
Quiet response time; no public comparison. Personal/family history is optional.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Question/doubt before verdict.
⏱ 4 min
👩🏫 I Do · model defensible reasoning🧠 Reveal one controlled decision at a time.
Start with working thesis/verdict from W5; every planned section must help answer it.
Plan Point → Evidence → Explanation/Link and mark where chronology/causation/significance reasoning appears.
Select evidence with provenance/utility already understood; do not invent quotes or facts to fill a paragraph.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Teacher models defensible reasoning; support staff watch source access and ownership.
⏱ 3 min
🤝 We Do · evidence hingeCommit before reveal: Your strongest planned point has no supporting source/evidence. Best move?
First attempt is information. Use the visual/material evidence and re-attempt if needed.
GROW Art Voice can be
🗣 explain / compare☝ point / select🎨 make / demonstrate✍ annotate / edit🔁 retry / refine🎙 authorised voice/clip
Quiet response time is available. No public comparison. Personal disclosure is optional.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Adult genuinely receives the response; next question/source scaffold changes.
⏱ 3 min
👩🏫 I Do 2 · qualify / compare🧠 Reveal one controlled decision at a time.
Assessment support contract distinguishes access from answer/content support: e.g. reading theme, scribe/reader where authorised, chunked source layout versus coaching the historical answer.
Rehearse process/checklist now; W7 assessed section does not introduce new historical teaching.
Teacher reports any support-contract changes back before assessment.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Teacher models defensible reasoning; support staff watch source access and ownership.
⏱ 4 min
🤝 We Do 2 · interactive history labModel first, evidence next: the interactive panel is rehearsal only. Real source/map/assessment evidence remains in the authorised pack.
📜 Evidence-to-Account Planner
THESIS
working answer
POINT
section claim
EVIDENCE
source/detail
EXPLAIN
why it supports
QUALIFY
uncertainty/limit
Use the model, then make the real historical judgement with approved evidence.
GROW Humanities Voice can be
🗣 explain / qualify☝ point / select🧩 rank / map / sequence✍ annotate / short edit🔁 re-attempt🎙 authorised voice response
Quiet response time; no public comparison. Personal/family history is optional.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Adult genuinely receives the response; next question/source scaffold changes.
⏱ 16 min
📜 Independent · defensible evidence📜 Independent historian mission
Complete the W7 Account Plan: thesis/verdict, 3–4 planned sections with evidence/explanation, chronology/causal/significance links, qualified uncertainty and a centre-approved support/access contract.
16 minutes. Challenge routes alter reasoning demand, not source readability/access.
📚 HISTORY EVIDENCE READY
MaterialsLocally approved/credited source, clue, atlas/map or Week 6 plan/support materials appropriate to this lesson.
Access / carePersonal/family disclosure is optional. Provide enlarged/chunked/transcribed/audio/colour-safe source routes as needed. W7 uses only pre-agreed assessment access.
Evidence targetAccount plan + source/evidence references + support/access contract ready for Week 7 conditions.
◆ Structured 3-section plan with evidence slots and agreed access supports.
Claim → evidence → because → link to enquiry.
Fade the first content prompt no longer needed; keep sensory/motor/navigation access.
▲ Full plan with thesis, evidence/explanation and limitation.
Thesis → section points → evidence → explanation → qualified close.
Fade the first content prompt no longer needed; keep sensory/motor/navigation access.
★ Plan an alternative thesis/sequence and explain which is more defensible; identify competing interpretation/evidence tension.
Alternative thesis/selection + corroboration/interpretation tension.
Fade the first content prompt no longer needed; keep sensory/motor/navigation access.
1 · Historical judgementchallenge, utility, rank, agency, significance, thesis or map interpretation
2 · Evidencesource/clue/map/plan with provenance where applicable
3 · Reasoningbecause, comparison, qualification, uncertainty or limitation
GROW Humanities Voice can be
🗣 explain / qualify☝ point / select🧩 rank / map / sequence✍ annotate / short edit🔁 re-attempt🎙 authorised voice response
Quiet response time; no public comparison. Personal/family history is optional.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Pupil ranks, qualifies, explains and monitors; content prompts fade.
⏱ 4 min
🎫 Exit · evidence → response → Influence◆ Supported
State/show one judgement and the evidence behind it.
▲ Standard
Explain one judgement plus a limitation/qualification.
★ Stretch
Transfer today’s historian routine to an unfamiliar source/question and weigh an alternative interpretation.
🔁 GROW Humanities close
VOICE: Learner contributes to access/support contract and reports what helps without being asked to choose assessment rules.
AUDIENCE: adult genuinely receives and names the reasoning before R.
INFLUENCE: Support contract and source layout are set before W7; adult reports any boundary/change back.
No second closure/receipt system is added. The shared Reading the Response approach remains the interpretation route.
Inherited
Week 5 — significance judgement plus source/support requests.
Week 5 — significance judgement plus source/support requests.
→
Feeds next
Each learner’s evidenced support contract sets Week 7 access; changes are reported back before assessment.
Each learner’s evidenced support contract sets Week 7 access; changes are reported back before assessment.
GROW Humanities Voice can be
🗣 explain / qualify☝ point / select🧩 rank / map / sequence✍ annotate / short edit🔁 re-attempt🎙 authorised voice response
Quiet response time; no public comparison. Personal/family history is optional.
SPACE · steel
VOICE · rust
AUDIENCE · teal
INFLUENCE · gold
Short edit/verbal reply/re-attempt is received before R; Influence shapes next lesson/assessment plan.