{ "schema_version": "lesson-content-1", "id": "careers_build_a2_w05", "lesson_code": "CAREERS-BUILD-A2-W05", "title": "My part in a team", "subject": "Careers", "pathway": "BUILD", "term": "Autumn 2", "year": "Year A", "term_theme": "Identity & Belonging", "week": 5, "edition": "public", "label": "Public edition", "minutes": 40, "lessons_per_week": 1, "week_range": { "start": "2026-11-30", "end": "2026-12-04" }, "teaching_date": null, "teaching_date_inferred": false, "assessing_week": 7, "assessment_role": "formative", "objective_verbatim": "Carry out an agreed role and explain how it helps a team.", "display_objective": "Do an agreed role. Show how it helps the team.", "approved_activity": [ "Choose a role in a fictional team task: sort, count or check classroom materials. Complete the agreed part, pass the work on clearly and review one helpful action." ], "where_this_leads": "This helps me understand responsibility and working with others.", "unit": "Working with others and showing a skill", "unit_status": "new descriptive grouping for this pair; no qualification unit title inferred", "calendar_note": "Year A. 30 November–4 December 2026. One 40-minute lesson; no day or clock slot inferred. Week 7 is assessing.", "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 a contribution, skill or next step. So: listen, pass work on and explain a link. IL: choose a response mode, pause or support. MR: respect each contribution and allow time." }, "sources": [ { "id": "approved_outline", "path": "owner_orders/BUILD_Careers_Autumn2_YearA_outline", "revision": "approved-2026-10-26", "note": "Teaching authority. Original Week 5 and Week 6 objective, activity, evidence and careers sentences recovered from the approved outline conversation; approval dated 26 October 2026." }, { "id": "format", "path": "accepted/CAREERS_BUILD_A2_W03_W04_BUNDLE.zip", "revision": "accepted-2026-10-26", "sha256": "bdaf4262abd4c0f88eca487928934b4d071d82efbfdae5c0bd432ac36d456c52", "note": "Inspected locally for core pack, source schema, print styles, slide chassis and publication rules." }, { "id": "scheme_context", "path": "scheme_references/BUILD_SOW.xlsx", "revision": "uploaded-source-2026-09-04", "sha256": "8bccf28037b2bf9cf50e9996cb16e3047fa3fd8e77cbae4a33afdaded5949154", "status": "inherited context only; workbook not reopened for this return", "cells": { "BUILD - Autumn": [ "C19", "D19", "E19" ], "BUILD Weekly - Autumn": [ "C140", "C141" ] }, "note": "Reference copied from accepted Weeks 3–4 source record. It does not replace the approved weekly outline." } ], "authoring_provenance": { "path": "careers_build_a2_w05", "revision": "first-issue-2026-10-26", "note": "Tasks and exact instructional diagrams newly authored from the approved outline. Week 5 records individual team contribution; Week 6 uses actual earlier work and marks gaps." }, "accreditation": "The qualification and the accredited unit require staff mapping from actual work. No completion is claimed.", "assessment": "Weeks 1–6 formative; Week 7 assessing. Retain actual response, support, gaps and next steps.", "evidence": [ { "id": "CAREERS-BUILD-A2-W05-E1", "description": "An individual role record, observed contribution and a short learner reflection.", "status": "not prefilled; actual response and support to be recorded" } ], "routes": { "Supported": "Choose between two role cards with help. Carry out the agreed role, use a handover stem and point or say how it helped. Record each prompt.", "Independent": "Agree a role, complete it and pass the work on with a clear message. Explain one way the contribution helped the team.", "Aspire": "Complete the agreed role, then inspect a separate mock set with one square missing. Explain what the next worker needs to know and suggest a clear repair." }, "vocab": [ { "word": "role", "definition": "One part of the work.", "edition": "both" }, { "word": "team", "definition": "People who work on a shared task.", "edition": "both" }, { "word": "sort", "definition": "Put things into groups.", "edition": "both" }, { "word": "count", "definition": "Find how many there are.", "edition": "both" }, { "word": "check", "definition": "Look to see if the work is right.", "edition": "both" }, { "word": "pass on", "definition": "Give work and a clear note to the next person.", "edition": "both" }, { "word": "help", "definition": "Make a task easier to do.", "edition": "both" } ], "cases": [ { "id": "Sort", "judgement": "Three circles together; two squares together.", "next_step": "Pass both groups to the counter.", "edition": "both" }, { "id": "Count", "judgement": "Three circles and two squares.", "next_step": "Tell the checker both totals.", "edition": "both" }, { "id": "Check", "judgement": "Compare shape and number with the task card.", "next_step": "Tell the team whether the set matches.", "edition": "both" }, { "id": "Aspire", "judgement": "Separate mock set: three circles and one square.", "next_step": "One square is missing. Ask for one more and recheck.", "edition": "both" } ], "slides": [ { "number": 1, "stage": "Title and big question", "minutes": 0, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "public" }, { "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": "My part in a team", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Week 5 · 30 November–4 December 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W05", "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 team has five cards. One sorts. One counts. One checks. How does each role help?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me understand responsibility and working with others.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "My part in a team", "A team has five cards. One sorts. One counts. One checks. How does each role help?", "This helps me understand responsibility and working with others.", "Term theme: Identity & Belonging" ], "notes": "CAREERS-BUILD-A2-W05 · Year A · Week beginning 30 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. This is formative; Week 7 assesses.\nEvidence: An individual role record, observed contribution and a short learner reflection.\nWhere this leads: This helps me understand responsibility and working with others.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline, revision approved-2026-10-26. Tasks authored first-issue-2026-10-26.\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale" }, { "number": 2, "stage": "Arrival and regulation", "minutes": 3, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "public" }, { "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": "heading-rule", "occurrence": 0, "text": "", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W05", "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-W05 · Year A · Week beginning 30 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 response mode and pause. Avoid pressure to speak publicly.\nEvidence: An individual role record, observed contribution and a short learner reflection.\nWhere this leads: This helps me understand responsibility and working with others.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline, revision approved-2026-10-26. Tasks authored first-issue-2026-10-26.\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale" }, { "number": 3, "stage": "Starter", "minutes": 3, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "public" }, { "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": "One task three roles", "edition": "public" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W05", "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 team must sort five cards.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "One worker sorts the shapes.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "One counts. One checks.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "How does each role help?", "edition": "public" } ], "pupil_text": [ "One task three roles", "This team must sort five cards.", "One worker sorts the shapes.", "One counts. One checks.", "How does each role help?", "SORT", "Group by shape", "COUNT", "3 circles 2 squares", "CHECK", "Use the task card" ], "notes": "CAREERS-BUILD-A2-W05 · Year A · Week beginning 30 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 labelled model diagram. It is an authored teaching model, not learner evidence.\nEvidence: An individual role record, observed contribution and a short learner reflection.\nWhere this leads: This helps me understand responsibility and working with others.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline, revision approved-2026-10-26. Tasks authored first-issue-2026-10-26.\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale" }, { "number": 4, "stage": "Today", "minutes": 0, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "public" }, { "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": "heading-rule", "occurrence": 0, "text": "", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W05", "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": "Do an agreed role. Show how it helps the team.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Choose and agree one role.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Do that part and pass the work on.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Show how that part helps the team.", "edition": "public" } ], "pupil_text": [ "Today", "Do an agreed role. Show how it helps the team.", "Choose and agree one role.", "Do that part and pass the work on.", "Show how that part helps the team." ], "notes": "CAREERS-BUILD-A2-W05 · Year A · Week beginning 30 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 in the planner and these short success checks.\nEvidence: An individual role record, observed contribution and a short learner reflection.\nWhere this leads: This helps me understand responsibility and working with others.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline, revision approved-2026-10-26. Tasks authored first-issue-2026-10-26.\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale" }, { "number": 5, "stage": "I do", "minutes": 5, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "public" }, { "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": "heading-rule", "occurrence": 0, "text": "", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W05", "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": "The sorter puts each shape in a group.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "They say: the shapes are sorted. Please count.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "The counter finds three circles and two squares.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "They say: please check these totals.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "The checker uses the task card.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "Each worker helps the next person.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "Sort. Pass on. Count. Pass on. Check.", "edition": "public" } ], "pupil_text": [ "Watch the model", "The sorter puts each shape in a group.", "They say: the shapes are sorted. Please count.", "The counter finds three circles and two squares.", "They say: please check these totals.", "The checker uses the task card.", "Each worker helps the next person.", "Sort. Pass on. Count. Pass on. Check." ], "notes": "CAREERS-BUILD-A2-W05 · Year A · Week beginning 30 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: The fictional sorter groups three circles and two squares. They say, “The cards are sorted by shape. Please count each group.” The counter counts each group and says, “Three circles and two squares. Please check the task card.” The checker compares both shape and number with the task card. The team needs three circles and two squares, all sorted by shape. Each worker can explain how their part helps the next person.\nEvidence: An individual role record, observed contribution and a short learner reflection.\nWhere this leads: This helps me understand responsibility and working with others.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline, revision approved-2026-10-26. Tasks authored first-issue-2026-10-26.\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale" }, { "number": 6, "stage": "We do", "minutes": 5, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "public" }, { "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 handover helps", "edition": "public" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W05", "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": "The sorter has done their part. What helps next?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A The shapes are sorted. Please count each group.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Say nothing and leave the work.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Take over the next worker’s role.", "edition": "public" } ], "pupil_text": [ "Which handover helps", "The sorter has done their part. What helps next?", "A The shapes are sorted. Please count each group.", "B Say nothing and leave the work.", "C Take over the next worker’s role." ], "notes": "CAREERS-BUILD-A2-W05 · Year A · Week beginning 30 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 is the useful handover: it states what is done and what the next person needs to do. B leaves the next worker to guess; C takes over their role. If uncertain, show the role cards again and model a handover with a separate set. A clear point to the completed group and next role card can communicate the same message.\nEvidence: An individual role record, observed contribution and a short learner reflection.\nWhere this leads: This helps me understand responsibility and working with others.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline, revision approved-2026-10-26. Tasks authored first-issue-2026-10-26.\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale" }, { "number": 7, "stage": "You do practice", "minutes": 12, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "public" }, { "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": "heading-rule", "occurrence": 0, "text": "", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W05", "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 and agree a role.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: do the role with a prompt or stem.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: do the role and pass the work on.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: spot a gap in a new mock set.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Show how that role helped the team.", "edition": "public" } ], "pupil_text": [ "Try the task", "Choose and agree a role.", "Supported: do the role with a prompt or stem.", "Independent: do the role and pass the work on.", "Aspire: spot a gap in a new mock set.", "Show how that role helped the team." ], "notes": "CAREERS-BUILD-A2-W05 · Year A · Week beginning 30 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 two minutes to choose and agree roles. Use six minutes for the sort → count → check chain and clear handovers. Use four minutes to review each contribution and, if useful, retry after a specific prompt. The sorter groups the cards by shape; the counter reports each total; the checker compares the work with the task card. Keep the first attempt separate from any repair. An adult can take the other roles. Routes: Choose between two role cards with help. Carry out the agreed role, use a handover stem and point or say how it helped. Record each prompt. Agree a role, complete it and pass the work on with a clear message. Explain one way the contribution helped the team. Complete the agreed role, then inspect a separate mock set with one square missing. Explain what the next worker needs to know and suggest a clear repair.\nEvidence: An individual role record, observed contribution and a short learner reflection.\nWhere this leads: This helps me understand responsibility and working with others.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline, revision approved-2026-10-26. Tasks authored first-issue-2026-10-26.\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale" }, { "number": 8, "stage": "You do evidence", "minutes": 6, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "public" }, { "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 part", "edition": "public" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W05", "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 role that was agreed.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Show what was done and passed on.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Show how that helped the next worker.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Keep the help used and any change.", "edition": "public" } ], "pupil_text": [ "My part", "Keep the role that was agreed.", "Show what was done and passed on.", "Show how that helped the next worker.", "Keep the help used and any change." ], "notes": "CAREERS-BUILD-A2-W05 · Year A · Week beginning 30 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: For each learner, record the agreed role, their actual action and accuracy, the handover words or gesture, the recipient’s response and the learner’s explanation of how that action helped. Keep prompts and changes separate. A finished team set does not prove every person contributed. Observe each learner’s own role as it happens.\nEvidence: An individual role record, observed contribution and a short learner reflection.\nWhere this leads: This helps me understand responsibility and working with others.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline, revision approved-2026-10-26. Tasks authored first-issue-2026-10-26.\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale" }, { "number": 9, "stage": "Tidy and evidence check", "minutes": 4, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "public" }, { "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": "heading-rule", "occurrence": 0, "text": "", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W05", "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-W05 · Year A · Week beginning 30 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 identifiers and work references before tidying. Do not bank blank forms.\nEvidence: An individual role record, observed contribution and a short learner reflection.\nWhere this leads: This helps me understand responsibility and working with others.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline, revision approved-2026-10-26. Tasks authored first-issue-2026-10-26.\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale" }, { "number": 10, "stage": "Exit ticket", "minutes": 2, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "public" }, { "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": "heading-rule", "occurrence": 0, "text": "", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W05", "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": "What was the agreed role?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "How did that part help the team?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What could make the next try clearer?", "edition": "public" } ], "pupil_text": [ "Exit task", "What was the agreed role?", "How did that part help the team?", "What could make the next try clearer?" ], "notes": "CAREERS-BUILD-A2-W05 · Year A · Week beginning 30 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: Record an individual response. Use the question to identify a next teaching step.\nEvidence: An individual role record, observed contribution and a short learner reflection.\nWhere this leads: This helps me understand responsibility and working with others.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline, revision approved-2026-10-26. Tasks authored first-issue-2026-10-26.\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale" }, { "number": 11, "stage": "Vocabulary", "minutes": 0, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "public" }, { "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": "heading-rule", "occurrence": 0, "text": "", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W05", "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": "Role: One part of the work.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Team: People who work on a shared task.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Sort: Put things into groups.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Count: Find how many there are.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Check: Look to see if the work is right.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Pass on: Give work and a clear note to the next person.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Help: Make a task easier to do.", "edition": "public" } ], "pupil_text": [ "Words that help", "Role: One part of the work.", "Team: People who work on a shared task.", "Sort: Put things into groups.", "Count: Find how many there are.", "Check: Look to see if the work is right.", "Pass on: Give work and a clear note to the next person.", "Help: Make a task easier to do." ], "notes": "CAREERS-BUILD-A2-W05 · Year A · Week beginning 30 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: Keep the vocabulary available. Read aloud or use usual communication aid.\nEvidence: An individual role record, observed contribution and a short learner reflection.\nWhere this leads: This helps me understand responsibility and working with others.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline, revision approved-2026-10-26. Tasks authored first-issue-2026-10-26.\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale" }, { "number": 12, "stage": "Staff brief", "minutes": 0, "hidden": true, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "public" }, { "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": "heading-rule", "occurrence": 0, "text": "", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W05", "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-W05 · Year A · Week beginning 30 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: Read the Planner and Staff Answers. For each team, print Support Cards pages 1–3. Adults cut the five large shape cards on page 2: three circles and two squares. Keep the sorting mat on page 3 whole. Use a separate set for the adult model. Each learner needs both evidence pages. Agree sort, count and check roles before starting; record who does each role. Use teams of two or three. An adult fills any unchosen role. For four learners, use two pairs with adult support. A learner may work with an adult instead of peers. Everyone completes a role; no learner is assessed only as an observer.\nEvidence: An individual role record, observed contribution and a short learner reflection.\nWhere this leads: This helps me understand responsibility and working with others.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline, revision approved-2026-10-26. Tasks authored first-issue-2026-10-26.\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale" } ], "resources": [ { "kind": "Planner", "path": "careers_build_a2_w05_Planner.docx", "pdf_path": "careers_build_a2_w05_Planner.pdf", "edition": "public", "paragraphs": [ "Teacher and cover planner", "My part in a team", "Week beginning 30 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", "Carry out an agreed role and explain how it helps a team.", "Owner-approved standalone Careers outline, 26 October 2026. The combined workbook is context only.", "Purpose and success checks", "A team has five cards. One sorts. One counts. One checks. How does each role help?", "Choose and agree one role. Do that part and pass the work on. Show how that part helps the team.", "CAREERS-BUILD-A2-W05-E1: An individual role record, observed contribution and a short learner reflection.", "Before pupils arrive", "For each team, print Support Cards pages 1–3. Adults cut the five large shape cards on page 2: three circles and two squares. Keep the sorting mat on page 3 whole. Use a separate set for the adult model. Each learner needs both evidence pages. Agree sort, count and check roles before starting; record who does each role. Use teams of two or three. An adult fills any unchosen role. For four learners, use two pairs with adult support. A learner may work with an adult instead of peers. Everyone completes a role; no learner is assessed only as an observer.", "Calendar and continuity", "Year A · Autumn 2 Week 5: 30 November–4 December 2026. One 40-minute lesson; no day or clock slot is inferred. This lesson is formative. Week 7 is assessing.", "Where this leads", "This helps me understand responsibility and working with others.", "", "Forty minute sequence", "Hinge and reteach", "A is the useful handover: it states what is done and what the next person needs to do. B leaves the next worker to guess; C takes over their role. If uncertain, show the role cards again and model a handover with a separate set. A clear point to the completed group and next role card can communicate the same message.", "Routes and task", "Supported: Choose between two role cards with help. Carry out the agreed role, use a handover stem and point or say how it helped. Record each prompt.", "Independent: Agree a role, complete it and pass the work on with a clear message. Explain one way the contribution helped the team.", "Aspire: Complete the agreed role, then inspect a separate mock set with one square missing. Explain what the next worker needs to know and suggest a clear repair.", "Use two minutes to choose and agree roles. Use six minutes for the sort → count → check chain and clear handovers. Use four minutes to review each contribution and, if useful, retry after a specific prompt. The sorter groups the cards by shape; the counter reports each total; the checker compares the work with the task card. Keep the first attempt separate from any repair. An adult can take the other roles.", "", "Safe teaching and evidence", "Boundaries", "Use fictional unnamed jobs, employers and settings. Use large paper cards on a clear table; adults prepare cutting. No machinery, lifting or real workplace task is needed. Do not ask about body, family or private experiences. Allow an adult partner, a quiet response, a communication aid or a pause. Learners can query unclear or unsafe instructions. Follow the setting’s usual route if a concern is raised.", "Assessment and feedback", "For each learner, record the agreed role, their actual action and accuracy, the handover words or gesture, the recipient’s response and the learner’s explanation of how that action helped. Keep prompts and changes separate. A finished team set does not prove every person contributed. Observe each learner’s own role as it happens.", "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 work is banked. Record support and unfinished work. Blank forms and adult models are not learner evidence.", "Learner voice and thread tags", "Space: calm seating and clear resources. Voice: choose a response mode, explain a choice or request help. Audience: an adult listens, replies and allows time. Influence: record any change to support or the next task in response.", "S: reflect on a contribution, skill or next step. So: listen, hand work on and explain a link to another person. IL: choose a response mode and request a pause or support. MR: allow each person time, acknowledge their contribution and avoid ridicule.", "Offer to the Communication portfolio", "Offer the actual handover and explanation to the Communication portfolio. Record the intended audience, the actual message, the reply and any change. Staff confirm any mapping from the work.", "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 is inherited from accepted Weeks 3–4: scheme_references/BUILD_SOW.xlsx, revision uploaded-source-2026-09-04. The workbook was not reopened for this return. The approved outline supplies the weekly objectives. Tasks are newly authored. The qualification and the accredited unit require staff mapping of actual work; no completion is claimed." ], "tables": [ [ [ "Slide", "Min", "Action" ], [ "1", "0", "Open title before the timed sequence." ], [ "2", "3", "Calm arrival and support choice." ], [ "3", "3", "Read the fictional model diagram." ], [ "4", "0", "Read objective and success checks." ], [ "5", "5", "Model with a separate set or record." ], [ "6", "5", "Hinge check and brief reteach." ], [ "7", "12", "Carry out the chosen task and route." ], [ "8", "6", "Record actual work, voice and support." ], [ "9", "4", "Check work references and tidy." ], [ "10", "2", "Individual exit response and next step." ], [ "11", "0", "Vocabulary available throughout." ], [ "12", "0", "Hidden staff reference." ] ] ], "body_text_in_order": [ "Teacher and cover planner", "My part in a team", "Week beginning 30 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", "Carry out an agreed role and explain how it helps a team.", "Owner-approved standalone Careers outline, 26 October 2026. The combined workbook is context only.", "Purpose and success checks", "A team has five cards. One sorts. One counts. One checks. How does each role help?", "Choose and agree one role. Do that part and pass the work on. Show how that part helps the team.", "CAREERS-BUILD-A2-W05-E1: An individual role record, observed contribution and a short learner reflection.", "Before pupils arrive", "For each team, print Support Cards pages 1–3. Adults cut the five large shape cards on page 2: three circles and two squares. Keep the sorting mat on page 3 whole. Use a separate set for the adult model. Each learner needs both evidence pages. Agree sort, count and check roles before starting; record who does each role. Use teams of two or three. An adult fills any unchosen role. For four learners, use two pairs with adult support. A learner may work with an adult instead of peers. Everyone completes a role; no learner is assessed only as an observer.", "Calendar and continuity", "Year A · Autumn 2 Week 5: 30 November–4 December 2026. One 40-minute lesson; no day or clock slot is inferred. This lesson is formative. Week 7 is assessing.", "Where this leads", "This helps me understand responsibility and working with others.", "", "Forty minute sequence", "Slide", "Min", "Action", "1", "0", "Open title before the timed sequence.", "2", "3", "Calm arrival and support choice.", "3", "3", "Read the fictional model diagram.", "4", "0", "Read objective and success checks.", "5", "5", "Model with a separate set or record.", "6", "5", "Hinge check and brief reteach.", "7", "12", "Carry out the chosen task and route.", "8", "6", "Record actual work, voice and support.", "9", "4", "Check work references and tidy.", "10", "2", "Individual exit response and next step.", "11", "0", "Vocabulary available throughout.", "12", "0", "Hidden staff reference.", "Hinge and reteach", "A is the useful handover: it states what is done and what the next person needs to do. B leaves the next worker to guess; C takes over their role. If uncertain, show the role cards again and model a handover with a separate set. A clear point to the completed group and next role card can communicate the same message.", "Routes and task", "Supported: Choose between two role cards with help. Carry out the agreed role, use a handover stem and point or say how it helped. Record each prompt.", "Independent: Agree a role, complete it and pass the work on with a clear message. Explain one way the contribution helped the team.", "Aspire: Complete the agreed role, then inspect a separate mock set with one square missing. Explain what the next worker needs to know and suggest a clear repair.", "Use two minutes to choose and agree roles. Use six minutes for the sort → count → check chain and clear handovers. Use four minutes to review each contribution and, if useful, retry after a specific prompt. The sorter groups the cards by shape; the counter reports each total; the checker compares the work with the task card. Keep the first attempt separate from any repair. An adult can take the other roles.", "", "Safe teaching and evidence", "Boundaries", "Use fictional unnamed jobs, employers and settings. Use large paper cards on a clear table; adults prepare cutting. No machinery, lifting or real workplace task is needed. Do not ask about body, family or private experiences. Allow an adult partner, a quiet response, a communication aid or a pause. Learners can query unclear or unsafe instructions. Follow the setting’s usual route if a concern is raised.", "Assessment and feedback", "For each learner, record the agreed role, their actual action and accuracy, the handover words or gesture, the recipient’s response and the learner’s explanation of how that action helped. Keep prompts and changes separate. A finished team set does not prove every person contributed. Observe each learner’s own role as it happens.", "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 work is banked. Record support and unfinished work. Blank forms and adult models are not learner evidence.", "Learner voice and thread tags", "Space: calm seating and clear resources. Voice: choose a response mode, explain a choice or request help. Audience: an adult listens, replies and allows time. Influence: record any change to support or the next task in response.", "S: reflect on a contribution, skill or next step. So: listen, hand work on and explain a link to another person. IL: choose a response mode and request a pause or support. MR: allow each person time, acknowledge their contribution and avoid ridicule.", "Offer to the Communication portfolio", "Offer the actual handover and explanation to the Communication portfolio. Record the intended audience, the actual message, the reply and any change. Staff confirm any mapping from the work.", "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 is inherited from accepted Weeks 3–4: scheme_references/BUILD_SOW.xlsx, revision uploaded-source-2026-09-04. The workbook was not reopened for this return. The approved outline supplies the weekly objectives. Tasks are newly authored. The qualification and the accredited unit require staff mapping of actual work; no completion is claimed." ] }, { "kind": "Evidence_Sheet", "path": "../careers_build_a2_w05_Evidence_Sheet.docx", "pdf_path": "../careers_build_a2_w05_Evidence_Sheet.pdf", "edition": "both", "paragraphs": [ "My role and team record", "My part in a team", "CAREERS-BUILD-A2-W05-E1", "Learner ID ______________ Date ______________", "This is a made-up team task. Keep each person’s own work.", "The role agreed and who was in the team", "____________________________________________________________________", "What was done in that role", "____________________________________________________________________", "____________________________________________________________________", "What was passed on and to whom", "____________________________________________________________________", "____________________________________________________________________", "The words or signs used and the reply", "____________________________________________________________________", "____________________________________________________________________", "How this helped the team", "____________________________________________________________________", "____________________________________________________________________", "Point, say, draw or write. An adult can note the words.", "", "My next try", "Learner ID ______________", "Help or a prompt used", "____________________________________________________________________", "One next step to try or learn", "____________________________________________________________________", "A gap or work still to find", "____________________________________________________________________", "I showed or told this to ______________________________", "My reply or change, in the same colour, on the same page or usual mode", "____________________________________________________________________", "Staff record", "Feedback code ______ Staff role ______", "Banked / part banked / not yet banked", "Actual storage reference ______________________________", "Next step and date __________________________________", "R needs Voice, Audience, NS+, and the learner reply 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." ], "tables": [ [ [ "What to record", "Actual response" ], [ "Mode and help used", "" ], [ "Observed action or work reference", "" ], [ "First try and accuracy", "" ], [ "Prompt and next try", "" ], [ "Not yet shown", "" ] ] ], "body_text_in_order": [ "My role and team record", "My part in a team", "CAREERS-BUILD-A2-W05-E1", "Learner ID ______________ Date ______________", "This is a made-up team task. Keep each person’s own work.", "The role agreed and who was in the team", "____________________________________________________________________", "What was done in that role", "____________________________________________________________________", "____________________________________________________________________", "What was passed on and to whom", "____________________________________________________________________", "____________________________________________________________________", "The words or signs used and the reply", "____________________________________________________________________", "____________________________________________________________________", "How this helped the team", "____________________________________________________________________", "____________________________________________________________________", "Point, say, draw or write. An adult can note the words.", "", "My next try", "Learner ID ______________", "Help or a prompt used", "____________________________________________________________________", "One next step to try or learn", "____________________________________________________________________", "A gap or work still to find", "____________________________________________________________________", "I showed or told this to ______________________________", "My reply or change, in the same colour, on the same page or usual mode", "____________________________________________________________________", "Staff record", "What to record", "Actual response", "Mode and help used", "", "Observed action or work reference", "", "First try and accuracy", "", "Prompt and next try", "", "Not yet shown", "", "Feedback code ______ Staff role ______", "Banked / part banked / not yet banked", "Actual storage reference ______________________________", "Next step and date __________________________________", "R needs Voice, Audience, NS+, and the learner reply 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_w05_Staff_Answers.docx", "pdf_path": "../careers_build_a2_w05_Staff_Answers.pdf", "edition": "both", "paragraphs": [ "Staff answers and response guide", "My part in a team", "These are teaching guides. Record the learner’s actual response and support. The roles and settings are fictional and unnamed.", "Card key", "Model and hinge", "The fictional sorter groups three circles and two squares. They say, “The cards are sorted by shape. Please count each group.” The counter counts each group and says, “Three circles and two squares. Please check the task card.” The checker compares both shape and number with the task card. The team needs three circles and two squares, all sorted by shape. Each worker can explain how their part helps the next person.", "A is the useful handover: it states what is done and what the next person needs to do. B leaves the next worker to guess; C takes over their role. If uncertain, show the role cards again and model a handover with a separate set. A clear point to the completed group and next role card can communicate the same message.", "Individual evidence key", "For each learner, record the agreed role, their actual action and accuracy, the handover words or gesture, the recipient’s response and the learner’s explanation of how that action helped. Keep prompts and changes separate. A finished team set does not prove every person contributed. Observe each learner’s own role as it happens.", "", "Feedback and next teaching", "Practical check", "Expected result: three circles and two squares in two shape groups. Sorter groups by shape; counter finds 3 and 2; checker compares the set with the task card. For Aspire only, prepare a separate mock set with three circles and one square. It is one square short. Keep the mock task separate from the first team attempt.", "Common misunderstandings", "A team role is an agreed contribution, not a rank. A fast or loud learner is not automatically the strongest contributor. Copying the adult’s handover does not show an independent explanation. The count alone does not prove the sorting or checking role was completed.", "Teaching boundary", "Use fictional unnamed jobs, employers and settings. Use large paper cards on a clear table; adults prepare cutting. No machinery, lifting or real workplace task is needed. Do not ask about body, family or private experiences. Allow an adult partner, a quiet response, a communication aid or a pause. Learners can query unclear or unsafe instructions. Follow the setting’s usual route if a concern is raised.", "Staff substitution note", "Use the supplied paper cards by default. If replacing them with safe familiar classroom materials, keep the same roles, counts, sequence and evidence target. Record the substitution and support. Do not change the approved objective. For Week 6, a missing earlier example must stay marked missing; any new task carries its actual date.", "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 work is banked. Record support and unfinished work. Blank forms and adult models are not learner evidence.", "If work is incomplete, name the gap and arrange a supported follow-up. No qualification completion is claimed." ], "tables": [ [ [ "Card", "What it can show", "Possible action" ], [ "Sort", "Three circles together; two squares together.", "Pass both groups to the counter." ], [ "Count", "Three circles and two squares.", "Tell the checker both totals." ], [ "Check", "Compare shape and number with the task card.", "Tell the team whether the set matches." ], [ "Aspire", "Separate mock set: three circles and one square.", "One square is missing. Ask for one more and recheck." ] ] ], "body_text_in_order": [ "Staff answers and response guide", "My part in a team", "These are teaching guides. Record the learner’s actual response and support. The roles and settings are fictional and unnamed.", "Card key", "Card", "What it can show", "Possible action", "Sort", "Three circles together; two squares together.", "Pass both groups to the counter.", "Count", "Three circles and two squares.", "Tell the checker both totals.", "Check", "Compare shape and number with the task card.", "Tell the team whether the set matches.", "Aspire", "Separate mock set: three circles and one square.", "One square is missing. Ask for one more and recheck.", "Model and hinge", "The fictional sorter groups three circles and two squares. They say, “The cards are sorted by shape. Please count each group.” The counter counts each group and says, “Three circles and two squares. Please check the task card.” The checker compares both shape and number with the task card. The team needs three circles and two squares, all sorted by shape. Each worker can explain how their part helps the next person.", "A is the useful handover: it states what is done and what the next person needs to do. B leaves the next worker to guess; C takes over their role. If uncertain, show the role cards again and model a handover with a separate set. A clear point to the completed group and next role card can communicate the same message.", "Individual evidence key", "For each learner, record the agreed role, their actual action and accuracy, the handover words or gesture, the recipient’s response and the learner’s explanation of how that action helped. Keep prompts and changes separate. A finished team set does not prove every person contributed. Observe each learner’s own role as it happens.", "", "Feedback and next teaching", "Practical check", "Expected result: three circles and two squares in two shape groups. Sorter groups by shape; counter finds 3 and 2; checker compares the set with the task card. For Aspire only, prepare a separate mock set with three circles and one square. It is one square short. Keep the mock task separate from the first team attempt.", "Common misunderstandings", "A team role is an agreed contribution, not a rank. A fast or loud learner is not automatically the strongest contributor. Copying the adult’s handover does not show an independent explanation. The count alone does not prove the sorting or checking role was completed.", "Teaching boundary", "Use fictional unnamed jobs, employers and settings. Use large paper cards on a clear table; adults prepare cutting. No machinery, lifting or real workplace task is needed. Do not ask about body, family or private experiences. Allow an adult partner, a quiet response, a communication aid or a pause. Learners can query unclear or unsafe instructions. Follow the setting’s usual route if a concern is raised.", "Staff substitution note", "Use the supplied paper cards by default. If replacing them with safe familiar classroom materials, keep the same roles, counts, sequence and evidence target. Record the substitution and support. Do not change the approved objective. For Week 6, a missing earlier example must stay marked missing; any new task carries its actual date.", "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 work is banked. Record support and unfinished work. Blank forms and adult models are not 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_w05_Support_Cards.docx", "pdf_path": "../careers_build_a2_w05_Support_Cards.pdf", "edition": "both", "paragraphs": [ "Team task and role cards", "My part in a team", "A made-up team must sort and check five paper cards.", "Team task card", "Sort three circles and two squares by shape. Count each group. Check the set. Pass the work on with a clear note.", "Handover stems", "The part done is ______. Please ______ next.", "The next worker is ______. Their reply is ______.", "This helped the team because ______.", "Agree the roles", "", "Shape cards to cut", "An adult cuts the five cards. Use all five for the team task.", "The set has three circles and two squares. Colour does not matter.", "", "Sort count and check mat", "Keep this mat whole. The team sorts the five cards into these spaces.", "Expected set: three circles and two squares.", "The checker compares the shapes and counts with the task card.", "Keep each learner’s action and help on their own record." ], "tables": [ [ [ "Role card", "The agreed task" ], [ "SORT", "Put circles in one group. Put squares in one group." ], [ "COUNT", "Count each group. Tell the next worker the totals." ], [ "CHECK", "Check the shapes and totals against the task card." ] ], [ [ "Role", "Learner ID or adult role" ], [ "Sort", "" ], [ "Count", "" ], [ "Check", "" ] ], [ [ "Circle", "Circle", "Circle" ], [ "●", "●", "●" ], [ "Square", "Square", "Spare space" ], [ "■", "■", "" ] ], [ [ "Circles", "Squares" ], [ "", "" ] ], [ [ "Check the set", "What was found" ], [ "Circle total", "" ], [ "Square total", "" ], [ "Matches the task card", "" ], [ "A change needed", "" ] ] ], "body_text_in_order": [ "Team task and role cards", "My part in a team", "A made-up team must sort and check five paper cards.", "Team task card", "Sort three circles and two squares by shape. Count each group. Check the set. Pass the work on with a clear note.", "Role card", "The agreed task", "SORT", "Put circles in one group. Put squares in one group.", "COUNT", "Count each group. Tell the next worker the totals.", "CHECK", "Check the shapes and totals against the task card.", "Handover stems", "The part done is ______. Please ______ next.", "The next worker is ______. Their reply is ______.", "This helped the team because ______.", "Agree the roles", "Role", "Learner ID or adult role", "Sort", "", "Count", "", "Check", "", "", "Shape cards to cut", "An adult cuts the five cards. Use all five for the team task.", "Circle", "Circle", "Circle", "●", "●", "●", "Square", "Square", "Spare space", "■", "■", "", "The set has three circles and two squares. Colour does not matter.", "", "Sort count and check mat", "Keep this mat whole. The team sorts the five cards into these spaces.", "Circles", "Squares", "", "", "Check the set", "What was found", "Circle total", "", "Square total", "", "Matches the task card", "", "A change needed", "", "Expected set: three circles and two squares.", "The checker compares the shapes and counts with the task card.", "Keep each learner’s action and help on their own record." ] }, { "kind": "Vocabulary_Mat", "path": "../careers_build_a2_w05_Vocabulary_Mat.docx", "pdf_path": "../careers_build_a2_w05_Vocabulary_Mat.pdf", "edition": "both", "paragraphs": [ "Words that help", "My part in a team", "Words for the task", "The role is ______.", "The work done is ______.", "The next worker needs ______.", "This helped because ______.", "Point, say, draw or write. An adult can note the words." ], "tables": [ [ [ "Word", "Meaning" ], [ "role", "One part of the work." ], [ "team", "People who work on a shared task." ], [ "sort", "Put things into groups." ], [ "count", "Find how many there are." ], [ "check", "Look to see if the work is right." ], [ "pass on", "Give work and a clear note to the next person." ], [ "help", "Make a task easier to do." ] ] ], "body_text_in_order": [ "Words that help", "My part in a team", "Word", "Meaning", "role", "One part of the work.", "team", "People who work on a shared task.", "sort", "Put things into groups.", "count", "Find how many there are.", "check", "Look to see if the work is right.", "pass on", "Give work and a clear note to the next person.", "help", "Make a task easier to do.", "Words for the task", "The role is ______.", "The work done is ______.", "The next worker needs ______.", "This helped because ______.", "Point, say, draw or write. An adult can note the words." ] }, { "kind": "Weekly_Plan_Row", "path": "careers_build_a2_w05_Weekly_Plan_Row.docx", "pdf_path": "careers_build_a2_w05_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs": [ "Weekly plan row", "My part in a team", "The qualification and the accredited unit: staff confirm mapping from actual work. No day or clock slot is inferred." ], "tables": [ [ [ "Plan field", "Weekly row" ], [ "Pathway and strand", "BUILD / Careers · Year A" ], [ "Term theme", "Identity & Belonging" ], [ "Week and duration", "Week beginning 30 November 2026; one 40-minute lesson" ], [ "Actual teaching date", "____________________________" ], [ "Objective", "Carry out an agreed role and explain how it helps a team." ], [ "Source", "Owner-approved Careers outline; revision approved-2026-10-26" ], [ "Unit", "Working with others and showing a skill" ], [ "Thread tags", "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none)." ], [ "Planned activity", "Choose a role in a fictional team task: sort, count or check classroom materials. Complete the agreed part, pass the work on clearly and review one helpful action." ], [ "Evidence", "An individual role record, observed contribution and a short learner reflection." ], [ "Where this leads", "This helps me understand responsibility and working with others." ], [ "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." ] ] ], "body_text_in_order": [ "Weekly plan row", "My part in a team", "The qualification and the accredited unit: staff confirm mapping from actual work. No day or clock slot is inferred.", "Plan field", "Weekly row", "Pathway and strand", "BUILD / Careers · Year A", "Term theme", "Identity & Belonging", "Week and duration", "Week beginning 30 November 2026; one 40-minute lesson", "Actual teaching date", "____________________________", "Objective", "Carry out an agreed role and explain how it helps a team.", "Source", "Owner-approved Careers outline; revision approved-2026-10-26", "Unit", "Working with others and showing a skill", "Thread tags", "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).", "Planned activity", "Choose a role in a fictional team task: sort, count or check classroom materials. Complete the agreed part, pass the work on clearly and review one helpful action.", "Evidence", "An individual role record, observed contribution and a short learner reflection.", "Where this leads", "This helps me understand responsibility and working with others.", "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." ] } ], "asset": { "path": "../../assets/team_task.png", "alt": "Three labelled stages: sort three circles and two squares into groups, count three and two, then check the set against the task card.", "kind": "authored instructional diagram" }, "weekly_plan_row": { "theme": "Identity & Belonging", "objective": "Carry out an agreed role and explain how it helps a team.", "activity": "Choose a role in a fictional team task: sort, count or check classroom materials. Complete the agreed part, pass the work on clearly and review one helpful action.", "evidence": "An individual role record, observed contribution and a short learner reflection.", "careers_line": "This helps me understand responsibility and working with others.", "thread_tags": "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none)." }, "publication": "School edition files stay in store. Only Public replacements with the neutral shared resources are eligible for publication. This delivery does not publish either edition.", "names_rule": "Generic wording, fictional unnamed jobs and settings, no bracketed placeholders.", "credit": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale" }