{ "schema_version": "lesson-content-1", "id": "careers_build_a2_w01", "lesson_code": "CAREERS-BUILD-A2-W01", "title": "Things I can do", "subject": "Careers", "pathway": "BUILD", "term": "Autumn 2", "year": "Year A", "term_theme": "Identity & Belonging", "thread_tags": { "smsc": [ "S", "So" ], "british_values": [ "IL", "MR" ], "smsc_untouched": [ "M", "C" ], "british_values_untouched": [ "D", "RL", "T" ], "line": "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).", "rationale": "S: reflect on skills or choices. So: listen and share task talk. IL: choose a response mode and task route. MR: value different skills and roles without ranking people." }, "assessing_week": 7, "assessment_role": "formative", "week": 1, "edition": "public", "label": "Public edition", "minutes": 40, "lessons_per_week": 1, "week_range": { "start": "2026-11-02", "end": "2026-11-06" }, "teaching_date": null, "teaching_date_inferred": false, "objective_verbatim": "Identify one strength and link it to a work task.", "display_objective": "Identify one strength and link it to a work task.", "approved_activity": [ "Match fictional worker cards to strengths such as checking, sorting or helping.", "Try a short sorting task and identify one useful skill shown." ], "calendar_note": "Year A. 2–6 November 2026. One 40-minute lesson. No day or clock slot inferred. Week 7 is assessing.", "where_this_leads": "This helps me see how a skill can be useful at work.", "unit": "Strengths, job roles and work skills", "accreditation": "The qualification and the accredited unit: any mapping is for staff to confirm from the actual evidence. No criteria or completion are inferred.", "assessment": "Weeks 1–6 are formative. Week 7 is the assessing lesson. Keep actual responses, support, gaps and next steps in the evidence record.", "sources": [ { "id": "approved_outline", "path": "owner_orders/BUILD_Careers_Autumn2_YearA_outline", "revision": "approved-2026-10-26", "note": "The owner-approved standalone Careers outline is the weekly teaching source. The combined independence, careers and vocational workbook rows supply context, not substitute weekly objectives." }, { "id": "scheme_context", "path": "scheme_references/BUILD_SOW.xlsx", "revision": "uploaded-source-2026-09-04", "sha256": "8bccf28037b2bf9cf50e9996cb16e3047fa3fd8e77cbae4a33afdaded5949154", "cells": { "BUILD - Autumn": [ "C19", "D19", "E19" ], "BUILD Weekly - Autumn": [ "C140", "C141" ] }, "note": "Background on independence, recognising jobs and taking responsibility. Identifying labels use generic wording. The raw workbook is not redistributed." }, { "id": "format", "path": "accepted/CAREERS_LAUNCH_A2_W05_W07_BUNDLE.zip", "revision": "accepted-2026-10-25", "sha256": "dc744d2e0883e22ba76dfcdad33071477b4283612bb4d5e0a40a59631b77a7bd" } ], "source_cells_context_only": { "BUILD - Autumn": [ "C19", "D19", "E19" ], "BUILD Weekly - Autumn": [ "C140", "C141" ] }, "authoring_provenance": { "path": "careers_build_a2_w01", "revision": "first-issue-2026-10-26", "note": "Newly authored tasks from the owner-approved Careers outline. Context cells are not presented as separate weekly Careers rows." }, "external_sources": [ { "path": "../../FACTS_LEDGER.md", "note": "Approval, curriculum context, template and authored visual provenance." } ], "evidence": [ { "id": "CAREERS-BUILD-A2-W01-E1", "description": "A strength-to-task match and an individual observation of the practical task, including support used.", "status": "not prefilled; actual response and support to be recorded" } ], "routes": { "Supported": "Supported: choose from two skill cards, then sort three tokens with a model available.", "Independent": "Independent: match three worker cards, sort six tokens and check both sets.", "Aspire": "Aspire: explain a second skill, or show how checking improves the first sort." }, "vocab": [ { "word": "skill", "definition": "Something you can do.", "edition": "both" }, { "word": "strength", "definition": "A skill you do well.", "edition": "both" }, { "word": "task", "definition": "A piece of work.", "edition": "both" }, { "word": "sort", "definition": "Put things in sets.", "edition": "both" }, { "word": "check", "definition": "Look to see if it is right.", "edition": "both" }, { "word": "help", "definition": "Give a hand with a task.", "edition": "both" }, { "word": "job", "definition": "Work a person does.", "edition": "both" } ], "cases": [ { "id": "A", "text": "A worker puts tins in neat rows.", "judgement": "Sort: the action puts items in order.", "next_step": "Ask what the worker does that shows sorting.", "edition": "both" }, { "id": "B", "text": "A worker checks boxes on a list.", "judgement": "Check: the worker compares items with a list.", "next_step": "Ask the learner to point to the action or read it back.", "edition": "both" }, { "id": "C", "text": "A worker shows a new worker where pots go.", "judgement": "Help: the worker gives another person useful information.", "next_step": "Accept pointing or a short phrase; do not require fluent speech.", "edition": "both" }, { "id": "D", "text": "A worker puts like shapes in sets.", "judgement": "Sort: the worker groups the same shapes.", "next_step": "Link to the classroom token task.", "edition": "both" }, { "id": "E", "text": "A worker spots a card in the wrong set.", "judgement": "Check: the worker notices a mismatch.", "next_step": "Ask what could be changed; keep the initial sort recorded.", "edition": "both" }, { "id": "F", "text": "A worker gets a tray for a team mate.", "judgement": "Help: the worker supports another person’s task.", "next_step": "Accept another relevant skill with a reason grounded in the card.", "edition": "both" } ], "slides": [ { "number": 1, "stage": "Title and big question", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "TITLE AND BIG QUESTION", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "1 / 12", "edition": "public" }, { "name": "lesson-title", "occurrence": 0, "text": "Things I can do", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Week 1 · 2–6 November 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "How can a skill help with a job?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me see how a skill can be useful at work.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "Things I can do", "How can a skill help with a job?", "This helps me see how a skill can be useful at work.", "Term theme: Identity & Belonging" ], "notes": "CAREERS-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nTitle and big question: 0 minutes.\nTeacher: Read the big question and careers line before the timed sequence.\nRoutes: Supported: choose from two skill cards, then sort three tokens with a model available. Independent: match three worker cards, sort six tokens and check both sets. Aspire: explain a second skill, or show how checking improves the first sort.\nEvidence: A strength-to-task match and an individual observation of the practical task, including support used.\nCareers: This helps me see how a skill can be useful at work.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional worker illustration is an authored visual prompt, not evidence of a real employer or vacancy.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read the big question and careers line before the timed sequence." }, { "number": 2, "stage": "Arrival and regulation", "minutes": 3, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "ARRIVAL AND REGULATION", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "2 / 12 · 3 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "A calm start", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Choose a calm place to sit.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Ask for a short pause if needed.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Keep the work space clear.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Ask for help with the words.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Use a point, a word or your aid.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "Let each person have time.", "edition": "public" } ], "pupil_text": [ "A calm start", "Choose a calm place to sit.", "Ask for a short pause if needed.", "Keep the work space clear.", "Ask for help with the words.", "Use a point, a word or your aid.", "Let each person have time." ], "notes": "CAREERS-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nArrival and regulation: 3 minutes.\nTeacher: Offer a calm seat, usual communication aid and help choice. No personal disclosure is required.\nRoutes: Supported: choose from two skill cards, then sort three tokens with a model available. Independent: match three worker cards, sort six tokens and check both sets. Aspire: explain a second skill, or show how checking improves the first sort.\nEvidence: A strength-to-task match and an individual observation of the practical task, including support used.\nCareers: This helps me see how a skill can be useful at work.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional worker illustration is an authored visual prompt, not evidence of a real employer or vacancy.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Offer a calm seat, usual communication aid and help choice. No personal disclosure is required." }, { "number": 3, "stage": "Starter", "minutes": 3, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "STARTER", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "3 / 12 · 3 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Look at the workers", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Look at each worker.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "What task can you see?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Which one checks a list?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Point to a task.", "edition": "public" } ], "pupil_text": [ "Look at the workers", "Look at each worker.", "What task can you see?", "Which one checks a list?", "Point to a task." ], "notes": "CAREERS-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nStarter: 3 minutes.\nTeacher: Read the fictional role captions. Ask about the action, not the worker’s appearance. Accept pointing, speech or an aid.\nRoutes: Supported: choose from two skill cards, then sort three tokens with a model available. Independent: match three worker cards, sort six tokens and check both sets. Aspire: explain a second skill, or show how checking improves the first sort.\nEvidence: A strength-to-task match and an individual observation of the practical task, including support used.\nCareers: This helps me see how a skill can be useful at work.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional worker illustration is an authored visual prompt, not evidence of a real employer or vacancy.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read the fictional role captions. Ask about the action, not the worker’s appearance. Accept pointing, speech or an aid." }, { "number": 4, "stage": "Today", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "TODAY", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "4 / 12", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Today", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Identify one strength and link it to a work task.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "I can match a skill to a task.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I can sort and check the cards.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I can show one skill I used.", "edition": "public" } ], "pupil_text": [ "Today", "Identify one strength and link it to a work task.", "I can match a skill to a task.", "I can sort and check the cards.", "I can show one skill I used." ], "notes": "CAREERS-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nToday: 0 minutes.\nTeacher: Read the approved objective and three success checks. Explain any new word with a concrete action.\nRoutes: Supported: choose from two skill cards, then sort three tokens with a model available. Independent: match three worker cards, sort six tokens and check both sets. Aspire: explain a second skill, or show how checking improves the first sort.\nEvidence: A strength-to-task match and an individual observation of the practical task, including support used.\nCareers: This helps me see how a skill can be useful at work.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional worker illustration is an authored visual prompt, not evidence of a real employer or vacancy.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read the approved objective and three success checks. Explain any new word with a concrete action." }, { "number": 5, "stage": "I Do", "minutes": 5, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "I DO", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "5 / 12 · 5 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Watch the model", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "This made-up worker sorts tins.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The tins go in neat rows.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Sorting is a useful skill.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Now watch me sort these cards.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "I put like shapes in a set.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "I check each set to make sure.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "Look at the task. Name the skill. Show it.", "edition": "public" } ], "pupil_text": [ "Watch the model", "This made-up worker sorts tins.", "The tins go in neat rows.", "Sorting is a useful skill.", "Now watch me sort these cards.", "I put like shapes in a set.", "I check each set to make sure.", "Look at the task. Name the skill. Show it." ], "notes": "CAREERS-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nI Do: 5 minutes.\nTeacher: Model the six lines, using a separate token set or task card. Identify the stated fact that supports the match. Do not record the adult model as learner evidence.\nRoutes: Supported: choose from two skill cards, then sort three tokens with a model available. Independent: match three worker cards, sort six tokens and check both sets. Aspire: explain a second skill, or show how checking improves the first sort.\nEvidence: A strength-to-task match and an individual observation of the practical task, including support used.\nCareers: This helps me see how a skill can be useful at work.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional worker illustration is an authored visual prompt, not evidence of a real employer or vacancy.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Model the six lines, using a separate token set or task card. Identify the stated fact that supports the match. Do not record the adult model as learner evidence." }, { "number": 6, "stage": "We Do", "minutes": 5, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "WE DO", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "6 / 12 · 5 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Which task fits", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "A worker checks boxes on a list. Which skill fits?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Check.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Run fast.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Sing.", "edition": "public" } ], "pupil_text": [ "Which task fits", "A worker checks boxes on a list. Which skill fits?", "A Check.", "B Run fast.", "C Sing." ], "notes": "CAREERS-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nWe Do: 5 minutes.\nTeacher: A: checking is supported by the stated action. Speed, neatness or confidence alone is not the target. Recheck using the helper card: ask which action shows helping. Accept another skill only when the learner links it to a stated action.\nRoutes: Supported: choose from two skill cards, then sort three tokens with a model available. Independent: match three worker cards, sort six tokens and check both sets. Aspire: explain a second skill, or show how checking improves the first sort.\nEvidence: A strength-to-task match and an individual observation of the practical task, including support used.\nCareers: This helps me see how a skill can be useful at work.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional worker illustration is an authored visual prompt, not evidence of a real employer or vacancy.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "A: checking is supported by the stated action. Speed, neatness or confidence alone is not the target. Recheck using the helper card: ask which action shows helping. Accept another skill only when the learner links it to a stated action." }, { "number": 7, "stage": "You Do practice", "minutes": 12, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "YOU DO PRACTICE", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "7 / 12 · 12 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Try the task", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Choose the help you need.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: match one. Sort three.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: match three. Sort six.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: show a second skill.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Check the sets. Show a skill you used.", "edition": "public" } ], "pupil_text": [ "Try the task", "Choose the help you need.", "Supported: match one. Sort three.", "Independent: match three. Sort six.", "Aspire: show a second skill.", "Check the sets. Show a skill you used." ], "notes": "CAREERS-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nYou Do practice: 12 minutes.\nTeacher: Use four minutes to match worker cards to sort, check or help. Use five minutes for an individual shape sort: supported route uses three tokens; independent route uses all six. Use three minutes to check sets and identify one skill actually shown. Give one specific prompt and preserve the first result and changed response. A card match alone does not prove the practical skill.\nRoutes: Supported: choose from two skill cards, then sort three tokens with a model available. Independent: match three worker cards, sort six tokens and check both sets. Aspire: explain a second skill, or show how checking improves the first sort.\nEvidence: A strength-to-task match and an individual observation of the practical task, including support used.\nCareers: This helps me see how a skill can be useful at work.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional worker illustration is an authored visual prompt, not evidence of a real employer or vacancy.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Use four minutes to match worker cards to sort, check or help. Use five minutes for an individual shape sort: supported route uses three tokens; independent route uses all six. Use three minutes to check sets and identify one skill actually shown. Give one specific prompt and preserve the first result and changed response. A card match alone does not prove the practical skill." }, { "number": 8, "stage": "You Do evidence", "minutes": 6, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "YOU DO EVIDENCE", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "8 / 12 · 6 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "My work", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Keep the match you made.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Show the sets you made.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point to a skill used in the task.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Keep the first try and the change.", "edition": "public" } ], "pupil_text": [ "My work", "Keep the match you made.", "Show the sets you made.", "Point to a skill used in the task.", "Keep the first try and the change." ], "notes": "CAREERS-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nYou Do evidence: 6 minutes.\nTeacher: Capture each learner’s actual match, reason and practical action as applicable. Record prompts and changed responses separately. Do not infer learning from a group answer.\nRoutes: Supported: choose from two skill cards, then sort three tokens with a model available. Independent: match three worker cards, sort six tokens and check both sets. Aspire: explain a second skill, or show how checking improves the first sort.\nEvidence: A strength-to-task match and an individual observation of the practical task, including support used.\nCareers: This helps me see how a skill can be useful at work.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional worker illustration is an authored visual prompt, not evidence of a real employer or vacancy.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Capture each learner’s actual match, reason and practical action as applicable. Record prompts and changed responses separately. Do not infer learning from a group answer." }, { "number": 9, "stage": "Tidy and evidence check", "minutes": 4, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "TIDY AND EVIDENCE CHECK", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "9 / 12 · 4 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Tidy and check", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "step-number-0", "occurrence": 0, "text": "1", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Check the code on both sheets.", "edition": "public" }, { "name": "step-number-1", "occurrence": 0, "text": "2", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Keep the work and note the help.", "edition": "public" }, { "name": "step-number-2", "occurrence": 0, "text": "3", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Put the cards away with care.", "edition": "public" }, { "name": "step-number-3", "occurrence": 0, "text": "4", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Tell the adult the next step.", "edition": "public" } ], "pupil_text": [ "Tidy and check", "Check the code on both sheets.", "Keep the work and note the help.", "Put the cards away with care.", "Tell the adult the next step." ], "notes": "CAREERS-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nTidy and evidence check: 4 minutes.\nTeacher: Check learner IDs, actual work references and support. Store the evidence only when it exists; leave gaps visible.\nRoutes: Supported: choose from two skill cards, then sort three tokens with a model available. Independent: match three worker cards, sort six tokens and check both sets. Aspire: explain a second skill, or show how checking improves the first sort.\nEvidence: A strength-to-task match and an individual observation of the practical task, including support used.\nCareers: This helps me see how a skill can be useful at work.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional worker illustration is an authored visual prompt, not evidence of a real employer or vacancy.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Check learner IDs, actual work references and support. Store the evidence only when it exists; leave gaps visible." }, { "number": 10, "stage": "Exit ticket", "minutes": 2, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "EXIT TICKET", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "10 / 12 · 2 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Exit task", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Which skill did the task show?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "How could it help at work?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What is the next step?", "edition": "public" } ], "pupil_text": [ "Exit task", "Which skill did the task show?", "How could it help at work?", "What is the next step?" ], "notes": "CAREERS-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nExit ticket: 2 minutes.\nTeacher: Take an individual exit response. Agree one next teaching step, without requiring public speaking.\nRoutes: Supported: choose from two skill cards, then sort three tokens with a model available. Independent: match three worker cards, sort six tokens and check both sets. Aspire: explain a second skill, or show how checking improves the first sort.\nEvidence: A strength-to-task match and an individual observation of the practical task, including support used.\nCareers: This helps me see how a skill can be useful at work.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional worker illustration is an authored visual prompt, not evidence of a real employer or vacancy.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Take an individual exit response. Agree one next teaching step, without requiring public speaking." }, { "number": 11, "stage": "Vocabulary", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "VOCABULARY", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "11 / 12", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Words that help", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Skill: Something you can do.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Strength: A skill you do well.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Task: A piece of work.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Sort: Put things in sets.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Check: Look to see if it is right.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Help: Give a hand with a task.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Job: Work a person does.", "edition": "public" } ], "pupil_text": [ "Words that help", "Skill: Something you can do.", "Strength: A skill you do well.", "Task: A piece of work.", "Sort: Put things in sets.", "Check: Look to see if it is right.", "Help: Give a hand with a task.", "Job: Work a person does." ], "notes": "CAREERS-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nVocabulary: 0 minutes.\nTeacher: Read and show each word with an action or concrete example. Keep the mat available.\nRoutes: Supported: choose from two skill cards, then sort three tokens with a model available. Independent: match three worker cards, sort six tokens and check both sets. Aspire: explain a second skill, or show how checking improves the first sort.\nEvidence: A strength-to-task match and an individual observation of the practical task, including support used.\nCareers: This helps me see how a skill can be useful at work.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional worker illustration is an authored visual prompt, not evidence of a real employer or vacancy.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read and show each word with an action or concrete example. Keep the mat available." }, { "number": 12, "stage": "Staff brief", "minutes": 0, "hidden": true, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "STAFF BRIEF", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "12 / 12", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Staff brief", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Read the planner and support route.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Use only fictional roles and settings.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Scribe exact words; record help.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Keep each learner’s own evidence.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Week 7 is the assessing lesson.", "edition": "public" } ], "pupil_text": [], "notes": "CAREERS-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nStaff brief: 0 minutes.\nTeacher: All worker profiles, job roles, employers and settings are fictional. Use only the supplied classroom tasks; no real employers, applications or personal contact details. No names are required. Do not ask about family, body or private experiences. Respect a choice to pause or respond privately. No forced pair work or public performance. Follow the setting’s safeguarding route if a concern is raised.\nRoutes: Supported: choose from two skill cards, then sort three tokens with a model available. Independent: match three worker cards, sort six tokens and check both sets. Aspire: explain a second skill, or show how checking improves the first sort.\nEvidence: A strength-to-task match and an individual observation of the practical task, including support used.\nCareers: This helps me see how a skill can be useful at work.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional worker illustration is an authored visual prompt, not evidence of a real employer or vacancy.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "All worker profiles, job roles, employers and settings are fictional. Use only the supplied classroom tasks; no real employers, applications or personal contact details. No names are required. Do not ask about family, body or private experiences. Respect a choice to pause or respond privately. No forced pair work or public performance. Follow the setting’s safeguarding route if a concern is raised." } ], "asset": { "path": "../../assets/fictional_workers.jpg", "description": "Three fictional adult workers performing role tasks; a visual prompt, not a real employer or vacancy." }, "credit": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "names_rule": "Generic wording in all files, including worker cards, role briefs and settings. No named people, schools, places, products, platforms or awarding bodies. No bracketed placeholders.", "resources": [ { "kind": "Planner", "path": "careers_build_a2_w01_Planner.docx", "pdf_path": "careers_build_a2_w01_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "Things I can do", "Week beginning 2 November 2026 · one 40-minute lesson", "Actual date __________________ Staff role ______________", "Year A · Term theme: Identity & Belonging", "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).", "Approved objective and source", "Identify one strength and link it to a work task.", "Owner-approved standalone Careers outline, 26 October 2026. The combined workbook strand supplies context; it does not replace this approved weekly objective.", "Purpose and success checks", "How can a skill help with a job?", "I can match a skill to a task. I can sort and check the cards. I can show one skill I used.", "CAREERS-BUILD-A2-W01-E1: A strength-to-task match and an individual observation of the practical task, including support used.", "Before pupils arrive", "For each learner, print both evidence pages and the support pack. Cut six shape tokens and the three skill labels from page 3; keep the two sorting mats intact. Provide a clear tray and large paper tokens only. Read the worker cards aloud if needed. Prepare one duplicate set for modelling. Use 3–4 learners, with individual evidence and an adult or solo route available.", "Calendar and continuity", "Year A. Autumn 2 Week 1: 2–6 November 2026. One 40-minute Careers lesson. No day or clock slot is inferred. This lesson is formative. Week 7 is the assessing lesson.", "Where this leads", "This helps me see how a skill can be useful at work.", "", "Forty minute sequence", "Slide", "Min", "Action", "1", "0", "Open the title before the timed sequence.", "2", "3", "Calm arrival and support choice.", "3", "3", "Explore the fictional worker picture.", "4", "0", "Read the objective and success checks.", "5", "5", "Model with a separate set.", "6", "5", "Hinge check and brief reteach.", "7", "12", "Individual task with the chosen route.", "8", "6", "Record actual work, response and support.", "9", "4", "Tidy and check work references.", "10", "2", "Individual exit response and next step.", "11", "0", "Vocabulary available throughout.", "12", "0", "Hidden staff reference.", "Hinge and reteach", "A: checking is supported by the stated action. Speed, neatness or confidence alone is not the target. Recheck using the helper card: ask which action shows helping. Accept another skill only when the learner links it to a stated action.", "Routes and task", "Supported: choose from two skill cards, then sort three tokens with a model available. Independent: match three worker cards, sort six tokens and check both sets. Aspire: explain a second skill, or show how checking improves the first sort.", "Use four minutes to match worker cards to sort, check or help. Use five minutes for an individual shape sort: supported route uses three tokens; independent route uses all six. Use three minutes to check sets and identify one skill actually shown. Give one specific prompt and preserve the first result and changed response. A card match alone does not prove the practical skill.", "Read aloud, point, scribe exact words or use the usual communication aid. Record support without treating speech speed or handwriting as the target.", "", "Safe teaching and evidence", "Boundaries", "All worker profiles, job roles, employers and settings are fictional. Use only the supplied classroom tasks; no real employers, applications or personal contact details. No names are required. Do not ask about family, body or private experiences. Respect a choice to pause or respond privately. No forced pair work or public performance. Follow the setting’s safeguarding route if a concern is raised.", "Assessment and feedback", "Record the selected worker card and skill, then the number and pattern of tokens sorted and checked. Note exact prompts and what the learner did. Ask for one skill demonstrated in this task, without asking for private experiences. A pupil may identify a skill to develop rather than claim it as a fixed strength. This is formative evidence for Week 7.", "Use VF · WS · I · NS+ · // self-edit · ? read back · R responded · E evidence in the evidence record. R requires Voice, Audience, a specific NS+ prompt and the learner response in the same colour, on the same page or usual mode. E is recorded only when actual evidence is banked. Record support and unfinished work; blank forms and adult models are not completed learner evidence.", "Learner voice and thread tags", "Space: calm seating and clear resources. Voice: choose a mode, reason or help request. Audience: an adult listens or reads and replies. Influence: record the support or next step changed in response.", "S: reflect on skills or choices. So: listen and share task talk. IL: choose a response mode and task route. MR: value different skills and roles without ranking people.", "Offer to the Communication portfolio", "Offer an authentic explanation, choice or help request to the Communication portfolio. The receiving teacher decides how actual work fits the evidence record; no qualification criterion is assigned here.", "Reflection and provenance", "Next teaching need: __________________________________________Learner request and change made: ______________________________", "Source: owner_orders/BUILD_Careers_Autumn2_YearA_outline, revision approved-2026-10-26. Context: scheme_references/BUILD_SOW.xlsx, revision uploaded-source-2026-09-04; BUILD - Autumn C19/D19/E19; BUILD Weekly - Autumn C140/C141. Tasks are newly authored. The qualification and the accredited unit require staff mapping of actual work. No completion is claimed. Sources: FACTS_LEDGER.md." ] }, { "kind": "Weekly_Plan_Row", "path": "careers_build_a2_w01_Weekly_Plan_Row.docx", "pdf_path": "careers_build_a2_w01_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "Things I can do", "Plan field", "Weekly row", "Pathway / strand", "BUILD / Careers · Year A", "Term theme", "Identity & Belonging", "Week / duration", "Week beginning 2 November 2026; one 40-minute lesson", "Actual teaching date", "____________________________", "Objective", "Identify one strength and link it to a work task.", "Source", "Owner-approved Careers outline; revision approved-2026-10-26", "Unit", "Strengths, job roles and work skills", "Thread tags", "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).", "Planned activity", "Use four minutes to match worker cards to sort, check or help. Use five minutes for an individual shape sort: supported route uses three tokens; independent route uses all six. Use three minutes to check sets and identify one skill actually shown. Give one specific prompt and preserve the first result and changed response. A card match alone does not prove the practical skill.", "Evidence", "A strength-to-task match and an individual observation of the practical task, including support used.", "Where this leads", "This helps me see how a skill can be useful at work.", "Access", "Supported / Independent / Aspire. Read, point, speak, draw, write, scribe or use the usual aid. Record actual prompts.", "Assessment", "Formative. Week 7 is assessing. No attainment or evidence banking is prefilled.", "The qualification and the accredited unit: staff confirm any mapping from actual evidence. No day or clock slot is inferred." ] }, { "kind": "Evidence_Sheet", "path": "../careers_build_a2_w01_Evidence_Sheet.docx", "pdf_path": "../careers_build_a2_w01_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My skill record", "CAREERS-BUILD-A2-W01-E1", "Learner ID ______________ Date ______________", "Use the made-up roles. Show the work you did.", "The worker card I used", "________________________________________________________", "The skill I matched to the task", "________________________________________________________", "The task that shows this skill", "________________________________________________________", "________________________________________________________", "My sort or work reference", "________________________________________________________", "________________________________________________________", "One skill shown in this task", "________________________________________________________", "Point, say, draw or write. An adult can note your words.", "", "My next try", "Learner ID ______________", "The help or tip I got", "________________________________________________________", "My next try or change", "________________________________________________________", "________________________________________________________", "A skill to try next", "________________________________________________________", "I asked for _________________________________________", "I showed or told this to ______________________________", "My reply or change, in the same colour, on the same page or usual mode __________________", "Staff record", "Mode: speech / point / draw / write / scribe / aidHelp used: __________________________________________Exact words or work reference: _________________________First try: ____________________________________________Prompt and next try: __________________________________Not yet shown: _______________________________________", "Feedback code ______ Staff role ______Banked / part banked / not yet bankedActual storage reference ______________________________Next step and date __________________________________", "R needs Voice, Audience, NS+, and the learner response in the same colour, on the same page or usual mode. E needs actual work in the evidence record. Do not fill gaps with a model." ] }, { "kind": "Staff_Answers", "path": "../careers_build_a2_w01_Staff_Answers.docx", "pdf_path": "../careers_build_a2_w01_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and response guide", "Things I can do", "These are teaching guides. Record the learner’s actual response and support. The fictional worker cards do not describe real people, employers or vacancies.", "Card key", "Card", "Judgement", "Possible action", "A", "Sort: the action puts items in order.", "Ask what the worker does that shows sorting.", "B", "Check: the worker compares items with a list.", "Ask the learner to point to the action or read it back.", "C", "Help: the worker gives another person useful information.", "Accept pointing or a short phrase; do not require fluent speech.", "D", "Sort: the worker groups the same shapes.", "Link to the classroom token task.", "E", "Check: the worker notices a mismatch.", "Ask what could be changed; keep the initial sort recorded.", "F", "Help: the worker supports another person’s task.", "Accept another relevant skill with a reason grounded in the card.", "Model and hinge", "This made-up worker sorts tins. The tins go in neat rows. Sorting is a useful skill. Now watch me sort these cards. I put like shapes in a set. I check each set to make sure.", "A: checking is supported by the stated action. Speed, neatness or confidence alone is not the target. Recheck using the helper card: ask which action shows helping. Accept another skill only when the learner links it to a stated action.", "Individual evidence key", "Record the selected worker card and skill, then the number and pattern of tokens sorted and checked. Note exact prompts and what the learner did. Ask for one skill demonstrated in this task, without asking for private experiences. A pupil may identify a skill to develop rather than claim it as a fixed strength. This is formative evidence for Week 7.", "", "Feedback and next teaching", "Practical check", "The token sheet has three circles and three squares. A correct full sort has three circles on the circle mat and three squares on the square mat. For the Supported route, give any three tokens and record the actual set. Record the first sort before any prompt; then note the changed result. A pupil may point to sort, check or help if the observed action supports it.", "Common misunderstandings", "A strength is not a ranking of people. A skill can grow with practice. Sorting, checking and helping can all matter in many jobs. The worker’s appearance does not tell us their skill.", "Teaching boundary", "All worker profiles, job roles, employers and settings are fictional. Use only the supplied classroom tasks; no real employers, applications or personal contact details. No names are required. Do not ask about family, body or private experiences. Respect a choice to pause or respond privately. No forced pair work or public performance. Follow the setting’s safeguarding route if a concern is raised.", "Feedback and follow-up", "Use VF · WS · I · NS+ · // self-edit · ? read back · R responded · E evidence in the evidence record. R requires Voice, Audience, a specific NS+ prompt and the learner response in the same colour, on the same page or usual mode. E is recorded only when actual evidence is banked. Record support and unfinished work; blank forms and adult models are not completed learner evidence.", "If work is incomplete, name the gap and arrange a supported follow-up. No qualification completion is claimed." ] }, { "kind": "Support_Cards", "path": "../careers_build_a2_w01_Support_Cards.docx", "pdf_path": "../careers_build_a2_w01_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Worker and skill cards", "All workers and jobs here are made up.", "Shop", "Store", "Garden", "", "", "", "Shop: a worker puts tins in neat rows.", "Store: a worker checks boxes on a list.", "Garden: a worker gives plants care.", "Look at the task. What skill could help?", "", "Cut and match", "Read the cards or ask for help.", "Card", "Card", "AA worker puts tins in neat rows.", "BA worker checks boxes on a list.", "CA worker shows a new worker where pots go.", "DA worker puts like shapes in sets.", "EA worker spots a card in the wrong set.", "FA worker gets a tray for a team mate.", "Sort · Check · Help", "", "Sort and check", "Cut the six cards. Put like shapes in a set.", "Cards", "Cards", "Cards", "●", "■", "●", "■", "●", "■", "Keep these two mats whole.", "●", "■", "", "", "Skill cards to cut: Sort · Check · Help", "Sort", "Check", "Help", "Put things in sets.", "Look to see if right.", "Give a hand.", "Check the sets. Point to a skill the task showed.", "Help: Please read the words. Show the step. Give me time." ] }, { "kind": "Vocabulary_Mat", "path": "../careers_build_a2_w01_Vocabulary_Mat.docx", "pdf_path": "../careers_build_a2_w01_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Things I can do", "Word", "Meaning", "skill", "Something you can do.", "strength", "A skill you do well.", "task", "A piece of work.", "sort", "Put things in sets.", "check", "Look to see if it is right.", "help", "Give a hand with a task.", "job", "Work a person does.", "Words I can use", "The task shows ______.The skill is ______.I chose ______ because ______.", "Point, say or write. Ask for help with a word." ] } ], "weekly_plan_row": { "week": 1, "week_start": "2026-11-02", "week_end": "2026-11-06", "pathway": "BUILD", "strand": "Careers", "year": "Year A", "term_theme": "Identity & Belonging", "thread_tags": "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).", "assessing_week": 7, "assessment_role": "formative", "lesson_count": 1, "minutes": 40, "objective": "Identify one strength and link it to a work task.", "unit": "Strengths, job roles and work skills", "accreditation": "The qualification and the accredited unit: any mapping is for staff to confirm from the actual evidence. No criteria or completion are inferred.", "assessment": "Weeks 1–6 are formative. Week 7 is the assessing lesson. Keep actual responses, support, gaps and next steps in the evidence record.", "where_this_leads": "This helps me see how a skill can be useful at work.", "actual_teaching_date": null, "evidence_id": "CAREERS-BUILD-A2-W01-E1", "completion_status": null, "edition": "public" } }