Teesside · Migration & the Making of Modern Teesside · Autumn 1, 2026–27 · Progress Schools Tees Valley
The ladder runs BUILD → GROW → LAUNCH.
BUILD is the entry pathway. LAUNCH is the TOP pathway — the GCSE bridge, and the highest reading demand in the scheme. A pupil moving up moves towards LAUNCH, never away from it.
Every outcome below is taken from the deployed lesson files, not from a plan.
| Pathway | Lesson & enquiry | Success looks like | Judgement |
|---|---|---|---|
| Week 1 | |||
| BUILD | The Local History Timeline How can clues and centuries help us place local events in a defensible order, from 1000 CE to today? |
| Secure ▢ Developing ▢ Not yet ▢ |
| GROW | Time Detectives How can dates, periods and intervals help us build and challenge chronological claims? |
| Secure ▢ Developing ▢ Not yet ▢ |
| LAUNCH | Source Investigation How far does a source support a claim? |
| Secure ▢ Developing ▢ Not yet ▢ |
| Week 2 | |||
| BUILD | History Detectives How can we distinguish what a source shows from what we infer or still need to ask? |
| Secure ▢ Developing ▢ Not yet ▢ |
| GROW | Source Detectives How do provenance, content and context affect what a source tells, suggests and cannot prove? |
| Secure ▢ Developing ▢ Not yet ▢ |
| LAUNCH | Cause and Consequence Courtroom Which causes were decisive, contributing or background? |
| Secure ▢ Developing ▢ Not yet ▢ |
| Week 3 | |||
| BUILD | Why People Came How can several causes combine to influence migration to the Tees Valley? |
| Secure ▢ Developing ▢ Not yet ▢ |
| GROW | Cause and Consequence How do personal motives, wider conditions and triggers combine to shape migration and its consequences? |
| Secure ▢ Developing ▢ Not yet ▢ |
| LAUNCH | Archive: Nature, Origin and Purpose What is the source genuinely useful for? |
| Secure ▢ Developing ▢ Not yet ▢ |
| Week 4 | |||
| BUILD | People Who Shaped Britain How can evidence show why a person or community matters without reducing them to a single story? |
| Secure ▢ Developing ▢ Not yet ▢ |
| GROW | People Who Shaped Britain How can we explain historical agency while recognising context, collaboration and limits? |
| Secure ▢ Developing ▢ Not yet ▢ |
| LAUNCH | Century of Change How far was the period a turning point? |
| Secure ▢ Developing ▢ Not yet ▢ |
| Week 5 | |||
| BUILD | Big Deal or Small Deal? How can we judge significance using criteria rather than fame or personal taste? |
| Secure ▢ Developing ▢ Not yet ▢ |
| GROW | How Big a Deal? How can criteria, perspective and timescale produce a defensible “it depends” judgement about significance? |
| Secure ▢ Developing ▢ Not yet ▢ |
| LAUNCH | People and Modern Britain How far did individuals shape modern Britain? |
| Secure ▢ Developing ▢ Not yet ▢ |
| Week 6 | |||
| BUILD | Plan the Story How can sequence, evidence and explanation turn facts into a coherent historical story? |
| Secure ▢ Developing ▢ Not yet ▢ |
| GROW | Plan the Account How can a plan organise chronology, causation and source evidence into a coherent, qualified account? |
| Secure ▢ Developing ▢ Not yet ▢ |
| LAUNCH | Structured Account How can a thesis control a sustained argument? |
| Secure ▢ Developing ▢ Not yet ▢ |
| Week 7 | |||
| BUILD | Tell the Story How can I communicate a historical account so an audience understands what happened and why? |
| Secure ▢ Developing ▢ Not yet ▢ |
| GROW | Write the Account ★ ASSESSED How can I construct an independent account that uses evidence, explanation and a qualified judgement? |
| Secure ▢ Developing ▢ Not yet ▢ |
| LAUNCH | Source Assessment ★ ASSESSED How useful are the sources for the enquiry? |
| Secure ▢ Developing ▢ Not yet ▢ |
| Week 8 | |||
| BUILD | Where in the World? How does mapping movement change our understanding of migration, connection and place? |
| Secure ▢ Developing ▢ Not yet ▢ |
| GROW | Where in the World? How can atlas evidence and spatial scale deepen—but not replace—historical explanation of migration? |
| Secure ▢ Developing ▢ Not yet ▢ |
| LAUNCH | OS Map Skills: Unfamiliar Problem How can map evidence solve an unfamiliar problem? |
| Secure ▢ Developing ▢ Not yet ▢ |
Move up when the evidence below is there across two or more weeks — never on one lesson, and never on speed alone. Attendance gaps are not evidence of pathway level.
Rarely, and never as a consequence. Move down only if the pupil is producing nothing they can point at as their own across several weeks — and check first whether the barrier is access (reading, writing, stamina, attendance) rather than understanding. Access barriers are solved with arrangements, not with a lower pathway.
GROW Week 7 and LAUNCH Week 7 are assessed under centre-approved conditions.
Generated from the deployed lesson files. If a lesson changes, regenerate this sheet rather than editing it by hand.