OVERVIEWOverview

Lesson overview

BUILD ASDANCommunity & VocationalAutumn 2 · Week 6Estate sequence W14

Our Project Impact: Show, Listen, Improve

Exact SOW outcome: Share our impact with others (assembly/display).

Source: 'BUILD Weekly - Autumn'!B186 · 'BUILD Weekly - Autumn'!C186

Learning objective: I can share one truthful project contribution and explain what changed, what is uncertain and what comes next.

Success criteria

I can contribute one accurate message, artefact or demonstration.
I can support an impact statement with real evidence and a limit.
I can receive an audience response and decide one next action.

Share the project's real outcome with an approved audience through an accessible assembly, display or small briefing and use the response.40 minutes · SEE → CHOOSE → SAY → DO

SEEnotice
CHOOSEdecide
SAYgive meaning
DOact and review

Inherited
Autumn 2 · Week 5 · Project Evidence: What Happened, Who Owned It — Gather and organise our project evidence.

Feeds next
Autumn 2 · Week 7 · optional portfolio studio: receive learner meaning, record support honestly and identify the next local action.

Teaching/rehearsal · potential evidence: assessor review required.
Today you are developing a skill. Your own work may be added to your evidence portfolio. Your assessor will decide whether it meets any named assessment criteria.

Screen rehearsal only: a click, selected card or displayed answer is not portfolio evidence.

SPACEVOICEAUDIENCEINFLUENCE

SEE3 min

Arrival · retrieve and settle

Arrival prompt

SEE: Review the project evidence trail. Point to one output, one real response/use and one gap or limitation.

SPACE routine

Show a predictable first/then visual and name the materials, stop condition and help route.
Co-regulate before demand; give quiet wait and processing time.
Offer pass-and-return and let the learner choose a safe response or working route.

Inherited
Autumn 2 · Week 5 · Project Evidence: What Happened, Who Owned It — Gather and organise our project evidence.

Today
Share our impact with others (assembly/display).

BUILD Voice can be:

☝ point / choose🗣 say / sign🧩 sort / demonstrate✍ annotate⌨ use a communication aid🔁 pause / re-attempt

Communication route changes access, not the entitlement to make a genuine decision.

SPACEVOICEAUDIENCEINFLUENCE

SEE → CHOOSE3 min

Starter · notice before the model

Starter question

What is the difference between saying 'we finished it' and showing that the project had an impact?

SEENotice one concrete example, rule, need or risk.

CHOOSEMake one genuine bounded choice from safe options.

SAYGive meaning by speech, sign, point, sort, annotation or exact-word scribing.

DOComplete an observable action or product, then review it.

Card 1 of 4

The sequence advances only when a person chooses. It does not play, loop or move automatically.

BUILD Voice can be:

☝ point / choose🗣 say / sign🧩 sort / demonstrate✍ annotate⌨ use a communication aid🔁 pause / re-attempt

Communication route changes access, not the entitlement to make a genuine decision.

SPACEVOICEAUDIENCEINFLUENCE

SEE4 min

I Do · model one decision

Model aloud: one safe decision, its reason and the check that follows.

Prepare a four-part account: project goal, pupil action, real evidence of response/use and limitation or unanswered question.

Choose an approved assembly, display or small-group route and one specific audience question.

Receive and record the response exactly, then decide a feasible next action without exaggerating impact.

Do not reveal the pupil’s whole answer. The model demonstrates a process that can transfer.

SPACEVOICEAUDIENCEINFLUENCE

CHOOSE → SAY3 min

We Do · hinge response

Which statement shows evidence of impact rather than output alone?

Choose, point or communicate first. No score is generated.

Screen rehearsal only: a click, selected card or displayed answer is not portfolio evidence.

BUILD Voice can be:

☝ point / choose🗣 say / sign🧩 sort / demonstrate✍ annotate⌨ use a communication aid🔁 pause / re-attempt

Communication route changes access, not the entitlement to make a genuine decision.

SPACEVOICEAUDIENCEINFLUENCE

SAY3 min

I Do 2 · connect to real life and evidence

Connect: show how the same process works in an approved real, simulated or fictional context.

Model accessible sharing through point/show, exact-word card, communication aid, approved audio or brief speech.

Show how to answer an audience question with evidence or say not known yet rather than guess.

Record feedback as audience input, then let pupils accept, adapt, question or decline it with a reason and within project boundaries.

Authorship check: pupil decision and meaning stay distinct from adult preparation, prompting and scribing.

SPACEVOICEAUDIENCEINFLUENCE

CHOOSE → SAY4 min

We Do 2 · interactive decision lab

Decision prompt

CHOOSE one approved impact-sharing route and SAY what authentic response it can produce.

Choose a route, then give your own reason. The adult genuinely receives it before changing the next prompt.

Screen rehearsal only: a click, selected card or displayed answer is not portfolio evidence.

BUILD Voice can be:

☝ point / choose🗣 say / sign🧩 sort / demonstrate✍ annotate⌨ use a communication aid🔁 pause / re-attempt

Communication route changes access, not the entitlement to make a genuine decision.

SPACEVOICEAUDIENCEINFLUENCE

DO16 min

Independent · act, explain and evidence

16-minute independent mission

DO: Prepare and deliver one pupil-owned contribution to the approved assembly, display or briefing: goal, action, evidence, limitation and next question. Record the audience and exact response, or state that no response was received during the lesson, then choose one feasible next step.

Choose the lightest route that preserves the learning entitlement. Routes can change during the lesson.

◆ Supported

Choose one real artefact and one true caption; point/show/play exact-word audio and select the feedback question from two choices.

▲ Standard

Share the full evidence-led account and record one real response plus an accept/adapt/question/decline decision.

★ Stretch

Compare intended and observed impact, evaluate the strength of evidence and justify a realistic continuation or close.

Equipment / setup

truth-checked project evidence trail
approved assembly/display/briefing materials
communication aid or approved audio route
feedback question cards
audience-response record
privacy and display checklist

Safety and privacy

Use only real approved audiences, messages and evidence. No forced public performance, personal disclosure, online posting or invented recipient quote; do not imply qualification sign-off, partner endorsement or unmeasured community-wide impact.

Potential evidence: assessor review required

Pupil-owned impact-sharing contribution + real audience/response status + evidence-led impact and limitation statement + pupil next-step decision + support note.

1 · Pupil decisionchoice, plan, role or recommendation

2 · Observable action/productthe genuine task, process or contribution

3 · Pupil meaningreason or review genuinely received by an adult

The HTML stores no pupil response. A photo alone is not evidence of understanding. Adult support is recorded separately from pupil authorship. Evidence status is not a grade. Supported / Standard / Stretch are movable routes, not identities. There is no upload quota or evidence debt.

SPACEVOICEAUDIENCEINFLUENCE

VOICE → AUDIENCE → INFLUENCE4 min

Exit · receive and act on the response

Voice

VOICE: Share one project fact you are comfortable representing.

Audience

AUDIENCE: State the exact response received or honestly say not yet received.

Next action

NEXT: Choose accept, adapt, question or decline one suggestion and explain why.

VOICE

The pupil chooses the contribution, communication mode, feedback response and sharing boundary; public speaking is optional.

AUDIENCE

A real named and approved school audience receives the message and is asked one specific project question.

INFLUENCE

A pupil decision and genuine audience response change the next project version, handover, display or closure, and the responsible adult reports the action back.

Adult close

Name back what was heard or seen. State what will change, continue, be checked locally or be reported back—and when, where the action belongs to an adult.

Teaching/rehearsal · potential evidence: assessor review required. Today you are developing a skill. Your own work may be added to your evidence portfolio. Your assessor will decide whether it meets any named assessment criteria.

Open same-day evidence window

SPACEVOICEAUDIENCEINFLUENCE

Lesson overview

Our Project Impact: Show, Listen, Improve

Arrival · retrieve and settle

Starter · notice before the model

I Do · model one decision

We Do · hinge response

Which statement shows evidence of impact rather than output alone?

I Do 2 · connect to real life and evidence

We Do 2 · interactive decision lab

Independent · act, explain and evidence

Exit · receive and act on the response

Teacher and TA brief

Lesson overview

Evidence, safety and print

BUILD ASDAN · Community & Vocational · Autumn 2 · Week 6

Our Project Impact: Show, Listen, Improve

◆ Supported route

▲ Standard route

★ Stretch route

Independent task · 16 minutes

Safety / privacy

Pupil contribution and honest support record

Learner name (print)	Signature
Date