BUILD Humanities — Teesside Migration & Identity (The History Studio)
Upgraded Scheme of Work · Autumn 1 (8 weeks) · AQA UAS 'History around us' · 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 are tinted by position using his Teesside colours — SPACE steel-blue, VOICE rust, AUDIENCE teal, INFLUENCE gold — the *same zone hues as the Teesside art suites*, so the whole Teesside programme (art and humanities) reads as one visual language. An animated Lundy loop ring shows the cycle.
- A per-week stamped ticket loop-close that, on a hard day, closes the loop on its own.
- An explicit connecting spine band on every lesson (Inherited / Feeds), built from his own influence lines.
- A BUILD → GROW evidence ladder (BUILD entry → BUILD secure → GROW reach).
- A "Not a history specialist? Say this" cue in his CHEESE-LAYER slide — the exact words to model, one per week.
- Reading themes — a 📖 Reading toggle cycling the studio default → Cream → Pink → Blue that remembers each pupil's choice.
- Dual Progress + Made by Matt branding (the suite was brand-neutral).
Left deliberately untouched: his engine, his Teesside palette, his per-week animated explainers, and his Calm Mode. The engine is deliberately light — no sorts or retrieval quizzes — which is the right pitch for Explore/BUILD, so none were added.
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)
The four zone positions are mapped onto Matt's Teesside palette: SPACE steel-blue · VOICE rust · AUDIENCE teal · INFLUENCE gold. Positions are identical to every pathway; the hues match the Teesside art suites so a pupil moving between art and humanities in the Teesside programme reads the same four zones.
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 Big Timeline
Enquiry: How can clues help us place local events in a defensible chronological order?
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 cannot know?
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 one 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 liking?
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 account?
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 claim, evidence and uncertainty?
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 identity?
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.