Humanities Aut 1 · 2026–27 · Enquiry: How can I construct an independent account that uses evidence, explanation and a qualified judgement?
| Key Word | Definition |
|---|---|
| Assessed conditions | Approved arrangements yes, assistance no |
| Thesis echo | The close's developed restatement |
| Evaluation clause | Deployed provenance honesty |
| Time-boxing | Minutes budgeted per unit |
| Reach sentence | One controlled step beyond the enquiry |
| Independence | Your plan, your words, your account |
1) Name the four zones of your plan.
2) Where does the thesis sit?
3) One thing that steadies you before writing?
4) What are today's conditions?
1) What does a provenance bracket become today?
2) 40 minutes, 3 units + frame. Rough minutes per unit?
3) Two cause-carrying connectives for today.
4) The last two minutes are for…?
1) Your fallback line's job?
2) One habit that lifts register without padding?
3) Quote, paraphrase or cite-by-name — when each?
4) What does assessed independence mean here?
Key Question: No new ideas today — today is delivery. Two silent minutes with your blueprint: thesis, three rows, counter, close. Then we write.
Groups: 💪 STRONG MOVE, ⚠️ WEAK MOVE. Sort: Thesis stated in sentence two, 'In this essay I will write about migration', '(the census undercounts lodgers, yet remains our best count)', Three quotes stacked with no explanation, Counter raised, answered, dismissed in four lines, A brand-new argument in the final paragraph, Close echoes the thesis one register higher, Spending 20 minutes on unit one
Draw lines to match:
📌 Blueprint thesis line · 🔖 Provenance bracket · 🧱 PEEL row · ⚔️ Counter note · 🎒 Reserve source · 🛟 Fallback line
An evaluation clause mid-unit · Four lines: raise, answer, dismiss · Deployed only if a claim thins · Opening sentence two, verbatim or sharpened · One ~8-minute paragraph · 'More precisely…' if the thesis wobbles
"This account asks ___. I argue ___. First ___, then ___, then ___."
"So: ___. The evidence of ___ and ___ has shown ___."
Opening 4 min · Units 8+8+8 · Counter 5 · Close 4 · Check 2.
Stretch is assessed with no content support of any kind — everything needed was taught in Weeks 1–6. This is not “no help.” Extra time, breaks, a reader or a scribe still apply in full and are never withheld.
THE RULE: SUPPORT ACCESS, NEVER CONTENT. A pupil may be helped to get at the task — reading, scribing, timing, seating, breaks. A pupil may not be helped to decide what to say. If in doubt, do not.
This work is completed under supervised conditions: unaided, except for agreed access arrangements. It is then submitted for assessment.
Everyone has the enquiry and their own plan. The table below is about scaffolds only. Access arrangements are separate, are never tiered, and appear beneath it.
| Tier | Scaffolds allowed | Scaffolds not allowed |
|---|---|---|
| 🤝 Supported | The opening and close frames; the checklist sheet; lined paper | New content; model sentences; anyone deciding the thesis or what the account argues |
| 👤 Standard | The checklist sheet; lined paper | Frames, model paragraphs, word banks of any kind, prompting on what to argue |
| 🚀 Stretch | The checklist sheet; lined paper | Any content help at all, including model moves |
The judgement is the assessment. Building the account and saying what it argues, in your own words, is the thing being assessed. Everything that helps a pupil reach the page is access. Anything that supplies the judgement is not.
Access is never withheld, at any tier. Extra time, a break, a scribe, a reader, a change of seat or room are access arrangements, not scaffolds. A pupil at Stretch has the same right to them as a pupil at Supported. A reader may read the task and their own plan aloud; a reader may not explain them, summarise them, or say which one matters more. A scribe writes the pupil’s words and does not improve them. Where an arrangement is not written down, provide it and record it rather than withhold it.
Record it
☐ Every access arrangement used, per pupil ☐ Start and pens-down times ☐ Any break taken ☐ Station or room change ☐ Scribe or reader used, and by whom
☐ I have the enquiry in front of me
☐ I know my thesis in one line
☐ I know which arrangement I am using, or that I don’t need one
☐ I know I can ask for a break
If any box is empty, say so before pens down — that is access, and it is allowed.
Leave a gap, mark it with a star, and go on to the next unit. An answer with one starred gap scores; an answer abandoned at the gap does not. Come back to the star when the rest is down. This is a strategy, not a concession.
Staff note. This card carries CONDITIONS only — deliberately no model sentences, no worked paragraph and no word banks. Teaching models live in Weeks 1–6, before the assessment. Do not print a Reference Zone into this session.
★ ASSESSED — Supported Account Frame
Opening (frame provided):
Paragraph 1 (from plan row 1):
Paragraph 2 (row 2):
Close (frame provided):
★ ASSESSED — Independent Account
Write on lined paper. This sheet is your checklist:
☐ 3-sentence opening ☐ Unit 1 (8 min) ☐ Unit 2 (8 min) ☐ Unit 3 (8 min) ☐ Counter (4 lines) ☐ Close: echo + because-now ☐ 2-min check
Sources named (tick as used): ☐ census ☐ wage books ☐ minutes ☐ letters ☐ map ☐ other: ______
★ ASSESSED — Account + Evaluation
All Standard requirements, plus:
☐ One evaluation clause per unit (brackets deployed) ☐ Reserve used only if needed — note if used: ______
☐ Reach sentence in the close — draft it here first if helpful:
1) Did your opening state the thesis? Tick or fix note.
2) Name one source your account used by name.
3) One word for how the writing went.
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) Did your close ECHO the thesis or repeat it? Which words changed?
2) Which bracket became an evaluation clause?
3) What would you re-time next assessment?
1) Did the counter genuinely test the thesis, or shadow-box? Evidence?
2) Was the reserve needed? What does that tell you about the plan?
3) One register habit you'll carry to the next assessed piece.
GROW Humanities · Week 7 · Write 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.