Edexcel KS3: "Interpreting the British Empire: how has it been commemorated and contested?" — Hashima provides a non-British parallel case. Students explore how a contested industrial site is presented to visitors, developing skills they can transfer to British examples.

National Curriculum KS3 History: "Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses."

Second-order concepts: Interpretation, significance, evidence.

Cross-curricular: Digital literacy, media literacy, geography (place and identity).

The plenary question — "How can a source be accurate but still misleading?" — can be assessed at three levels:

Emerging: Student identifies that a source can leave information out. May give a general statement without specific reference to the lesson's sources. Example: "A source can be accurate but misleading because it doesn't tell you everything."

Developing: Student explains that selecting what to include and exclude shapes the reader's understanding, with reference to at least one specific source from the lesson. Example: "Source B is accurate about what Hashima looks like today, but it's misleading because it doesn't mention the forced labour, so a tourist would think the island was just an interesting ruin."

Secure: Student distinguishes between factual accuracy and interpretive completeness, recognising that the framing of information (not just its presence or absence) shapes understanding. May use the term "interpretive framing" introduced in the plenary. Example: "All five sources are factually accurate — none of them lie. But they are misleading because they frame Hashima as an exciting tourist destination or a technological achievement, which makes the forced labour history seem unimportant or irrelevant. The accuracy makes the misleading harder to spot because you can't point to anything that's actually wrong."

Support: Pre-complete the "Who made this source?" row of the grid. Reduce to three sources (B, D, L) instead of five. Provide sentence starters for the plenary writing task: "A source can be accurate but misleading because..."

Stretch: After Phase 2, ask students to rank the five sources from "most informative" to "least informative" and justify their ranking. Challenge: is "most informative" the same as "most useful for a historian"?

Formative: Pair discussion during Phase 1 and Phase 3; quality of grid completion.

Written: Plenary one-sentence answer (collectable exit ticket).

Extended: Homework options A or B.

Dyslexia: The comparison grid uses a structured table format that supports visual organisation. If printing, use cream paper and ensure grid cells are large enough for handwriting. The supported version of the grid (PDF) pre-fills the "Who made this source?" row and reduces the number of sources from five to three.

EAL: The lesson requires minimal specialised vocabulary. Pre-teach "UNESCO," "World Heritage Site," and "forced labour." The starter image is a strong visual hook that engages students before reading begins.

ADHD / executive function: The lesson alternates between paired reading (Phase 1), class reporting (Phase 2), and individual writing (plenary). Display a visual timetable with timings. The grid provides external structure for students who struggle to organise their own notes.

Motor accessibility: If students access sources on devices, the downloadable source pack (PDF) avoids the need to navigate multiple websites.

This is Lesson 1 of the three-lesson mini-unit. At the end of the lesson, preview the next session: "Today we discovered that tourism sources leave out the forced labour history. Next lesson, we're going to find out who decided to leave it out — and why."