Humanities Aut 1 · 2026–27 · Enquiry: How useful are the sources for the enquiry?
| Key Word | Definition |
|---|---|
| Utility answer | Enquiry-relative source assessment |
| The route | NOP → yield → bar → discount → verdict |
| Set verdict | The sources judged together, in degrees |
| Complementarity | Each source covering the other's bar |
| Pressure protocol | Route decisions when stuck |
| Assessed independence | Arrangements yes, assistance no — every word yours |
1) What must every sentence serve?
2) Nature, origin, purpose — which predicts selection?
3) Name the support spectrum's ends.
4) What are today's conditions?
1) The turn's signature shape?
2) Utility is always judged against…?
3) Why assess sources as a SET, not solo?
4) 45 minutes, two sources + verdict. Split it.
1) What makes argument 'sustained'?
2) Name the three discounts.
3) Source A bars what Source B yields. What's the verdict move?
4) The stem you will answer in 20 minutes?
Key Question: Two sources, one enquiry, forty-five minutes, your own spine. Everything this term built — spectrum, NOP, discounts, thesis control — reports for duty now. Read. Breathe. Begin.
Groups: 💪 STRONG, ⚠️ WEAK. Sort: Enquiry restated in the first two lines, Describing Source A's content for half a page, '(written to persuade — its silences are selective)', 'This source is biased so it is not useful', The set verdict names complementarity, No verdict — the answer just stops, Degree words: substantially / partly / barely, Equal time on a source you rate lightly
Draw lines to match:
📏 W1 Support spectrum · ⚖️ W2 Courtroom ranks · 🏷️ W3 NOP triage · 🧭 W4 Change dials · 🔗 W5 Person + pattern · 🦴 W6 Thesis control
The fast open of every source paragraph · The set verdict as a controlled close · If a source is one voice — scale it honestly · Weighing which source carries the verdict · If the enquiry spans time — extent language · Placing each source's yield in degrees
"For an enquiry into ___, Source A is useful because ___" | "However it cannot show ___" | "Together the sources are ___ useful because ___"
5 read · 15 Source A (NOP·yield·bar·discount) · 15 Source B · 8 set verdict · 2 check
Stretch is assessed with no content support of any kind — everything needed was taught in Weeks 1–6. This is not “no help.” Extra time, breaks, a reader or a scribe still apply in full and are never withheld.
THE RULE: SUPPORT ACCESS, NEVER CONTENT. A pupil may be helped to get at the task — reading, scribing, timing, seating, breaks. A pupil may not be helped to decide what to say. If in doubt, do not.
This work is completed under supervised conditions: unaided, except for agreed access arrangements. It is then submitted for assessment.
Everyone has the enquiry and both sources. The table below is about scaffolds only. Access arrangements are separate, are never tiered, and appear beneath it.
| Tier | Scaffolds allowed | Scaffolds not allowed |
|---|---|---|
| 🤝 Supported | The opening and close frames; the checklist sheet; lined paper | New content; model sentences; anyone deciding which source is useful, or how useful |
| 👤 Standard | The checklist sheet; lined paper | Frames, model paragraphs, word banks of any kind, prompting on what to argue |
| 🚀 Stretch | The checklist sheet; lined paper | Any content help at all, including model moves |
The judgement is the assessment. Deciding how useful a source is, and saying so in your own words, is the thing being assessed. Everything that helps a pupil reach the page is access. Anything that supplies the judgement is not.
Access is never withheld, at any tier. Extra time, a break, a scribe, a reader, a change of seat or room are access arrangements, not scaffolds. A pupil at Stretch has the same right to them as a pupil at Supported. A reader may read the enquiry and the sources aloud; a reader may not explain them, summarise them, or say which one matters more. A scribe writes the pupil’s words and does not improve them. Where an arrangement is not written down, provide it and record it rather than withhold it.
Record it
☐ Every access arrangement used, per pupil ☐ Start and pens-down times ☐ Any break taken ☐ Station or room change ☐ Scribe or reader used, and by whom
☐ I have the enquiry in front of me
☐ I know what my two sources are
☐ I know which arrangement I am using, or that I don’t need one
☐ I know I can ask for a break
If any box is empty, say so before pens down — that is access, and it is allowed.
Leave a gap, mark it with a star, and go on to the next source. An answer with one starred gap scores; an answer abandoned at the gap does not. Come back to the star when the rest is down. This is a strategy, not a concession.
Staff note. This card carries CONDITIONS only — deliberately no model sentences, no worked paragraph and no word banks. Teaching models live in Weeks 1–6, before the assessment. Do not print a Reference Zone into this session.
★ ASSESSED — Supported Utility Frame
The enquiry (copy it):
Source A — nature/origin/purpose (one line each):
Useful for / not for:
Set verdict frame:
★ ASSESSED — Full Utility Answer
Write on lined paper. Checklist:
☐ Enquiry owned (2 lines) ☐ Source A: NOP·yield·bar·discount ☐ Source B: same ☐ Set verdict with degree words ☐ Every claim cited ☐ 2-min check
Route timing ticked: ☐ 5 ☐ 15 ☐ 15 ☐ 8 ☐ 2
★ ASSESSED — Full Answer + Complementarity
All Standard requirements, plus:
☐ Complementarity sentence ☐ Partner-source postscript
Draft the complementarity line here first if helpful:
1) Did you complete the verdict frame? Tick/fix.
2) Name one thing your source was NOT useful for.
3) One word for today.
Keep with your book / folder.
| 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: | |
1) Did your set verdict use degree words? Quote them.
2) Which discount did you apply, and to which source?
3) Where did the clock pinch — and what did you jump?
1) Quote your complementarity sentence.
2) What does the set still lack, and which source fills it?
3) Which week's tool carried most weight today?
LAUNCH Humanities · Week 7 · Source Assessment
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.