Progress SoW · LAUNCH Humanities · Autumn 2 · 2026–27
Place, Settlement & Urbanisation · Weeks 9–14
Authoritative continuation anchor: LAUNCH KS4 – 2026–27.xlsx · LAUNCH Weekly – Autumn · Aut2 W2–W7.
Common lesson grammar
W9–W13 · 40 min
3 + 3 + 4 + 3 + 3 + 4 + 16 + 4
3 + 3 + 4 + 3 + 3 + 4 + 16 + 4
W14 · 40 min protected
3 + 3 + 3 + 3 + 2 + 2 + 20 + 4
3 + 3 + 3 + 3 + 2 + 2 + 20 + 4
LAUNCH demand
Evidence, counter-evidence, scale, validity, synthesis and transfer.
Evidence, counter-evidence, scale, validity, synthesis and transfer.
Evidence record
Learner product/decision, response route and highest content prompt.
Learner product/decision, response route and highest content prompt.
| Week | Exact SOW anchor | Lesson / enquiry | Learning objective | Independent evidence | Influence / next move |
|---|---|---|---|---|---|
| W9 | Aut2·W2 · Use digital mapping/GIS to describe a place | GIS Layers · Reading Place What can GIS reveal about a place—and what does it hide? | I can select and combine GIS layers at two scales to produce and qualify an evidence-based place description. | Place description; Two mapped details; Layer/scale limitation | The chosen pattern becomes W10’s urbanisation question; the missing layer becomes the next evidence request. |
| W10 | Aut2·W3 · Explain settlement & urbanisation | Settlement & Urbanisation · Why Here? Why do settlements grow, and who experiences the effects differently? | I can explain settlement growth through a connected causal chain, weigh a counter-factor and reach a qualified judgement. | Linked explanation; Quantified change; Trade-off judgement | The selected consequence becomes W11’s fieldwork variable or desk-based enquiry. |
| W11 | Aut2·W4 · Local-area fieldwork: collect data | Local Fieldwork · Test the Claim How can we collect safe, fair and repeatable local fieldwork evidence? | I can design and use a repeatable sampling method, identify bias and apply ethical and safety controls. | Replicable method; Labelled observations; Safety/bias evaluation | The class agrees which raw observations are legitimate enough to enter W12; missing values stay missing. |
| W12 | Aut2·W5 · Record fieldwork in a spreadsheet; graph it | Fieldwork Data Lab · Pattern & Anomaly Which representation makes the fieldwork pattern clearest without distorting it? | I can check and present fieldwork data in a suitable graph, then interpret pattern, anomaly and reliability. | Checked data table; Suitable labelled graph; Pattern + anomaly + limit | The strongest local measure and its uncertainty become W13’s matched comparison rule. |
| W13 | Aut2·W6 · Compare a contrasting place (online resources) | Contrasting Places · Same Measure, Different Meaning How far are two contrasting places different—and what evidence might challenge that claim? | I can compare two places using matched evidence and scale, explain similarities and differences, and qualify the comparison. | Matched comparison; Contextual explanation; Counter-example/limit | The best-supported comparison and limitation enter W14’s frozen evidence pack. |
| W14 | Aut2·W7 · Fieldwork enquiry write-up (December) | Fieldwork Enquiry Verdict ★ What does our evidence support about place—and what stops us claiming more? | I can independently construct and evaluate a fieldwork enquiry using question, method, data, analysis, conclusion and limitations. | Learner-owned verdict; Selected data/graph; Evaluation + improvement | A named teacher receives the post-assessment condition recommendation and reports what will change, or why it cannot, before the next assessed enquiry. |
- Personal/family location, migration history and travel routes are never required.
- Constructed/adapted sources are labelled beside the material and on print pages.
- Live fieldwork requires centre approval, risk assessment, supervision and an approved route; the desk-based route has equal curriculum status.
- Access can enlarge, chunk, read, transcribe exact words or change response mode. It cannot supply the geographical judgement.
- Interactive panels rehearse reasoning; clicks and screen states are not assessment evidence.
- Exact UAS unit/version/outcomes remain centre-controlled; developmental bridge language is not a GCSE grade.