GROW · Week 7 of 8

Writing and marking the account

GROW Humanities · Autumn 1 · Week 7 · 40 minutes

Progress SoW · Humanities Aut 1 · 2026–27 · GROW · Week 7 · 'GROW Weekly - Autumn'!C52

Verbatim workbook outcome: Write and assess a structured account + source evaluation. · Trace: 'GROW Weekly - Autumn'!C52

Today we write the account from last week plan, then annotate it against the ladder to see what it is missing.

Today at a Glance

GROW Humanities40 minutesoffline sources

GROW entry · label the parts on the model with the strip · GROW secure · annotate the model and mark one step on your own account · LAUNCH reach · annotate the source evaluation as well as the account

◆ Supported

Label the four parts on the model, using the strip.

▲ Standard

Annotate the model against the ladder, then mark one step on your own account.

★ Stretch

Annotate the account and the source evaluation, and say what the next step needs.

Staff card: the model account is written for this lesson. It is not a learner piece from this or any class, and it is labelled as a model on the card.

Staff and source drawer: the source pack extracts stay on the table throughout; a quotation without its date and origin is marked as incomplete, not wrong.

Teacher Print Tools — Week 7

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 plan

No learner is asked about their own family or heritage. Every source is from the pack on the table. The model account is written for the lesson, not taken from a pupil.

You can annotate with the strip alone. You can dictate to an adult and the words stay yours. You can mark on the model instead of writing your own. Each one is a full route.

Annotate means writing notes on a piece of work to show what it is doing.

Last week you built a plan another person could write from. Today you write it, then you mark it.

The ladder has three steps: parts present, explanation doing work, source evaluated.

Arrival decision: Take your plan grid from last week, or the spare grid on the table. Both are full starting points.

You need three things in front of you: your plan grid, the model account, and the ladder strip. The model is one paragraph long and it is deliberately not perfect.

Hand out the spare grid without comment to anyone who has not got theirs. Losing a plan is not the assessed thing today.

SPACEVOICEAUDIENCEINFLUENCE

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

Starter

Starter: Two ways of marking the same paragraph

Two comments on the same model account.

Comment A: “Good work. Well done.”

Comment B: “Claim in line one. Evidence in line two. No explanation between them, so step two has not started yet.”

Comment B tells the writer what to do next. Comment A tells them nothing they can act on.

The difference is that B names parts and points at a place. That is what annotating is, and it is what you will do today.

Try it: find the line in the model where you would write no explanation yet. Do not write on it yet. Just find it.

Do not name the gap in the model. Finding it is the task.

SPACEVOICEAUDIENCEINFLUENCE

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

I Do

I Do: Annotating against the ladder

The diagram shows the ladder. Step one asks whether all four parts are there. Step two asks whether the explanation says why. Step three asks whether the source is evaluated.

You annotate by writing the step number in the margin at the point where you can see it, and by marking the line where the next step would begin.

Modelled: I read line one. Claim, so I write step one starts here. Line two gives me numbers, still step one. Line three tells me what the numbers were, not why they matter, so I mark on the margin: step two would begin here.

Evaluate a source means asking who made it, when, and how much weight it can carry.

Model the margin mark, not just the judgement. Learners copy the format they see; a step number and an arrow is faster and clearer than a sentence.

SPACEVOICEAUDIENCEINFLUENCE

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

We Do

We Do: Label the model against the ladder

Line 1: what part is this, and which step does it belong to?

Line 3: does this say why, or does it say what again?

The quotation: what is missing before it can be evaluated?

Annotate first: label the model on your own copy, in the margin, and mark on the line where step two would begin. Everyone commits at the same time, then we hold up the copies together.

Take the margin note from a learner who has not spoken today. Scribe the exact words; the note is the assessed evidence.

SPACEVOICEAUDIENCEINFLUENCE

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

I Do

I Do: Marking your own account

Look at the picture. Your own account gets exactly two marks. One says what you have reached. One points at where the next step would start.

If you reached step one and marked where step two starts, that is a complete piece of assessment.

Marked together: reached step one, all four parts present. Step two would start at the sentence beginning the numbers show, which currently repeats the numbers instead of explaining them.

Discourage long self-comments. Two marks against a ladder is the skill; paragraphs of self-criticism are not.

SPACEVOICEAUDIENCEINFLUENCE

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

We Do

We Do: Annotate your own account

◆ Supported

Mark the step you reached, using the strip.

▲ Standard

Mark the step reached and where the next one starts.

★ Stretch

Mark both, and annotate the source evaluation as well.

Everybody marks their own page at the same time. Nothing is read out until every page has both marks on it.

If you cannot find where the next step starts, mark the line you are least sure about. That is a real answer and we will look at it together.

Ask before reading from any page. A learner who declines has declined, and that is recorded as a route choice, not a refusal.

SPACEVOICEAUDIENCEINFLUENCE

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

Independent Work

Independent Work — Your record: the account and its marks

Write the account from your plan, then annotate it. The marks are as much the evidence as the writing is.

◆ Supported

Write two sentences of the account and label the parts on the model. An adult may scribe and the words stay yours.

▲ Standard

Write the account and mark the step reached plus where the next one starts.

★ Stretch

Write the account, mark both, and annotate the source evaluation.

Check yourself: does every part of your plan appear in the account?

Check yourself: does your explanation sentence say why rather than repeating the evidence?

Check yourself: do your two marks point at places, not at feelings?

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 record: account of four sentences; margin mark step one reached, all parts present; second mark at the sentence beginning the table shows, where step two starts because it repeats the numbers instead of explaining them.

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 marked sentence to a partner. They say back what they think the next step needs.

Did they name a different step? Change one mark, or one word in the sentence, so the page says what you meant. That change is your influence.

Next week the map and the atlas, and a different kind of evidence.

Close by naming one learner whose mark moved after a partner read 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: I read line one. Claim, so I write step one starts here. Line two gives me numbers, still step one. Line three tells me what the numbers were, not why they matter, so I mark on the margin: step two would begin here.
Marked together:	Marked together: reached step one, all four parts present. Step two would start at the sentence beginning the numbers show, which currently repeats the numbers instead of explaining them.

Where	What it is doing	Step
line 1 of the model	claim, stated before any evidence	step 1

Where	What it is doing	Step
line 1 of the model	claim, stated before any evidence	step 1

Where	What it is doing	Step
line 1 of the model	claim, stated before any evidence	step 1

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

Writing and marking the account

Today at a Glance

◆ Supported

▲ Standard

★ Stretch

Teacher Print Tools — Week 7

Arrival Task – Retrieving the plan

Starter: Two ways of marking the same paragraph

I Do: Annotating against the ladder

We Do: Label the model against the ladder

Evidence check

I Do: Marking your own account

We Do: Annotate your own account

◆ Supported

▲ Standard

★ Stretch

Independent Work — Your record: the account and its marks

◆ 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 W7): Writing and marking the account

Key Facts

Arrival Task

Two ways of marking the same paragraph

We Do 1: Label the model against the ladder

We Do 2: Annotate your own account

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

Writing and marking the account

Account and marking record

🔢 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

Writing and marking the account — Feedback Sheet

🧑‍🏫 TA Focus

🎯 Cold Call