# BUILD Humanities · River of Change — curriculum alignment Generated: 2026-08-28 ## Sequence intent Newly authored continuation derived from the established BUILD Humanities W1–W8 progression; not a recovered canonical Autumn 2 scheme. Sequence thread: **W9 · Place and physical–human connection → W10 · Network and interdependence → W11 · Cause, consequence and dependency → W12 · Change, continuity and evidence limits → W13 · Comparison, constraint and engineering response → W14 · Synthesis, trade-off and bounded influence** The six lessons retain the BUILD Humanities disciplinary evidence pattern: **decision → source/map/data → pupil reasoning, limitation or uncertainty**. They use one Lundy Space–Voice–Audience–Influence loop and do not create a second closure system. ## Weekly alignment | Week | Enquiry | Substantive knowledge | Disciplinary skills | Concepts | Teesside/local context | Progression | |---|---|---|---|---|---|---| | W9 · Meet the Lower Tees | How does the lower River Tees link land, water, people and the sea? | The River Tees flows east towards the North Sea.; The lower river widens into a tidal estuary.; Trace with the key and arrows, not the shape on screen alone. | Place, system and physical–human connection | Spatial sequence, feature classification and connection | River Tees and Teesside local enquiry: Meet the Lower Tees. | Week 10 treats the river as a transport destination and connection. | | W10 · Rails Meet the River | Why did the Stockton & Darlington Railway link coal areas to the River Tees when it opened in 1825? | Coal started inland.; Rails linked it to Stockton and the Tees.; Start with purpose: easier movement of coal to a river port. | Network, purpose, chronology and interdependence | Network flow, purpose and chronology | River Tees and Teesside local enquiry: Rails Meet the River. | Week 11 shows how rail and river made an 1850 ironstone find more powerful. | | W11 · The Iron Rush | Why did ironstone found near Eston in 1850 change Teesside so quickly? | Ironstone was found in the Eston Hills.; Mines took rock from the hills.; Ironstone is rock containing iron—not finished iron or steel. | Cause, consequence, dependency and counterfactual reasoning | Dependency chain and counterfactual test | River Tees and Teesside local enquiry: The Iron Rush. | Week 12 uses work, transport and production links to explain fast town growth. | | W12 · A Town Grows Fast | How did port, rail and iron help Middlesbrough grow so fast? | 1801: around 25 people lived in the small settlement.; 1828–30: land, a planned town, port and railway formed a development sequence.; A driver helps cause growth; an indicator shows that growth happened. | Change, continuity, drivers, indicators and evidence limits | Cause versus indicator versus unsupported claim | River Tees and Teesside local enquiry: A Town Grows Fast. | Week 13 uses growth in people, work and movement to explain the need to cross a busy river. | | W13 · Crossing the Steel River | How did engineers help people cross a busy working River Tees? | The river had to be crossed.; In our evidence-informed classroom design problem, river traffic may also need a clear route.; Need: carry people and vehicles across. | Comparison, constraint and engineering response | Constraint → engineering solution and comparison | River Tees and Teesside local enquiry: Crossing the Steel River. | Week 14 weighs industrial and engineering change beside the Tees’s nature story. | | W14 · Industry and Nature: The Tees Story | How can the Tees be both an industrial place and an important place for nature? | The estuary was greatly changed by human use.; Official dated sources record mudflats, dunes, marsh and wildlife.; Industry evidence includes port, rail, ironworks and bridges. | Synthesis, trade-off, change over time and bounded influence | Thematic classification and chronological synthesis | River Tees and Teesside local enquiry: Industry and Nature: The Tees Story. | The six-week unit closes; one bounded pupil choice sets the next local-enquiry question or display emphasis. | ## Access, care and source integrity - Personal or family disclosure is never required. - General, local and historical routes count equally. - Every genuine source carries item-level what/who/when/origin/rights information. - Adapted, transcribed and constructed materials are labelled honestly. - An access barrier is addressed before staff infer weak Humanities understanding. - Adult support is recorded separately from pupil authorship when evidence is retained. ## Qualification boundary Curriculum and portfolio evidence preparation only. Any qualification or unit claim requires local centre confirmation against the current specification. ## Planning authorities supplied with this pack - Existing BUILD Humanities scheme, lesson estate and Teesside Humanities acceptance rules ## SoW cross-reference (ORDER N6-M §M2, Tier 1 — citation only) Added so the relationship to the scheme of work is on the record rather than inferred. **No learning objective, success criterion, timing or task changed.** Instrument: `_passsb/inputs/Build SOW 2026-2027.xlsx` Estate weeks 9-14 map to Aut2 W2-W7 on the workbook's own numbering. The pack teaches a Tees-valley local-history sequence where the SoW names festivals, beliefs and light; the departure is declared in each lesson's Sequence intent and is cross-referenced here. | SoW cell | week | outcome as written in the workbook | |---|---|---| | `'BUILD Weekly - Autumn'!C53` | Aut2·W1 | Explore a festival of light and why it matters. | | `'BUILD Weekly - Autumn'!C54` | Aut2·W2 | Compare how different communities celebrate. | | `'BUILD Weekly - Autumn'!C55` | Aut2·W3 | Handle and describe festival artefacts respectfully. | | `'BUILD Weekly - Autumn'!C56` | Aut2·W4 | Sequence the events of a celebration. | | `'BUILD Weekly - Autumn'!C57` | Aut2·W5 | Reflect on peace and remembrance (Remembrance Day). | | `'BUILD Weekly - Autumn'!C58` | Aut2·W6 | Talk about fairness and rights (Human Rights Day). | | `'BUILD Weekly - Autumn'!C59` | Aut2·W7 | Make a festivals display; evidence (UAS). |