GROW · Week 6 of 8

Planning an account

GROW Humanities · Autumn 1 · Week 6 · 40 minutes

Progress SoW · Humanities Aut 1 · 2026–27 · GROW · Week 6 · 'GROW Weekly - Autumn'!C51

Verbatim workbook outcome: Plan a structured account using evidence. · Trace: 'GROW Weekly - Autumn'!C51

Today we put the parts of an account in order, and rank our evidence before we write a word.

Today at a Glance

GROW Humanities40 minutesoffline sources

GROW entry · order the four parts using the strip · GROW secure · order the parts and rank the evidence with a reason · LAUNCH reach · say what the weakest evidence would need to become the strongest

◆ Supported

Order the four parts with the strip on the table.

▲ Standard

Order the parts, then rank the three evidence cards and give one reason.

★ Stretch

Order and rank, then say what would make the weakest card strong.

Staff card: the evidence cards are from the source pack. No learner is asked for family history as evidence.

Staff and source drawer: source pack extracts only; each card carries its own date and where it came from, and those two things travel with any quotation.

Teacher Print Tools — Week 6

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 what an account needs

No learner is asked about their own family or heritage. All evidence comes from the source pack on the table. Nothing you say leaves this room.

You can work from the strip alone. You can dictate to an adult and the words stay yours. You can move cards instead of writing. Each one is a full route.

Structured means the parts are in an order that a reader can follow.

Last week you judged how significant something was. This week you plan the account that carries the judgement.

The four parts are: claim, evidence, explanation, conclusion.

Arrival decision: Take the four part cards and the three evidence cards from the envelope. Everyone starts with the same seven.

In the envelope are four part cards and three evidence cards. The part cards say claim, evidence, explanation and conclusion. The evidence cards are a photograph with a date, a line from a newspaper, and a table of numbers.

Have every learner spread all seven cards before any is placed. A plan built card by card tends to end up in the order they came out of the envelope.

SPACEVOICEAUDIENCEINFLUENCE

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

Starter

Starter: Two plans for the same account

Two plans, same event, same three sources.

Plan A: evidence, evidence, evidence, claim.

Plan B: claim, strongest evidence, explanation, conclusion.

Plan B tells a reader what it is arguing in the first line. Plan A makes them wait, and then hope they agree.

Two things separate them. The order of the parts, and which evidence went first. Both are decided before any writing starts.

Try it: look at your three evidence cards. Which one would you put first? Hold that. Do not move it yet.

Do not name the strong card. Which card is strongest, and why, is the ranking the learners are here to make.

SPACEVOICEAUDIENCEINFLUENCE

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

I Do

I Do: The order of the four parts

The diagram shows the four parts in order, with an arrow underneath. The claim comes first so the reader knows what is being argued.

The conclusion is not a summary. It answers so what: what the reader should now think that they did not think before.

Modelled: claim, the dock changed the town. Evidence, the table of numbers. Explanation, four thousand jobs in one place pulls houses and shops after it. Conclusion, so the street plan we still use was set by one decision.

Account is a piece of writing that argues one thing and backs it up.

Read the modelled plan aloud twice, once with the explanation and once without. Hearing the gap is faster than being told about it.

SPACEVOICEAUDIENCEINFLUENCE

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

We Do

We Do: Sequence the parts, then rank the evidence

Card A: a photograph with a date on the back. What can it prove on its own?

Card B: one line from a newspaper. Who wrote it and when?

Card C: a table of numbers over ten years. What does the shape of it show?

Order first: put the four part cards in order along the table, then rank the three evidence cards, strongest first. Everyone commits at the same time, and then we hold up the top card together.

Take the top card from a learner who has not spoken today. Scribe the reason exactly; the reason is the assessed part, not the order.

SPACEVOICEAUDIENCEINFLUENCE

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

I Do

I Do: What makes one piece of evidence stronger

Look at the picture. Three tests decide the ranking. Close to the event. Wide enough to cover time. Hard for somebody to explain away.

The strongest card is usually the one that scores on two tests, not the one that looks most striking.

Ranked together: the table opens, because it is wide and hard to argue with. The photograph goes second, because it is close. The newspaper line goes last until we know who wrote it.

Keep the tests on the table. A learner ranking by how interesting a card is has used a real reason; name which test it is not.

SPACEVOICEAUDIENCEINFLUENCE

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

We Do

We Do: Build the plan another person could write from

◆ Supported

Fill the four boxes with card letters.

▲ Standard

Fill the grid in sentences, one per box.

★ Stretch

Fill the grid, then name what the weakest card would need.

We fill one grid as a class. Everyone writes the explanation box on a whiteboard first, then we hold up the boards at the same time.

Claim and evidence are already on the board. Your job is the explanation: why does that card support that claim?

Scribe exactly. The explanation in the 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 plan somebody else could use

Produce one plan grid. The test is whether another person could write the account from it without asking you a question.

◆ Supported

Four boxes filled with card letters and a scribed reason for the top card.

▲ Standard

Four boxes in sentences, with the evidence ranked and one reason written.

★ Stretch

Four boxes in sentences, ranking with reasons, and what the weakest card would need to become the strongest.

Check yourself: is your claim in the first box, not the last?

Check yourself: does your explanation box say why, not what?

Check yourself: can you defend the card you put first?

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 grid: claim, the dock changed the town. Evidence, card C, the ten-year table. Explanation, four thousand jobs in one place pulls houses and shops after them. Conclusion, the street plan we use was set by one decision.

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

Give your plan to a partner. They write the first sentence of the account from it and read it back.

Did the sentence argue something other than your claim? Change one box so the plan says what you meant. That change is your influence.

Next week you write the account from this plan and assess it.

Close by naming one learner whose plan changed after a partner wrote from it. 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.

Key Word	Definition
Modelled:	Modelled: claim, the dock changed the town. Evidence, the table of numbers. Explanation, four thousand jobs in one place pulls houses and shops after it. Conclusion, so the street plan we still use was set by one decision.
Ranked together:	Ranked together: the table opens, because it is wide and hard to argue with. The photograph goes second, because it is close. The newspaper line goes last until we know who wrote it.

Box	What goes in it	Which card and why
claim	the dock changed the town	card C, ten-year table, wide and hard to argue with

Box	What goes in it	Which card and why
claim	the dock changed the town	card C, ten-year table, wide and hard to argue with

Box	What goes in it	Which card and why
claim	the dock changed the town	card C, ten-year table, wide and hard to argue with

Pupil name:	Date:
WWW (What Went Well):
EBI (Even Better If):
Level worked at: Supported / Standard / Stretch	Evidence filed: Yes / Not yet
Authorship — what I chose or decided myself:
Support given — prepared / scribed / modelled / hand-over-hand:
Pupil response — my next step:

Space	is room to take part;
Voice	VOICE is received.
Audience	AUDIENCE names back exactly.
Influence	INFLUENCE changes one real next action.

Learner name (print)	Signature
Date

Learner name (print)	Signature
Date

Learner name (print)	Signature
Date

Planning an account

Today at a Glance

◆ Supported

▲ Standard

★ Stretch

Teacher Print Tools — Week 6

Arrival Task – Retrieving what an account needs

Starter: Two plans for the same account

I Do: The order of the four parts

We Do: Sequence the parts, then rank the evidence

Evidence check

I Do: What makes one piece of evidence stronger

We Do: Build the plan another person could write from

◆ Supported

▲ Standard

★ Stretch

Independent Work — Your record: a plan somebody else could use

◆ Supported

▲ Standard

★ Stretch

⏸ Pens down — quick partner check!

WAGOLL — what a good one looks like

Lundy Loop — Your Voice in This Lesson

🚪 SPACE

📣 VOICE

👥 AUDIENCE

⭐ INFLUENCE

Exit Ticket — Audience receives; influence changes something

✅ Complete

Knowledge Organiser (GROW W6): Planning an account

Key Facts

Arrival Task

Two plans for the same account

We Do 1: Sequence the parts, then rank the evidence

We Do 2: Build the plan another person could write from

Scaffolding – Supported

Word Bank

Your route

Sentence frames

Scaffolding – Standard

Word Bank

Your route

Sentence frames

Scaffolding – Stretch

Word Bank

Your route

Sentence frames

📘 Reference Zone — keep this beside your work

The model

Check yourself

From the lesson sheet

Planning an account

Plan grid

🔢 Independent Work – Supported

Choose a route

📐 Independent Work – Standard

Choose a route

🔗 Independent Work – Stretch

Choose a route

Exit Ticket – Supported

Exit Ticket – Standard

Exit Ticket – Stretch

Lundy Loop — this lesson

Planning an account — Feedback Sheet

🧑‍🏫 TA Focus

🎯 Cold Call