BUILD Humanities — Teesside Migration & Identity (The History Studio)

Upgraded Scheme of Work · Autumn 1 (8 weeks) · AQA UAS 'History around us' (unit unconfirmed — centre record) · Explore/BUILD tier

Unit enquiry

How has migration shaped the identity of the Tees Valley — and how can pupils use the historian's craft (chronology, sources, cause, significance, account and mapping) to build and defend evidence about their own place?

Connected studio journey

PLACE IN TIME → READ THE SOURCE → WHY THEY CAME → WHO MATTERS → BIG DEAL? → PLAN THE STORY → TELL THE STORY → MAP THE MOVEMENT & INFLUENCE

Each week retrieves a decision from the last and hands one forward. Week 8 turns a pupil's recommendation about history or cultural provision into a real change a named adult acts on and reports back.

How these lessons were upgraded (the enhancement layer)

Matt hand-built these as a light-mode, place-rooted 12-section "History Studio" suite with a Teesside palette (steel-blue, gold, rust, teal), a real Lundy loop and a deliberately light, tier-appropriate engine. This upgrade layers the house system on top without altering a line of his authored history content:

• The four Lundy missions share a single tint — one violet card (#a855f7 border on #faf5ff, heading #7e22ce) used identically for SPACE, VOICE, AUDIENCE and INFLUENCE, in all eight decks. The zones are told apart by their heading and their fixed order, never by colour. The Teesside art suites do tint these four zones by position; this suite does not, and this upgrade added no tints to it.
• A per-week stamped ticket in the printable pack — a loop-close that, on a hard day, closes the loop on its own.
• A BUILD → GROW evidence ladder (BUILD entry → BUILD secure → GROW reach).
• Dual Progress + Made by Matt branding (the suite was brand-neutral).

Left deliberately untouched: his engine, his Teesside palette, and his per-week animated explainers. The engine was deliberately light at the outset; the decks have since inherited the shared house chassis, so every week now opens with a level-toggled Retrieval grid and carries a Tap-tap sort and a match round.

Explore/BUILD-tier design

Progression is placing events in time with a reason, separating what a source shows from what we infer, combining causes, judging significance by criteria, and turning facts into a coherent account. Doubt and disagreement are explicitly allowed. "Validate the evidence, not the person" runs through the audience protocol. Every slide names access routes; adult support and pupil authorship are recorded separately. The Lundy loop closes with a report-back contract a named adult must honour.

A note on care

The migration content is handled so that no community is reduced to a single story, and personal disclosure is never required — personal, family, local and general routes count equally. Whose evidence and whose voice are being used is an explicit question in the significance weeks.

Lundy zone colours (this suite)

This suite uses one Lundy tint for all four zones — a violet card (#a855f7 border on #faf5ff, heading #7e22ce), measured identical on SPACE, VOICE, AUDIENCE and INFLUENCE across all eight decks. Zone positions are identical to every pathway, so a pupil moving between art and humanities meets the same four zones in the same order — but the Teesside art suites tint them by position and this one does not. Here the heading and the order are the cue, not the colour.

Evidence lift (the ladder)

BUILD entry = place, read or state with support; BUILD secure = add a second cause, comparison or limitation and explain it; GROW reach = explain for an audience and transfer the routine to a new source, person or period.

Week 1: The Local History Timeline

Enquiry: How can clues and centuries help us place local events in a defensible order, from 1000 CE to today?

Retrieves: unit start. Feeds: your questions and chosen time periods set the sources and vocabulary used in Week 2.

Week 2: History Detectives

Enquiry: How can we distinguish what a source shows from what we infer or still need to ask?

Retrieves: Week 1's chronology. Feeds: the source types you trust or question set which evidence Week 3 uses.

Week 3: Why People Came

Enquiry: How can several causes combine to influence migration to the Tees Valley?

Retrieves: Week 2's sources. Feeds: your cause judgements set the people or communities selected for Week 4.

Week 4: People Who Shaped Britain

Enquiry: How can evidence show why a person or community matters without reducing them to a single story?

Retrieves: Week 3's causes. Feeds: your nominations and evidence set which figures appear in Week 5's significance comparison.

Week 5: Big Deal or Small Deal?

Enquiry: How can we judge significance using criteria rather than fame or personal taste?

Retrieves: Week 4's nominated people. Feeds: your significance judgements set the focus and argument of the Week 6 storyboards.

Week 6: Plan the Story

Enquiry: How can sequence, evidence and explanation turn facts into a coherent historical story?

Retrieves: Week 5's significance judgements. Feeds: your communication preferences and gaps set Week 7's storytelling routes and audience.

Week 7: Tell the Story

Enquiry: How can I communicate a historical account so an audience understands what happened and why?

Retrieves: Week 6's storyboard. Feeds: audience responses and your recommendations set Week 8's map emphasis and future history provision.

Week 8: Where in the World?

Enquiry: How does mapping movement change our understanding of migration, connection and place?

Retrieves: Week 7's told account. Feeds (closes): a named adult acts on one curriculum or cultural recommendation and reports the action and deadline back.

What a trained assessor still needs to provide separately

Match evidence to the exact selected AQA UAS unit code/version and the centre summary sheet; the pack does not itself certify a unit. Add locally approved, credited Teesside photographs, maps and historical sources before teaching. These lessons prepare and evidence the history; they do not self-certify the award.