GROW · Humanities · Teesside History Studio · Week 8 of 8
Where in the World?
AQA UAS ‘History around us’ · GROW tier
🎯 Learning objective: I can use map/atlas evidence to add spatial reasoning to my historical explanation while evaluating what the representation hides.
✅ Success criteria
- I can use key/scale/route/location evidence appropriately.
- I can connect spatial evidence to a historical cause/consequence without replacing explanation.
- I can evaluate map selection/scale and make an evidence-led recommendation.
📜 defensible history🔎 provenance/source utility⏱ 40 min
📜
Where in the World?DATE & CHALLENGE → SOURCE UTILITY → RANK CAUSES → AGENCY → SIGNIFICANCE → ACCOUNT → MAPInherited
Week 7 — assessed account, historical strengths/gaps and post-task reflection.
Week 7 — assessed account, historical strengths/gaps and post-task reflection.
→
Feeds next
Unit close — a named adult responds to one evidence-led curriculum/resource/cultural recommendation with action and deadline.
Unit close — a named adult responds to one evidence-led curriculum/resource/cultural recommendation with action and deadline.
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 7 — assessed account, historical strengths/gaps and post-task reflection.
Week 7 — assessed account, historical strengths/gaps and post-task reflection.
→
Feeds next
Unit close — a named adult responds to one evidence-led curriculum/resource/cultural recommendation with action and deadline.
Unit close — a named adult responds to one evidence-led curriculum/resource/cultural recommendation with action and deadline.
◆ Supported
Use a key/direction prompt and name one place studied in the unit.
▲ Standard
Explain one difference between a route line and the lived/historical journey it represents.
★ Stretch
Explain how changing scale or projection could change an audience’s interpretation.
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 atlas evidence and spatial scale deepen — but not replace — historical explanation?
Your W7 account explained why/how. What can a map add—and what can it never explain by itself?
READ THE MAP LIKE A SOURCEPause for pupil noticing/decision before the next frame.
ADD SPATIAL EVIDENCE TO THE ACCOUNTPause for pupil noticing/decision before the next frame.
DO NOT TURN ASSOCIATION INTO CAUSEPause for pupil noticing/decision before the next frame.
CLOSE WITH A REAL ADULT REPORT-BACKPause 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.
Read map/atlas evidence as a source: purpose/title, key, scale, selection, date/source/rights.
Map pattern can suggest a spatial relationship; historical causation still needs contextual/source evidence.
A route line simplifies stages, networks, costs, decisions and uncertainty.
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: A map shows a migration route near a railway. What can the map alone prove?
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.
Compare scale: world/region/town maps answer different questions and omit different detail.
Use only locally approved/credited atlas/map extracts; the on-screen schematic is a thinking model, not a geographic source.
Close Influence with an evidence-led curriculum/resource/cultural recommendation and named adult report-back.
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.
🗺 Schematic spatial model
Not a geographic source: use approved atlas/map extracts for real evidence.
ABTEES
Ask what the representation reveals and hides.
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
Use an approved atlas/map source to annotate one movement/pattern from the unit, connect it to W7 historical explanation using evidence, identify one representation limitation and make one keep/change/add recommendation for future Humanities provision.
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 targetAnnotated approved map/atlas source + historical connection/limitation + recommendation/report-back record.
◆ One route/location annotation + one historical connection + one ‘map cannot show…’ note.
Map shows ___. History evidence explains ___. Map cannot show ___.
Fade the first content prompt no longer needed; keep sensory/motor/navigation access.
▲ Scale/key/route evidence + two historical links + map limitation.
Spatial evidence → historical link → limitation → recommendation.
Fade the first content prompt no longer needed; keep sensory/motor/navigation access.
★ Compare two scales/representations and judge how each changes the historical interpretation or confidence.
Compare selection/scale/projection + corroboration with non-map evidence.
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: No personal/family route is required; historical/general movement evidence counts equally.
AUDIENCE: adult genuinely receives and names the reasoning before R.
INFLUENCE: Named adult responds to the evidence-led recommendation with action/boundary + deadline and reports back.
No second closure/receipt system is added. The shared Reading the Response approach remains the interpretation route.
Week 8 report-back
A named adult responds to one evidence-led curriculum/resource/cultural recommendation with action or boundary/reason and a deadline, then reports back to pupils.
Inherited
Week 7 — assessed account, historical strengths/gaps and post-task reflection.
Week 7 — assessed account, historical strengths/gaps and post-task reflection.
→
Feeds next
Unit close — a named adult responds to one evidence-led curriculum/resource/cultural recommendation with action and deadline.
Unit close — a named adult responds to one evidence-led curriculum/resource/cultural recommendation with action and deadline.
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.