# BUILD Humanities · River of Change — teacher implementation guide

## Core 40-minute grammar

Arrival (3) → Starter (3) → I Do (4) → We Do hinge (3) → I Do 2 (3) → We Do lab (4) → Independent evidence (16) → Exit/Influence (4).

The title slide is untimed. The taught sequence totals exactly 40 minutes.

## Before teaching

1. Open `START_HERE.html` and select the week.
2. Check every source card against `SOURCE_PROVENANCE_REGISTER.html`.
3. Replace the visible decision-maker and report-back placeholders with the named adult and calendar date before delivery.
4. Prepare locally approved enlarged, chunked, transcribed, audio, colour-safe or tactile routes as needed.
5. Decide how pointing, signing, sorting, mapping, speaking, annotating or authorised recording will count as pupil Voice.
6. Print the selected route from the independent slide or Staff & print menu. Normal Ctrl+P includes all three routes.

## During teaching

- Use Previous/Next, Page Up/Page Down or Left/Right Arrow outside interactive controls.
- The browser Back button follows slide history; direct `#slide-N` links open that slide.
- Starter Play is disabled by reduced-motion preference or Calm mode; manual Next frame remains available.
- Supported, Standard and Stretch are movable routes, not fixed pupil labels.
- The interactive lab is a thinking model. Retained evidence remains the pupil’s disciplinary decision, evidence base and reasoning.

## Support staff

TA opens the current slide’s priority and next move. Read response offers discipline examples only; the shared Reading the Response Card remains authoritative. Use least prompt first, then fade back.

## Evidence and closure

Each lesson requires:

1. A Humanities decision.
2. A source, clue, map, data or representation base.
3. Pupil reasoning, limitation, uncertainty or comparison.

The close is one BUILD Humanities ring close: Voice is genuinely received by an Audience and produces a proportionate Influence response. Do not add a second signature, receipt, upload queue or closure tracker.

## Weekly practical focus

- **W9 · Meet the Lower Tees:** Ordered and labelled Lower Tees representation, one physical–human connection and one limitation at the selected access route.
- **W10 · Rails Meet the River:** Rail–river network showing the 1825 coal purpose, the opening-day passenger evidence, and the 1830 extension as a later change.
- **W11 · The Iron Rush:** A causal chain separating ironstone, pig iron, finished iron products and later steel, with at least one tested dependency.
- **W12 · A Town Grows Fast:** Dated growth sequence, two driver–indicator links and a stated limitation of rounded population evidence.
- **W13 · Crossing the Steel River:** A dated bridge comparison using need, constraint, mechanism and one evidence limitation.
- **W14 · Industry and Nature: The Tees Story:** Balanced synthesis using at least two industry and two nature clues, plus a pressure, limitation or uncertainty at the selected access route.

## Privacy and offline operation

The lesson files make no automatic network requests and use no persistent browser storage. Interaction state resets on reload. Any authorised recording or school evidence workflow sits outside these HTML files.

## Qualification boundary

Curriculum and portfolio evidence preparation only. Any qualification or unit claim requires local centre confirmation against the current specification.