Review record
Scope: 120 current lessons: 78 Humanities lessons from Autumn 1 to Spring 2 and 42 RE lessons across Autumn 1 and 2. Each of the three pathways has 40 lessons. Fourteen missing Humanities Autumn 2 BUILD/GROW lessons were recovered from an earlier supplied pack and revised.
The supplied Humanities scheme also plans 39 Summer lesson slots. No matching created Summer lessons were in the reviewed packs. RE source planning covers Autumn only. Those periods are not represented as completed lessons.
Changes across the packs
- Matched the stated outcome, teaching sequence and assessment evidence to the supplied scheme; corrected internal examples, sources and datasets where they did not serve those aims.
- Linked worked models to relevant named evidence. Added retrieval prompts, supported/standard/stretch routes, independent organisers, printable shared-activity cards and teacher answers.
- Kept varied shared work: matching, sequencing, decisions, maps, source investigation, ranking, graphs, presentations and portfolios. Added keyboard-operated checks and feedback to card activities.
- Retained BUILD’s concrete and symbol-supported tasks, GROW’s explanation and comparison, and LAUNCH’s evidence and application. RE LAUNCH remains an adult-life pathway without GCSE marking bands.
- Rebuilt offline captioned teaching models and editable slides. Every lesson has a one-page A4 knowledge organiser, pupil pack and teacher notes.
Checks and remaining limits
All 120 HTML lessons passed automated DOM execution checks for the nine stages, route controls and their tested interactions, with no JavaScript errors or duplicate IDs. All 240 revised Word files were rendered; page-bound checks found no empty pages or text outside the page. PDF organisers were checked for one-page A4 output. Slide packages were validated and rendered. Representative and dense page layouts were visually reviewed. Eleven data workbooks were created; fieldwork blank/zero behaviour was tested.
Live browser layout, phone/touch behaviour and playback on a school device could not be verified here because the available browser blocked local files. Check those before teaching. Source restrictions are recorded separately. This is a resource review against the supplied pathway guidance, not an assessment of individual learners; adjust reading, communication and sensory support using their plans.
UAS evidence prompts are included, but the supplied material does not identify the centre’s approved unit codes or exact statements. Staff must map evidence to those selected units before claiming accreditation. Local fieldwork still needs a suitable location, consent and the centre’s normal arrangements.
Lesson-by-lesson record
Outcome and assessment below reproduce the supplied scheme. Each lesson folder contains the revised materials.
LAUNCH_A1_W01 · Migration and identity in modern Britain
Outcome: Investigate migration and identity in modern Britain through sources.
Assessment: F: source annotation, evidence and judgement.
Shared activity: source — Inspect the telegram’s maker, date, audience and purpose. Classify what it establishes, suggests and cannot establish.
Independent task: Annotate A for provenance, content and likely purpose. Select evidence about migration and judge its usefulness for studying identity. Compare with C and identify what additional source could reveal personal experience.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
LAUNCH_A1_W02 · Migration causes and consequences
Outcome: Explain causes and consequences of migration linked to Black History Month.
Assessment: F: causal explanation and two exit questions.
Shared activity: chain — Build a 1972 expulsion, resettlement and support-request chain using C and D. Compare that forced departure with the different 1948 employment hopes in A. Keep the cases separate.
Independent task: Write a connected explanation using A, C and D. Explain causes and consequences while distinguishing evidence of plans from evidence of outcomes. Use two exit questions to test the limits of the explanation.
Changes: items corrected; shared corrected; Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
LAUNCH_A1_W03 · Evaluating a digital archive source
Outcome: Research and evaluate a digital archive source.
Assessment: F: annotated source and supported evaluation.
Shared activity: source — Open the linked archive item A and separate the original record from the website’s later explanation. Record its reference and provenance.
Independent task: Research the linked telegram or Cabinet record. Create a source passport with archive reference, creator, date, audience and purpose. Evaluate usefulness and a limitation for a precise question, citing a detail.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
LAUNCH_A1_W04 · An interactive twentieth-century timeline
Outcome: Build an interactive timeline of twentieth century Britain.
Assessment: F: chronology, accurate entries and exit check.
Shared activity: timeline — Place dated evidence on a timeline. Link an event to a change and explain the link without claiming cause from order alone.
Independent task: Build interactive or paper timeline entries for 1948, 1972 and 1973. Add a source-linked explanation of a change to each. Check chronological order and identify one limitation of the selected events.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
LAUNCH_A1_W05 · People who shaped diverse British history
Outcome: Investigate people who shaped diverse British history.
Assessment: F: evidence-based judgement and exit check.
Shared activity: rank — Rank John Blanke and Remond evidence for impact, change and legacy. Distinguish contribution evidence from a claim about lasting influence.
Independent task: Reach a significance judgement about one named person. Use evidence and an explicit criterion. Address an alternative ranking and explain what further evidence would establish legacy.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
LAUNCH_A1_W06 · A structured account using evidence
Outcome: Write a structured account using evidence with English links.
Assessment: F: structured account and review.
Shared activity: editor — Audit a claim, evidence and explanation paragraph. Rebuild its sequence and qualify its conclusion.
Independent task: Plan and draft a structured answer about migration and identity. Use at least two sources in a logical chronology. Check evidence, sequence and conclusion, then revise one unsupported claim.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels
LAUNCH_A1_W07 · Source-based assessment
Outcome: Complete a source based assessment.
Assessment: S: half-term source assessment; retain evidence for relevant UAS criteria.
Shared activity: portfolio — Review the assessment criteria using a practice claim. Keep the final source responses individual.
Independent task: Independently interrogate B and C, then compare their usefulness for explaining migration experiences. Select evidence and make supported judgements with limits. Retain annotated sources and a conclusion for relevant centre-selected UAS mapping.
Changes: Worked model linked to named relevant evidence; Arrival retrieval and pathway-specific supports; Task organiser and paper interaction cards; Consistent media transcript and source labels