GROW · Lesson 3 of 8

Why people moved and what changed

GROW Humanities · Lesson 3 of 8 · 40 minutes

Progress SoW · Humanities Aut 1 · 2026–27 · GROW · Week 3 · 'GROW Weekly - Autumn'!C48
Verbatim workbook outcome: Explain a cause and a consequence of migration. · Trace: 'the curriculum workbook

Today at a Glance

GROW Humanities40 minutesoffline sources
Supported · sort the cards into cause and consequence with the supplied frames · Standard · match causes to events and explain one chain · Stretch · explain a chain with two causes and judge which mattered more

◆ Supported

Sort six cards into two piles: cause and consequence. Match one cause to its event card.

▲ Standard

Sort ten cards, match each cause to its event, and explain one chain in a sentence with a source.

★ Stretch

Sort and match all cards, explain one chain with two causes, and say which cause you think mattered more, with a reason.

Staff card: keep every cause and consequence on the supplied cards; never ask a learner why their own family moved anywhere.
Staff and source drawer: the statement cards are drawn from the school-approved source pack, each with its source locator printed; no fact is supplied from memory.

Teacher Print Tools — Lesson 3 of 8

SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Trace: Today at a Glance Supported · sort the cards into cause and consequence with the supplied frames · Standard ·… Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Title, an adult receives it and names back what they heard, in your words. R goes on only after that.

What you said changes what happens next: Arrival Task – What we already know about cause and consequence

SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

  • Lundy Loop Lundy Loop — Your Voice in This Lesson SPACE stays available.
  • VOICE is received.
  • AUDIENCE names back exactly.
  • INFLUENCE changes one real next action.
  • Why: 🚪 SPACE is room to take part; Space SPACE stays available.
  • 📣 VOICE VOICE is received.
  • 👥 AUDIENCE AUDIENCE names back exactly.
  • ⭐ INFLUENCE INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

  • Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
  • No public comparison. No grade boards, no "look how X has improved."
  • Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Arrival Task

Arrival Task – What we already know about cause and consequence

You do not have to talk about your own family or why anyone moved. Every task works with the statement cards on the table. Nobody has to say where their family is from. Nothing you say leaves this room.
You can stop for a bit. You can work on your own. You can point instead of speak. You can use the cards only. You can tell an adult what to write. Each one is a full way to do this lesson.
Cause means a reason something happened.
Consequence means what happened as a result.

Last lesson we read a source. This lesson we use sources to explain why people moved and what changed.

Last lesson's timeline showed order. Order is not cause. Today we add the evidence that turns order into explanation.

Arrival decision: Use the statement cards, or add one cause or consequence you can point to in the source pack. Both are full answers. Nobody will ask which one you picked.

Before we start, look at the ten statement cards on your table. Each card is one sentence from the school-approved source pack, with a locator printed under it. Some are causes. Some are consequences. Two event cards sit in the middle: the 1948 Windrush arrival and the 1972 arrivals from Uganda. Everyone in this room can work with these cards from start to end.

Offer the cards first, not as a fallback. A learner who talks about their own family's reasons for moving is not prompted for more; note the type of cause, not the family. Wait; take the least prompt that works.
SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Every task works with the statement cards on the table. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Arrival, an adult receives it and names back what they heard, in your words. R goes on only after that.

What you said changes what happens next: Starter: Why is a list not an explanation?

SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

  • Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
  • No public comparison. No grade boards, no "look how X has improved."
  • Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Starter

Starter: Why is a list not an explanation?

Here are two answers to the question: why did people come to Britain from the Caribbean in 1948?

Answer A: “There was a war. There were jobs. There was a ship.”

Answer B: “After the war, Britain was short of workers, so it invited people from the Caribbean to come and fill jobs, and one consequence was that new communities grew in British cities.”

Answer B tells you more than Answer A. Answer A is a list of true things. Answer B joins them with so and one consequence was. Those joining words turn a list into an explanation.

The need for this lesson is the join. Anyone can list facts. Today you will sort the facts into causes and consequences, and then join them. By the end you will be able to explain one chain and point to the source for it.

Try it in your head: think of a time a lesson was moved to a different room. What caused it? What happened as a result? Say it with the word so in the middle. That is a cause-and-consequence chain.

Do not accept a list of true facts as complete and do not treat it as wrong. Name the gap: we have the facts, we still need the join.
SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Two arrivals, two chains. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Starter, an adult receives it and names back what they heard, in your words. R goes on only after that.

What you said changes what happens next: I Do: Cause, event, consequence

SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

  • Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
  • No public comparison. No grade boards, no "look how X has improved."
  • Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

I Do

I Do: Cause, event, consequence

The diagram above has three boxes joined by arrows: cause, then event, then consequence. The cause sits before the event in time. The consequence sits after it. The arrows carry the joining word so.

Notice what the diagram asks for that a timeline did not. Every box needs a source locator. The cause box is dashed because a cause is a claim until a source backs it. Last lesson's dashed box is now the one we fill.

Watch me do it: I take a statement card. It says the government advertised jobs in the Caribbean. Is that before or after 1948? Before. Does it help explain why people came? Yes. So it is a cause. I put it in the cause pile and read its locator out loud. I ask before or after first. Then I ask does it explain. Then I sort.

Locator means the label that says where in the source pack a sentence came from.
Read the diagram left to right, naming each box and its locator before any card is sorted. A learner who places a consequence card in the cause pile has usually read "before or after" wrongly; ask for the date on the card.
We Do

We Do: Sort the cards. Then match each one to its event.

Sorted: 0/10

How it works: 1 · press a card. 2 · press CAUSE or CONSEQUENCE. 3 · press the event it belongs to, 1948 or 1972. Every control is a button. Sort on your table first, then check here together.

Press a card to begin. First sorts are information, not marks.
Have every table sort before any answer is taken, so nobody copies. A card moved after the check is a success, not a correction.
SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Sorted: /10 0 1 · press a card. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At We Do 1, an adult receives it and names back what they heard, in your words. R goes on only after that.

What you said changes what happens next: I Do: Push and pull

SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

  • Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
  • No public comparison. No grade boards, no "look how X has improved."
  • Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

I Do

I Do: Push and pull

The diagram above sorts causes into two kinds. Push causes are on the left: things that make it hard to stay. Pull causes are on the right: things that make a new place attractive. The arrow in the middle is the move itself.

Here is a sort that goes wrong: putting "jobs advertised in Britain" in the push box. Jobs in Britain do not push anyone out of the Caribbean. They pull. The direction of the arrow is the test.

Fixing it together: ask which place the cause is about. If it is about the place people left, it is a push. If it is about the place they went to, it is a pull. "Jobs advertised in Britain" is about Britain, so it goes in the pull box.

🧭 Direction test · press a cause, then press PUSH or PULL

Ask: which place is this card about? The place people LEFT = push. The place they went TO = pull.

Press a cause card first.
Point to each box as you say it. A learner who puts every cause in the push box has usually not applied the direction test; ask which place the card is about.
We Do

We Do: Match causes to consequences together

◆ Supported

Point to the push card and the pull card for 1972. Then choose the consequence card that fits.

▲ Standard

Say a full chain for 1948: one push, one pull, the event, one consequence, in order.

★ Stretch

Build the 1972 chain, then say which of the two causes mattered more and why the source supports that.

We build one chain on the board first. Nobody writes yet. Everyone puts one cause card on a whiteboard, marked push or pull. Then we show them all at once. Then we agree the chain.

The event for this chain is 1972. The consequence is done: shops and businesses opened in towns like Leicester. Your job is to match a cause. Write the card and its locator, not a describing word.

🔗 Chain builder · press one card in each row, then Say the chain

PUSH cause
PULL cause
EVENT
CONSEQUENCE
Your chain will appear here, with so at each join.

★ Stretch: a chain that mixes 1948 causes with a 1972 event will be flagged. Fix the join, then say which cause mattered more and why the card supports it.

Take the cause card from a learner who has not yet spoken today. Scribe exactly what is said; do not improve the wording.
SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Point to the push card and the pull card for 1972. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At We Do 2, an adult receives it and names back what they heard, in your words. R goes on only after that.

What you said changes what happens next: Independent Work — Your record: why people moved and what changed

SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

  • Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
  • No public comparison. No grade boards, no "look how X has improved."
  • Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Independent Work

Independent Work — Your record: why people moved and what changed

16:00

Make one record. You may use the statement cards, or add one cause or consequence you can point to in the source pack, or both. All three are complete answers.

◆ Supported

Six cards sorted into cause and consequence, and one cause matched to its event. An adult may scribe your exact words, and the words stay yours. Point to the pile first, then the event.

▲ Standard

Ten cards sorted and matched. Then one chain written in a sentence: cause, so event, so consequence, with a locator for each part. Use a separate row for each card.

★ Stretch

All cards sorted and matched. One chain with a push and a pull. Then a judgement: which cause mattered more, and what on the cards supports that? A judgement that names a limit is still a judgement.

Check yourself: is every card in a pile, cause or consequence?

Check yourself: does every cause match an event card?

Check yourself: does your chain sentence use the word so at each arrow?

Nobody is asked to explain a choice to work from the cards. Record the route used and any scribing on the evidence line, keeping adult support visible and separate from the learner's own words.

⏸ Pens down — quick partner check!

Half way through: stop, swap with a partner, and check one thing on the list above together. Then carry on.

WAGOLL — what a good one looks like

Here is a finished chain: the government advertised jobs in the Caribbean (locator on the card), so people came on the Windrush in 1948, so many of them worked in the new health service, the NHS. Three parts. Two joins. Three locators. And someone who has never seen the cards can check it.

SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: You may use the statement cards, or add one cause or consequence you can point to in the source pack, or both. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Independent, an adult receives it and names back what they heard, in your words. R goes on only after that.

What you said changes what happens next: Exit Ticket — Audience receives; influence changes something

SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

  • Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
  • No public comparison. No grade boards, no "look how X has improved."
  • Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Exit Ticket

Exit Ticket — Audience receives; influence changes something

Read your chain to a partner or to an adult. The listener says back the cause they heard, in their own words.

Did the listener hear a consequence where you meant a cause? Then change the join. That change is your influence. It belongs to you, not to them.

Next lesson you will look further back, at people from many backgrounds who have lived in Britain for centuries. Keep your chain. It will help you then.

Close by naming one change a learner made after hearing their partner. That is the influence record, and it belongs to the learner.

✅ Complete

Hand in your record and tick the learner confirmation on your sheet. That is the lesson done.

SPACE
VOICE
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Read your chain to a partner or to an adult. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

At Exit, an adult receives it and names back what they heard, in your words. R goes on only after that.

What you said changes what happens next: Exit Ticket — Audience receives; influence changes something

SPACE VOICE AUDIENCE INFLUENCE SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me

Space — the conditions that make response possible:

  • Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
  • No public comparison. No grade boards, no "look how X has improved."
  • Permission to refuse. A student who declines to respond today is not punished — refusal is information.

Earwig, lean capture (E): 30-second clip, photo, or one-line context note. Central tags only. Listen / look before tagging (Audience).

Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.

Slide 1/10

🧑‍🏫 TA Focus

GROW Humanities · Week 3 · Why people moved and what changed

ArrivalConnection before correction — settle first. Retrieval grid is level-toggled: set each pupil's level quietly, not publicly.StarterAnswer A vs Answer B: the win is hearing a pupil say the word so. Never ask about anyone’s own family; the room-move example is the safe hook.I Do ×1Pupils watch, you watch pupils. Note who tracks the reasoning — no interruptions yet.We Do ×1Table sort first, screen check second. Press-press sort, no dragging. Card 5 is meant to split the room — both readings are right if a reason is given.I Do ×2Second short model — if attention dipped, this is the reset point. Keep it under four minutes.We Do ×2Chain builder: one push, one pull, the event, one consequence. A mixed-year chain is flagged on screen — that is a teaching moment, not an error to hide.IndependentSupported/Standard/Stretch is per pupil, not per class. Print packs from the title slide; record exactly which level and what support.Lundy LoopSpace · Voice · Audience · Influence — scribe verbatim where you can; a quote beats a summary.ExitLevel-matched exit ticket, no notes. Flag anyone leaving dysregulated for check-out follow-up.
This lesson: the join is the learning. A list of true facts is not wrong, it is unfinished. Scribe the pupil’s own so-sentence verbatim; the locator, not the fact, is what makes it checkable.

🎯 Cold Call

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.