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GROW · Humanities · Summer 1 · Week 5

Middlesbrough and Helmsley

Learning goal

Compare my locality with a contrasting place.

How does our locality compare with other places?

I can locate places, use maps and grid references, collect observations, distinguish physical and human features and support a comparison with evidence.

40 minutes, with flexible pauses. Point, speak, draw, type or write. A fictional example is welcome.

Editable Word packPrintable pupil resources PDF
Arrival

GROW · Humanities · Summer 1 · Week 5

Arrival task

Start here: compare the same feature in two places. A source supplies evidence. A physical feature is natural, while a human feature is made or changed by people. Read both place cards before choosing a contrast.

Start with 1 and 2. Continue with 3 and 4 when ready.

1. Why agree a criterion first?

Help

Think about a fair comparison.

2. Name a physical-setting detail for each place.

Help

Read cards A and B.

3. Which card helps compare transport?

Help

Use the card headings.

4. Can these cards establish job totals?

Help

Read the limits.

Word and evidence bank

A Our locality: Middlesbrough

Middlesbrough is on the River Tees. The Tees Transporter Bridge links the Middlesbrough side with Port Clarence across the river. This is evidence about physical setting and a built feature.

Middlesbrough Council: Tees Transporter Bridge

Limit: This source does not establish the size of either settlement or its job totals. It does not mean the bridge is open.

B Contrasting place: Helmsley

Helmsley is a market town in North Yorkshire by the North York Moors. The River Rye, a market square, shops, cafés and restaurants are described by the National Park Authority.

North York Moors National Park Authority: Helmsley

Limit: A visitor page selects features. It does not describe every land use or every job.

C Travel evidence

Middlesbrough Council identifies a town-centre bus station and rail station. The Helmsley visitor page identifies bus routes and a cycleway through the town. Both sources give evidence of transport.

Middlesbrough Council: Public transport and getting around; National Park Authority: Helmsley

Limit: Do not conclude that an unlisted transport type is absent. No journey time is supplied.

D A fair comparison grid

Agree the criteria before comparing. For each criterion, record evidence for Middlesbrough and Helmsley, then explain a similarity or contrast. Write not evidenced when a source cannot answer. Choose one important contrast and cite both sides.

Authored comparison routine using the named source cards

Limit: Size and job totals need comparable dated evidence. This pack makes no numerical claim about them.

Feedback loop
SPACE
VOICE · A source supplies evidence.
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: A source supplies evidence. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

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

Not yet / needs help → reduce the prompt: take the first step of “A source supplies evidence” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “A source supplies evidence” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “A source supplies evidence” and take the reason in the pupil’s own mode.

Did it and explained → move on: Start the enquiry

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

GROW · Humanities · Summer 1 · Week 5

Start the enquiry

Co-construct criteria: size, land use, jobs, transport and physical setting. Read both place cards and agree what each source can support.

Choose help or a further challenge

Read one place card at a time. Use two highlighted details, then choose your own explanation.

Use the same criterion in both columns and put the source beside each claim.

Evaluate the evidence without judging people or making unsupported generalisations.

Feedback loop
SPACE
VOICE · Co-construct criteria: size, land use,…
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Co-construct criteria: size, land use, jobs, transport and physical setting. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

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

Not yet / needs help → reduce the prompt: take the first step of “Co-construct criteria: size, land use, jobs, transport and physical setting” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Co-construct criteria: size, land use, jobs, transport and physical setting” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Co-construct criteria: size, land use, jobs, transport and physical setting” and take the reason in the pupil’s own mode.

Did it and explained → move on: I do · a worked method

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

GROW · Humanities · Summer 1 · Week 5

I do · a worked method

Choose help or a further challenge

Complete both sides before writing a similarity and a difference.

Read all model steps

Question: What contrast in physical setting can our sources support?

Evidence: Card A names Middlesbrough on the River Tees. Card B names Helmsley by the North York Moors and the River Rye.

Think aloud: I compare the same criterion, physical setting, and cite a detail for each place.

Check: I do not guess population or job totals. Missing information is not evidence that a feature is absent.

Evidence and source credits

A Our locality: Middlesbrough

Middlesbrough is on the River Tees. The Tees Transporter Bridge links the Middlesbrough side with Port Clarence across the river. This is evidence about physical setting and a built feature.

Middlesbrough Council: Tees Transporter Bridge

Limit: This source does not establish the size of either settlement or its job totals. It does not mean the bridge is open.

B Contrasting place: Helmsley

Helmsley is a market town in North Yorkshire by the North York Moors. The River Rye, a market square, shops, cafés and restaurants are described by the National Park Authority.

North York Moors National Park Authority: Helmsley

Limit: A visitor page selects features. It does not describe every land use or every job.

C Travel evidence

Middlesbrough Council identifies a town-centre bus station and rail station. The Helmsley visitor page identifies bus routes and a cycleway through the town. Both sources give evidence of transport.

Middlesbrough Council: Public transport and getting around; National Park Authority: Helmsley

Limit: Do not conclude that an unlisted transport type is absent. No journey time is supplied.

D A fair comparison grid

Agree the criteria before comparing. For each criterion, record evidence for Middlesbrough and Helmsley, then explain a similarity or contrast. Write not evidenced when a source cannot answer. Choose one important contrast and cite both sides.

Authored comparison routine using the named source cards

Limit: Size and job totals need comparable dated evidence. This pack makes no numerical claim about them.

Middlesbrough and Helmsley claim-by-claim source record

Watch the captioned model video

Silent authored model: read each caption and pause to rehearse the method. The separate transcript gives the same four steps.

We do

GROW · Humanities · Summer 1 · Week 5

We do · compare the evidence

  1. Co-construct criteria: size, land use, jobs, transport and physical setting. Read both place cards and agree what each source can support.
  2. Complete one comparison row together using the interactive record. Preview it, then explain one important contrast with evidence for both places. Mark unsupported details not evidenced.
Choose help or a further challenge

Complete both sides before writing a similarity and a difference.

Evidence beside the activity

A Our locality: Middlesbrough

Middlesbrough is on the River Tees. The Tees Transporter Bridge links the Middlesbrough side with Port Clarence across the river. This is evidence about physical setting and a built feature.

Middlesbrough Council: Tees Transporter Bridge

Limit: This source does not establish the size of either settlement or its job totals. It does not mean the bridge is open.

B Contrasting place: Helmsley

Helmsley is a market town in North Yorkshire by the North York Moors. The River Rye, a market square, shops, cafés and restaurants are described by the National Park Authority.

North York Moors National Park Authority: Helmsley

Limit: A visitor page selects features. It does not describe every land use or every job.

C Travel evidence

Middlesbrough Council identifies a town-centre bus station and rail station. The Helmsley visitor page identifies bus routes and a cycleway through the town. Both sources give evidence of transport.

Middlesbrough Council: Public transport and getting around; National Park Authority: Helmsley

Limit: Do not conclude that an unlisted transport type is absent. No journey time is supplied.

D A fair comparison grid

Agree the criteria before comparing. For each criterion, record evidence for Middlesbrough and Helmsley, then explain a similarity or contrast. Write not evidenced when a source cannot answer. Choose one important contrast and cite both sides.

Authored comparison routine using the named source cards

Limit: Size and job totals need comparable dated evidence. This pack makes no numerical claim about them.

Choose one useful support: fewer visible cards, reading together or a private response. Try it and decide whether it helped.

Paper cards and partner routine

Shared investigation

1. Co-construct criteria: size, land use, jobs, transport and physical setting. Read both place cards and agree what each source can support.

2. Complete one comparison row together using the interactive record. Preview it, then explain one important contrast with evidence for both places. Mark unsupported details not evidenced.

Work with a partner or adult, or use your own table. One person suggests; the other checks the evidence. Swap after one turn. Passing is allowed.

Use the evidence cards and any visual sheet. Follow the two shared steps above, then record one decision.

Support: Read one place card at a time. Use two highlighted details, then choose your own explanation.

Further challenge: Evaluate the evidence without judging people or making unsupported generalisations.

Feedback loop
SPACE
VOICE · Co-construct criteria: size, land use,…
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Co-construct criteria: size, land use, jobs, transport and physical setting. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

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

Not yet / needs help → reduce the prompt: take the first step of “Co-construct criteria: size, land use, jobs, transport and physical setting” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Co-construct criteria: size, land use, jobs, transport and physical setting” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Co-construct criteria: size, land use, jobs, transport and physical setting” and take the reason in the pupil’s own mode.

Did it and explained → move on: Check the method

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.

Check

GROW · Humanities · Summer 1 · Week 5

Check the method

Does a missing detail prove a feature is absent?

Choose help or a further challenge

Read one place card at a time. Use two highlighted details, then choose your own explanation.

Use the same criterion in both columns and put the source beside each claim.

Evaluate the evidence without judging people or making unsupported generalisations.

Feedback loop
SPACE
VOICE · Check the method
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Check the method Short edit in margin; verbal reply; tick off success criteria; student voice clip.

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

Not yet / needs help → reduce the prompt: take the first step of “Check the method” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Check the method” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Check the method” and take the reason in the pupil’s own mode.

Did it and explained → move on: Independent application

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

GROW · Humanities · Summer 1 · Week 5

Independent application

Choose one route and one response mode. Keep the same learning goal.

Standard task

  1. Complete the grid for physical setting, land use and transport.
  2. For size and job totals, mark what is not evidenced rather than guessing.
  3. Independently explain one important contrast with sources and a limit.

Use the same criterion in both columns and put the source beside each claim.

Explain why a visitor source is selective.

Save before closing the lesson.

Feedback loop
SPACE
VOICE · Choose one route and one response mode.
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Choose one route and one response mode. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

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

Not yet / needs help → reduce the prompt: take the first step of “Choose one route and one response mode” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Choose one route and one response mode” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Choose one route and one response mode” and take the reason in the pupil’s own mode.

Did it and explained → move on: Review and improve

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.

Review

GROW · Humanities · Summer 1 · Week 5

Review and improve

Check the required evidence: supported comparison and two exit questions.

Choose help or a further challenge

Complete both sides before writing a similarity and a difference.

Model knowledge check

The Middlesbrough card names the River Tees; the Helmsley card names the River Rye and the North York Moors setting. No. A short source may leave a detail out. Record not evidenced and ask for a suitable source.

Feedback loop
SPACE
VOICE · Review GROW · Humanities · Summer 1 ·…
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Review GROW · Humanities · Summer 1 · Week 5 Check the required evidence: supported comparison and two exit questions. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

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

Not yet / needs help → reduce the prompt: take the first step of “Review GROW · Humanities · Summer 1 · Week 5 Check the required evidence: supported comparison and two exit questions” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Review GROW · Humanities · Summer 1 · Week 5 Check the required evidence: supported comparison and two exit questions” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Review GROW · Humanities · Summer 1 · Week 5 Check the required evidence: supported comparison and two exit questions” and take the reason in the pupil’s own mode.

Did it and explained → move on: Exit ticket

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

GROW · Humanities · Summer 1 · Week 5

Exit ticket

1. Explain one important contrast using both places.

State the criterion and evidence.

2. What cannot your sources establish?

Name a specific gap.

Share privately, speak, point, type or write. Save or print your work before closing.

Feedback loop
SPACE
VOICE · Name a card for each place.
AUDIENCE
INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Say or show your answer here: Name a card for each place. Short edit in margin; verbal reply; tick off success criteria; student voice clip.

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

Not yet / needs help → reduce the prompt: take the first step of “Name a card for each place” with the smallest prompt that works, then wait.

Did it with support → same task, new example: “Name a card for each place” again with a fresh example and one prompt fewer.

Did it independently → explain a reason: ask why for “Name a card for each place” and take the reason in the pupil’s own mode.

Did it and explained → move on: Exit ticket

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.

Pause

Take a quiet pause.

You can look away from the screen. Come back when you are ready.

The lesson and your work are still here. Close this box to return.

Invite a response

Give thinking time. Invite a response by voice, pointing or showing work. A pupil can pass; check in privately when useful.

Lesson tools

Print one route

Prints organiser, arrival choices, sources, shared work, one independent route and exit choices.

Knowledge organiser

Middlesbrough and Helmsley

Learning goal: Compare my locality with a contrasting place.

Words to use

WordMeaning
criterionA feature used to compare fairly
contrastAn important difference
physical settingThe natural surroundings of a place
sourceWhere information comes from

Remember

What physical-setting contrast can these cards support? The Middlesbrough card names the River Tees; the Helmsley card names the River Rye and the North York Moors setting.

Does a missing detail prove a feature is absent? No. A short source may leave a detail out. Record not evidenced and ask for a suitable source.

How to show your learning

Complete the grid for physical setting, land use and transport.

For the criterion ___, Middlesbrough ___. Helmsley ___. Sources ___ support this contrast. They do not establish ___.

Evidence matters

Fictional cases are teaching examples. Historical, geographical and religious claims use the named sources. A model video demonstrates a method.

You can respond by speaking, pointing, drawing, typing or writing. A fictional personal example is welcome.

Sources: Middlesbrough and Helmsley claim-by-claim source record

Word help

criterion
A feature used to compare fairly

contrast
An important difference

physical setting
The natural surroundings of a place

source
Where information comes from

Teacher brief

Teacher notes and answers

Teacher card

Middlesbrough and Helmsley / GROW_SU1_W05

Outcome: Compare my locality with a contrasting place.

Evidence to retain: F: supported comparison and two exit questions.

Forty minute route

Arrival 4 min; starter 3; model 6; shared task 7; check 2; independent 12; review 3; exit 3. Pause time is flexible.

Preparation

Choose one independent route. Print the evidence and shared cards, required visual or data sheet, route worksheet and exit. The organiser is one separate A4 page. Keep answers with staff.

Co-construct criteria with pupils: size, land use, jobs, transport and physical setting. Use the supplied cited cards for both places. Mark size and job totals as not evidenced in this pack, unless a teacher supplies comparable dated sources. Do not invent a population comparison or infer a lack of a feature from a short source. Compare places rather than people. The diagrams are conceptual teaching pictures, not maps or surveyed street plans.

Access and regulation

Chunk sources and tasks; pre-teach vocabulary with images. Offer sentence stems, organisers, oral rehearsal and typing. Start with one modelled example; extend through a second source, comparison or supported judgement. Check the learner can begin within two minutes, then fade prompts. Begin with a simplified map or data set, then add a stretch layer. Use clear fieldwork roles and a return-to-recording routine.

Give a calm entry and a private way to respond. Offer an agreed pause and one clear step for returning. Accept pointing, speech, drawing, typing or writing without personal disclosure.

Use sensitive content warnings where relevant. Do not ask for family details or personal experiences.

Assessment

Record the learner’s response and the support provided. Use one specific improvement and a fresh attempt to inform the next lesson.

UAS: no approved unit code is supplied. Match the learner’s evidence to the centre-selected unit and exact criteria before submission. This pack makes no automatic award claim.

Model and answers

Read these pages before teaching. Hide the model during independent assessment.

Question: What contrast in physical setting can our sources support?

Evidence: Card A names Middlesbrough on the River Tees. Card B names Helmsley by the North York Moors and the River Rye.

Think aloud: I compare the same criterion, physical setting, and cite a detail for each place.

Check: I do not guess population or job totals. Missing information is not evidence that a feature is absent.

Arrival answers

1. It ensures both places are compared using the same feature.

2. Middlesbrough: River Tees. Helmsley: River Rye or North York Moors setting.

3. Card C provides transport evidence.

4. No, comparable dated job data is not supplied.

Shared activity reasoning

Exit responses

What physical-setting contrast can these cards support? The Middlesbrough card names the River Tees; the Helmsley card names the River Rye and the North York Moors setting.

Does a missing detail prove a feature is absent? No. A short source may leave a detail out. Record not evidenced and ask for a suitable source.

Teaching and evidence record

Supplied scheme of work teaching sequence: Use matched photo/map sets and fieldwork evidence. Co-construct comparison criteria; independently complete a grid and explain one important contrast with evidence.

Look for

F: supported comparison and two exit questions.

Accept accurate equivalents, including speech or exact scribing. Check the concept and use of evidence rather than length or handwriting. Record access support separately from content prompting.

BUILD: a concrete example with a reason or demonstrated action. GROW: explain or compare with a relevant detail. LAUNCH: connect evidence and reasoning; use a limitation when the outcome requires it. Keep RE responses non-GCSE.

Media

Silent authored model: read each caption and pause to rehearse the method. The separate transcript gives the same four steps.

Use manual steps for a calm pace. The silent MP4 has visible captions and a matching text transcript. External archive media is optional and should be previewed before class.

Source credits

Middlesbrough and Helmsley claim-by-claim source record ../../../Sources_and_checks.html#w05

Sources and classroom preparation are recorded in Sources_and_checks.html.

Teacher notes PDF

Made by Matt