Weeks 1–6 planning and evidence map

BUILD learning design

Prompt-fade ladder: wait → self-prompt → point/visual → general verbal → specific verbal → model → direct support → fade.

Evidence test: pupil decision + observable action/product + pupil meaning/review + honest adult-support record.

Source and scope assumptions

• The authoritative Autumn 2 SOW contains four weekly lanes, so this draft contains 24 lessons rather than inventing a fifth Careers lane.
• Estate Week 8 is the existing cross-slot Portfolio Consolidation Studio; Autumn 2 W1-W6 therefore display as global Weeks 9-14.
• The SOW wording is preserved exactly in each core_outcome. Titles, examples and access routes elaborate the outcome but do not replace it.
• Careers is cross-linked only where the SOW places it: Living Independently W4 and Community/Vocational W3.
• All practical work, ingredients, tools, projects, audiences and evidence systems are selected or approved locally. No partner, contact, reply, visit or impact is assumed.
• These are curriculum-aligned ASDAN/UAS taster contexts. Current module or challenge codes, registration, assessment criteria, centre approvals and certification status must be verified locally.
• Supported, Standard and Stretch are movable access routes, not fixed pupil labels. Pointing, signing, demonstrating, exact-word scribing and a later re-attempt remain valid response routes.
• A pupil never self-certifies completion. An authorised adult records observation, support and any assessor judgement separately from pupil authorship.

Assessment-plan field checklist

• Centre name
• ASDAN Centre number
• Cohort name — Use the name recorded on the ASDAN account.
• Additional cohort information — Include learner count and reasonable adjustments to consider; avoid personally identifying details.
• Course start date
• Planned course finish date
• Unit title(s) — Include every actual PEQ unit assessed through activities on the record.
• Unit code(s) — Include every actual PEQ unit code assessed through activities on the record.
• Challenge title(s) — Challenges provide context; they are not PEQ units.
• Challenge code(s)
• Date / term and week
• Assessment activity — State what learners will do and record relevant differentiation.
• Method of assessment
• Assessment evidence to be generated by learners
• Unit and assessment-criteria mapping — For mixed-level cohorts, include all mapped units and levels on the same assessment-planning record.
• Additional mapping — Record curriculum, Gatsby or other organisational links separately from PEQ criteria.
• Assessor/Educator name
• Assessor/Educator signature
• Date submitted for pre-delivery IQA
• IQA name
• Pre-delivery IQA feedback/actions record — Store feedback and related actions separately on ASDAN's IQA pre-delivery template or the centre's approved equivalent.

Gate: Centre-devised assessment materials must complete pre-delivery IQA before assessed use.

Observation-record field checklist

• learner
• date
• time
• qualification aim
• unit
• assessor or observer
• location or context
• activity observed
• criterion references potentially evidenced
• specific learner actions or words
• neutral prompts or questions used
• support or reasonable adjustment used
• evidence ids or linked files
• assessor judgement contributes
• assessor judgement more evidence required
• assessor judgement reassessment or top up required
• assessor signature
• assessor signature date

Use neutral prompts only and record them. Completed assessment records must be signed and dated by the learner and assessor and, where sampled, the IQA.

Access without lowering demand

The access method may change; the assessment standard must not. Record all support and reasonable adjustments.

• visual task sequencing
• symbol support
• enlarged or low-clutter layout
• supported reading or read-aloud instructions
• additional processing time
• speech-to-text that records the learner's own response
• a scribe who records rather than generates the learner's response
• visual cue cards that prompt sequence without supplying assessed content
• assessor observation capturing authentic spoken evidence

Models, worked examples, sentence construction, and answer-generating scaffolds belong in teaching or rehearsal. Remove answer-generating support for the assessed attempt; retain only documented access support that preserves the standard.

Preparation checklist

• Choose the approved practical, simulated or fictional route.
• Check current risk assessment, allergy, consent, privacy and safeguarding information.
• Prepare visual structure and communication routes before demand.
• Name the adult who will genuinely receive the pupil response.
• Decide whether any evidence capture has genuine value; no capture is a valid outcome.
• Record adult preparation, prompts, adjustments and scribing separately from pupil authorship.
• Tell the pupil what their response changed or what an adult will do next.