Teacher notes

LAUNCH Humanities, Autumn 1 Week 3. What can a source show?. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Evaluate a digital archive source by distinguishing creator, custodian, document date, usefulness and limits. Support: Provide the field table and a choice of two corrections. Scribe the pupil's source-specific reasoning. Stretch: Compare what the original image and modern summary permit you to check. Suggest a corroborating source and a question for it. Misconceptions: A digital copy of a primary document can preserve its evidential value. It is not automatically a secondary source. Official records can contain mistakes or omissions. Do not give a blanket reliability score. The image, the catalogue description and our modern summary are three different things. Answer guidance: Creator/custodian: the shipping list was a voyage/arrival record; The National Archives is its present custodian. Do not substitute the archive for the historical record-maker. Date: the document concerns June 1948. The image URL contains a later upload path; that does not date the voyage and does not establish the first digitisation date. Occupation is a recorded field; it is not a direct statement of motivation or proof that work was secured. Model: This list is useful for investigating occupations recorded for people on this voyage, because names and occupations appear together. It is limited for motives, because the form does not directly ask why they travelled. A personal account could help, but would represent a particular viewpoint. Hinge B. Cross-check spelling and distinguish original image, transcription, metadata and our summary.

LAUNCH Humanities, Autumn 1 Week 3. What can a source show?. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Evaluate a digital archive source by distinguishing creator, custodian, document date, usefulness and limits. Support: Provide the field table and a choice of two corrections. Scribe the pupil's source-specific reasoning. Stretch: Compare what the original image and modern summary permit you to check. Suggest a corroborating source and a question for it. Misconceptions: A digital copy of a primary document can preserve its evidential value. It is not automatically a secondary source. Official records can contain mistakes or omissions. Do not give a blanket reliability score. The image, the catalogue description and our modern summary are three different things. Answer guidance: Creator/custodian: the shipping list was a voyage/arrival record; The National Archives is its present custodian. Do not substitute the archive for the historical record-maker. Date: the document concerns June 1948. The image URL contains a later upload path; that does not date the voyage and does not establish the first digitisation date. Occupation is a recorded field; it is not a direct statement of motivation or proof that work was secured. Model: This list is useful for investigating occupations recorded for people on this voyage, because names and occupations appear together. It is limited for motives, because the form does not directly ask why they travelled. A personal account could help, but would represent a particular viewpoint. Hinge B. Cross-check spelling and distinguish original image, transcription, metadata and our summary.

LAUNCH Humanities, Autumn 1 Week 3. What can a source show?. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Evaluate a digital archive source by distinguishing creator, custodian, document date, usefulness and limits. Support: Provide the field table and a choice of two corrections. Scribe the pupil's source-specific reasoning. Stretch: Compare what the original image and modern summary permit you to check. Suggest a corroborating source and a question for it. Misconceptions: A digital copy of a primary document can preserve its evidential value. It is not automatically a secondary source. Official records can contain mistakes or omissions. Do not give a blanket reliability score. The image, the catalogue description and our modern summary are three different things. Answer guidance: Creator/custodian: the shipping list was a voyage/arrival record; The National Archives is its present custodian. Do not substitute the archive for the historical record-maker. Date: the document concerns June 1948. The image URL contains a later upload path; that does not date the voyage and does not establish the first digitisation date. Occupation is a recorded field; it is not a direct statement of motivation or proof that work was secured. Model: This list is useful for investigating occupations recorded for people on this voyage, because names and occupations appear together. It is limited for motives, because the form does not directly ask why they travelled. A personal account could help, but would represent a particular viewpoint. Hinge B. Cross-check spelling and distinguish original image, transcription, metadata and our summary.

LAUNCH Humanities, Autumn 1 Week 3. What can a source show?. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Evaluate a digital archive source by distinguishing creator, custodian, document date, usefulness and limits. Support: Provide the field table and a choice of two corrections. Scribe the pupil's source-specific reasoning. Stretch: Compare what the original image and modern summary permit you to check. Suggest a corroborating source and a question for it. Misconceptions: A digital copy of a primary document can preserve its evidential value. It is not automatically a secondary source. Official records can contain mistakes or omissions. Do not give a blanket reliability score. The image, the catalogue description and our modern summary are three different things. Answer guidance: Creator/custodian: the shipping list was a voyage/arrival record; The National Archives is its present custodian. Do not substitute the archive for the historical record-maker. Date: the document concerns June 1948. The image URL contains a later upload path; that does not date the voyage and does not establish the first digitisation date. Occupation is a recorded field; it is not a direct statement of motivation or proof that work was secured. Model: This list is useful for investigating occupations recorded for people on this voyage, because names and occupations appear together. It is limited for motives, because the form does not directly ask why they travelled. A personal account could help, but would represent a particular viewpoint. Hinge B. Cross-check spelling and distinguish original image, transcription, metadata and our summary.

LAUNCH Humanities, Autumn 1 Week 3. What can a source show?. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Evaluate a digital archive source by distinguishing creator, custodian, document date, usefulness and limits. Support: Provide the field table and a choice of two corrections. Scribe the pupil's source-specific reasoning. Stretch: Compare what the original image and modern summary permit you to check. Suggest a corroborating source and a question for it. Misconceptions: A digital copy of a primary document can preserve its evidential value. It is not automatically a secondary source. Official records can contain mistakes or omissions. Do not give a blanket reliability score. The image, the catalogue description and our modern summary are three different things. Answer guidance: Creator/custodian: the shipping list was a voyage/arrival record; The National Archives is its present custodian. Do not substitute the archive for the historical record-maker. Date: the document concerns June 1948. The image URL contains a later upload path; that does not date the voyage and does not establish the first digitisation date. Occupation is a recorded field; it is not a direct statement of motivation or proof that work was secured. Model: This list is useful for investigating occupations recorded for people on this voyage, because names and occupations appear together. It is limited for motives, because the form does not directly ask why they travelled. A personal account could help, but would represent a particular viewpoint. Hinge B. Cross-check spelling and distinguish original image, transcription, metadata and our summary.

LAUNCH Humanities, Autumn 1 Week 3. What can a source show?. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Evaluate a digital archive source by distinguishing creator, custodian, document date, usefulness and limits. Support: Provide the field table and a choice of two corrections. Scribe the pupil's source-specific reasoning. Stretch: Compare what the original image and modern summary permit you to check. Suggest a corroborating source and a question for it. Misconceptions: A digital copy of a primary document can preserve its evidential value. It is not automatically a secondary source. Official records can contain mistakes or omissions. Do not give a blanket reliability score. The image, the catalogue description and our modern summary are three different things. Answer guidance: Creator/custodian: the shipping list was a voyage/arrival record; The National Archives is its present custodian. Do not substitute the archive for the historical record-maker. Date: the document concerns June 1948. The image URL contains a later upload path; that does not date the voyage and does not establish the first digitisation date. Occupation is a recorded field; it is not a direct statement of motivation or proof that work was secured. Model: This list is useful for investigating occupations recorded for people on this voyage, because names and occupations appear together. It is limited for motives, because the form does not directly ask why they travelled. A personal account could help, but would represent a particular viewpoint. Hinge B. Cross-check spelling and distinguish original image, transcription, metadata and our summary.

LAUNCH Humanities, Autumn 1 Week 3. What can a source show?. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Evaluate a digital archive source by distinguishing creator, custodian, document date, usefulness and limits. Support: Provide the field table and a choice of two corrections. Scribe the pupil's source-specific reasoning. Stretch: Compare what the original image and modern summary permit you to check. Suggest a corroborating source and a question for it. Misconceptions: A digital copy of a primary document can preserve its evidential value. It is not automatically a secondary source. Official records can contain mistakes or omissions. Do not give a blanket reliability score. The image, the catalogue description and our modern summary are three different things. Answer guidance: Creator/custodian: the shipping list was a voyage/arrival record; The National Archives is its present custodian. Do not substitute the archive for the historical record-maker. Date: the document concerns June 1948. The image URL contains a later upload path; that does not date the voyage and does not establish the first digitisation date. Occupation is a recorded field; it is not a direct statement of motivation or proof that work was secured. Model: This list is useful for investigating occupations recorded for people on this voyage, because names and occupations appear together. It is limited for motives, because the form does not directly ask why they travelled. A personal account could help, but would represent a particular viewpoint. Hinge B. Cross-check spelling and distinguish original image, transcription, metadata and our summary.

LAUNCH Humanities, Autumn 1 Week 3. What can a source show?. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Evaluate a digital archive source by distinguishing creator, custodian, document date, usefulness and limits. Support: Provide the field table and a choice of two corrections. Scribe the pupil's source-specific reasoning. Stretch: Compare what the original image and modern summary permit you to check. Suggest a corroborating source and a question for it. Misconceptions: A digital copy of a primary document can preserve its evidential value. It is not automatically a secondary source. Official records can contain mistakes or omissions. Do not give a blanket reliability score. The image, the catalogue description and our modern summary are three different things. Answer guidance: Creator/custodian: the shipping list was a voyage/arrival record; The National Archives is its present custodian. Do not substitute the archive for the historical record-maker. Date: the document concerns June 1948. The image URL contains a later upload path; that does not date the voyage and does not establish the first digitisation date. Occupation is a recorded field; it is not a direct statement of motivation or proof that work was secured. Model: This list is useful for investigating occupations recorded for people on this voyage, because names and occupations appear together. It is limited for motives, because the form does not directly ask why they travelled. A personal account could help, but would represent a particular viewpoint. Hinge B. Cross-check spelling and distinguish original image, transcription, metadata and our summary.

LAUNCH Humanities, Autumn 1 Week 3. What can a source show?. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Evaluate a digital archive source by distinguishing creator, custodian, document date, usefulness and limits. Support: Provide the field table and a choice of two corrections. Scribe the pupil's source-specific reasoning. Stretch: Compare what the original image and modern summary permit you to check. Suggest a corroborating source and a question for it. Misconceptions: A digital copy of a primary document can preserve its evidential value. It is not automatically a secondary source. Official records can contain mistakes or omissions. Do not give a blanket reliability score. The image, the catalogue description and our modern summary are three different things. Answer guidance: Creator/custodian: the shipping list was a voyage/arrival record; The National Archives is its present custodian. Do not substitute the archive for the historical record-maker. Date: the document concerns June 1948. The image URL contains a later upload path; that does not date the voyage and does not establish the first digitisation date. Occupation is a recorded field; it is not a direct statement of motivation or proof that work was secured. Model: This list is useful for investigating occupations recorded for people on this voyage, because names and occupations appear together. It is limited for motives, because the form does not directly ask why they travelled. A personal account could help, but would represent a particular viewpoint. Hinge B. Cross-check spelling and distinguish original image, transcription, metadata and our summary.

LAUNCH Humanities, Autumn 1 Week 3. What can a source show?. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Evaluate a digital archive source by distinguishing creator, custodian, document date, usefulness and limits. Support: Provide the field table and a choice of two corrections. Scribe the pupil's source-specific reasoning. Stretch: Compare what the original image and modern summary permit you to check. Suggest a corroborating source and a question for it. Misconceptions: A digital copy of a primary document can preserve its evidential value. It is not automatically a secondary source. Official records can contain mistakes or omissions. Do not give a blanket reliability score. The image, the catalogue description and our modern summary are three different things. Answer guidance: Creator/custodian: the shipping list was a voyage/arrival record; The National Archives is its present custodian. Do not substitute the archive for the historical record-maker. Date: the document concerns June 1948. The image URL contains a later upload path; that does not date the voyage and does not establish the first digitisation date. Occupation is a recorded field; it is not a direct statement of motivation or proof that work was secured. Model: This list is useful for investigating occupations recorded for people on this voyage, because names and occupations appear together. It is limited for motives, because the form does not directly ask why they travelled. A personal account could help, but would represent a particular viewpoint. Hinge B. Cross-check spelling and distinguish original image, transcription, metadata and our summary.

LAUNCH Humanities, Autumn 1 Week 3. What can a source show?. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Evaluate a digital archive source by distinguishing creator, custodian, document date, usefulness and limits. Support: Provide the field table and a choice of two corrections. Scribe the pupil's source-specific reasoning. Stretch: Compare what the original image and modern summary permit you to check. Suggest a corroborating source and a question for it. Misconceptions: A digital copy of a primary document can preserve its evidential value. It is not automatically a secondary source. Official records can contain mistakes or omissions. Do not give a blanket reliability score. The image, the catalogue description and our modern summary are three different things. Answer guidance: Creator/custodian: the shipping list was a voyage/arrival record; The National Archives is its present custodian. Do not substitute the archive for the historical record-maker. Date: the document concerns June 1948. The image URL contains a later upload path; that does not date the voyage and does not establish the first digitisation date. Occupation is a recorded field; it is not a direct statement of motivation or proof that work was secured. Model: This list is useful for investigating occupations recorded for people on this voyage, because names and occupations appear together. It is limited for motives, because the form does not directly ask why they travelled. A personal account could help, but would represent a particular viewpoint. Hinge B. Cross-check spelling and distinguish original image, transcription, metadata and our summary.

LAUNCH Humanities, Autumn 1 Week 3. What can a source show?. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Evaluate a digital archive source by distinguishing creator, custodian, document date, usefulness and limits. Support: Provide the field table and a choice of two corrections. Scribe the pupil's source-specific reasoning. Stretch: Compare what the original image and modern summary permit you to check. Suggest a corroborating source and a question for it. Misconceptions: A digital copy of a primary document can preserve its evidential value. It is not automatically a secondary source. Official records can contain mistakes or omissions. Do not give a blanket reliability score. The image, the catalogue description and our modern summary are three different things. Answer guidance: Creator/custodian: the shipping list was a voyage/arrival record; The National Archives is its present custodian. Do not substitute the archive for the historical record-maker. Date: the document concerns June 1948. The image URL contains a later upload path; that does not date the voyage and does not establish the first digitisation date. Occupation is a recorded field; it is not a direct statement of motivation or proof that work was secured. Model: This list is useful for investigating occupations recorded for people on this voyage, because names and occupations appear together. It is limited for motives, because the form does not directly ask why they travelled. A personal account could help, but would represent a particular viewpoint. Hinge B. Cross-check spelling and distinguish original image, transcription, metadata and our summary.

LAUNCH Humanities, Autumn 1 Week 4. A timeline with a reason. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Build a proportionally spaced twentieth-century timeline and justify a significance ranking for a named question. Support: An adult can prepare a 100 mm decade scale using the instructions on pupil page 2. Start with three cards, then add the others with a ruler and reader. Stretch: Name a second enquiry question and defend a changed top-three ranking without moving dates. Misconceptions: 1918 did not give every adult woman the vote; age and property conditions mattered. A gap in selected evidence is not evidence of inactivity. Chronological position does not make an event more significant. The 1965 Act had limits; avoid saying racism ended. Answer guidance: Order T1 1918, T2 1928, T3 1948, T4 1963, T5 1965, T6 1973. At 1 mm/year: 18,28,48,63,65,73 mm from 1900. Gaps between selected events: 10,20,15,2,8 years. Guided: 1963 at 63 mm; gap from 1948 is 15 mm/years. Hinge B. Rights/participation: defensible choices include T1/T2 voting extensions, T4 employment access, T5 protection and limits. Migration: T3 arrival plus relevant arguments about T4/T5/T6. No single correct ranking; insist on a question-specific reason. T1/T2 show an important contrast: conditional women's suffrage in 1918, equal age terms in 1928.

LAUNCH Humanities, Autumn 1 Week 4. A timeline with a reason. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Build a proportionally spaced twentieth-century timeline and justify a significance ranking for a named question. Support: An adult can prepare a 100 mm decade scale using the instructions on pupil page 2. Start with three cards, then add the others with a ruler and reader. Stretch: Name a second enquiry question and defend a changed top-three ranking without moving dates. Misconceptions: 1918 did not give every adult woman the vote; age and property conditions mattered. A gap in selected evidence is not evidence of inactivity. Chronological position does not make an event more significant. The 1965 Act had limits; avoid saying racism ended. Answer guidance: Order T1 1918, T2 1928, T3 1948, T4 1963, T5 1965, T6 1973. At 1 mm/year: 18,28,48,63,65,73 mm from 1900. Gaps between selected events: 10,20,15,2,8 years. Guided: 1963 at 63 mm; gap from 1948 is 15 mm/years. Hinge B. Rights/participation: defensible choices include T1/T2 voting extensions, T4 employment access, T5 protection and limits. Migration: T3 arrival plus relevant arguments about T4/T5/T6. No single correct ranking; insist on a question-specific reason. T1/T2 show an important contrast: conditional women's suffrage in 1918, equal age terms in 1928.

LAUNCH Humanities, Autumn 1 Week 4. A timeline with a reason. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Build a proportionally spaced twentieth-century timeline and justify a significance ranking for a named question. Support: An adult can prepare a 100 mm decade scale using the instructions on pupil page 2. Start with three cards, then add the others with a ruler and reader. Stretch: Name a second enquiry question and defend a changed top-three ranking without moving dates. Misconceptions: 1918 did not give every adult woman the vote; age and property conditions mattered. A gap in selected evidence is not evidence of inactivity. Chronological position does not make an event more significant. The 1965 Act had limits; avoid saying racism ended. Answer guidance: Order T1 1918, T2 1928, T3 1948, T4 1963, T5 1965, T6 1973. At 1 mm/year: 18,28,48,63,65,73 mm from 1900. Gaps between selected events: 10,20,15,2,8 years. Guided: 1963 at 63 mm; gap from 1948 is 15 mm/years. Hinge B. Rights/participation: defensible choices include T1/T2 voting extensions, T4 employment access, T5 protection and limits. Migration: T3 arrival plus relevant arguments about T4/T5/T6. No single correct ranking; insist on a question-specific reason. T1/T2 show an important contrast: conditional women's suffrage in 1918, equal age terms in 1928.

LAUNCH Humanities, Autumn 1 Week 4. A timeline with a reason. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Build a proportionally spaced twentieth-century timeline and justify a significance ranking for a named question. Support: An adult can prepare a 100 mm decade scale using the instructions on pupil page 2. Start with three cards, then add the others with a ruler and reader. Stretch: Name a second enquiry question and defend a changed top-three ranking without moving dates. Misconceptions: 1918 did not give every adult woman the vote; age and property conditions mattered. A gap in selected evidence is not evidence of inactivity. Chronological position does not make an event more significant. The 1965 Act had limits; avoid saying racism ended. Answer guidance: Order T1 1918, T2 1928, T3 1948, T4 1963, T5 1965, T6 1973. At 1 mm/year: 18,28,48,63,65,73 mm from 1900. Gaps between selected events: 10,20,15,2,8 years. Guided: 1963 at 63 mm; gap from 1948 is 15 mm/years. Hinge B. Rights/participation: defensible choices include T1/T2 voting extensions, T4 employment access, T5 protection and limits. Migration: T3 arrival plus relevant arguments about T4/T5/T6. No single correct ranking; insist on a question-specific reason. T1/T2 show an important contrast: conditional women's suffrage in 1918, equal age terms in 1928.

LAUNCH Humanities, Autumn 1 Week 4. A timeline with a reason. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Build a proportionally spaced twentieth-century timeline and justify a significance ranking for a named question. Support: An adult can prepare a 100 mm decade scale using the instructions on pupil page 2. Start with three cards, then add the others with a ruler and reader. Stretch: Name a second enquiry question and defend a changed top-three ranking without moving dates. Misconceptions: 1918 did not give every adult woman the vote; age and property conditions mattered. A gap in selected evidence is not evidence of inactivity. Chronological position does not make an event more significant. The 1965 Act had limits; avoid saying racism ended. Answer guidance: Order T1 1918, T2 1928, T3 1948, T4 1963, T5 1965, T6 1973. At 1 mm/year: 18,28,48,63,65,73 mm from 1900. Gaps between selected events: 10,20,15,2,8 years. Guided: 1963 at 63 mm; gap from 1948 is 15 mm/years. Hinge B. Rights/participation: defensible choices include T1/T2 voting extensions, T4 employment access, T5 protection and limits. Migration: T3 arrival plus relevant arguments about T4/T5/T6. No single correct ranking; insist on a question-specific reason. T1/T2 show an important contrast: conditional women's suffrage in 1918, equal age terms in 1928.

LAUNCH Humanities, Autumn 1 Week 4. A timeline with a reason. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Build a proportionally spaced twentieth-century timeline and justify a significance ranking for a named question. Support: An adult can prepare a 100 mm decade scale using the instructions on pupil page 2. Start with three cards, then add the others with a ruler and reader. Stretch: Name a second enquiry question and defend a changed top-three ranking without moving dates. Misconceptions: 1918 did not give every adult woman the vote; age and property conditions mattered. A gap in selected evidence is not evidence of inactivity. Chronological position does not make an event more significant. The 1965 Act had limits; avoid saying racism ended. Answer guidance: Order T1 1918, T2 1928, T3 1948, T4 1963, T5 1965, T6 1973. At 1 mm/year: 18,28,48,63,65,73 mm from 1900. Gaps between selected events: 10,20,15,2,8 years. Guided: 1963 at 63 mm; gap from 1948 is 15 mm/years. Hinge B. Rights/participation: defensible choices include T1/T2 voting extensions, T4 employment access, T5 protection and limits. Migration: T3 arrival plus relevant arguments about T4/T5/T6. No single correct ranking; insist on a question-specific reason. T1/T2 show an important contrast: conditional women's suffrage in 1918, equal age terms in 1928.

LAUNCH Humanities, Autumn 1 Week 4. A timeline with a reason. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Build a proportionally spaced twentieth-century timeline and justify a significance ranking for a named question. Support: An adult can prepare a 100 mm decade scale using the instructions on pupil page 2. Start with three cards, then add the others with a ruler and reader. Stretch: Name a second enquiry question and defend a changed top-three ranking without moving dates. Misconceptions: 1918 did not give every adult woman the vote; age and property conditions mattered. A gap in selected evidence is not evidence of inactivity. Chronological position does not make an event more significant. The 1965 Act had limits; avoid saying racism ended. Answer guidance: Order T1 1918, T2 1928, T3 1948, T4 1963, T5 1965, T6 1973. At 1 mm/year: 18,28,48,63,65,73 mm from 1900. Gaps between selected events: 10,20,15,2,8 years. Guided: 1963 at 63 mm; gap from 1948 is 15 mm/years. Hinge B. Rights/participation: defensible choices include T1/T2 voting extensions, T4 employment access, T5 protection and limits. Migration: T3 arrival plus relevant arguments about T4/T5/T6. No single correct ranking; insist on a question-specific reason. T1/T2 show an important contrast: conditional women's suffrage in 1918, equal age terms in 1928.

LAUNCH Humanities, Autumn 1 Week 4. A timeline with a reason. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Build a proportionally spaced twentieth-century timeline and justify a significance ranking for a named question. Support: An adult can prepare a 100 mm decade scale using the instructions on pupil page 2. Start with three cards, then add the others with a ruler and reader. Stretch: Name a second enquiry question and defend a changed top-three ranking without moving dates. Misconceptions: 1918 did not give every adult woman the vote; age and property conditions mattered. A gap in selected evidence is not evidence of inactivity. Chronological position does not make an event more significant. The 1965 Act had limits; avoid saying racism ended. Answer guidance: Order T1 1918, T2 1928, T3 1948, T4 1963, T5 1965, T6 1973. At 1 mm/year: 18,28,48,63,65,73 mm from 1900. Gaps between selected events: 10,20,15,2,8 years. Guided: 1963 at 63 mm; gap from 1948 is 15 mm/years. Hinge B. Rights/participation: defensible choices include T1/T2 voting extensions, T4 employment access, T5 protection and limits. Migration: T3 arrival plus relevant arguments about T4/T5/T6. No single correct ranking; insist on a question-specific reason. T1/T2 show an important contrast: conditional women's suffrage in 1918, equal age terms in 1928.

LAUNCH Humanities, Autumn 1 Week 4. A timeline with a reason. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Build a proportionally spaced twentieth-century timeline and justify a significance ranking for a named question. Support: An adult can prepare a 100 mm decade scale using the instructions on pupil page 2. Start with three cards, then add the others with a ruler and reader. Stretch: Name a second enquiry question and defend a changed top-three ranking without moving dates. Misconceptions: 1918 did not give every adult woman the vote; age and property conditions mattered. A gap in selected evidence is not evidence of inactivity. Chronological position does not make an event more significant. The 1965 Act had limits; avoid saying racism ended. Answer guidance: Order T1 1918, T2 1928, T3 1948, T4 1963, T5 1965, T6 1973. At 1 mm/year: 18,28,48,63,65,73 mm from 1900. Gaps between selected events: 10,20,15,2,8 years. Guided: 1963 at 63 mm; gap from 1948 is 15 mm/years. Hinge B. Rights/participation: defensible choices include T1/T2 voting extensions, T4 employment access, T5 protection and limits. Migration: T3 arrival plus relevant arguments about T4/T5/T6. No single correct ranking; insist on a question-specific reason. T1/T2 show an important contrast: conditional women's suffrage in 1918, equal age terms in 1928.

LAUNCH Humanities, Autumn 1 Week 4. A timeline with a reason. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Build a proportionally spaced twentieth-century timeline and justify a significance ranking for a named question. Support: An adult can prepare a 100 mm decade scale using the instructions on pupil page 2. Start with three cards, then add the others with a ruler and reader. Stretch: Name a second enquiry question and defend a changed top-three ranking without moving dates. Misconceptions: 1918 did not give every adult woman the vote; age and property conditions mattered. A gap in selected evidence is not evidence of inactivity. Chronological position does not make an event more significant. The 1965 Act had limits; avoid saying racism ended. Answer guidance: Order T1 1918, T2 1928, T3 1948, T4 1963, T5 1965, T6 1973. At 1 mm/year: 18,28,48,63,65,73 mm from 1900. Gaps between selected events: 10,20,15,2,8 years. Guided: 1963 at 63 mm; gap from 1948 is 15 mm/years. Hinge B. Rights/participation: defensible choices include T1/T2 voting extensions, T4 employment access, T5 protection and limits. Migration: T3 arrival plus relevant arguments about T4/T5/T6. No single correct ranking; insist on a question-specific reason. T1/T2 show an important contrast: conditional women's suffrage in 1918, equal age terms in 1928.

LAUNCH Humanities, Autumn 1 Week 4. A timeline with a reason. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Build a proportionally spaced twentieth-century timeline and justify a significance ranking for a named question. Support: An adult can prepare a 100 mm decade scale using the instructions on pupil page 2. Start with three cards, then add the others with a ruler and reader. Stretch: Name a second enquiry question and defend a changed top-three ranking without moving dates. Misconceptions: 1918 did not give every adult woman the vote; age and property conditions mattered. A gap in selected evidence is not evidence of inactivity. Chronological position does not make an event more significant. The 1965 Act had limits; avoid saying racism ended. Answer guidance: Order T1 1918, T2 1928, T3 1948, T4 1963, T5 1965, T6 1973. At 1 mm/year: 18,28,48,63,65,73 mm from 1900. Gaps between selected events: 10,20,15,2,8 years. Guided: 1963 at 63 mm; gap from 1948 is 15 mm/years. Hinge B. Rights/participation: defensible choices include T1/T2 voting extensions, T4 employment access, T5 protection and limits. Migration: T3 arrival plus relevant arguments about T4/T5/T6. No single correct ranking; insist on a question-specific reason. T1/T2 show an important contrast: conditional women's suffrage in 1918, equal age terms in 1928.

LAUNCH Humanities, Autumn 1 Week 4. A timeline with a reason. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Build a proportionally spaced twentieth-century timeline and justify a significance ranking for a named question. Support: An adult can prepare a 100 mm decade scale using the instructions on pupil page 2. Start with three cards, then add the others with a ruler and reader. Stretch: Name a second enquiry question and defend a changed top-three ranking without moving dates. Misconceptions: 1918 did not give every adult woman the vote; age and property conditions mattered. A gap in selected evidence is not evidence of inactivity. Chronological position does not make an event more significant. The 1965 Act had limits; avoid saying racism ended. Answer guidance: Order T1 1918, T2 1928, T3 1948, T4 1963, T5 1965, T6 1973. At 1 mm/year: 18,28,48,63,65,73 mm from 1900. Gaps between selected events: 10,20,15,2,8 years. Guided: 1963 at 63 mm; gap from 1948 is 15 mm/years. Hinge B. Rights/participation: defensible choices include T1/T2 voting extensions, T4 employment access, T5 protection and limits. Migration: T3 arrival plus relevant arguments about T4/T5/T6. No single correct ranking; insist on a question-specific reason. T1/T2 show an important contrast: conditional women's suffrage in 1918, equal age terms in 1928.

LAUNCH Humanities, Autumn 1 Week 5. People, action and impact. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Rank contributions using a stated criterion, defend with evidence, and acknowledge a different reasonable judgement. Support: Rank two cards using one stated criterion and an adult reader; scribe the pupil's reason. Stretch: Apply a second criterion to all four cards, identify the changed order, and defend a qualified final judgement. Misconceptions: Historical significance is not a ranking of people's worth. Collective campaigns must not be credited to one hero alone. Do not invent audience sizes, patient totals or precise long-term effects absent from the cards. Answer guidance: All coherent rankings are potentially valid; marks depend on applying the chosen criterion consistently and using the supplied details. Example under change to employment: B leads because it names removal of an employment barrier. R is broader geographically but the 1965 law did not cover employment; that limit matters for this criterion. Example concession: Under national legal reach, R could rise, while under direct care M could lead. O concerns public debate and abolition campaigning; the card does not measure readership or prove sole responsibility for legal abolition. Hinge B only improves the argument if a specific alternative criterion and its effect are explained.

LAUNCH Humanities, Autumn 1 Week 5. People, action and impact. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Rank contributions using a stated criterion, defend with evidence, and acknowledge a different reasonable judgement. Support: Rank two cards using one stated criterion and an adult reader; scribe the pupil's reason. Stretch: Apply a second criterion to all four cards, identify the changed order, and defend a qualified final judgement. Misconceptions: Historical significance is not a ranking of people's worth. Collective campaigns must not be credited to one hero alone. Do not invent audience sizes, patient totals or precise long-term effects absent from the cards. Answer guidance: All coherent rankings are potentially valid; marks depend on applying the chosen criterion consistently and using the supplied details. Example under change to employment: B leads because it names removal of an employment barrier. R is broader geographically but the 1965 law did not cover employment; that limit matters for this criterion. Example concession: Under national legal reach, R could rise, while under direct care M could lead. O concerns public debate and abolition campaigning; the card does not measure readership or prove sole responsibility for legal abolition. Hinge B only improves the argument if a specific alternative criterion and its effect are explained.

LAUNCH Humanities, Autumn 1 Week 5. People, action and impact. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Rank contributions using a stated criterion, defend with evidence, and acknowledge a different reasonable judgement. Support: Rank two cards using one stated criterion and an adult reader; scribe the pupil's reason. Stretch: Apply a second criterion to all four cards, identify the changed order, and defend a qualified final judgement. Misconceptions: Historical significance is not a ranking of people's worth. Collective campaigns must not be credited to one hero alone. Do not invent audience sizes, patient totals or precise long-term effects absent from the cards. Answer guidance: All coherent rankings are potentially valid; marks depend on applying the chosen criterion consistently and using the supplied details. Example under change to employment: B leads because it names removal of an employment barrier. R is broader geographically but the 1965 law did not cover employment; that limit matters for this criterion. Example concession: Under national legal reach, R could rise, while under direct care M could lead. O concerns public debate and abolition campaigning; the card does not measure readership or prove sole responsibility for legal abolition. Hinge B only improves the argument if a specific alternative criterion and its effect are explained.

LAUNCH Humanities, Autumn 1 Week 5. People, action and impact. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Rank contributions using a stated criterion, defend with evidence, and acknowledge a different reasonable judgement. Support: Rank two cards using one stated criterion and an adult reader; scribe the pupil's reason. Stretch: Apply a second criterion to all four cards, identify the changed order, and defend a qualified final judgement. Misconceptions: Historical significance is not a ranking of people's worth. Collective campaigns must not be credited to one hero alone. Do not invent audience sizes, patient totals or precise long-term effects absent from the cards. Answer guidance: All coherent rankings are potentially valid; marks depend on applying the chosen criterion consistently and using the supplied details. Example under change to employment: B leads because it names removal of an employment barrier. R is broader geographically but the 1965 law did not cover employment; that limit matters for this criterion. Example concession: Under national legal reach, R could rise, while under direct care M could lead. O concerns public debate and abolition campaigning; the card does not measure readership or prove sole responsibility for legal abolition. Hinge B only improves the argument if a specific alternative criterion and its effect are explained.

LAUNCH Humanities, Autumn 1 Week 5. People, action and impact. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Rank contributions using a stated criterion, defend with evidence, and acknowledge a different reasonable judgement. Support: Rank two cards using one stated criterion and an adult reader; scribe the pupil's reason. Stretch: Apply a second criterion to all four cards, identify the changed order, and defend a qualified final judgement. Misconceptions: Historical significance is not a ranking of people's worth. Collective campaigns must not be credited to one hero alone. Do not invent audience sizes, patient totals or precise long-term effects absent from the cards. Answer guidance: All coherent rankings are potentially valid; marks depend on applying the chosen criterion consistently and using the supplied details. Example under change to employment: B leads because it names removal of an employment barrier. R is broader geographically but the 1965 law did not cover employment; that limit matters for this criterion. Example concession: Under national legal reach, R could rise, while under direct care M could lead. O concerns public debate and abolition campaigning; the card does not measure readership or prove sole responsibility for legal abolition. Hinge B only improves the argument if a specific alternative criterion and its effect are explained.

LAUNCH Humanities, Autumn 1 Week 5. People, action and impact. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Rank contributions using a stated criterion, defend with evidence, and acknowledge a different reasonable judgement. Support: Rank two cards using one stated criterion and an adult reader; scribe the pupil's reason. Stretch: Apply a second criterion to all four cards, identify the changed order, and defend a qualified final judgement. Misconceptions: Historical significance is not a ranking of people's worth. Collective campaigns must not be credited to one hero alone. Do not invent audience sizes, patient totals or precise long-term effects absent from the cards. Answer guidance: All coherent rankings are potentially valid; marks depend on applying the chosen criterion consistently and using the supplied details. Example under change to employment: B leads because it names removal of an employment barrier. R is broader geographically but the 1965 law did not cover employment; that limit matters for this criterion. Example concession: Under national legal reach, R could rise, while under direct care M could lead. O concerns public debate and abolition campaigning; the card does not measure readership or prove sole responsibility for legal abolition. Hinge B only improves the argument if a specific alternative criterion and its effect are explained.

LAUNCH Humanities, Autumn 1 Week 5. People, action and impact. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Rank contributions using a stated criterion, defend with evidence, and acknowledge a different reasonable judgement. Support: Rank two cards using one stated criterion and an adult reader; scribe the pupil's reason. Stretch: Apply a second criterion to all four cards, identify the changed order, and defend a qualified final judgement. Misconceptions: Historical significance is not a ranking of people's worth. Collective campaigns must not be credited to one hero alone. Do not invent audience sizes, patient totals or precise long-term effects absent from the cards. Answer guidance: All coherent rankings are potentially valid; marks depend on applying the chosen criterion consistently and using the supplied details. Example under change to employment: B leads because it names removal of an employment barrier. R is broader geographically but the 1965 law did not cover employment; that limit matters for this criterion. Example concession: Under national legal reach, R could rise, while under direct care M could lead. O concerns public debate and abolition campaigning; the card does not measure readership or prove sole responsibility for legal abolition. Hinge B only improves the argument if a specific alternative criterion and its effect are explained.

LAUNCH Humanities, Autumn 1 Week 5. People, action and impact. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Rank contributions using a stated criterion, defend with evidence, and acknowledge a different reasonable judgement. Support: Rank two cards using one stated criterion and an adult reader; scribe the pupil's reason. Stretch: Apply a second criterion to all four cards, identify the changed order, and defend a qualified final judgement. Misconceptions: Historical significance is not a ranking of people's worth. Collective campaigns must not be credited to one hero alone. Do not invent audience sizes, patient totals or precise long-term effects absent from the cards. Answer guidance: All coherent rankings are potentially valid; marks depend on applying the chosen criterion consistently and using the supplied details. Example under change to employment: B leads because it names removal of an employment barrier. R is broader geographically but the 1965 law did not cover employment; that limit matters for this criterion. Example concession: Under national legal reach, R could rise, while under direct care M could lead. O concerns public debate and abolition campaigning; the card does not measure readership or prove sole responsibility for legal abolition. Hinge B only improves the argument if a specific alternative criterion and its effect are explained.

LAUNCH Humanities, Autumn 1 Week 5. People, action and impact. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Rank contributions using a stated criterion, defend with evidence, and acknowledge a different reasonable judgement. Support: Rank two cards using one stated criterion and an adult reader; scribe the pupil's reason. Stretch: Apply a second criterion to all four cards, identify the changed order, and defend a qualified final judgement. Misconceptions: Historical significance is not a ranking of people's worth. Collective campaigns must not be credited to one hero alone. Do not invent audience sizes, patient totals or precise long-term effects absent from the cards. Answer guidance: All coherent rankings are potentially valid; marks depend on applying the chosen criterion consistently and using the supplied details. Example under change to employment: B leads because it names removal of an employment barrier. R is broader geographically but the 1965 law did not cover employment; that limit matters for this criterion. Example concession: Under national legal reach, R could rise, while under direct care M could lead. O concerns public debate and abolition campaigning; the card does not measure readership or prove sole responsibility for legal abolition. Hinge B only improves the argument if a specific alternative criterion and its effect are explained.

LAUNCH Humanities, Autumn 1 Week 5. People, action and impact. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Rank contributions using a stated criterion, defend with evidence, and acknowledge a different reasonable judgement. Support: Rank two cards using one stated criterion and an adult reader; scribe the pupil's reason. Stretch: Apply a second criterion to all four cards, identify the changed order, and defend a qualified final judgement. Misconceptions: Historical significance is not a ranking of people's worth. Collective campaigns must not be credited to one hero alone. Do not invent audience sizes, patient totals or precise long-term effects absent from the cards. Answer guidance: All coherent rankings are potentially valid; marks depend on applying the chosen criterion consistently and using the supplied details. Example under change to employment: B leads because it names removal of an employment barrier. R is broader geographically but the 1965 law did not cover employment; that limit matters for this criterion. Example concession: Under national legal reach, R could rise, while under direct care M could lead. O concerns public debate and abolition campaigning; the card does not measure readership or prove sole responsibility for legal abolition. Hinge B only improves the argument if a specific alternative criterion and its effect are explained.

LAUNCH Humanities, Autumn 1 Week 5. People, action and impact. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Rank contributions using a stated criterion, defend with evidence, and acknowledge a different reasonable judgement. Support: Rank two cards using one stated criterion and an adult reader; scribe the pupil's reason. Stretch: Apply a second criterion to all four cards, identify the changed order, and defend a qualified final judgement. Misconceptions: Historical significance is not a ranking of people's worth. Collective campaigns must not be credited to one hero alone. Do not invent audience sizes, patient totals or precise long-term effects absent from the cards. Answer guidance: All coherent rankings are potentially valid; marks depend on applying the chosen criterion consistently and using the supplied details. Example under change to employment: B leads because it names removal of an employment barrier. R is broader geographically but the 1965 law did not cover employment; that limit matters for this criterion. Example concession: Under national legal reach, R could rise, while under direct care M could lead. O concerns public debate and abolition campaigning; the card does not measure readership or prove sole responsibility for legal abolition. Hinge B only improves the argument if a specific alternative criterion and its effect are explained.

LAUNCH Humanities, Autumn 1 Week 5. People, action and impact. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Rank contributions using a stated criterion, defend with evidence, and acknowledge a different reasonable judgement. Support: Rank two cards using one stated criterion and an adult reader; scribe the pupil's reason. Stretch: Apply a second criterion to all four cards, identify the changed order, and defend a qualified final judgement. Misconceptions: Historical significance is not a ranking of people's worth. Collective campaigns must not be credited to one hero alone. Do not invent audience sizes, patient totals or precise long-term effects absent from the cards. Answer guidance: All coherent rankings are potentially valid; marks depend on applying the chosen criterion consistently and using the supplied details. Example under change to employment: B leads because it names removal of an employment barrier. R is broader geographically but the 1965 law did not cover employment; that limit matters for this criterion. Example concession: Under national legal reach, R could rise, while under direct care M could lead. O concerns public debate and abolition campaigning; the card does not measure readership or prove sole responsibility for legal abolition. Hinge B only improves the argument if a specific alternative criterion and its effect are explained.

LAUNCH Humanities, Autumn 1 Week 6. An account with evidence. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Write a structured account with sourced evidence, explanation, links and a qualified judgement. Support: Use one paragraph with a point, chosen detail and an orally explained link; record support. Stretch: Write three paragraphs and evaluate the strength of one source for your judgement. Misconceptions: Do not present teaching summaries as direct witness quotations. Paraphrase with a source letter. A before/after sequence does not prove one event alone caused the next. The 1965 law cannot be used as evidence that every employer changed recruitment. Answer guidance: Sort: 1/2 contribution or recorded arrivals; 3/4 collective action; 5/6 law/limits. Accept justified alternative use. Model: The Bristol campaign led to a specific fairer employment outcome. Source B describes a collective boycott and the company's ending of its colour bar. That altered eligibility for bus-crew jobs. It supports a claim of change in this company, not equality across all employers. Second model: Source R shows legal protection in some public places in 1965, but employment and major housing areas remained uncovered. The legal change mattered while its limits prevent a claim that everyone's daily treatment became fair. Conclusion model: These examples show meaningful but incomplete change. W illustrates migration; B and R show that fair treatment also involved collective action and legislation. The bank cannot measure every person's experience. Hinge B.

LAUNCH Humanities, Autumn 1 Week 6. An account with evidence. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Write a structured account with sourced evidence, explanation, links and a qualified judgement. Support: Use one paragraph with a point, chosen detail and an orally explained link; record support. Stretch: Write three paragraphs and evaluate the strength of one source for your judgement. Misconceptions: Do not present teaching summaries as direct witness quotations. Paraphrase with a source letter. A before/after sequence does not prove one event alone caused the next. The 1965 law cannot be used as evidence that every employer changed recruitment. Answer guidance: Sort: 1/2 contribution or recorded arrivals; 3/4 collective action; 5/6 law/limits. Accept justified alternative use. Model: The Bristol campaign led to a specific fairer employment outcome. Source B describes a collective boycott and the company's ending of its colour bar. That altered eligibility for bus-crew jobs. It supports a claim of change in this company, not equality across all employers. Second model: Source R shows legal protection in some public places in 1965, but employment and major housing areas remained uncovered. The legal change mattered while its limits prevent a claim that everyone's daily treatment became fair. Conclusion model: These examples show meaningful but incomplete change. W illustrates migration; B and R show that fair treatment also involved collective action and legislation. The bank cannot measure every person's experience. Hinge B.

LAUNCH Humanities, Autumn 1 Week 6. An account with evidence. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Write a structured account with sourced evidence, explanation, links and a qualified judgement. Support: Use one paragraph with a point, chosen detail and an orally explained link; record support. Stretch: Write three paragraphs and evaluate the strength of one source for your judgement. Misconceptions: Do not present teaching summaries as direct witness quotations. Paraphrase with a source letter. A before/after sequence does not prove one event alone caused the next. The 1965 law cannot be used as evidence that every employer changed recruitment. Answer guidance: Sort: 1/2 contribution or recorded arrivals; 3/4 collective action; 5/6 law/limits. Accept justified alternative use. Model: The Bristol campaign led to a specific fairer employment outcome. Source B describes a collective boycott and the company's ending of its colour bar. That altered eligibility for bus-crew jobs. It supports a claim of change in this company, not equality across all employers. Second model: Source R shows legal protection in some public places in 1965, but employment and major housing areas remained uncovered. The legal change mattered while its limits prevent a claim that everyone's daily treatment became fair. Conclusion model: These examples show meaningful but incomplete change. W illustrates migration; B and R show that fair treatment also involved collective action and legislation. The bank cannot measure every person's experience. Hinge B.

LAUNCH Humanities, Autumn 1 Week 6. An account with evidence. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Write a structured account with sourced evidence, explanation, links and a qualified judgement. Support: Use one paragraph with a point, chosen detail and an orally explained link; record support. Stretch: Write three paragraphs and evaluate the strength of one source for your judgement. Misconceptions: Do not present teaching summaries as direct witness quotations. Paraphrase with a source letter. A before/after sequence does not prove one event alone caused the next. The 1965 law cannot be used as evidence that every employer changed recruitment. Answer guidance: Sort: 1/2 contribution or recorded arrivals; 3/4 collective action; 5/6 law/limits. Accept justified alternative use. Model: The Bristol campaign led to a specific fairer employment outcome. Source B describes a collective boycott and the company's ending of its colour bar. That altered eligibility for bus-crew jobs. It supports a claim of change in this company, not equality across all employers. Second model: Source R shows legal protection in some public places in 1965, but employment and major housing areas remained uncovered. The legal change mattered while its limits prevent a claim that everyone's daily treatment became fair. Conclusion model: These examples show meaningful but incomplete change. W illustrates migration; B and R show that fair treatment also involved collective action and legislation. The bank cannot measure every person's experience. Hinge B.

LAUNCH Humanities, Autumn 1 Week 6. An account with evidence. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Write a structured account with sourced evidence, explanation, links and a qualified judgement. Support: Use one paragraph with a point, chosen detail and an orally explained link; record support. Stretch: Write three paragraphs and evaluate the strength of one source for your judgement. Misconceptions: Do not present teaching summaries as direct witness quotations. Paraphrase with a source letter. A before/after sequence does not prove one event alone caused the next. The 1965 law cannot be used as evidence that every employer changed recruitment. Answer guidance: Sort: 1/2 contribution or recorded arrivals; 3/4 collective action; 5/6 law/limits. Accept justified alternative use. Model: The Bristol campaign led to a specific fairer employment outcome. Source B describes a collective boycott and the company's ending of its colour bar. That altered eligibility for bus-crew jobs. It supports a claim of change in this company, not equality across all employers. Second model: Source R shows legal protection in some public places in 1965, but employment and major housing areas remained uncovered. The legal change mattered while its limits prevent a claim that everyone's daily treatment became fair. Conclusion model: These examples show meaningful but incomplete change. W illustrates migration; B and R show that fair treatment also involved collective action and legislation. The bank cannot measure every person's experience. Hinge B.

LAUNCH Humanities, Autumn 1 Week 6. An account with evidence. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Write a structured account with sourced evidence, explanation, links and a qualified judgement. Support: Use one paragraph with a point, chosen detail and an orally explained link; record support. Stretch: Write three paragraphs and evaluate the strength of one source for your judgement. Misconceptions: Do not present teaching summaries as direct witness quotations. Paraphrase with a source letter. A before/after sequence does not prove one event alone caused the next. The 1965 law cannot be used as evidence that every employer changed recruitment. Answer guidance: Sort: 1/2 contribution or recorded arrivals; 3/4 collective action; 5/6 law/limits. Accept justified alternative use. Model: The Bristol campaign led to a specific fairer employment outcome. Source B describes a collective boycott and the company's ending of its colour bar. That altered eligibility for bus-crew jobs. It supports a claim of change in this company, not equality across all employers. Second model: Source R shows legal protection in some public places in 1965, but employment and major housing areas remained uncovered. The legal change mattered while its limits prevent a claim that everyone's daily treatment became fair. Conclusion model: These examples show meaningful but incomplete change. W illustrates migration; B and R show that fair treatment also involved collective action and legislation. The bank cannot measure every person's experience. Hinge B.

LAUNCH Humanities, Autumn 1 Week 6. An account with evidence. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Write a structured account with sourced evidence, explanation, links and a qualified judgement. Support: Use one paragraph with a point, chosen detail and an orally explained link; record support. Stretch: Write three paragraphs and evaluate the strength of one source for your judgement. Misconceptions: Do not present teaching summaries as direct witness quotations. Paraphrase with a source letter. A before/after sequence does not prove one event alone caused the next. The 1965 law cannot be used as evidence that every employer changed recruitment. Answer guidance: Sort: 1/2 contribution or recorded arrivals; 3/4 collective action; 5/6 law/limits. Accept justified alternative use. Model: The Bristol campaign led to a specific fairer employment outcome. Source B describes a collective boycott and the company's ending of its colour bar. That altered eligibility for bus-crew jobs. It supports a claim of change in this company, not equality across all employers. Second model: Source R shows legal protection in some public places in 1965, but employment and major housing areas remained uncovered. The legal change mattered while its limits prevent a claim that everyone's daily treatment became fair. Conclusion model: These examples show meaningful but incomplete change. W illustrates migration; B and R show that fair treatment also involved collective action and legislation. The bank cannot measure every person's experience. Hinge B.

LAUNCH Humanities, Autumn 1 Week 6. An account with evidence. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Write a structured account with sourced evidence, explanation, links and a qualified judgement. Support: Use one paragraph with a point, chosen detail and an orally explained link; record support. Stretch: Write three paragraphs and evaluate the strength of one source for your judgement. Misconceptions: Do not present teaching summaries as direct witness quotations. Paraphrase with a source letter. A before/after sequence does not prove one event alone caused the next. The 1965 law cannot be used as evidence that every employer changed recruitment. Answer guidance: Sort: 1/2 contribution or recorded arrivals; 3/4 collective action; 5/6 law/limits. Accept justified alternative use. Model: The Bristol campaign led to a specific fairer employment outcome. Source B describes a collective boycott and the company's ending of its colour bar. That altered eligibility for bus-crew jobs. It supports a claim of change in this company, not equality across all employers. Second model: Source R shows legal protection in some public places in 1965, but employment and major housing areas remained uncovered. The legal change mattered while its limits prevent a claim that everyone's daily treatment became fair. Conclusion model: These examples show meaningful but incomplete change. W illustrates migration; B and R show that fair treatment also involved collective action and legislation. The bank cannot measure every person's experience. Hinge B.

LAUNCH Humanities, Autumn 1 Week 6. An account with evidence. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Write a structured account with sourced evidence, explanation, links and a qualified judgement. Support: Use one paragraph with a point, chosen detail and an orally explained link; record support. Stretch: Write three paragraphs and evaluate the strength of one source for your judgement. Misconceptions: Do not present teaching summaries as direct witness quotations. Paraphrase with a source letter. A before/after sequence does not prove one event alone caused the next. The 1965 law cannot be used as evidence that every employer changed recruitment. Answer guidance: Sort: 1/2 contribution or recorded arrivals; 3/4 collective action; 5/6 law/limits. Accept justified alternative use. Model: The Bristol campaign led to a specific fairer employment outcome. Source B describes a collective boycott and the company's ending of its colour bar. That altered eligibility for bus-crew jobs. It supports a claim of change in this company, not equality across all employers. Second model: Source R shows legal protection in some public places in 1965, but employment and major housing areas remained uncovered. The legal change mattered while its limits prevent a claim that everyone's daily treatment became fair. Conclusion model: These examples show meaningful but incomplete change. W illustrates migration; B and R show that fair treatment also involved collective action and legislation. The bank cannot measure every person's experience. Hinge B.

LAUNCH Humanities, Autumn 1 Week 6. An account with evidence. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Write a structured account with sourced evidence, explanation, links and a qualified judgement. Support: Use one paragraph with a point, chosen detail and an orally explained link; record support. Stretch: Write three paragraphs and evaluate the strength of one source for your judgement. Misconceptions: Do not present teaching summaries as direct witness quotations. Paraphrase with a source letter. A before/after sequence does not prove one event alone caused the next. The 1965 law cannot be used as evidence that every employer changed recruitment. Answer guidance: Sort: 1/2 contribution or recorded arrivals; 3/4 collective action; 5/6 law/limits. Accept justified alternative use. Model: The Bristol campaign led to a specific fairer employment outcome. Source B describes a collective boycott and the company's ending of its colour bar. That altered eligibility for bus-crew jobs. It supports a claim of change in this company, not equality across all employers. Second model: Source R shows legal protection in some public places in 1965, but employment and major housing areas remained uncovered. The legal change mattered while its limits prevent a claim that everyone's daily treatment became fair. Conclusion model: These examples show meaningful but incomplete change. W illustrates migration; B and R show that fair treatment also involved collective action and legislation. The bank cannot measure every person's experience. Hinge B.

LAUNCH Humanities, Autumn 1 Week 6. An account with evidence. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Write a structured account with sourced evidence, explanation, links and a qualified judgement. Support: Use one paragraph with a point, chosen detail and an orally explained link; record support. Stretch: Write three paragraphs and evaluate the strength of one source for your judgement. Misconceptions: Do not present teaching summaries as direct witness quotations. Paraphrase with a source letter. A before/after sequence does not prove one event alone caused the next. The 1965 law cannot be used as evidence that every employer changed recruitment. Answer guidance: Sort: 1/2 contribution or recorded arrivals; 3/4 collective action; 5/6 law/limits. Accept justified alternative use. Model: The Bristol campaign led to a specific fairer employment outcome. Source B describes a collective boycott and the company's ending of its colour bar. That altered eligibility for bus-crew jobs. It supports a claim of change in this company, not equality across all employers. Second model: Source R shows legal protection in some public places in 1965, but employment and major housing areas remained uncovered. The legal change mattered while its limits prevent a claim that everyone's daily treatment became fair. Conclusion model: These examples show meaningful but incomplete change. W illustrates migration; B and R show that fair treatment also involved collective action and legislation. The bank cannot measure every person's experience. Hinge B.

LAUNCH Humanities, Autumn 1 Week 6. An account with evidence. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within 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: Write a structured account with sourced evidence, explanation, links and a qualified judgement. Support: Use one paragraph with a point, chosen detail and an orally explained link; record support. Stretch: Write three paragraphs and evaluate the strength of one source for your judgement. Misconceptions: Do not present teaching summaries as direct witness quotations. Paraphrase with a source letter. A before/after sequence does not prove one event alone caused the next. The 1965 law cannot be used as evidence that every employer changed recruitment. Answer guidance: Sort: 1/2 contribution or recorded arrivals; 3/4 collective action; 5/6 law/limits. Accept justified alternative use. Model: The Bristol campaign led to a specific fairer employment outcome. Source B describes a collective boycott and the company's ending of its colour bar. That altered eligibility for bus-crew jobs. It supports a claim of change in this company, not equality across all employers. Second model: Source R shows legal protection in some public places in 1965, but employment and major housing areas remained uncovered. The legal change mattered while its limits prevent a claim that everyone's daily treatment became fair. Conclusion model: These examples show meaningful but incomplete change. W illustrates migration; B and R show that fair treatment also involved collective action and legislation. The bank cannot measure every person's experience. Hinge B.

LAUNCH Humanities, Autumn 1 Week 7. Source-based assessment. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within this pack. Slides 1–7:7 min; 8:16 min; 9:9 min; 10:4 min; 11–12:4 min. Read the enquiry. Check that pupils know the response choices. Objective: Produce a sourced judgement and diagnose four weaknesses in a model answer using explicit criteria. Support: Use two sources with the sentence frame, then diagnose two errors; scribing permitted and recorded. Stretch: Compare the sources, make a qualified judgement and rank all four repairs by effect on the argument. Misconceptions: Assessment criteria are classroom teaching criteria, not official GCSE marks or grades. Keep the planted-error task separate from the pupil's first source answer. A small wording repair can change a major historical error; amount of writing is not the same as seriousness. Answer guidance: Model answer: B shows that campaigning achieved a change in Bristol bus-crew recruitment, so it supports a specific improvement in job access. R shows legal protection in some public places in 1965, but it also identifies areas left uncovered. Together they show real but incomplete change; neither proves that all daily treatment became fair. W could provide context about migration and recorded skills in 1948. It cannot establish passengers' later treatment or employment outcomes. Error 1: absolute unsupported judgement. Repair: B and R show specific improvements with limits. Error 2: source-origin confusion. Repair: R is a modern summary of a historical law. Error 3: repetition instead of explanation. Repair: ending the colour bar widened eligibility for bus-crew jobs. Error 4: inference exceeds record. Repair: W lists stated occupations, not later job outcomes. Hinge B. Any justified ranking of error seriousness is acceptable. Classroom rubric /16: source answer /8 (accurate B and R details 0-2; explanations 0-2; qualified judgement 0-2; useful role and limit of W 0-2). Four repairs /8: for each line, identify the error (1) and make a valid repair (1). Assess understanding, with support recorded separately. Assessment pacing: slides 1-7 total 7 minutes; slide 8 source answer 16 minutes; slide 9 planted errors 9 minutes; slide 10 feedback 4 minutes; slides 11-12 pupil response and exit 4 minutes. Slide 9 must not appear before the first answer is retained.

LAUNCH Humanities, Autumn 1 Week 7. Source-based assessment. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within this pack. Slides 1–7:7 min; 8:16 min; 9:9 min; 10:4 min; 11–12:4 min. Retain a first response. Do not supply the answer before the pupil chooses. Objective: Produce a sourced judgement and diagnose four weaknesses in a model answer using explicit criteria. Support: Use two sources with the sentence frame, then diagnose two errors; scribing permitted and recorded. Stretch: Compare the sources, make a qualified judgement and rank all four repairs by effect on the argument. Misconceptions: Assessment criteria are classroom teaching criteria, not official GCSE marks or grades. Keep the planted-error task separate from the pupil's first source answer. A small wording repair can change a major historical error; amount of writing is not the same as seriousness. Answer guidance: Model answer: B shows that campaigning achieved a change in Bristol bus-crew recruitment, so it supports a specific improvement in job access. R shows legal protection in some public places in 1965, but it also identifies areas left uncovered. Together they show real but incomplete change; neither proves that all daily treatment became fair. W could provide context about migration and recorded skills in 1948. It cannot establish passengers' later treatment or employment outcomes. Error 1: absolute unsupported judgement. Repair: B and R show specific improvements with limits. Error 2: source-origin confusion. Repair: R is a modern summary of a historical law. Error 3: repetition instead of explanation. Repair: ending the colour bar widened eligibility for bus-crew jobs. Error 4: inference exceeds record. Repair: W lists stated occupations, not later job outcomes. Hinge B. Any justified ranking of error seriousness is acceptable. Classroom rubric /16: source answer /8 (accurate B and R details 0-2; explanations 0-2; qualified judgement 0-2; useful role and limit of W 0-2). Four repairs /8: for each line, identify the error (1) and make a valid repair (1). Assess understanding, with support recorded separately. Assessment pacing: slides 1-7 total 7 minutes; slide 8 source answer 16 minutes; slide 9 planted errors 9 minutes; slide 10 feedback 4 minutes; slides 11-12 pupil response and exit 4 minutes. Slide 9 must not appear before the first answer is retained.

LAUNCH Humanities, Autumn 1 Week 7. Source-based assessment. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within this pack. Slides 1–7:7 min; 8:16 min; 9:9 min; 10:4 min; 11–12:4 min. Read each term with an example. Ask pupils to point to or use one term. Objective: Produce a sourced judgement and diagnose four weaknesses in a model answer using explicit criteria. Support: Use two sources with the sentence frame, then diagnose two errors; scribing permitted and recorded. Stretch: Compare the sources, make a qualified judgement and rank all four repairs by effect on the argument. Misconceptions: Assessment criteria are classroom teaching criteria, not official GCSE marks or grades. Keep the planted-error task separate from the pupil's first source answer. A small wording repair can change a major historical error; amount of writing is not the same as seriousness. Answer guidance: Model answer: B shows that campaigning achieved a change in Bristol bus-crew recruitment, so it supports a specific improvement in job access. R shows legal protection in some public places in 1965, but it also identifies areas left uncovered. Together they show real but incomplete change; neither proves that all daily treatment became fair. W could provide context about migration and recorded skills in 1948. It cannot establish passengers' later treatment or employment outcomes. Error 1: absolute unsupported judgement. Repair: B and R show specific improvements with limits. Error 2: source-origin confusion. Repair: R is a modern summary of a historical law. Error 3: repetition instead of explanation. Repair: ending the colour bar widened eligibility for bus-crew jobs. Error 4: inference exceeds record. Repair: W lists stated occupations, not later job outcomes. Hinge B. Any justified ranking of error seriousness is acceptable. Classroom rubric /16: source answer /8 (accurate B and R details 0-2; explanations 0-2; qualified judgement 0-2; useful role and limit of W 0-2). Four repairs /8: for each line, identify the error (1) and make a valid repair (1). Assess understanding, with support recorded separately. Assessment pacing: slides 1-7 total 7 minutes; slide 8 source answer 16 minutes; slide 9 planted errors 9 minutes; slide 10 feedback 4 minutes; slides 11-12 pupil response and exit 4 minutes. Slide 9 must not appear before the first answer is retained.

LAUNCH Humanities, Autumn 1 Week 7. Source-based assessment. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within this pack. Slides 1–7:7 min; 8:16 min; 9:9 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: Produce a sourced judgement and diagnose four weaknesses in a model answer using explicit criteria. Support: Use two sources with the sentence frame, then diagnose two errors; scribing permitted and recorded. Stretch: Compare the sources, make a qualified judgement and rank all four repairs by effect on the argument. Misconceptions: Assessment criteria are classroom teaching criteria, not official GCSE marks or grades. Keep the planted-error task separate from the pupil's first source answer. A small wording repair can change a major historical error; amount of writing is not the same as seriousness. Answer guidance: Model answer: B shows that campaigning achieved a change in Bristol bus-crew recruitment, so it supports a specific improvement in job access. R shows legal protection in some public places in 1965, but it also identifies areas left uncovered. Together they show real but incomplete change; neither proves that all daily treatment became fair. W could provide context about migration and recorded skills in 1948. It cannot establish passengers' later treatment or employment outcomes. Error 1: absolute unsupported judgement. Repair: B and R show specific improvements with limits. Error 2: source-origin confusion. Repair: R is a modern summary of a historical law. Error 3: repetition instead of explanation. Repair: ending the colour bar widened eligibility for bus-crew jobs. Error 4: inference exceeds record. Repair: W lists stated occupations, not later job outcomes. Hinge B. Any justified ranking of error seriousness is acceptable. Classroom rubric /16: source answer /8 (accurate B and R details 0-2; explanations 0-2; qualified judgement 0-2; useful role and limit of W 0-2). Four repairs /8: for each line, identify the error (1) and make a valid repair (1). Assess understanding, with support recorded separately. Assessment pacing: slides 1-7 total 7 minutes; slide 8 source answer 16 minutes; slide 9 planted errors 9 minutes; slide 10 feedback 4 minutes; slides 11-12 pupil response and exit 4 minutes. Slide 9 must not appear before the first answer is retained.

LAUNCH Humanities, Autumn 1 Week 7. Source-based assessment. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within this pack. Slides 1–7:7 min; 8:16 min; 9:9 min; 10:4 min; 11–12:4 min. Think aloud: state the detail, then explain what it supports. Objective: Produce a sourced judgement and diagnose four weaknesses in a model answer using explicit criteria. Support: Use two sources with the sentence frame, then diagnose two errors; scribing permitted and recorded. Stretch: Compare the sources, make a qualified judgement and rank all four repairs by effect on the argument. Misconceptions: Assessment criteria are classroom teaching criteria, not official GCSE marks or grades. Keep the planted-error task separate from the pupil's first source answer. A small wording repair can change a major historical error; amount of writing is not the same as seriousness. Answer guidance: Model answer: B shows that campaigning achieved a change in Bristol bus-crew recruitment, so it supports a specific improvement in job access. R shows legal protection in some public places in 1965, but it also identifies areas left uncovered. Together they show real but incomplete change; neither proves that all daily treatment became fair. W could provide context about migration and recorded skills in 1948. It cannot establish passengers' later treatment or employment outcomes. Error 1: absolute unsupported judgement. Repair: B and R show specific improvements with limits. Error 2: source-origin confusion. Repair: R is a modern summary of a historical law. Error 3: repetition instead of explanation. Repair: ending the colour bar widened eligibility for bus-crew jobs. Error 4: inference exceeds record. Repair: W lists stated occupations, not later job outcomes. Hinge B. Any justified ranking of error seriousness is acceptable. Classroom rubric /16: source answer /8 (accurate B and R details 0-2; explanations 0-2; qualified judgement 0-2; useful role and limit of W 0-2). Four repairs /8: for each line, identify the error (1) and make a valid repair (1). Assess understanding, with support recorded separately. Assessment pacing: slides 1-7 total 7 minutes; slide 8 source answer 16 minutes; slide 9 planted errors 9 minutes; slide 10 feedback 4 minutes; slides 11-12 pupil response and exit 4 minutes. Slide 9 must not appear before the first answer is retained.

LAUNCH Humanities, Autumn 1 Week 7. Source-based assessment. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within this pack. Slides 1–7:7 min; 8:16 min; 9:9 min; 10:4 min; 11–12:4 min. Model one part together; invite an independent choice before discussion. Objective: Produce a sourced judgement and diagnose four weaknesses in a model answer using explicit criteria. Support: Use two sources with the sentence frame, then diagnose two errors; scribing permitted and recorded. Stretch: Compare the sources, make a qualified judgement and rank all four repairs by effect on the argument. Misconceptions: Assessment criteria are classroom teaching criteria, not official GCSE marks or grades. Keep the planted-error task separate from the pupil's first source answer. A small wording repair can change a major historical error; amount of writing is not the same as seriousness. Answer guidance: Model answer: B shows that campaigning achieved a change in Bristol bus-crew recruitment, so it supports a specific improvement in job access. R shows legal protection in some public places in 1965, but it also identifies areas left uncovered. Together they show real but incomplete change; neither proves that all daily treatment became fair. W could provide context about migration and recorded skills in 1948. It cannot establish passengers' later treatment or employment outcomes. Error 1: absolute unsupported judgement. Repair: B and R show specific improvements with limits. Error 2: source-origin confusion. Repair: R is a modern summary of a historical law. Error 3: repetition instead of explanation. Repair: ending the colour bar widened eligibility for bus-crew jobs. Error 4: inference exceeds record. Repair: W lists stated occupations, not later job outcomes. Hinge B. Any justified ranking of error seriousness is acceptable. Classroom rubric /16: source answer /8 (accurate B and R details 0-2; explanations 0-2; qualified judgement 0-2; useful role and limit of W 0-2). Four repairs /8: for each line, identify the error (1) and make a valid repair (1). Assess understanding, with support recorded separately. Assessment pacing: slides 1-7 total 7 minutes; slide 8 source answer 16 minutes; slide 9 planted errors 9 minutes; slide 10 feedback 4 minutes; slides 11-12 pupil response and exit 4 minutes. Slide 9 must not appear before the first answer is retained.

LAUNCH Humanities, Autumn 1 Week 7. Source-based assessment. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within this pack. Slides 1–7:7 min; 8:16 min; 9:9 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: Produce a sourced judgement and diagnose four weaknesses in a model answer using explicit criteria. Support: Use two sources with the sentence frame, then diagnose two errors; scribing permitted and recorded. Stretch: Compare the sources, make a qualified judgement and rank all four repairs by effect on the argument. Misconceptions: Assessment criteria are classroom teaching criteria, not official GCSE marks or grades. Keep the planted-error task separate from the pupil's first source answer. A small wording repair can change a major historical error; amount of writing is not the same as seriousness. Answer guidance: Model answer: B shows that campaigning achieved a change in Bristol bus-crew recruitment, so it supports a specific improvement in job access. R shows legal protection in some public places in 1965, but it also identifies areas left uncovered. Together they show real but incomplete change; neither proves that all daily treatment became fair. W could provide context about migration and recorded skills in 1948. It cannot establish passengers' later treatment or employment outcomes. Error 1: absolute unsupported judgement. Repair: B and R show specific improvements with limits. Error 2: source-origin confusion. Repair: R is a modern summary of a historical law. Error 3: repetition instead of explanation. Repair: ending the colour bar widened eligibility for bus-crew jobs. Error 4: inference exceeds record. Repair: W lists stated occupations, not later job outcomes. Hinge B. Any justified ranking of error seriousness is acceptable. Classroom rubric /16: source answer /8 (accurate B and R details 0-2; explanations 0-2; qualified judgement 0-2; useful role and limit of W 0-2). Four repairs /8: for each line, identify the error (1) and make a valid repair (1). Assess understanding, with support recorded separately. Assessment pacing: slides 1-7 total 7 minutes; slide 8 source answer 16 minutes; slide 9 planted errors 9 minutes; slide 10 feedback 4 minutes; slides 11-12 pupil response and exit 4 minutes. Slide 9 must not appear before the first answer is retained.

LAUNCH Humanities, Autumn 1 Week 7. Source-based assessment. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within this pack. Slides 1–7:7 min; 8:16 min; 9:9 min; 10:4 min; 11–12:4 min. Independent attempt. Record the support used. Keep this first response before feedback. Objective: Produce a sourced judgement and diagnose four weaknesses in a model answer using explicit criteria. Support: Use two sources with the sentence frame, then diagnose two errors; scribing permitted and recorded. Stretch: Compare the sources, make a qualified judgement and rank all four repairs by effect on the argument. Misconceptions: Assessment criteria are classroom teaching criteria, not official GCSE marks or grades. Keep the planted-error task separate from the pupil's first source answer. A small wording repair can change a major historical error; amount of writing is not the same as seriousness. Answer guidance: Model answer: B shows that campaigning achieved a change in Bristol bus-crew recruitment, so it supports a specific improvement in job access. R shows legal protection in some public places in 1965, but it also identifies areas left uncovered. Together they show real but incomplete change; neither proves that all daily treatment became fair. W could provide context about migration and recorded skills in 1948. It cannot establish passengers' later treatment or employment outcomes. Error 1: absolute unsupported judgement. Repair: B and R show specific improvements with limits. Error 2: source-origin confusion. Repair: R is a modern summary of a historical law. Error 3: repetition instead of explanation. Repair: ending the colour bar widened eligibility for bus-crew jobs. Error 4: inference exceeds record. Repair: W lists stated occupations, not later job outcomes. Hinge B. Any justified ranking of error seriousness is acceptable. Classroom rubric /16: source answer /8 (accurate B and R details 0-2; explanations 0-2; qualified judgement 0-2; useful role and limit of W 0-2). Four repairs /8: for each line, identify the error (1) and make a valid repair (1). Assess understanding, with support recorded separately. Assessment pacing: slides 1-7 total 7 minutes; slide 8 source answer 16 minutes; slide 9 planted errors 9 minutes; slide 10 feedback 4 minutes; slides 11-12 pupil response and exit 4 minutes. Slide 9 must not appear before the first answer is retained.

LAUNCH Humanities, Autumn 1 Week 7. Source-based assessment. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within this pack. Slides 1–7:7 min; 8:16 min; 9:9 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: Produce a sourced judgement and diagnose four weaknesses in a model answer using explicit criteria. Support: Use two sources with the sentence frame, then diagnose two errors; scribing permitted and recorded. Stretch: Compare the sources, make a qualified judgement and rank all four repairs by effect on the argument. Misconceptions: Assessment criteria are classroom teaching criteria, not official GCSE marks or grades. Keep the planted-error task separate from the pupil's first source answer. A small wording repair can change a major historical error; amount of writing is not the same as seriousness. Answer guidance: Model answer: B shows that campaigning achieved a change in Bristol bus-crew recruitment, so it supports a specific improvement in job access. R shows legal protection in some public places in 1965, but it also identifies areas left uncovered. Together they show real but incomplete change; neither proves that all daily treatment became fair. W could provide context about migration and recorded skills in 1948. It cannot establish passengers' later treatment or employment outcomes. Error 1: absolute unsupported judgement. Repair: B and R show specific improvements with limits. Error 2: source-origin confusion. Repair: R is a modern summary of a historical law. Error 3: repetition instead of explanation. Repair: ending the colour bar widened eligibility for bus-crew jobs. Error 4: inference exceeds record. Repair: W lists stated occupations, not later job outcomes. Hinge B. Any justified ranking of error seriousness is acceptable. Classroom rubric /16: source answer /8 (accurate B and R details 0-2; explanations 0-2; qualified judgement 0-2; useful role and limit of W 0-2). Four repairs /8: for each line, identify the error (1) and make a valid repair (1). Assess understanding, with support recorded separately. Assessment pacing: slides 1-7 total 7 minutes; slide 8 source answer 16 minutes; slide 9 planted errors 9 minutes; slide 10 feedback 4 minutes; slides 11-12 pupil response and exit 4 minutes. Slide 9 must not appear before the first answer is retained.

LAUNCH Humanities, Autumn 1 Week 7. Source-based assessment. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within this pack. Slides 1–7:7 min; 8:16 min; 9:9 min; 10:4 min; 11–12:4 min. Reveal checks now. Accept different defensible answers; do not score opinions as wrong. Objective: Produce a sourced judgement and diagnose four weaknesses in a model answer using explicit criteria. Support: Use two sources with the sentence frame, then diagnose two errors; scribing permitted and recorded. Stretch: Compare the sources, make a qualified judgement and rank all four repairs by effect on the argument. Misconceptions: Assessment criteria are classroom teaching criteria, not official GCSE marks or grades. Keep the planted-error task separate from the pupil's first source answer. A small wording repair can change a major historical error; amount of writing is not the same as seriousness. Answer guidance: Model answer: B shows that campaigning achieved a change in Bristol bus-crew recruitment, so it supports a specific improvement in job access. R shows legal protection in some public places in 1965, but it also identifies areas left uncovered. Together they show real but incomplete change; neither proves that all daily treatment became fair. W could provide context about migration and recorded skills in 1948. It cannot establish passengers' later treatment or employment outcomes. Error 1: absolute unsupported judgement. Repair: B and R show specific improvements with limits. Error 2: source-origin confusion. Repair: R is a modern summary of a historical law. Error 3: repetition instead of explanation. Repair: ending the colour bar widened eligibility for bus-crew jobs. Error 4: inference exceeds record. Repair: W lists stated occupations, not later job outcomes. Hinge B. Any justified ranking of error seriousness is acceptable. Classroom rubric /16: source answer /8 (accurate B and R details 0-2; explanations 0-2; qualified judgement 0-2; useful role and limit of W 0-2). Four repairs /8: for each line, identify the error (1) and make a valid repair (1). Assess understanding, with support recorded separately. Assessment pacing: slides 1-7 total 7 minutes; slide 8 source answer 16 minutes; slide 9 planted errors 9 minutes; slide 10 feedback 4 minutes; slides 11-12 pupil response and exit 4 minutes. Slide 9 must not appear before the first answer is retained.

LAUNCH Humanities, Autumn 1 Week 7. Source-based assessment. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within this pack. Slides 1–7:7 min; 8:16 min; 9:9 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: Produce a sourced judgement and diagnose four weaknesses in a model answer using explicit criteria. Support: Use two sources with the sentence frame, then diagnose two errors; scribing permitted and recorded. Stretch: Compare the sources, make a qualified judgement and rank all four repairs by effect on the argument. Misconceptions: Assessment criteria are classroom teaching criteria, not official GCSE marks or grades. Keep the planted-error task separate from the pupil's first source answer. A small wording repair can change a major historical error; amount of writing is not the same as seriousness. Answer guidance: Model answer: B shows that campaigning achieved a change in Bristol bus-crew recruitment, so it supports a specific improvement in job access. R shows legal protection in some public places in 1965, but it also identifies areas left uncovered. Together they show real but incomplete change; neither proves that all daily treatment became fair. W could provide context about migration and recorded skills in 1948. It cannot establish passengers' later treatment or employment outcomes. Error 1: absolute unsupported judgement. Repair: B and R show specific improvements with limits. Error 2: source-origin confusion. Repair: R is a modern summary of a historical law. Error 3: repetition instead of explanation. Repair: ending the colour bar widened eligibility for bus-crew jobs. Error 4: inference exceeds record. Repair: W lists stated occupations, not later job outcomes. Hinge B. Any justified ranking of error seriousness is acceptable. Classroom rubric /16: source answer /8 (accurate B and R details 0-2; explanations 0-2; qualified judgement 0-2; useful role and limit of W 0-2). Four repairs /8: for each line, identify the error (1) and make a valid repair (1). Assess understanding, with support recorded separately. Assessment pacing: slides 1-7 total 7 minutes; slide 8 source answer 16 minutes; slide 9 planted errors 9 minutes; slide 10 feedback 4 minutes; slides 11-12 pupil response and exit 4 minutes. Slide 9 must not appear before the first answer is retained.

LAUNCH Humanities, Autumn 1 Week 7. Source-based assessment. Tuesday 10:10-10:50. Humanities-only lesson. LAUNCH's separate RE outcome is not claimed within this pack. Slides 1–7:7 min; 8:16 min; 9:9 min; 10:4 min; 11–12:4 min. Capture one specific success and one next step. Record the response mode and support. Objective: Produce a sourced judgement and diagnose four weaknesses in a model answer using explicit criteria. Support: Use two sources with the sentence frame, then diagnose two errors; scribing permitted and recorded. Stretch: Compare the sources, make a qualified judgement and rank all four repairs by effect on the argument. Misconceptions: Assessment criteria are classroom teaching criteria, not official GCSE marks or grades. Keep the planted-error task separate from the pupil's first source answer. A small wording repair can change a major historical error; amount of writing is not the same as seriousness. Answer guidance: Model answer: B shows that campaigning achieved a change in Bristol bus-crew recruitment, so it supports a specific improvement in job access. R shows legal protection in some public places in 1965, but it also identifies areas left uncovered. Together they show real but incomplete change; neither proves that all daily treatment became fair. W could provide context about migration and recorded skills in 1948. It cannot establish passengers' later treatment or employment outcomes. Error 1: absolute unsupported judgement. Repair: B and R show specific improvements with limits. Error 2: source-origin confusion. Repair: R is a modern summary of a historical law. Error 3: repetition instead of explanation. Repair: ending the colour bar widened eligibility for bus-crew jobs. Error 4: inference exceeds record. Repair: W lists stated occupations, not later job outcomes. Hinge B. Any justified ranking of error seriousness is acceptable. Classroom rubric /16: source answer /8 (accurate B and R details 0-2; explanations 0-2; qualified judgement 0-2; useful role and limit of W 0-2). Four repairs /8: for each line, identify the error (1) and make a valid repair (1). Assess understanding, with support recorded separately. Assessment pacing: slides 1-7 total 7 minutes; slide 8 source answer 16 minutes; slide 9 planted errors 9 minutes; slide 10 feedback 4 minutes; slides 11-12 pupil response and exit 4 minutes. Slide 9 must not appear before the first answer is retained.