GROW · Week 5 of 8

Was it significant?

GROW Humanities · Autumn 1 · Week 5 · 40 minutes

Progress SoW · Humanities Aut 1 · 2026–27 · GROW · Week 5 · 'GROW Weekly - Autumn'!C50
Verbatim workbook outcome: Evaluate the significance of a person or event. · Trace: 'GROW Weekly - Autumn'!C50
Today we test whether a change was significant, and we find the errors in a judgement that skips the test.

Today at a Glance

GROW Humanities40 minutesoffline sources
GROW entry · apply one test with the frame · GROW secure · apply all three tests and spot the error in a judgement · LAUNCH reach · rewrite the flawed sentence so the evidence carries it

◆ Supported

Use the three-test frame on one event card. The frame is on the table.

▲ Standard

Apply all three tests, then find the error in the written judgement.

★ Stretch

Find the error, then rewrite the sentence so the evidence carries the claim.

Staff card: the significance cards describe events and roles, never named individuals, because naming a person inside a deck needs a review that has not happened. The teacher figure set stays in the room.
Staff and source drawer: event cards are drawn from the school-approved local source pack; dates come from that pack and are never estimated.

Teacher Print Tools — Week 5

SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Space is room to take part; voice is your own words; audience is someone listening properly; influence is something changing because you spoke.
Arrival Task

Arrival Task – Retrieving the tests

No learner is asked about their own family or heritage. Every task uses the supplied event cards. Nothing on them is about anybody in this room, and nothing you say leaves it.
You can work from the frame alone. You can dictate to an adult and the words stay yours. You can use the cards without writing. Each one is a full route.
Significant means it made a difference that lasted, not that it was famous.

Two weeks ago you explained why people moved and what changed. Today you judge how much a change mattered.

The three tests are: how many, how long, and how different afterwards.

Arrival decision: Choose an event card from the set on your table. Every card carries the same three tests on its back.

On the table are eight event cards from the local source pack. A dock opening. A works closing. A new railway line. A bridge built. Each card gives the date, roughly how many people it touched, and what the place looked like ten years later.

Offer the frame first. A learner who reaches for fame as a reason has used the everyday meaning of the word; name the shift rather than marking it wrong.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Starter

Starter: A judgement that does not hold

Two judgements about the same event, the opening of a dock.

Judgement A: “The dock opening was significant because everybody has heard of it.”

Judgement B: “The dock opening was significant because it brought work to about four thousand people, and the town was still built around it fifty years later.”

Ask both of them one question: how do you know? B answers with a number and a span of years. A answers with fame, and fame is not one of the tests.

That is the error you will hunt today. It is common. It sounds confident. It falls over as soon as somebody asks for the evidence.

Try it: take Judgement A and ask how many, how long, how different. Notice that none of the three has an answer in it.

Do not supply the correction. The gap between the claim and the tests is what the learners are meant to find.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

I Do

I Do: The three tests, applied

Look at the picture. Each box wants an answer, not an adjective. How many is a number. How long is a span of years. How different means asking what would have happened anyway.

Two boxes with answers is enough. Three is stronger. None, and the claim has nothing under it.

Modelled: the works closing. How many: about eleven hundred jobs. How long: the site stood empty for thirty years. How different: the town would have kept growing without it, so this is a change, not a drift. Two numbers, one comparison, judgement holds.

Evaluate means weighing something against a test, not just describing it.
Model a weak judgement as well as a strong one. Learners who only ever see confident examples learn to sound confident rather than to weigh.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

We Do

We Do: Find what is wrong with this judgement

Sentence 1: “It was significant because it was in the papers for weeks.”

Sentence 2: “It was significant because about four thousand people were affected.”

Sentence 3: “It was significant because everyone still talks about it.”

Spot the error first: decide which sentences fail a test and which one holds. Everyone commits on a whiteboard, then we hold up the boards together and correct the sentences as a class.

Take the correction from a learner who has not spoken today. Scribe the exact words; the wording is the evidence.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

I Do

I Do: Rewriting so the evidence carries the claim

The diagram above has three boxes. The claim, the evidence, and the link that joins them.

Evidence next to a claim does not prove it. The link is what turns two facts into an argument.

Rewritten together: the dock opening was significant, because it brought work to about four thousand people, which is why the town was still built around it fifty years later.

Insist on the link. A learner who writes claim and evidence has done two thirds; name the missing third rather than accepting the pair.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

We Do

We Do: Correct the error together

◆ Supported

Use the frame and fill the three boxes.

▲ Standard

Rewrite the sentence with a link phrase.

★ Stretch

Rewrite it, then say which test your evidence answers.

We rewrite one sentence as a class. Everyone drafts on a whiteboard first and we hold up together, so the first draft heard does not become everybody drafts.

The sentence to correct is the one about the papers. Keep its claim. Replace what it offers as evidence.

Scribe exactly. A rewritten sentence in a learner own words is the assessed evidence for this outcome.
SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Independent Work

Independent Work — Your record: a judgement that holds

16:00

Judge one event from the card set. Your record must show the tests you used, not only your conclusion.

◆ Supported

One event, one test, using the frame. An adult may scribe and the words stay yours.

▲ Standard

One event, all three tests, and a judgement sentence with a link phrase.

★ Stretch

One event judged, plus the flawed sentence rewritten and the test it now answers named.

Check yourself: does your evidence answer one of the three tests?

Check yourself: is there a link phrase joining your evidence to your claim?

Check yourself: have you avoided fame as a reason?

Record route and scribing on the evidence line, keeping adult support visible and separate from the learner own words.

⏸ Pens down — quick partner check!

Half way through: stop, swap with a partner, and check one thing on the list above together. Then carry on.

WAGOLL — what a good one looks like

A finished one: the works closing was significant, because about eleven hundred jobs went in one year, which is why the streets around the site were still emptying thirty years later.

SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Lundy Loop

Lundy Loop — Your Voice in This Lesson

Why: SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

🚪 SPACE

Space is room to take part;

SPACE stays available.

📣 VOICE

VOICE is received.

👥 AUDIENCE

AUDIENCE names back exactly.

⭐ INFLUENCE

INFLUENCE changes one real next action.

SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

Exit Ticket

Exit Ticket — Audience receives; influence changes something

Read your judgement to a partner. The listener says back which test your evidence answered.

Did the listener name a different test, or none? Change one phrase so the evidence points where you meant. That change is your influence.

Next week you plan a structured account, and this judgement is the kind of sentence it will end on.

Close by naming one learner whose phrasing changed after their partner named the wrong test. That is the influence record.

✅ Complete

Hand in your record and tick the learner confirmation on your sheet. That is the lesson done.

SPACEVOICEAUDIENCEINFLUENCE

SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.

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🧑‍🏫 TA Focus

GROW Humanities · Week 8 · Where in the World?

ArrivalConnection before correction — settle first. Retrieval grid is level-toggled: set each pupil's level quietly, not publicly.StarterThe personal hook — let them talk about THEIR answer before the history. Everyone has one; pass still allowed.I Do ×1Pupils watch, you watch pupils. Note who tracks the reasoning — no interruptions yet.We Do ×1Tap-tap sort: click-only by design. Sit with whoever hesitates to start; wrong taps cost nothing.I Do ×2Second short model — if attention dipped, this is the reset point. Keep it under four minutes.We Do ×2Match round: use 🎯 Cold Call with band filter so questions are tier-matched. Reveal is always available.IndependentSupported/Standard/Stretch is per pupil, not per class. Print packs from the title slide; record exactly which level and what support.Lundy LoopSpace · Voice · Audience · Influence — scribe verbatim where you can; a quote beats a summary.ExitLevel-matched exit ticket, no notes. Flag anyone leaving dysregulated for check-out follow-up.
This lesson: Decompression after the assessment — keep it practical and hands-on. Atlas skills are the win; celebrate accuracy.

🎯 Cold Call

Add your class once — names stay on this device only, and every Made by Matt lesson on it shares the list. Band each pupil so questions are tier-matched.

Pass is always allowed — passing still counts as taking part.