OVERVIEWOverview

Lesson overview

BUILD ASDANDuke & Social ActionAutumn 2 · Week 6Estate sequence W14

Share the Change, Hear the Response

Exact SOW outcome: Celebrate community impact with others.

Source: 'BUILD Weekly - Autumn'!B156 · 'BUILD Weekly - Autumn'!C156

Learning objective: I can share what the project did, what evidence shows and what should happen next.

Success criteria

I can contribute one truthful project message or artefact.
I can distinguish completing an action from showing impact.
I can ask for and record the actual audience response/status—including no response yet—and choose a next step.

Prepare and, only when an approved audience is genuinely available, share the project's real contribution; seek and truthfully record response/status without inflated impact claims.40 minutes · SEE → CHOOSE → SAY → DO

SEEnotice
CHOOSEdecide
SAYgive meaning
DOact and review

Inherited
Autumn 2 · Week 5 · Evidence With a Truth Trail — Gather and present 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 evidence panel. Point to one action, one real response 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 · Evidence With a Truth Trail — Gather and present project evidence.

Today
Celebrate community impact with others.

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

How can we celebrate strongly without claiming that everybody liked it or that every problem was solved?

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.

Build a three-part message: what we planned, what pupils actually did and what evidence of response/use exists.

Choose an approved audience and accessible sharing route; ask one specific feedback question.

Record the real response, including mixed or no feedback, and name one next step.

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 is a valid impact statement?

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 a calm celebration where pupils can point, show, play audio, speak or remain off-stage.

Show how the audience's criticism becomes useful design evidence, not failure or a behaviour judgement.

Explain that celebration and teaching evidence do not automatically equal formal challenge completion or certification.

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 an approved sharing route and SAY what real audience response it can gather.

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 one contribution with action, evidence, limitation, next step and one feedback question. Deliver it only if the approved audience is genuinely available; otherwise label the work PREPARATION/REHEARSAL, schedule a genuine approved share and make no delivery or impact claim. Record the actual response/status, including not received yet.

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

◆ Supported

Choose one artefact and one true caption; point, play audio or use exact-word scribing; select the feedback question from two options.

▲ Standard

Prepare the four-part message and feedback question; deliver only to a confirmed audience, then record the actual response/status and next step. Otherwise label rehearsal and schedule the genuine share.

★ Stretch

Compare intended and observed impact, explain a limitation and propose an evidence-led continuation.

Equipment / setup

truth-checked project evidence panels
approved display or presentation materials
communication aids/audio if consented
feedback question cards
response record
privacy checklist

Safety and privacy

Use only confirmed approved audiences, images and messages. An unavailable audience means preparation/rehearsal plus a scheduled genuine share—not a delivery or impact claim. No pupil must perform publicly or discuss bullying experience. Do not imply partner endorsement, whole-community impact, Duke sign-off or certification without real authorised evidence.

Potential evidence: assessor review required

Pupil-owned celebration contribution + real audience and response status + specific impact/limitation statement + pupil next-step review + 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, including no response yet.

Next action

NEXT: Choose one audience suggestion to use, question or decline with a reason.

VOICE

The pupil chooses the contribution, communication mode and sharing boundary; opting out of public performance does not remove participation.

AUDIENCE

A named approved school audience is invited to receive the contribution and one question; actual status is recorded as response received, no response yet or audience unavailable/rehearsal.

INFLUENCE

A real received suggestion or pupil review changes the next version/action. If no audience response arrives, the adult reports that status and confirms the scheduled genuine share or closes the route without inventing influence.

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

Share the Change, Hear the Response

Arrival · retrieve and settle

Starter · notice before the model

I Do · model one decision

We Do · hinge response

Which is a valid impact statement?

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 · Duke & Social Action · Autumn 2 · Week 6

Share the Change, Hear the Response

◆ Supported route

▲ Standard route

★ Stretch route

Independent task · 16 minutes

Safety / privacy

Pupil contribution and honest support record

Learner name (print)	Signature
Date