Humanities_Scheme_of_Work_2026-27.html, GROW · Summer 1 · My place and the wider world, supplied in the kit. The unit, enquiry, success criteria, vocabulary, resources, access and weekly wording are copied exactly into the lesson configurations and teacher packs.
The retained world-map geometry comes from the supplied donors. Its Natural Earth public-domain credit and viewBox are unchanged. The world views provide context, not a fieldwork route or a checked school plan.
Natural Earth terms of use · Natural Earth country outlines
Ordnance Survey grid references guide; authored practice grid. The atlas and digital-map cards describe the same fictional School. Use the school’s approved mapping tool for a teacher-led demonstration of a public place. Do not search for pupil addresses.
Ordnance Survey grid references guide
Title: AUTHORED PRACTICE tally at invented point A
Units: observed features (count)
Source: AUTHORED PRACTICE tally created for this pack. Replace with the class’s own checked counts.
Feature counts do not measure land area. One observation point cannot represent the whole locality.
| Main land use | Observed features |
|---|---|
| Learning | 4 |
| Outdoor play | 6 |
| Travel | 3 |
| Nature | 5 |
| Growing | 2 |
| Services | 1 |
The grounds drawing is authored and invented. An adult checks the real route first. No device is required outdoors. Keep the class together and use a paper tally. If fieldwork cannot happen, use the labelled practice record. Stretch adds a separately recorded second observation point.
The authored picture shows a specified natural river, a built road and a reservoir behind a dam. The first illustrates Physical, the second Human, and the third Could be both under the stated criterion. Accept an explained alternative classification of the reservoir. The cards and drawing are teaching examples, not observations of a named real site.
Official pages were opened and read on 21 September 2026. Only the following place claims are used. No photographs or web-derived drawings are included. The comparison picture is an authored concept diagram.
| Claim used | Source name and URL |
|---|---|
| Middlesbrough is on the River Tees. The Tees Transporter Bridge crosses between its side and Port Clarence. This identifies a built feature, not current bridge access. | Middlesbrough Council — Tees Transporter Bridge https://www.middlesbrough.gov.uk/parking-roads-and-transport/public-transport-and-getting-around/tees-transporter-bridge/ |
| Middlesbrough has a town-centre bus station and rail station. | Middlesbrough Council — Public transport and getting around https://www.middlesbrough.gov.uk/parking-roads-and-transport/public-transport-and-getting-around/ |
| Helmsley is a market town in North Yorkshire by the North York Moors. The River Rye, market square, shops, cafés and restaurants are described on the visitor page. | North York Moors National Park Authority — Helmsley https://www.northyorkmoors.org.uk/places-to-go/helmsley |
| The Helmsley page identifies bus routes and a cycleway through the town. This does not establish the absence of other transport. | North York Moors National Park Authority — Helmsley https://www.northyorkmoors.org.uk/places-to-go/helmsley |
Comparison criteria are size, land use, jobs, transport and physical setting. Comparable dated population, settlement-area and job totals were not established from these sources. Those cells are marked not evidenced; no numbers or comparative size ranking are invented. A visitor page is selective. An unlisted feature is not evidence of its absence. The pack compares places, never people. No claim that the Transporter Bridge is currently open is made.
The enquiry, method, mapped observations, comparison and supported conclusion form the study. Use the class’s checked plan and counts, or clearly labelled practice evidence. The separate worked example at point X (3 benches and 1 bin) is authored, not local fieldwork. Record dates, checks and support used. A dated adult note can record the learner’s own response. The centre checks evidence against its selected UAS requirements; no unit code or automatic award is specified.
Weeks 1 and 2 lesson HTML files are byte-identical to the corrected references. Week 1 map imagery in the pupil HTML/PDF, editable Word pack and slides now uses the corrected world SVG including Indian Ocean. Its organiser and teacher notes contain no map image or list of the other oceans requiring amendment. There were no separate visual-resource files in the reference Week 1 folder.
The locked Week 1 HTML embeds the reference video, whose map still lacks the Indian Ocean label. That video and its separate MP4 are retained byte-identically so the locked lesson and embedded/file identity requirements remain satisfied. It is the remaining reference limitation, not a newly corrected image.
Week 2 document and slide source names now use Ordnance Survey grid references guide and authored practice grid. Its locked lesson configuration still contains the reference source names; the corrected info line is preserved as supplied.
Interaction tests used jsdom, not a desktop or phone browser. Chromium could not launch because its executable is absent. No browser layout, real assistive-technology, outdoor fieldwork or school mapping-service test is claimed. Generated document pages, slide contact sheets, video caption frames and authored visuals were rendered and reviewed. See QA_Report.txt for measurements and residue counts.