Teacher notes

GROW Humanities, Autumn 1 Week 3. Why move? What changes?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read the enquiry. Check that pupils know the response choices. Objective: Explain a cause and consequence of migration, using evidence and a time sequence. Support: Use A/B/E first, read aloud and offer before/after labels. Pupil directs the chain. Stretch: Build a chain with two causes and judge which has the stronger evidence; identify what is still unknown. Misconceptions: A recruitment campaign in the 1950s cannot cause a journey in 1948. A listed occupation is not necessarily a confirmed job in Britain. Push and pull are both possible causes; neither explains every person's decision. Answer guidance: Source W records names, ages, occupations and proposed addresses. Examples: Kenneth Amos, 21, welder; Rubert Adolphus, 24, carpenter. It does not directly record individual motives or later employment outcomes. A/C push, B/D pull, E/F consequences. A factor can sometimes be classified differently in a different scenario, but these statements specify the direction and timing. Example fictional chain: offered a job in another town -> moves -> starts that job. Use because for the cause and as a result for the consequence. Hinge B. We cannot turn two recorded occupations into a claim about every passenger's motive.

GROW Humanities, Autumn 1 Week 3. Why move? What changes?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Retain a first response. Do not supply the answer before the pupil chooses. Objective: Explain a cause and consequence of migration, using evidence and a time sequence. Support: Use A/B/E first, read aloud and offer before/after labels. Pupil directs the chain. Stretch: Build a chain with two causes and judge which has the stronger evidence; identify what is still unknown. Misconceptions: A recruitment campaign in the 1950s cannot cause a journey in 1948. A listed occupation is not necessarily a confirmed job in Britain. Push and pull are both possible causes; neither explains every person's decision. Answer guidance: Source W records names, ages, occupations and proposed addresses. Examples: Kenneth Amos, 21, welder; Rubert Adolphus, 24, carpenter. It does not directly record individual motives or later employment outcomes. A/C push, B/D pull, E/F consequences. A factor can sometimes be classified differently in a different scenario, but these statements specify the direction and timing. Example fictional chain: offered a job in another town -> moves -> starts that job. Use because for the cause and as a result for the consequence. Hinge B. We cannot turn two recorded occupations into a claim about every passenger's motive.

GROW Humanities, Autumn 1 Week 3. Why move? What changes?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read each term with an example. Ask pupils to point to or use one term. Objective: Explain a cause and consequence of migration, using evidence and a time sequence. Support: Use A/B/E first, read aloud and offer before/after labels. Pupil directs the chain. Stretch: Build a chain with two causes and judge which has the stronger evidence; identify what is still unknown. Misconceptions: A recruitment campaign in the 1950s cannot cause a journey in 1948. A listed occupation is not necessarily a confirmed job in Britain. Push and pull are both possible causes; neither explains every person's decision. Answer guidance: Source W records names, ages, occupations and proposed addresses. Examples: Kenneth Amos, 21, welder; Rubert Adolphus, 24, carpenter. It does not directly record individual motives or later employment outcomes. A/C push, B/D pull, E/F consequences. A factor can sometimes be classified differently in a different scenario, but these statements specify the direction and timing. Example fictional chain: offered a job in another town -> moves -> starts that job. Use because for the cause and as a result for the consequence. Hinge B. We cannot turn two recorded occupations into a claim about every passenger's motive.

GROW Humanities, Autumn 1 Week 3. Why move? What changes?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Use the larger printed source sheet. Read captions and distinguish the document from its later custodian. Objective: Explain a cause and consequence of migration, using evidence and a time sequence. Support: Use A/B/E first, read aloud and offer before/after labels. Pupil directs the chain. Stretch: Build a chain with two causes and judge which has the stronger evidence; identify what is still unknown. Misconceptions: A recruitment campaign in the 1950s cannot cause a journey in 1948. A listed occupation is not necessarily a confirmed job in Britain. Push and pull are both possible causes; neither explains every person's decision. Answer guidance: Source W records names, ages, occupations and proposed addresses. Examples: Kenneth Amos, 21, welder; Rubert Adolphus, 24, carpenter. It does not directly record individual motives or later employment outcomes. A/C push, B/D pull, E/F consequences. A factor can sometimes be classified differently in a different scenario, but these statements specify the direction and timing. Example fictional chain: offered a job in another town -> moves -> starts that job. Use because for the cause and as a result for the consequence. Hinge B. We cannot turn two recorded occupations into a claim about every passenger's motive.

GROW Humanities, Autumn 1 Week 3. Why move? What changes?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Think aloud: state the detail, then explain what it supports. Objective: Explain a cause and consequence of migration, using evidence and a time sequence. Support: Use A/B/E first, read aloud and offer before/after labels. Pupil directs the chain. Stretch: Build a chain with two causes and judge which has the stronger evidence; identify what is still unknown. Misconceptions: A recruitment campaign in the 1950s cannot cause a journey in 1948. A listed occupation is not necessarily a confirmed job in Britain. Push and pull are both possible causes; neither explains every person's decision. Answer guidance: Source W records names, ages, occupations and proposed addresses. Examples: Kenneth Amos, 21, welder; Rubert Adolphus, 24, carpenter. It does not directly record individual motives or later employment outcomes. A/C push, B/D pull, E/F consequences. A factor can sometimes be classified differently in a different scenario, but these statements specify the direction and timing. Example fictional chain: offered a job in another town -> moves -> starts that job. Use because for the cause and as a result for the consequence. Hinge B. We cannot turn two recorded occupations into a claim about every passenger's motive.

GROW Humanities, Autumn 1 Week 3. Why move? What changes?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Model one part together; invite an independent choice before discussion. Objective: Explain a cause and consequence of migration, using evidence and a time sequence. Support: Use A/B/E first, read aloud and offer before/after labels. Pupil directs the chain. Stretch: Build a chain with two causes and judge which has the stronger evidence; identify what is still unknown. Misconceptions: A recruitment campaign in the 1950s cannot cause a journey in 1948. A listed occupation is not necessarily a confirmed job in Britain. Push and pull are both possible causes; neither explains every person's decision. Answer guidance: Source W records names, ages, occupations and proposed addresses. Examples: Kenneth Amos, 21, welder; Rubert Adolphus, 24, carpenter. It does not directly record individual motives or later employment outcomes. A/C push, B/D pull, E/F consequences. A factor can sometimes be classified differently in a different scenario, but these statements specify the direction and timing. Example fictional chain: offered a job in another town -> moves -> starts that job. Use because for the cause and as a result for the consequence. Hinge B. We cannot turn two recorded occupations into a claim about every passenger's motive.

GROW Humanities, Autumn 1 Week 3. Why move? What changes?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Take simultaneous choices where helpful. Ask for the reason. Reteach if the reason reveals the misconception. Objective: Explain a cause and consequence of migration, using evidence and a time sequence. Support: Use A/B/E first, read aloud and offer before/after labels. Pupil directs the chain. Stretch: Build a chain with two causes and judge which has the stronger evidence; identify what is still unknown. Misconceptions: A recruitment campaign in the 1950s cannot cause a journey in 1948. A listed occupation is not necessarily a confirmed job in Britain. Push and pull are both possible causes; neither explains every person's decision. Answer guidance: Source W records names, ages, occupations and proposed addresses. Examples: Kenneth Amos, 21, welder; Rubert Adolphus, 24, carpenter. It does not directly record individual motives or later employment outcomes. A/C push, B/D pull, E/F consequences. A factor can sometimes be classified differently in a different scenario, but these statements specify the direction and timing. Example fictional chain: offered a job in another town -> moves -> starts that job. Use because for the cause and as a result for the consequence. Hinge B. We cannot turn two recorded occupations into a claim about every passenger's motive.

GROW Humanities, Autumn 1 Week 3. Why move? What changes?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Independent attempt. Record the support used. Keep this first response before feedback. Objective: Explain a cause and consequence of migration, using evidence and a time sequence. Support: Use A/B/E first, read aloud and offer before/after labels. Pupil directs the chain. Stretch: Build a chain with two causes and judge which has the stronger evidence; identify what is still unknown. Misconceptions: A recruitment campaign in the 1950s cannot cause a journey in 1948. A listed occupation is not necessarily a confirmed job in Britain. Push and pull are both possible causes; neither explains every person's decision. Answer guidance: Source W records names, ages, occupations and proposed addresses. Examples: Kenneth Amos, 21, welder; Rubert Adolphus, 24, carpenter. It does not directly record individual motives or later employment outcomes. A/C push, B/D pull, E/F consequences. A factor can sometimes be classified differently in a different scenario, but these statements specify the direction and timing. Example fictional chain: offered a job in another town -> moves -> starts that job. Use because for the cause and as a result for the consequence. Hinge B. We cannot turn two recorded occupations into a claim about every passenger's motive.

GROW Humanities, Autumn 1 Week 3. Why move? What changes?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Follow the pupil sheet. In assessment lessons, release the second response only after the first is kept. Objective: Explain a cause and consequence of migration, using evidence and a time sequence. Support: Use A/B/E first, read aloud and offer before/after labels. Pupil directs the chain. Stretch: Build a chain with two causes and judge which has the stronger evidence; identify what is still unknown. Misconceptions: A recruitment campaign in the 1950s cannot cause a journey in 1948. A listed occupation is not necessarily a confirmed job in Britain. Push and pull are both possible causes; neither explains every person's decision. Answer guidance: Source W records names, ages, occupations and proposed addresses. Examples: Kenneth Amos, 21, welder; Rubert Adolphus, 24, carpenter. It does not directly record individual motives or later employment outcomes. A/C push, B/D pull, E/F consequences. A factor can sometimes be classified differently in a different scenario, but these statements specify the direction and timing. Example fictional chain: offered a job in another town -> moves -> starts that job. Use because for the cause and as a result for the consequence. Hinge B. We cannot turn two recorded occupations into a claim about every passenger's motive.

GROW Humanities, Autumn 1 Week 3. Why move? What changes?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Reveal checks now. Accept different defensible answers; do not score opinions as wrong. Objective: Explain a cause and consequence of migration, using evidence and a time sequence. Support: Use A/B/E first, read aloud and offer before/after labels. Pupil directs the chain. Stretch: Build a chain with two causes and judge which has the stronger evidence; identify what is still unknown. Misconceptions: A recruitment campaign in the 1950s cannot cause a journey in 1948. A listed occupation is not necessarily a confirmed job in Britain. Push and pull are both possible causes; neither explains every person's decision. Answer guidance: Source W records names, ages, occupations and proposed addresses. Examples: Kenneth Amos, 21, welder; Rubert Adolphus, 24, carpenter. It does not directly record individual motives or later employment outcomes. A/C push, B/D pull, E/F consequences. A factor can sometimes be classified differently in a different scenario, but these statements specify the direction and timing. Example fictional chain: offered a job in another town -> moves -> starts that job. Use because for the cause and as a result for the consequence. Hinge B. We cannot turn two recorded occupations into a claim about every passenger's motive.

GROW Humanities, Autumn 1 Week 3. Why move? What changes?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Space: pupil chooses how to respond. Voice: help them express their idea. Audience: read the meaning back and let the pupil correct it. Influence: agree one teaching action, then act on it next lesson. Objective: Explain a cause and consequence of migration, using evidence and a time sequence. Support: Use A/B/E first, read aloud and offer before/after labels. Pupil directs the chain. Stretch: Build a chain with two causes and judge which has the stronger evidence; identify what is still unknown. Misconceptions: A recruitment campaign in the 1950s cannot cause a journey in 1948. A listed occupation is not necessarily a confirmed job in Britain. Push and pull are both possible causes; neither explains every person's decision. Answer guidance: Source W records names, ages, occupations and proposed addresses. Examples: Kenneth Amos, 21, welder; Rubert Adolphus, 24, carpenter. It does not directly record individual motives or later employment outcomes. A/C push, B/D pull, E/F consequences. A factor can sometimes be classified differently in a different scenario, but these statements specify the direction and timing. Example fictional chain: offered a job in another town -> moves -> starts that job. Use because for the cause and as a result for the consequence. Hinge B. We cannot turn two recorded occupations into a claim about every passenger's motive.

GROW Humanities, Autumn 1 Week 3. Why move? What changes?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Capture one specific success and one next step. Record the response mode and support. Objective: Explain a cause and consequence of migration, using evidence and a time sequence. Support: Use A/B/E first, read aloud and offer before/after labels. Pupil directs the chain. Stretch: Build a chain with two causes and judge which has the stronger evidence; identify what is still unknown. Misconceptions: A recruitment campaign in the 1950s cannot cause a journey in 1948. A listed occupation is not necessarily a confirmed job in Britain. Push and pull are both possible causes; neither explains every person's decision. Answer guidance: Source W records names, ages, occupations and proposed addresses. Examples: Kenneth Amos, 21, welder; Rubert Adolphus, 24, carpenter. It does not directly record individual motives or later employment outcomes. A/C push, B/D pull, E/F consequences. A factor can sometimes be classified differently in a different scenario, but these statements specify the direction and timing. Example fictional chain: offered a job in another town -> moves -> starts that job. Use because for the cause and as a result for the consequence. Hinge B. We cannot turn two recorded occupations into a claim about every passenger's motive.

GROW Humanities, Autumn 1 Week 4. Whose history is included?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read the enquiry. Check that pupils know the response choices. Objective: Use dated evidence to challenge an overgeneralisation about diverse British history. Support: Read the three date cards and use a simple earlier/later line. Scribe the pupil's chosen claim. Stretch: Compare a visual record and a published book: how do their purposes change the questions each helps answer? Misconceptions: One source cannot count a whole population or represent every experience. A gap in our selected cards is not proof that no people lived here in that period. A later summary is not the original artefact it describes. Answer guidance: Chronology J 1511, O 1789, W 1948. Both J and O independently challenge a start-date of 1948. J supports a Black presence at the Tudor court. O supports a Black writer publishing and campaigning in eighteenth-century Britain. W records a particular later journey. Neither J nor O counts the population; W is one page from one voyage. The secondary cards must not be called primary sources. Hinge A. Accept well-supported alternative wording and comparisons of source purposes.

GROW Humanities, Autumn 1 Week 4. Whose history is included?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Retain a first response. Do not supply the answer before the pupil chooses. Objective: Use dated evidence to challenge an overgeneralisation about diverse British history. Support: Read the three date cards and use a simple earlier/later line. Scribe the pupil's chosen claim. Stretch: Compare a visual record and a published book: how do their purposes change the questions each helps answer? Misconceptions: One source cannot count a whole population or represent every experience. A gap in our selected cards is not proof that no people lived here in that period. A later summary is not the original artefact it describes. Answer guidance: Chronology J 1511, O 1789, W 1948. Both J and O independently challenge a start-date of 1948. J supports a Black presence at the Tudor court. O supports a Black writer publishing and campaigning in eighteenth-century Britain. W records a particular later journey. Neither J nor O counts the population; W is one page from one voyage. The secondary cards must not be called primary sources. Hinge A. Accept well-supported alternative wording and comparisons of source purposes.

GROW Humanities, Autumn 1 Week 4. Whose history is included?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read each term with an example. Ask pupils to point to or use one term. Objective: Use dated evidence to challenge an overgeneralisation about diverse British history. Support: Read the three date cards and use a simple earlier/later line. Scribe the pupil's chosen claim. Stretch: Compare a visual record and a published book: how do their purposes change the questions each helps answer? Misconceptions: One source cannot count a whole population or represent every experience. A gap in our selected cards is not proof that no people lived here in that period. A later summary is not the original artefact it describes. Answer guidance: Chronology J 1511, O 1789, W 1948. Both J and O independently challenge a start-date of 1948. J supports a Black presence at the Tudor court. O supports a Black writer publishing and campaigning in eighteenth-century Britain. W records a particular later journey. Neither J nor O counts the population; W is one page from one voyage. The secondary cards must not be called primary sources. Hinge A. Accept well-supported alternative wording and comparisons of source purposes.

GROW Humanities, Autumn 1 Week 4. Whose history is included?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Use the larger printed source sheet. Read captions and distinguish the document from its later custodian. Objective: Use dated evidence to challenge an overgeneralisation about diverse British history. Support: Read the three date cards and use a simple earlier/later line. Scribe the pupil's chosen claim. Stretch: Compare a visual record and a published book: how do their purposes change the questions each helps answer? Misconceptions: One source cannot count a whole population or represent every experience. A gap in our selected cards is not proof that no people lived here in that period. A later summary is not the original artefact it describes. Answer guidance: Chronology J 1511, O 1789, W 1948. Both J and O independently challenge a start-date of 1948. J supports a Black presence at the Tudor court. O supports a Black writer publishing and campaigning in eighteenth-century Britain. W records a particular later journey. Neither J nor O counts the population; W is one page from one voyage. The secondary cards must not be called primary sources. Hinge A. Accept well-supported alternative wording and comparisons of source purposes.

GROW Humanities, Autumn 1 Week 4. Whose history is included?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Think aloud: state the detail, then explain what it supports. Objective: Use dated evidence to challenge an overgeneralisation about diverse British history. Support: Read the three date cards and use a simple earlier/later line. Scribe the pupil's chosen claim. Stretch: Compare a visual record and a published book: how do their purposes change the questions each helps answer? Misconceptions: One source cannot count a whole population or represent every experience. A gap in our selected cards is not proof that no people lived here in that period. A later summary is not the original artefact it describes. Answer guidance: Chronology J 1511, O 1789, W 1948. Both J and O independently challenge a start-date of 1948. J supports a Black presence at the Tudor court. O supports a Black writer publishing and campaigning in eighteenth-century Britain. W records a particular later journey. Neither J nor O counts the population; W is one page from one voyage. The secondary cards must not be called primary sources. Hinge A. Accept well-supported alternative wording and comparisons of source purposes.

GROW Humanities, Autumn 1 Week 4. Whose history is included?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Model one part together; invite an independent choice before discussion. Objective: Use dated evidence to challenge an overgeneralisation about diverse British history. Support: Read the three date cards and use a simple earlier/later line. Scribe the pupil's chosen claim. Stretch: Compare a visual record and a published book: how do their purposes change the questions each helps answer? Misconceptions: One source cannot count a whole population or represent every experience. A gap in our selected cards is not proof that no people lived here in that period. A later summary is not the original artefact it describes. Answer guidance: Chronology J 1511, O 1789, W 1948. Both J and O independently challenge a start-date of 1948. J supports a Black presence at the Tudor court. O supports a Black writer publishing and campaigning in eighteenth-century Britain. W records a particular later journey. Neither J nor O counts the population; W is one page from one voyage. The secondary cards must not be called primary sources. Hinge A. Accept well-supported alternative wording and comparisons of source purposes.

GROW Humanities, Autumn 1 Week 4. Whose history is included?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Take simultaneous choices where helpful. Ask for the reason. Reteach if the reason reveals the misconception. Objective: Use dated evidence to challenge an overgeneralisation about diverse British history. Support: Read the three date cards and use a simple earlier/later line. Scribe the pupil's chosen claim. Stretch: Compare a visual record and a published book: how do their purposes change the questions each helps answer? Misconceptions: One source cannot count a whole population or represent every experience. A gap in our selected cards is not proof that no people lived here in that period. A later summary is not the original artefact it describes. Answer guidance: Chronology J 1511, O 1789, W 1948. Both J and O independently challenge a start-date of 1948. J supports a Black presence at the Tudor court. O supports a Black writer publishing and campaigning in eighteenth-century Britain. W records a particular later journey. Neither J nor O counts the population; W is one page from one voyage. The secondary cards must not be called primary sources. Hinge A. Accept well-supported alternative wording and comparisons of source purposes.

GROW Humanities, Autumn 1 Week 4. Whose history is included?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Independent attempt. Record the support used. Keep this first response before feedback. Objective: Use dated evidence to challenge an overgeneralisation about diverse British history. Support: Read the three date cards and use a simple earlier/later line. Scribe the pupil's chosen claim. Stretch: Compare a visual record and a published book: how do their purposes change the questions each helps answer? Misconceptions: One source cannot count a whole population or represent every experience. A gap in our selected cards is not proof that no people lived here in that period. A later summary is not the original artefact it describes. Answer guidance: Chronology J 1511, O 1789, W 1948. Both J and O independently challenge a start-date of 1948. J supports a Black presence at the Tudor court. O supports a Black writer publishing and campaigning in eighteenth-century Britain. W records a particular later journey. Neither J nor O counts the population; W is one page from one voyage. The secondary cards must not be called primary sources. Hinge A. Accept well-supported alternative wording and comparisons of source purposes.

GROW Humanities, Autumn 1 Week 4. Whose history is included?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Follow the pupil sheet. In assessment lessons, release the second response only after the first is kept. Objective: Use dated evidence to challenge an overgeneralisation about diverse British history. Support: Read the three date cards and use a simple earlier/later line. Scribe the pupil's chosen claim. Stretch: Compare a visual record and a published book: how do their purposes change the questions each helps answer? Misconceptions: One source cannot count a whole population or represent every experience. A gap in our selected cards is not proof that no people lived here in that period. A later summary is not the original artefact it describes. Answer guidance: Chronology J 1511, O 1789, W 1948. Both J and O independently challenge a start-date of 1948. J supports a Black presence at the Tudor court. O supports a Black writer publishing and campaigning in eighteenth-century Britain. W records a particular later journey. Neither J nor O counts the population; W is one page from one voyage. The secondary cards must not be called primary sources. Hinge A. Accept well-supported alternative wording and comparisons of source purposes.

GROW Humanities, Autumn 1 Week 4. Whose history is included?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Reveal checks now. Accept different defensible answers; do not score opinions as wrong. Objective: Use dated evidence to challenge an overgeneralisation about diverse British history. Support: Read the three date cards and use a simple earlier/later line. Scribe the pupil's chosen claim. Stretch: Compare a visual record and a published book: how do their purposes change the questions each helps answer? Misconceptions: One source cannot count a whole population or represent every experience. A gap in our selected cards is not proof that no people lived here in that period. A later summary is not the original artefact it describes. Answer guidance: Chronology J 1511, O 1789, W 1948. Both J and O independently challenge a start-date of 1948. J supports a Black presence at the Tudor court. O supports a Black writer publishing and campaigning in eighteenth-century Britain. W records a particular later journey. Neither J nor O counts the population; W is one page from one voyage. The secondary cards must not be called primary sources. Hinge A. Accept well-supported alternative wording and comparisons of source purposes.

GROW Humanities, Autumn 1 Week 4. Whose history is included?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Space: pupil chooses how to respond. Voice: help them express their idea. Audience: read the meaning back and let the pupil correct it. Influence: agree one teaching action, then act on it next lesson. Objective: Use dated evidence to challenge an overgeneralisation about diverse British history. Support: Read the three date cards and use a simple earlier/later line. Scribe the pupil's chosen claim. Stretch: Compare a visual record and a published book: how do their purposes change the questions each helps answer? Misconceptions: One source cannot count a whole population or represent every experience. A gap in our selected cards is not proof that no people lived here in that period. A later summary is not the original artefact it describes. Answer guidance: Chronology J 1511, O 1789, W 1948. Both J and O independently challenge a start-date of 1948. J supports a Black presence at the Tudor court. O supports a Black writer publishing and campaigning in eighteenth-century Britain. W records a particular later journey. Neither J nor O counts the population; W is one page from one voyage. The secondary cards must not be called primary sources. Hinge A. Accept well-supported alternative wording and comparisons of source purposes.

GROW Humanities, Autumn 1 Week 4. Whose history is included?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Capture one specific success and one next step. Record the response mode and support. Objective: Use dated evidence to challenge an overgeneralisation about diverse British history. Support: Read the three date cards and use a simple earlier/later line. Scribe the pupil's chosen claim. Stretch: Compare a visual record and a published book: how do their purposes change the questions each helps answer? Misconceptions: One source cannot count a whole population or represent every experience. A gap in our selected cards is not proof that no people lived here in that period. A later summary is not the original artefact it describes. Answer guidance: Chronology J 1511, O 1789, W 1948. Both J and O independently challenge a start-date of 1948. J supports a Black presence at the Tudor court. O supports a Black writer publishing and campaigning in eighteenth-century Britain. W records a particular later journey. Neither J nor O counts the population; W is one page from one voyage. The secondary cards must not be called primary sources. Hinge A. Accept well-supported alternative wording and comparisons of source purposes.

GROW Humanities, Autumn 1 Week 5. Why was it significant?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read the enquiry. Check that pupils know the response choices. Objective: Judge historical significance using reach, duration and the difference made, while acknowledging missing evidence. Support: Use one event and the difference-made test. Offer a sentence frame and a card reader. Stretch: Re-rank the events using a different criterion. Explain what changed in your argument and what stayed factual. Misconceptions: Do not invent a number for reach or duration. A clear qualitative statement may be the available evidence. A change in rules does not prove all lived experiences became fair. Ranking can differ when pupils apply different stated criteria consistently. Answer guidance: B: Black and Asian applicants for bus-crew work; company changed employment rule in 1963; exact numbers/later durations not supplied. R: people using specified public places in Great Britain; legal prohibition in 1965; employment and major housing areas were not covered. M: care for sick/wounded soldiers; activity in Crimea in 1855; no patient count or exact lasting effect supplied. Model: The Bristol boycott was significant for access to work because Source B describes removal of a racial barrier to bus-crew jobs. Its reach was limited compared with a national law, but its job-access outcome is clear. Hinge B uses difference made. A is fame without evidence of impact. No single ranking is compulsory if the criterion and evidence are sound.

GROW Humanities, Autumn 1 Week 5. Why was it significant?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Retain a first response. Do not supply the answer before the pupil chooses. Objective: Judge historical significance using reach, duration and the difference made, while acknowledging missing evidence. Support: Use one event and the difference-made test. Offer a sentence frame and a card reader. Stretch: Re-rank the events using a different criterion. Explain what changed in your argument and what stayed factual. Misconceptions: Do not invent a number for reach or duration. A clear qualitative statement may be the available evidence. A change in rules does not prove all lived experiences became fair. Ranking can differ when pupils apply different stated criteria consistently. Answer guidance: B: Black and Asian applicants for bus-crew work; company changed employment rule in 1963; exact numbers/later durations not supplied. R: people using specified public places in Great Britain; legal prohibition in 1965; employment and major housing areas were not covered. M: care for sick/wounded soldiers; activity in Crimea in 1855; no patient count or exact lasting effect supplied. Model: The Bristol boycott was significant for access to work because Source B describes removal of a racial barrier to bus-crew jobs. Its reach was limited compared with a national law, but its job-access outcome is clear. Hinge B uses difference made. A is fame without evidence of impact. No single ranking is compulsory if the criterion and evidence are sound.

GROW Humanities, Autumn 1 Week 5. Why was it significant?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read each term with an example. Ask pupils to point to or use one term. Objective: Judge historical significance using reach, duration and the difference made, while acknowledging missing evidence. Support: Use one event and the difference-made test. Offer a sentence frame and a card reader. Stretch: Re-rank the events using a different criterion. Explain what changed in your argument and what stayed factual. Misconceptions: Do not invent a number for reach or duration. A clear qualitative statement may be the available evidence. A change in rules does not prove all lived experiences became fair. Ranking can differ when pupils apply different stated criteria consistently. Answer guidance: B: Black and Asian applicants for bus-crew work; company changed employment rule in 1963; exact numbers/later durations not supplied. R: people using specified public places in Great Britain; legal prohibition in 1965; employment and major housing areas were not covered. M: care for sick/wounded soldiers; activity in Crimea in 1855; no patient count or exact lasting effect supplied. Model: The Bristol boycott was significant for access to work because Source B describes removal of a racial barrier to bus-crew jobs. Its reach was limited compared with a national law, but its job-access outcome is clear. Hinge B uses difference made. A is fame without evidence of impact. No single ranking is compulsory if the criterion and evidence are sound.

GROW Humanities, Autumn 1 Week 5. Why was it significant?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Use the larger printed source sheet. Read captions and distinguish the document from its later custodian. Objective: Judge historical significance using reach, duration and the difference made, while acknowledging missing evidence. Support: Use one event and the difference-made test. Offer a sentence frame and a card reader. Stretch: Re-rank the events using a different criterion. Explain what changed in your argument and what stayed factual. Misconceptions: Do not invent a number for reach or duration. A clear qualitative statement may be the available evidence. A change in rules does not prove all lived experiences became fair. Ranking can differ when pupils apply different stated criteria consistently. Answer guidance: B: Black and Asian applicants for bus-crew work; company changed employment rule in 1963; exact numbers/later durations not supplied. R: people using specified public places in Great Britain; legal prohibition in 1965; employment and major housing areas were not covered. M: care for sick/wounded soldiers; activity in Crimea in 1855; no patient count or exact lasting effect supplied. Model: The Bristol boycott was significant for access to work because Source B describes removal of a racial barrier to bus-crew jobs. Its reach was limited compared with a national law, but its job-access outcome is clear. Hinge B uses difference made. A is fame without evidence of impact. No single ranking is compulsory if the criterion and evidence are sound.

GROW Humanities, Autumn 1 Week 5. Why was it significant?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Think aloud: state the detail, then explain what it supports. Objective: Judge historical significance using reach, duration and the difference made, while acknowledging missing evidence. Support: Use one event and the difference-made test. Offer a sentence frame and a card reader. Stretch: Re-rank the events using a different criterion. Explain what changed in your argument and what stayed factual. Misconceptions: Do not invent a number for reach or duration. A clear qualitative statement may be the available evidence. A change in rules does not prove all lived experiences became fair. Ranking can differ when pupils apply different stated criteria consistently. Answer guidance: B: Black and Asian applicants for bus-crew work; company changed employment rule in 1963; exact numbers/later durations not supplied. R: people using specified public places in Great Britain; legal prohibition in 1965; employment and major housing areas were not covered. M: care for sick/wounded soldiers; activity in Crimea in 1855; no patient count or exact lasting effect supplied. Model: The Bristol boycott was significant for access to work because Source B describes removal of a racial barrier to bus-crew jobs. Its reach was limited compared with a national law, but its job-access outcome is clear. Hinge B uses difference made. A is fame without evidence of impact. No single ranking is compulsory if the criterion and evidence are sound.

GROW Humanities, Autumn 1 Week 5. Why was it significant?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Model one part together; invite an independent choice before discussion. Objective: Judge historical significance using reach, duration and the difference made, while acknowledging missing evidence. Support: Use one event and the difference-made test. Offer a sentence frame and a card reader. Stretch: Re-rank the events using a different criterion. Explain what changed in your argument and what stayed factual. Misconceptions: Do not invent a number for reach or duration. A clear qualitative statement may be the available evidence. A change in rules does not prove all lived experiences became fair. Ranking can differ when pupils apply different stated criteria consistently. Answer guidance: B: Black and Asian applicants for bus-crew work; company changed employment rule in 1963; exact numbers/later durations not supplied. R: people using specified public places in Great Britain; legal prohibition in 1965; employment and major housing areas were not covered. M: care for sick/wounded soldiers; activity in Crimea in 1855; no patient count or exact lasting effect supplied. Model: The Bristol boycott was significant for access to work because Source B describes removal of a racial barrier to bus-crew jobs. Its reach was limited compared with a national law, but its job-access outcome is clear. Hinge B uses difference made. A is fame without evidence of impact. No single ranking is compulsory if the criterion and evidence are sound.

GROW Humanities, Autumn 1 Week 5. Why was it significant?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Take simultaneous choices where helpful. Ask for the reason. Reteach if the reason reveals the misconception. Objective: Judge historical significance using reach, duration and the difference made, while acknowledging missing evidence. Support: Use one event and the difference-made test. Offer a sentence frame and a card reader. Stretch: Re-rank the events using a different criterion. Explain what changed in your argument and what stayed factual. Misconceptions: Do not invent a number for reach or duration. A clear qualitative statement may be the available evidence. A change in rules does not prove all lived experiences became fair. Ranking can differ when pupils apply different stated criteria consistently. Answer guidance: B: Black and Asian applicants for bus-crew work; company changed employment rule in 1963; exact numbers/later durations not supplied. R: people using specified public places in Great Britain; legal prohibition in 1965; employment and major housing areas were not covered. M: care for sick/wounded soldiers; activity in Crimea in 1855; no patient count or exact lasting effect supplied. Model: The Bristol boycott was significant for access to work because Source B describes removal of a racial barrier to bus-crew jobs. Its reach was limited compared with a national law, but its job-access outcome is clear. Hinge B uses difference made. A is fame without evidence of impact. No single ranking is compulsory if the criterion and evidence are sound.

GROW Humanities, Autumn 1 Week 5. Why was it significant?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Independent attempt. Record the support used. Keep this first response before feedback. Objective: Judge historical significance using reach, duration and the difference made, while acknowledging missing evidence. Support: Use one event and the difference-made test. Offer a sentence frame and a card reader. Stretch: Re-rank the events using a different criterion. Explain what changed in your argument and what stayed factual. Misconceptions: Do not invent a number for reach or duration. A clear qualitative statement may be the available evidence. A change in rules does not prove all lived experiences became fair. Ranking can differ when pupils apply different stated criteria consistently. Answer guidance: B: Black and Asian applicants for bus-crew work; company changed employment rule in 1963; exact numbers/later durations not supplied. R: people using specified public places in Great Britain; legal prohibition in 1965; employment and major housing areas were not covered. M: care for sick/wounded soldiers; activity in Crimea in 1855; no patient count or exact lasting effect supplied. Model: The Bristol boycott was significant for access to work because Source B describes removal of a racial barrier to bus-crew jobs. Its reach was limited compared with a national law, but its job-access outcome is clear. Hinge B uses difference made. A is fame without evidence of impact. No single ranking is compulsory if the criterion and evidence are sound.

GROW Humanities, Autumn 1 Week 5. Why was it significant?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Follow the pupil sheet. In assessment lessons, release the second response only after the first is kept. Objective: Judge historical significance using reach, duration and the difference made, while acknowledging missing evidence. Support: Use one event and the difference-made test. Offer a sentence frame and a card reader. Stretch: Re-rank the events using a different criterion. Explain what changed in your argument and what stayed factual. Misconceptions: Do not invent a number for reach or duration. A clear qualitative statement may be the available evidence. A change in rules does not prove all lived experiences became fair. Ranking can differ when pupils apply different stated criteria consistently. Answer guidance: B: Black and Asian applicants for bus-crew work; company changed employment rule in 1963; exact numbers/later durations not supplied. R: people using specified public places in Great Britain; legal prohibition in 1965; employment and major housing areas were not covered. M: care for sick/wounded soldiers; activity in Crimea in 1855; no patient count or exact lasting effect supplied. Model: The Bristol boycott was significant for access to work because Source B describes removal of a racial barrier to bus-crew jobs. Its reach was limited compared with a national law, but its job-access outcome is clear. Hinge B uses difference made. A is fame without evidence of impact. No single ranking is compulsory if the criterion and evidence are sound.

GROW Humanities, Autumn 1 Week 5. Why was it significant?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Reveal checks now. Accept different defensible answers; do not score opinions as wrong. Objective: Judge historical significance using reach, duration and the difference made, while acknowledging missing evidence. Support: Use one event and the difference-made test. Offer a sentence frame and a card reader. Stretch: Re-rank the events using a different criterion. Explain what changed in your argument and what stayed factual. Misconceptions: Do not invent a number for reach or duration. A clear qualitative statement may be the available evidence. A change in rules does not prove all lived experiences became fair. Ranking can differ when pupils apply different stated criteria consistently. Answer guidance: B: Black and Asian applicants for bus-crew work; company changed employment rule in 1963; exact numbers/later durations not supplied. R: people using specified public places in Great Britain; legal prohibition in 1965; employment and major housing areas were not covered. M: care for sick/wounded soldiers; activity in Crimea in 1855; no patient count or exact lasting effect supplied. Model: The Bristol boycott was significant for access to work because Source B describes removal of a racial barrier to bus-crew jobs. Its reach was limited compared with a national law, but its job-access outcome is clear. Hinge B uses difference made. A is fame without evidence of impact. No single ranking is compulsory if the criterion and evidence are sound.

GROW Humanities, Autumn 1 Week 5. Why was it significant?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Space: pupil chooses how to respond. Voice: help them express their idea. Audience: read the meaning back and let the pupil correct it. Influence: agree one teaching action, then act on it next lesson. Objective: Judge historical significance using reach, duration and the difference made, while acknowledging missing evidence. Support: Use one event and the difference-made test. Offer a sentence frame and a card reader. Stretch: Re-rank the events using a different criterion. Explain what changed in your argument and what stayed factual. Misconceptions: Do not invent a number for reach or duration. A clear qualitative statement may be the available evidence. A change in rules does not prove all lived experiences became fair. Ranking can differ when pupils apply different stated criteria consistently. Answer guidance: B: Black and Asian applicants for bus-crew work; company changed employment rule in 1963; exact numbers/later durations not supplied. R: people using specified public places in Great Britain; legal prohibition in 1965; employment and major housing areas were not covered. M: care for sick/wounded soldiers; activity in Crimea in 1855; no patient count or exact lasting effect supplied. Model: The Bristol boycott was significant for access to work because Source B describes removal of a racial barrier to bus-crew jobs. Its reach was limited compared with a national law, but its job-access outcome is clear. Hinge B uses difference made. A is fame without evidence of impact. No single ranking is compulsory if the criterion and evidence are sound.

GROW Humanities, Autumn 1 Week 5. Why was it significant?. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Capture one specific success and one next step. Record the response mode and support. Objective: Judge historical significance using reach, duration and the difference made, while acknowledging missing evidence. Support: Use one event and the difference-made test. Offer a sentence frame and a card reader. Stretch: Re-rank the events using a different criterion. Explain what changed in your argument and what stayed factual. Misconceptions: Do not invent a number for reach or duration. A clear qualitative statement may be the available evidence. A change in rules does not prove all lived experiences became fair. Ranking can differ when pupils apply different stated criteria consistently. Answer guidance: B: Black and Asian applicants for bus-crew work; company changed employment rule in 1963; exact numbers/later durations not supplied. R: people using specified public places in Great Britain; legal prohibition in 1965; employment and major housing areas were not covered. M: care for sick/wounded soldiers; activity in Crimea in 1855; no patient count or exact lasting effect supplied. Model: The Bristol boycott was significant for access to work because Source B describes removal of a racial barrier to bus-crew jobs. Its reach was limited compared with a national law, but its job-access outcome is clear. Hinge B uses difference made. A is fame without evidence of impact. No single ranking is compulsory if the criterion and evidence are sound.

GROW Humanities, Autumn 1 Week 6. Plan an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read the enquiry. Check that pupils know the response choices. Objective: Plan a structured account with a judgement, evidence, explanation and conclusion. Support: Choose two points and use the claim/evidence/explanation frame with pupil-directed scribing. Stretch: Add a counter-view and explain why your overall judgement remains qualified rather than absolute. Misconceptions: A sequence of copied facts is not an explained account. An image, table or primary source is not automatically strongest; strength depends on the question. No source proves more than it records. Answer guidance: Matches: W recorded arrivals; B collective action and employment; R law and limits; J/O earlier Black presence. More than one theme may legitimately use a card if explained. Model plan: Britain has a long and changing Black history. Point 1 J/O pre-date 1948; point 2 W records skilled passengers; point 3 B/R show campaigning and legal changes against discrimination. Conclusion: migration contributed to society, while rights also required action and remained incomplete. Hinge B explains the consequence for access to work. A is a date fact only. Require an explanation for each selected detail and keep plan for Week 7. Accept two supported points; do not require a fixed word count.

GROW Humanities, Autumn 1 Week 6. Plan an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Retain a first response. Do not supply the answer before the pupil chooses. Objective: Plan a structured account with a judgement, evidence, explanation and conclusion. Support: Choose two points and use the claim/evidence/explanation frame with pupil-directed scribing. Stretch: Add a counter-view and explain why your overall judgement remains qualified rather than absolute. Misconceptions: A sequence of copied facts is not an explained account. An image, table or primary source is not automatically strongest; strength depends on the question. No source proves more than it records. Answer guidance: Matches: W recorded arrivals; B collective action and employment; R law and limits; J/O earlier Black presence. More than one theme may legitimately use a card if explained. Model plan: Britain has a long and changing Black history. Point 1 J/O pre-date 1948; point 2 W records skilled passengers; point 3 B/R show campaigning and legal changes against discrimination. Conclusion: migration contributed to society, while rights also required action and remained incomplete. Hinge B explains the consequence for access to work. A is a date fact only. Require an explanation for each selected detail and keep plan for Week 7. Accept two supported points; do not require a fixed word count.

GROW Humanities, Autumn 1 Week 6. Plan an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Read each term with an example. Ask pupils to point to or use one term. Objective: Plan a structured account with a judgement, evidence, explanation and conclusion. Support: Choose two points and use the claim/evidence/explanation frame with pupil-directed scribing. Stretch: Add a counter-view and explain why your overall judgement remains qualified rather than absolute. Misconceptions: A sequence of copied facts is not an explained account. An image, table or primary source is not automatically strongest; strength depends on the question. No source proves more than it records. Answer guidance: Matches: W recorded arrivals; B collective action and employment; R law and limits; J/O earlier Black presence. More than one theme may legitimately use a card if explained. Model plan: Britain has a long and changing Black history. Point 1 J/O pre-date 1948; point 2 W records skilled passengers; point 3 B/R show campaigning and legal changes against discrimination. Conclusion: migration contributed to society, while rights also required action and remained incomplete. Hinge B explains the consequence for access to work. A is a date fact only. Require an explanation for each selected detail and keep plan for Week 7. Accept two supported points; do not require a fixed word count.

GROW Humanities, Autumn 1 Week 6. Plan an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Use the larger printed source sheet. Read captions and distinguish the document from its later custodian. Objective: Plan a structured account with a judgement, evidence, explanation and conclusion. Support: Choose two points and use the claim/evidence/explanation frame with pupil-directed scribing. Stretch: Add a counter-view and explain why your overall judgement remains qualified rather than absolute. Misconceptions: A sequence of copied facts is not an explained account. An image, table or primary source is not automatically strongest; strength depends on the question. No source proves more than it records. Answer guidance: Matches: W recorded arrivals; B collective action and employment; R law and limits; J/O earlier Black presence. More than one theme may legitimately use a card if explained. Model plan: Britain has a long and changing Black history. Point 1 J/O pre-date 1948; point 2 W records skilled passengers; point 3 B/R show campaigning and legal changes against discrimination. Conclusion: migration contributed to society, while rights also required action and remained incomplete. Hinge B explains the consequence for access to work. A is a date fact only. Require an explanation for each selected detail and keep plan for Week 7. Accept two supported points; do not require a fixed word count.

GROW Humanities, Autumn 1 Week 6. Plan an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Think aloud: state the detail, then explain what it supports. Objective: Plan a structured account with a judgement, evidence, explanation and conclusion. Support: Choose two points and use the claim/evidence/explanation frame with pupil-directed scribing. Stretch: Add a counter-view and explain why your overall judgement remains qualified rather than absolute. Misconceptions: A sequence of copied facts is not an explained account. An image, table or primary source is not automatically strongest; strength depends on the question. No source proves more than it records. Answer guidance: Matches: W recorded arrivals; B collective action and employment; R law and limits; J/O earlier Black presence. More than one theme may legitimately use a card if explained. Model plan: Britain has a long and changing Black history. Point 1 J/O pre-date 1948; point 2 W records skilled passengers; point 3 B/R show campaigning and legal changes against discrimination. Conclusion: migration contributed to society, while rights also required action and remained incomplete. Hinge B explains the consequence for access to work. A is a date fact only. Require an explanation for each selected detail and keep plan for Week 7. Accept two supported points; do not require a fixed word count.

GROW Humanities, Autumn 1 Week 6. Plan an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Model one part together; invite an independent choice before discussion. Objective: Plan a structured account with a judgement, evidence, explanation and conclusion. Support: Choose two points and use the claim/evidence/explanation frame with pupil-directed scribing. Stretch: Add a counter-view and explain why your overall judgement remains qualified rather than absolute. Misconceptions: A sequence of copied facts is not an explained account. An image, table or primary source is not automatically strongest; strength depends on the question. No source proves more than it records. Answer guidance: Matches: W recorded arrivals; B collective action and employment; R law and limits; J/O earlier Black presence. More than one theme may legitimately use a card if explained. Model plan: Britain has a long and changing Black history. Point 1 J/O pre-date 1948; point 2 W records skilled passengers; point 3 B/R show campaigning and legal changes against discrimination. Conclusion: migration contributed to society, while rights also required action and remained incomplete. Hinge B explains the consequence for access to work. A is a date fact only. Require an explanation for each selected detail and keep plan for Week 7. Accept two supported points; do not require a fixed word count.

GROW Humanities, Autumn 1 Week 6. Plan an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Take simultaneous choices where helpful. Ask for the reason. Reteach if the reason reveals the misconception. Objective: Plan a structured account with a judgement, evidence, explanation and conclusion. Support: Choose two points and use the claim/evidence/explanation frame with pupil-directed scribing. Stretch: Add a counter-view and explain why your overall judgement remains qualified rather than absolute. Misconceptions: A sequence of copied facts is not an explained account. An image, table or primary source is not automatically strongest; strength depends on the question. No source proves more than it records. Answer guidance: Matches: W recorded arrivals; B collective action and employment; R law and limits; J/O earlier Black presence. More than one theme may legitimately use a card if explained. Model plan: Britain has a long and changing Black history. Point 1 J/O pre-date 1948; point 2 W records skilled passengers; point 3 B/R show campaigning and legal changes against discrimination. Conclusion: migration contributed to society, while rights also required action and remained incomplete. Hinge B explains the consequence for access to work. A is a date fact only. Require an explanation for each selected detail and keep plan for Week 7. Accept two supported points; do not require a fixed word count.

GROW Humanities, Autumn 1 Week 6. Plan an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Independent attempt. Record the support used. Keep this first response before feedback. Objective: Plan a structured account with a judgement, evidence, explanation and conclusion. Support: Choose two points and use the claim/evidence/explanation frame with pupil-directed scribing. Stretch: Add a counter-view and explain why your overall judgement remains qualified rather than absolute. Misconceptions: A sequence of copied facts is not an explained account. An image, table or primary source is not automatically strongest; strength depends on the question. No source proves more than it records. Answer guidance: Matches: W recorded arrivals; B collective action and employment; R law and limits; J/O earlier Black presence. More than one theme may legitimately use a card if explained. Model plan: Britain has a long and changing Black history. Point 1 J/O pre-date 1948; point 2 W records skilled passengers; point 3 B/R show campaigning and legal changes against discrimination. Conclusion: migration contributed to society, while rights also required action and remained incomplete. Hinge B explains the consequence for access to work. A is a date fact only. Require an explanation for each selected detail and keep plan for Week 7. Accept two supported points; do not require a fixed word count.

GROW Humanities, Autumn 1 Week 6. Plan an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Follow the pupil sheet. In assessment lessons, release the second response only after the first is kept. Objective: Plan a structured account with a judgement, evidence, explanation and conclusion. Support: Choose two points and use the claim/evidence/explanation frame with pupil-directed scribing. Stretch: Add a counter-view and explain why your overall judgement remains qualified rather than absolute. Misconceptions: A sequence of copied facts is not an explained account. An image, table or primary source is not automatically strongest; strength depends on the question. No source proves more than it records. Answer guidance: Matches: W recorded arrivals; B collective action and employment; R law and limits; J/O earlier Black presence. More than one theme may legitimately use a card if explained. Model plan: Britain has a long and changing Black history. Point 1 J/O pre-date 1948; point 2 W records skilled passengers; point 3 B/R show campaigning and legal changes against discrimination. Conclusion: migration contributed to society, while rights also required action and remained incomplete. Hinge B explains the consequence for access to work. A is a date fact only. Require an explanation for each selected detail and keep plan for Week 7. Accept two supported points; do not require a fixed word count.

GROW Humanities, Autumn 1 Week 6. Plan an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Reveal checks now. Accept different defensible answers; do not score opinions as wrong. Objective: Plan a structured account with a judgement, evidence, explanation and conclusion. Support: Choose two points and use the claim/evidence/explanation frame with pupil-directed scribing. Stretch: Add a counter-view and explain why your overall judgement remains qualified rather than absolute. Misconceptions: A sequence of copied facts is not an explained account. An image, table or primary source is not automatically strongest; strength depends on the question. No source proves more than it records. Answer guidance: Matches: W recorded arrivals; B collective action and employment; R law and limits; J/O earlier Black presence. More than one theme may legitimately use a card if explained. Model plan: Britain has a long and changing Black history. Point 1 J/O pre-date 1948; point 2 W records skilled passengers; point 3 B/R show campaigning and legal changes against discrimination. Conclusion: migration contributed to society, while rights also required action and remained incomplete. Hinge B explains the consequence for access to work. A is a date fact only. Require an explanation for each selected detail and keep plan for Week 7. Accept two supported points; do not require a fixed word count.

GROW Humanities, Autumn 1 Week 6. Plan an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Space: pupil chooses how to respond. Voice: help them express their idea. Audience: read the meaning back and let the pupil correct it. Influence: agree one teaching action, then act on it next lesson. Objective: Plan a structured account with a judgement, evidence, explanation and conclusion. Support: Choose two points and use the claim/evidence/explanation frame with pupil-directed scribing. Stretch: Add a counter-view and explain why your overall judgement remains qualified rather than absolute. Misconceptions: A sequence of copied facts is not an explained account. An image, table or primary source is not automatically strongest; strength depends on the question. No source proves more than it records. Answer guidance: Matches: W recorded arrivals; B collective action and employment; R law and limits; J/O earlier Black presence. More than one theme may legitimately use a card if explained. Model plan: Britain has a long and changing Black history. Point 1 J/O pre-date 1948; point 2 W records skilled passengers; point 3 B/R show campaigning and legal changes against discrimination. Conclusion: migration contributed to society, while rights also required action and remained incomplete. Hinge B explains the consequence for access to work. A is a date fact only. Require an explanation for each selected detail and keep plan for Week 7. Accept two supported points; do not require a fixed word count.

GROW Humanities, Autumn 1 Week 6. Plan an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slide minutes: 1,3,3,4,5,5,3,8,2,2,2,2 = 40. Adapt within the total. Capture one specific success and one next step. Record the response mode and support. Objective: Plan a structured account with a judgement, evidence, explanation and conclusion. Support: Choose two points and use the claim/evidence/explanation frame with pupil-directed scribing. Stretch: Add a counter-view and explain why your overall judgement remains qualified rather than absolute. Misconceptions: A sequence of copied facts is not an explained account. An image, table or primary source is not automatically strongest; strength depends on the question. No source proves more than it records. Answer guidance: Matches: W recorded arrivals; B collective action and employment; R law and limits; J/O earlier Black presence. More than one theme may legitimately use a card if explained. Model plan: Britain has a long and changing Black history. Point 1 J/O pre-date 1948; point 2 W records skilled passengers; point 3 B/R show campaigning and legal changes against discrimination. Conclusion: migration contributed to society, while rights also required action and remained incomplete. Hinge B explains the consequence for access to work. A is a date fact only. Require an explanation for each selected detail and keep plan for Week 7. Accept two supported points; do not require a fixed word count.

GROW Humanities, Autumn 1 Week 7. Write and check an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slides 1–7: 8 min; 8:17 min; 9:7 min; 10:4 min; 11–12:4 min. Read the enquiry. Check that pupils know the response choices. Objective: Write from a plan, explain evidence and evaluate one source using a classroom assessment rubric. Support: Two linked sentences with chosen card letters and a spoken source limitation; record support. Stretch: Three explained points, a qualified conclusion and a precise source comparison or counter-view. Misconceptions: The mark is a classroom teaching judgement, not an externally validated grade. Do not reveal the model account while pupils are composing their first response. Record adult prompts/scribing separately from pupil choices. Answer guidance: Model account: Migration is part of Britain's history, but belonging also involved campaigns for fair treatment. Source W records passengers arriving in 1948 with different occupations; it shows skills and journeys, not each person's motive. Source B shows that collective action removed a racial barrier to bus-crew work in Bristol. Source R shows a 1965 law against discrimination in specified public places, while major areas remained uncovered. These examples show contribution and change, without proving equality had been achieved everywhere. Source evaluation: R is a modern secondary account of a real law, useful for its coverage and limits. It cannot establish how every person was treated, whether the law was followed in practice, or personal experiences. Further lived-experience evidence would be needed. Hinge B. Classroom rubric /12: accurate sourced details 0-3; explanation 0-3; organisation and judgement 0-2; Source R evaluation 0-4. Use the detailed criteria in the guide; assess content, not handwriting. Assessment pacing differs: slides 1-7 total 8 minutes; slide 8 account 17 minutes; slide 9 source evaluation 7 minutes; slide 10 feedback 4 minutes; slides 11-12 response and exit 4 minutes. Model checks are after independent work.

GROW Humanities, Autumn 1 Week 7. Write and check an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slides 1–7: 8 min; 8:17 min; 9:7 min; 10:4 min; 11–12:4 min. Retain a first response. Do not supply the answer before the pupil chooses. Objective: Write from a plan, explain evidence and evaluate one source using a classroom assessment rubric. Support: Two linked sentences with chosen card letters and a spoken source limitation; record support. Stretch: Three explained points, a qualified conclusion and a precise source comparison or counter-view. Misconceptions: The mark is a classroom teaching judgement, not an externally validated grade. Do not reveal the model account while pupils are composing their first response. Record adult prompts/scribing separately from pupil choices. Answer guidance: Model account: Migration is part of Britain's history, but belonging also involved campaigns for fair treatment. Source W records passengers arriving in 1948 with different occupations; it shows skills and journeys, not each person's motive. Source B shows that collective action removed a racial barrier to bus-crew work in Bristol. Source R shows a 1965 law against discrimination in specified public places, while major areas remained uncovered. These examples show contribution and change, without proving equality had been achieved everywhere. Source evaluation: R is a modern secondary account of a real law, useful for its coverage and limits. It cannot establish how every person was treated, whether the law was followed in practice, or personal experiences. Further lived-experience evidence would be needed. Hinge B. Classroom rubric /12: accurate sourced details 0-3; explanation 0-3; organisation and judgement 0-2; Source R evaluation 0-4. Use the detailed criteria in the guide; assess content, not handwriting. Assessment pacing differs: slides 1-7 total 8 minutes; slide 8 account 17 minutes; slide 9 source evaluation 7 minutes; slide 10 feedback 4 minutes; slides 11-12 response and exit 4 minutes. Model checks are after independent work.

GROW Humanities, Autumn 1 Week 7. Write and check an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slides 1–7: 8 min; 8:17 min; 9:7 min; 10:4 min; 11–12:4 min. Read each term with an example. Ask pupils to point to or use one term. Objective: Write from a plan, explain evidence and evaluate one source using a classroom assessment rubric. Support: Two linked sentences with chosen card letters and a spoken source limitation; record support. Stretch: Three explained points, a qualified conclusion and a precise source comparison or counter-view. Misconceptions: The mark is a classroom teaching judgement, not an externally validated grade. Do not reveal the model account while pupils are composing their first response. Record adult prompts/scribing separately from pupil choices. Answer guidance: Model account: Migration is part of Britain's history, but belonging also involved campaigns for fair treatment. Source W records passengers arriving in 1948 with different occupations; it shows skills and journeys, not each person's motive. Source B shows that collective action removed a racial barrier to bus-crew work in Bristol. Source R shows a 1965 law against discrimination in specified public places, while major areas remained uncovered. These examples show contribution and change, without proving equality had been achieved everywhere. Source evaluation: R is a modern secondary account of a real law, useful for its coverage and limits. It cannot establish how every person was treated, whether the law was followed in practice, or personal experiences. Further lived-experience evidence would be needed. Hinge B. Classroom rubric /12: accurate sourced details 0-3; explanation 0-3; organisation and judgement 0-2; Source R evaluation 0-4. Use the detailed criteria in the guide; assess content, not handwriting. Assessment pacing differs: slides 1-7 total 8 minutes; slide 8 account 17 minutes; slide 9 source evaluation 7 minutes; slide 10 feedback 4 minutes; slides 11-12 response and exit 4 minutes. Model checks are after independent work.

GROW Humanities, Autumn 1 Week 7. Write and check an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slides 1–7: 8 min; 8:17 min; 9:7 min; 10:4 min; 11–12:4 min. Use the larger printed source sheet. Read captions and distinguish the document from its later custodian. Objective: Write from a plan, explain evidence and evaluate one source using a classroom assessment rubric. Support: Two linked sentences with chosen card letters and a spoken source limitation; record support. Stretch: Three explained points, a qualified conclusion and a precise source comparison or counter-view. Misconceptions: The mark is a classroom teaching judgement, not an externally validated grade. Do not reveal the model account while pupils are composing their first response. Record adult prompts/scribing separately from pupil choices. Answer guidance: Model account: Migration is part of Britain's history, but belonging also involved campaigns for fair treatment. Source W records passengers arriving in 1948 with different occupations; it shows skills and journeys, not each person's motive. Source B shows that collective action removed a racial barrier to bus-crew work in Bristol. Source R shows a 1965 law against discrimination in specified public places, while major areas remained uncovered. These examples show contribution and change, without proving equality had been achieved everywhere. Source evaluation: R is a modern secondary account of a real law, useful for its coverage and limits. It cannot establish how every person was treated, whether the law was followed in practice, or personal experiences. Further lived-experience evidence would be needed. Hinge B. Classroom rubric /12: accurate sourced details 0-3; explanation 0-3; organisation and judgement 0-2; Source R evaluation 0-4. Use the detailed criteria in the guide; assess content, not handwriting. Assessment pacing differs: slides 1-7 total 8 minutes; slide 8 account 17 minutes; slide 9 source evaluation 7 minutes; slide 10 feedback 4 minutes; slides 11-12 response and exit 4 minutes. Model checks are after independent work.

GROW Humanities, Autumn 1 Week 7. Write and check an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slides 1–7: 8 min; 8:17 min; 9:7 min; 10:4 min; 11–12:4 min. Think aloud: state the detail, then explain what it supports. Objective: Write from a plan, explain evidence and evaluate one source using a classroom assessment rubric. Support: Two linked sentences with chosen card letters and a spoken source limitation; record support. Stretch: Three explained points, a qualified conclusion and a precise source comparison or counter-view. Misconceptions: The mark is a classroom teaching judgement, not an externally validated grade. Do not reveal the model account while pupils are composing their first response. Record adult prompts/scribing separately from pupil choices. Answer guidance: Model account: Migration is part of Britain's history, but belonging also involved campaigns for fair treatment. Source W records passengers arriving in 1948 with different occupations; it shows skills and journeys, not each person's motive. Source B shows that collective action removed a racial barrier to bus-crew work in Bristol. Source R shows a 1965 law against discrimination in specified public places, while major areas remained uncovered. These examples show contribution and change, without proving equality had been achieved everywhere. Source evaluation: R is a modern secondary account of a real law, useful for its coverage and limits. It cannot establish how every person was treated, whether the law was followed in practice, or personal experiences. Further lived-experience evidence would be needed. Hinge B. Classroom rubric /12: accurate sourced details 0-3; explanation 0-3; organisation and judgement 0-2; Source R evaluation 0-4. Use the detailed criteria in the guide; assess content, not handwriting. Assessment pacing differs: slides 1-7 total 8 minutes; slide 8 account 17 minutes; slide 9 source evaluation 7 minutes; slide 10 feedback 4 minutes; slides 11-12 response and exit 4 minutes. Model checks are after independent work.

GROW Humanities, Autumn 1 Week 7. Write and check an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slides 1–7: 8 min; 8:17 min; 9:7 min; 10:4 min; 11–12:4 min. Model one part together; invite an independent choice before discussion. Objective: Write from a plan, explain evidence and evaluate one source using a classroom assessment rubric. Support: Two linked sentences with chosen card letters and a spoken source limitation; record support. Stretch: Three explained points, a qualified conclusion and a precise source comparison or counter-view. Misconceptions: The mark is a classroom teaching judgement, not an externally validated grade. Do not reveal the model account while pupils are composing their first response. Record adult prompts/scribing separately from pupil choices. Answer guidance: Model account: Migration is part of Britain's history, but belonging also involved campaigns for fair treatment. Source W records passengers arriving in 1948 with different occupations; it shows skills and journeys, not each person's motive. Source B shows that collective action removed a racial barrier to bus-crew work in Bristol. Source R shows a 1965 law against discrimination in specified public places, while major areas remained uncovered. These examples show contribution and change, without proving equality had been achieved everywhere. Source evaluation: R is a modern secondary account of a real law, useful for its coverage and limits. It cannot establish how every person was treated, whether the law was followed in practice, or personal experiences. Further lived-experience evidence would be needed. Hinge B. Classroom rubric /12: accurate sourced details 0-3; explanation 0-3; organisation and judgement 0-2; Source R evaluation 0-4. Use the detailed criteria in the guide; assess content, not handwriting. Assessment pacing differs: slides 1-7 total 8 minutes; slide 8 account 17 minutes; slide 9 source evaluation 7 minutes; slide 10 feedback 4 minutes; slides 11-12 response and exit 4 minutes. Model checks are after independent work.

GROW Humanities, Autumn 1 Week 7. Write and check an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slides 1–7: 8 min; 8:17 min; 9:7 min; 10:4 min; 11–12:4 min. Take simultaneous choices where helpful. Ask for the reason. Reteach if the reason reveals the misconception. Objective: Write from a plan, explain evidence and evaluate one source using a classroom assessment rubric. Support: Two linked sentences with chosen card letters and a spoken source limitation; record support. Stretch: Three explained points, a qualified conclusion and a precise source comparison or counter-view. Misconceptions: The mark is a classroom teaching judgement, not an externally validated grade. Do not reveal the model account while pupils are composing their first response. Record adult prompts/scribing separately from pupil choices. Answer guidance: Model account: Migration is part of Britain's history, but belonging also involved campaigns for fair treatment. Source W records passengers arriving in 1948 with different occupations; it shows skills and journeys, not each person's motive. Source B shows that collective action removed a racial barrier to bus-crew work in Bristol. Source R shows a 1965 law against discrimination in specified public places, while major areas remained uncovered. These examples show contribution and change, without proving equality had been achieved everywhere. Source evaluation: R is a modern secondary account of a real law, useful for its coverage and limits. It cannot establish how every person was treated, whether the law was followed in practice, or personal experiences. Further lived-experience evidence would be needed. Hinge B. Classroom rubric /12: accurate sourced details 0-3; explanation 0-3; organisation and judgement 0-2; Source R evaluation 0-4. Use the detailed criteria in the guide; assess content, not handwriting. Assessment pacing differs: slides 1-7 total 8 minutes; slide 8 account 17 minutes; slide 9 source evaluation 7 minutes; slide 10 feedback 4 minutes; slides 11-12 response and exit 4 minutes. Model checks are after independent work.

GROW Humanities, Autumn 1 Week 7. Write and check an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slides 1–7: 8 min; 8:17 min; 9:7 min; 10:4 min; 11–12:4 min. Independent attempt. Record the support used. Keep this first response before feedback. Objective: Write from a plan, explain evidence and evaluate one source using a classroom assessment rubric. Support: Two linked sentences with chosen card letters and a spoken source limitation; record support. Stretch: Three explained points, a qualified conclusion and a precise source comparison or counter-view. Misconceptions: The mark is a classroom teaching judgement, not an externally validated grade. Do not reveal the model account while pupils are composing their first response. Record adult prompts/scribing separately from pupil choices. Answer guidance: Model account: Migration is part of Britain's history, but belonging also involved campaigns for fair treatment. Source W records passengers arriving in 1948 with different occupations; it shows skills and journeys, not each person's motive. Source B shows that collective action removed a racial barrier to bus-crew work in Bristol. Source R shows a 1965 law against discrimination in specified public places, while major areas remained uncovered. These examples show contribution and change, without proving equality had been achieved everywhere. Source evaluation: R is a modern secondary account of a real law, useful for its coverage and limits. It cannot establish how every person was treated, whether the law was followed in practice, or personal experiences. Further lived-experience evidence would be needed. Hinge B. Classroom rubric /12: accurate sourced details 0-3; explanation 0-3; organisation and judgement 0-2; Source R evaluation 0-4. Use the detailed criteria in the guide; assess content, not handwriting. Assessment pacing differs: slides 1-7 total 8 minutes; slide 8 account 17 minutes; slide 9 source evaluation 7 minutes; slide 10 feedback 4 minutes; slides 11-12 response and exit 4 minutes. Model checks are after independent work.

GROW Humanities, Autumn 1 Week 7. Write and check an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slides 1–7: 8 min; 8:17 min; 9:7 min; 10:4 min; 11–12:4 min. Follow the pupil sheet. In assessment lessons, release the second response only after the first is kept. Objective: Write from a plan, explain evidence and evaluate one source using a classroom assessment rubric. Support: Two linked sentences with chosen card letters and a spoken source limitation; record support. Stretch: Three explained points, a qualified conclusion and a precise source comparison or counter-view. Misconceptions: The mark is a classroom teaching judgement, not an externally validated grade. Do not reveal the model account while pupils are composing their first response. Record adult prompts/scribing separately from pupil choices. Answer guidance: Model account: Migration is part of Britain's history, but belonging also involved campaigns for fair treatment. Source W records passengers arriving in 1948 with different occupations; it shows skills and journeys, not each person's motive. Source B shows that collective action removed a racial barrier to bus-crew work in Bristol. Source R shows a 1965 law against discrimination in specified public places, while major areas remained uncovered. These examples show contribution and change, without proving equality had been achieved everywhere. Source evaluation: R is a modern secondary account of a real law, useful for its coverage and limits. It cannot establish how every person was treated, whether the law was followed in practice, or personal experiences. Further lived-experience evidence would be needed. Hinge B. Classroom rubric /12: accurate sourced details 0-3; explanation 0-3; organisation and judgement 0-2; Source R evaluation 0-4. Use the detailed criteria in the guide; assess content, not handwriting. Assessment pacing differs: slides 1-7 total 8 minutes; slide 8 account 17 minutes; slide 9 source evaluation 7 minutes; slide 10 feedback 4 minutes; slides 11-12 response and exit 4 minutes. Model checks are after independent work.

GROW Humanities, Autumn 1 Week 7. Write and check an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slides 1–7: 8 min; 8:17 min; 9:7 min; 10:4 min; 11–12:4 min. Reveal checks now. Accept different defensible answers; do not score opinions as wrong. Objective: Write from a plan, explain evidence and evaluate one source using a classroom assessment rubric. Support: Two linked sentences with chosen card letters and a spoken source limitation; record support. Stretch: Three explained points, a qualified conclusion and a precise source comparison or counter-view. Misconceptions: The mark is a classroom teaching judgement, not an externally validated grade. Do not reveal the model account while pupils are composing their first response. Record adult prompts/scribing separately from pupil choices. Answer guidance: Model account: Migration is part of Britain's history, but belonging also involved campaigns for fair treatment. Source W records passengers arriving in 1948 with different occupations; it shows skills and journeys, not each person's motive. Source B shows that collective action removed a racial barrier to bus-crew work in Bristol. Source R shows a 1965 law against discrimination in specified public places, while major areas remained uncovered. These examples show contribution and change, without proving equality had been achieved everywhere. Source evaluation: R is a modern secondary account of a real law, useful for its coverage and limits. It cannot establish how every person was treated, whether the law was followed in practice, or personal experiences. Further lived-experience evidence would be needed. Hinge B. Classroom rubric /12: accurate sourced details 0-3; explanation 0-3; organisation and judgement 0-2; Source R evaluation 0-4. Use the detailed criteria in the guide; assess content, not handwriting. Assessment pacing differs: slides 1-7 total 8 minutes; slide 8 account 17 minutes; slide 9 source evaluation 7 minutes; slide 10 feedback 4 minutes; slides 11-12 response and exit 4 minutes. Model checks are after independent work.

GROW Humanities, Autumn 1 Week 7. Write and check an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slides 1–7: 8 min; 8:17 min; 9:7 min; 10:4 min; 11–12:4 min. Space: pupil chooses how to respond. Voice: help them express their idea. Audience: read the meaning back and let the pupil correct it. Influence: agree one teaching action, then act on it next lesson. Objective: Write from a plan, explain evidence and evaluate one source using a classroom assessment rubric. Support: Two linked sentences with chosen card letters and a spoken source limitation; record support. Stretch: Three explained points, a qualified conclusion and a precise source comparison or counter-view. Misconceptions: The mark is a classroom teaching judgement, not an externally validated grade. Do not reveal the model account while pupils are composing their first response. Record adult prompts/scribing separately from pupil choices. Answer guidance: Model account: Migration is part of Britain's history, but belonging also involved campaigns for fair treatment. Source W records passengers arriving in 1948 with different occupations; it shows skills and journeys, not each person's motive. Source B shows that collective action removed a racial barrier to bus-crew work in Bristol. Source R shows a 1965 law against discrimination in specified public places, while major areas remained uncovered. These examples show contribution and change, without proving equality had been achieved everywhere. Source evaluation: R is a modern secondary account of a real law, useful for its coverage and limits. It cannot establish how every person was treated, whether the law was followed in practice, or personal experiences. Further lived-experience evidence would be needed. Hinge B. Classroom rubric /12: accurate sourced details 0-3; explanation 0-3; organisation and judgement 0-2; Source R evaluation 0-4. Use the detailed criteria in the guide; assess content, not handwriting. Assessment pacing differs: slides 1-7 total 8 minutes; slide 8 account 17 minutes; slide 9 source evaluation 7 minutes; slide 10 feedback 4 minutes; slides 11-12 response and exit 4 minutes. Model checks are after independent work.

GROW Humanities, Autumn 1 Week 7. Write and check an account. Friday 10:10-10:50. Humanities lesson; separate RE period is outside this pack. Slides 1–7: 8 min; 8:17 min; 9:7 min; 10:4 min; 11–12:4 min. Capture one specific success and one next step. Record the response mode and support. Objective: Write from a plan, explain evidence and evaluate one source using a classroom assessment rubric. Support: Two linked sentences with chosen card letters and a spoken source limitation; record support. Stretch: Three explained points, a qualified conclusion and a precise source comparison or counter-view. Misconceptions: The mark is a classroom teaching judgement, not an externally validated grade. Do not reveal the model account while pupils are composing their first response. Record adult prompts/scribing separately from pupil choices. Answer guidance: Model account: Migration is part of Britain's history, but belonging also involved campaigns for fair treatment. Source W records passengers arriving in 1948 with different occupations; it shows skills and journeys, not each person's motive. Source B shows that collective action removed a racial barrier to bus-crew work in Bristol. Source R shows a 1965 law against discrimination in specified public places, while major areas remained uncovered. These examples show contribution and change, without proving equality had been achieved everywhere. Source evaluation: R is a modern secondary account of a real law, useful for its coverage and limits. It cannot establish how every person was treated, whether the law was followed in practice, or personal experiences. Further lived-experience evidence would be needed. Hinge B. Classroom rubric /12: accurate sourced details 0-3; explanation 0-3; organisation and judgement 0-2; Source R evaluation 0-4. Use the detailed criteria in the guide; assess content, not handwriting. Assessment pacing differs: slides 1-7 total 8 minutes; slide 8 account 17 minutes; slide 9 source evaluation 7 minutes; slide 10 feedback 4 minutes; slides 11-12 response and exit 4 minutes. Model checks are after independent work.