Humanities Aut 1 · 2026–27 · Enquiry: How can a plan organise chronology, causation and source evidence into a coherent, qualified account?
| Key Word | Definition |
|---|---|
| Thesis | The framed verdict an account argues |
| Blueprint | The full plan: opening, units, counter, close |
| PEEL unit | Point + evidence + explanation + link row — the link re-lands the thesis |
| Provenance bracket | One-line source note in the plan |
| Counter-point | An objection raised to be answered |
| Reserve source | Back-up evidence slotted per unit |
1) Name the three frame parts.
2) What does PEEL stand for?
3) Why does event order matter in an account?
4) What decides which facts you keep?
1) When is 'it depends' strong?
2) Chronological vs thematic organisation — one strength each.
3) How does source evidence enter a plan?
4) What happens in Week 7?
1) Whose memory does the memory test measure?
2) Where should your strongest point sit in an account? Why?
3) Why plan a counter-point you'll defeat?
4) Your plan has 6 points for 40 minutes. Problem?
Key Question: Next week you write alone, under assessed conditions. This week you get the architect's privilege: every wall of that account gets planned NOW, while help is still legal.
Groups: 🎬 OPENING, 🧱 PEEL UNITS, ⚔️ COUNTER, 🏁 CLOSE. Sort: 'Migration made the town — decisively, though iron set the stage', Census: 90,000 by 1901, majority incomer households, 'Surely the ore mattered more?' — condition vs trigger, 'So the answer is decisively — the ore waited; the people came', Wage books: migrant labour on every shift, Chapel and club records: institutions built by newcomers, The enquiry restated in my own words, One sentence on what this means for Teesside now
Draw lines to match:
🗂️ 1901 census pages · 📒 Ironworks wage books · ⛪ Chapel & club minutes · 🖼️ Proud postcard · ✉️ Migrant letters · 🗺️ 1890s street map
Depth colour — one voice per unit, max · Numbers unit — scale of incoming households · Labour unit — who ran the shifts · Counter-handling — what the town wanted seen · Opening scene — the built town itself · Community unit — institutions built
thesis, point, evidence, counter, close, because
"I will argue that…" | "My first point is… my evidence is…" | "Some might say… but…"
Thesis: one line. Rows ×3: point | source | bracket. Counter: objection + answer note. Close: thesis re-landed, developed.
"Reserve for unit ___: ___" | "If the thesis wobbles: 'more precisely, ___'" | "My order runs ___→___→___ because ___"
🎬 THESIS OPENING → 🧱 UNIT 1 → 🧱 UNIT 2 → 🧱 UNIT 3 → ⚔️ COUNTER → 🏁 CLOSE
| Letter | Its job | Phrase to reach for |
|---|---|---|
| 📌 POINT | One claim that answers part of the enquiry | “One reason ___ was…” |
| 🔍 EVIDENCE | The source, named | “The census shows…” / “The wage books record…” |
| 💡 EXPLAIN | HOW it proves the point | “This shows that…” |
| 🔗 LINK | Re-lands the thesis | “Therefore…” / “which meant…” |
One bracket per source, written NOW so it is ready under pressure next week.
Model: “(official count — undercounts lodgers, still the best numbers we have)”. That bracket becomes an evaluation sentence mid-account — pre-planned, not improvised.
🛑 UNIT FEELS THIN? YOU PROBABLY SKIPPED THE EXPLAIN.
Dropping a source on the page is not an argument. After the evidence, write:
➔ “This shows that…” or “This was important because it proved…”
The explain is the bridge. Without it you have a quotation, not a unit.
❓ WHICH UNIT DOES THIS SOURCE BELONG TO?
Not “where does it fit?” but which point does it actually PROVE?
If it proves two, put it where it is strongest and keep the other as your reserve. One spare source per unit means a thin claim can be reinforced without panic.
⚔️ THE COUNTER IS NOT A WEAKNESS.
Naming the strongest objection and answering it is what makes a verdict defensible. Raise it, answer it, move on — four lines is plenty.
🔤 Words I might need: thesis · blueprint · unit · provenance · bracket · counter · reserve · re-land
Blueprint Board Record
Thesis strip chosen:
Unit strips (3) + evidence partners:
Counter strip / Close strip:
My Assessed Blueprint
Enquiry:
Thesis (one line):
Row 1 — point | source | bracket:
Row 2:
Row 3:
Counter + answer note:
Close draft:
Blueprint + Contingency
Full blueprint (attach Standard sheet if used):
Reserves — one per unit:
Fallback thesis line:
Order rationale:
1) Name the four blueprint zones.
2) Where does the thesis go?
3) Why plan a counter?
Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.
| Space | Plans can be built anywhere that works — desk, floor grid, corridor wall; the blueprint travels with you. |
| Voice | Read only your THESIS aloud; the class echoes back the question they think it answers — calibration by voice. |
| Audience | Your blueprint is checked by one trusted reader of your choosing before it's sealed for Week 7. |
| Influence | Class ruling on assessed conditions: quiet music or silence next week? Majority sets the room. |
Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Saying it aloud starts the loop; writing it is what closes it. Pass is always allowed.
What I said, and what it changed:
Keep with your book / folder.
| Pupil name: | Date: |
| WWW (What Went Well): | |
| EBI (Even Better If): | |
| Level worked at: Supported / Standard / Stretch | Evidence filed: Yes / Not yet |
| Authorship — what I chose or decided myself: | |
| Support given — prepared / scribed / modelled / hand-over-hand: | |
| Pupil response — my next step: | |
1) What goes in a provenance bracket?
2) Why does unit ORDER matter?
3) Write your thesis in one line.
1) What does the pre-planned bracket buy you under assessment?
2) Defend your unit order in one line.
3) Your fallback line if the thesis wobbles mid-write?
GROW Humanities · Week 6 · Plan the Account
Add your class once — names stay on this device only, and every Made by Matt lesson on it shares the list. Band each pupil so questions are tier-matched.
Pass is always allowed — passing still counts as taking part.