{ "schema_version": "lesson-content-1", "id": "careers_build_a2_w06", "lesson_code": "CAREERS-BUILD-A2-W06", "title": "Show a skill", "subject": "Careers", "pathway": "BUILD", "term": "Autumn 2", "year": "Year A", "term_theme": "Identity & Belonging", "week": 6, "edition": "public", "label": "Public edition", "minutes": 40, "lessons_per_week": 1, "week_range": { "start": "2026-12-07", "end": "2026-12-11" }, "teaching_date": null, "teaching_date_inferred": false, "assessing_week": 7, "assessment_role": "formative", "objective_verbatim": "Choose evidence of one skill and explain how it could fit a job.", "display_objective": "Choose work that shows a skill. Link it to a job.", "approved_activity": [ "Review actual work from the earlier lessons and select an example that shows a skill. Match it to a fictional role, practise explaining the link and choose one next step." ], "where_this_leads": "This helps me explain what I can do and what I want to learn.", "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. 7–11 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_w06", "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-W06-E1", "description": "A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.", "status": "not prefilled; actual response and support to be recorded" } ], "routes": { "Supported": "Review up to two pieces of the learner’s actual earlier work with an adult. Choose one, select a skill and fictional role card, and use a sentence stem to explain the link. Record prompts.", "Independent": "Choose actual earlier work, identify one skill it shows and explain how that skill could help a task on a fictional role card. Choose a specific next step.", "Aspire": "Compare two possible examples, explain which supports the claim more clearly, and name a limit or further evidence needed. Choose a next step that addresses that gap." }, "vocab": [ { "word": "skill", "definition": "Something a person can do.", "edition": "both" }, { "word": "work", "definition": "A task or a record of what was done.", "edition": "both" }, { "word": "evidence", "definition": "Work that helps show a claim is true.", "edition": "both" }, { "word": "role", "definition": "One part of the work.", "edition": "both" }, { "word": "match", "definition": "Link two things for a clear reason.", "edition": "both" }, { "word": "gap", "definition": "Work or a fact that is still missing.", "edition": "both" }, { "word": "next step", "definition": "One thing to try or learn next.", "edition": "both" } ], "cases": [ { "id": "Packer", "judgement": "A record of following two packing steps in order.", "next_step": "Link to reading a job card and packing the right shapes.", "edition": "both" }, { "id": "Stock helper", "judgement": "A record of sorting or counting shape cards.", "next_step": "Link to sorting or counting paper stock.", "edition": "both" }, { "id": "Team helper", "judgement": "An observed clear handover and response.", "next_step": "Link to passing completed work with a clear note.", "edition": "both" }, { "id": "Missing work", "judgement": "No actual example can yet be found.", "next_step": "Mark the gap; arrange a dated recovery task or find the existing record.", "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": "Show a skill", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Week 6 · 7–11 December 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W06", "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 says they can do a task. What work could show this?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me explain what I can do and what I want to learn.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "Show a skill", "A worker says they can do a task. What work could show this?", "This helps me explain what I can do and what I want to learn.", "Term theme: Identity & Belonging" ], "notes": "CAREERS-BUILD-A2-W06 · Year A · Week beginning 7 December 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: A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.\nWhere this leads: This helps me explain what I can do and what I want to learn.\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-W06", "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-W06 · Year A · Week beginning 7 December 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: A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.\nWhere this leads: This helps me explain what I can do and what I want to learn.\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": "Work can show a skill", "edition": "public" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W06", "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 is a made-up worker’s model.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The record shows cards sorted by shape.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Which skill does that work show?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Which job task could use that skill?", "edition": "public" } ], "pupil_text": [ "Work can show a skill", "This is a made-up worker’s model.", "The record shows cards sorted by shape.", "Which skill does that work show?", "Which job task could use that skill?", "WORK", "Cards sorted by shape", "SKILL", "Sort by shape", "JOB TASK", "Stock helper sorts cards", "NEXT STEP", "Count each group" ], "notes": "CAREERS-BUILD-A2-W06 · Year A · Week beginning 7 December 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: A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.\nWhere this leads: This helps me explain what I can do and what I want to learn.\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-W06", "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 work that shows a skill. Link it to a job.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Choose one piece of actual work.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Show the skill and a job it could help.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Choose one clear next step.", "edition": "public" } ], "pupil_text": [ "Today", "Choose work that shows a skill. Link it to a job.", "Choose one piece of actual work.", "Show the skill and a job it could help.", "Choose one clear next step." ], "notes": "CAREERS-BUILD-A2-W06 · Year A · Week beginning 7 December 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: A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.\nWhere this leads: This helps me explain what I can do and what I want to learn.\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-W06", "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 model shows three circles and two squares.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "They are in two shape groups.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "The skill is to sort by shape.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "This could help a stock helper sort cards.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "A next step is to count each group.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "This model is not a learner’s own work.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "Choose work. Show the skill. Link a task. Choose a next step.", "edition": "public" } ], "pupil_text": [ "Watch the model", "The model shows three circles and two squares.", "They are in two shape groups.", "The skill is to sort by shape.", "This could help a stock helper sort cards.", "A next step is to count each group.", "This model is not a learner’s own work.", "Choose work. Show the skill. Link a task. Choose a next step." ], "notes": "CAREERS-BUILD-A2-W06 · Year A · Week beginning 7 December 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: Use only the fictional model on Support Cards page 2. The model worker sorted three circles and two squares into the right groups; an adult observed the action. The skill is sorting by shape. This could help the stock helper sort paper cards. A next step is to count each group and record the totals. This model teaches the link and must not be filed as a learner’s work.\nEvidence: A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.\nWhere this leads: This helps me explain what I can do and what I want to learn.\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 claim has proof", "edition": "public" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W06", "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 says they can sort by shape. What helps show it?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Their own work and a clear record of the task.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B A claim with no work to check.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Work done by someone else.", "edition": "public" } ], "pupil_text": [ "Which claim has proof", "A worker says they can sort by shape. What helps show it?", "A Their own work and a clear record of the task.", "B A claim with no work to check.", "C Work done by someone else." ], "notes": "CAREERS-BUILD-A2-W06 · Year A · Week beginning 7 December 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 supports the claim: actual work and a precise observation show the skill and its link to the role. B is an unsupported claim; C is someone else’s work. Ask the learner to point to the part of their selected work that supports the skill. If it does not support that skill, revise the claim or choose a different example. Do not infer a skill from a job picture alone.\nEvidence: A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.\nWhere this leads: This helps me explain what I can do and what I want to learn.\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-W06", "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 one piece of actual work.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: choose and link it with help.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: explain the skill and job link.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: compare two pieces and name a gap.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "If work is missing, mark the gap and plan a next step.", "edition": "public" } ], "pupil_text": [ "Try the task", "Choose one piece of actual work.", "Supported: choose and link it with help.", "Independent: explain the skill and job link.", "Aspire: compare two pieces and name a gap.", "If work is missing, mark the gap and plan a next step." ], "notes": "CAREERS-BUILD-A2-W06 · Year A · Week beginning 7 December 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 look at actual earlier work and choose an example. Use five minutes to link the observed skill to a task on one fictional role card and practise the explanation to an adult. Use three minutes to choose a next step. If the example is missing, record the gap and a plan to recover it. A brief new task may be recorded as new work, never as recovered earlier evidence. Routes: Review up to two pieces of the learner’s actual earlier work with an adult. Choose one, select a skill and fictional role card, and use a sentence stem to explain the link. Record prompts. Choose actual earlier work, identify one skill it shows and explain how that skill could help a task on a fictional role card. Choose a specific next step. Compare two possible examples, explain which supports the claim more clearly, and name a limit or further evidence needed. Choose a next step that addresses that gap.\nEvidence: A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.\nWhere this leads: This helps me explain what I can do and what I want to learn.\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 work and skill", "edition": "public" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W06", "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 work code and date.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Name the skill that the work shows.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Link it to a task on a job card.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Choose one next step. Keep any gap clear.", "edition": "public" } ], "pupil_text": [ "My work and skill", "Keep the work code and date.", "Name the skill that the work shows.", "Link it to a task on a job card.", "Choose one next step. Keep any gap clear." ], "notes": "CAREERS-BUILD-A2-W06 · Year A · Week beginning 7 December 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: Keep a specific work reference and date, what the example actually shows, one skill, the chosen fictional role and task, the learner’s explanation of the link, and one next step. Record support and the adult’s reply. Mark missing, unclear or unverified evidence explicitly. A role match is a teaching judgement, not proof of job readiness or qualification completion.\nEvidence: A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.\nWhere this leads: This helps me explain what I can do and what I want to learn.\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-W06", "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-W06 · Year A · Week beginning 7 December 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: A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.\nWhere this leads: This helps me explain what I can do and what I want to learn.\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-W06", "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 work shows the skill?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "How could it help with a job task?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What is one next step?", "edition": "public" } ], "pupil_text": [ "Exit task", "What work shows the skill?", "How could it help with a job task?", "What is one next step?" ], "notes": "CAREERS-BUILD-A2-W06 · Year A · Week beginning 7 December 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: A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.\nWhere this leads: This helps me explain what I can do and what I want to learn.\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-W06", "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 a person can do.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Work: A task or a record of what was done.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Evidence: Work that helps show a claim is true.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Role: One part of the work.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Match: Link two things for a clear reason.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Gap: Work or a fact that is still missing.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Next step: One thing to try or learn next.", "edition": "public" } ], "pupil_text": [ "Words that help", "Skill: Something a person can do.", "Work: A task or a record of what was done.", "Evidence: Work that helps show a claim is true.", "Role: One part of the work.", "Match: Link two things for a clear reason.", "Gap: Work or a fact that is still missing.", "Next step: One thing to try or learn next." ], "notes": "CAREERS-BUILD-A2-W06 · Year A · Week beginning 7 December 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: A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.\nWhere this leads: This helps me explain what I can do and what I want to learn.\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-W06", "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-W06 · Year A · Week beginning 7 December 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. Prepare each learner’s actual work or specific observation records from Weeks 1–5, including Week 5 if available. Keep adult models in a separate folder marked MODEL. Print the two evidence pages and three support pages for each learner. Do not invent missing work or use another learner’s work. If earlier work is absent, prepare a recovery task using the earlier lesson’s resources; record today’s date and any support. The missing earlier record remains marked missing.\nEvidence: A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.\nWhere this leads: This helps me explain what I can do and what I want to learn.\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_w06_Planner.docx", "pdf_path": "careers_build_a2_w06_Planner.pdf", "edition": "public", "paragraphs": [ "Teacher and cover planner", "Show a skill", "Week beginning 7 December 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", "Choose evidence of one skill and explain how it could fit a job.", "Owner-approved standalone Careers outline, 26 October 2026. The combined workbook is context only.", "Purpose and success checks", "A worker says they can do a task. What work could show this?", "Choose one piece of actual work. Show the skill and a job it could help. Choose one clear next step.", "CAREERS-BUILD-A2-W06-E1: A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.", "Before pupils arrive", "Prepare each learner’s actual work or specific observation records from Weeks 1–5, including Week 5 if available. Keep adult models in a separate folder marked MODEL. Print the two evidence pages and three support pages for each learner. Do not invent missing work or use another learner’s work. If earlier work is absent, prepare a recovery task using the earlier lesson’s resources; record today’s date and any support. The missing earlier record remains marked missing.", "Calendar and continuity", "Year A · Autumn 2 Week 6: 7–11 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 explain what I can do and what I want to learn.", "", "Forty minute sequence", "Hinge and reteach", "A supports the claim: actual work and a precise observation show the skill and its link to the role. B is an unsupported claim; C is someone else’s work. Ask the learner to point to the part of their selected work that supports the skill. If it does not support that skill, revise the claim or choose a different example. Do not infer a skill from a job picture alone.", "Routes and task", "Supported: Review up to two pieces of the learner’s actual earlier work with an adult. Choose one, select a skill and fictional role card, and use a sentence stem to explain the link. Record prompts.", "Independent: Choose actual earlier work, identify one skill it shows and explain how that skill could help a task on a fictional role card. Choose a specific next step.", "Aspire: Compare two possible examples, explain which supports the claim more clearly, and name a limit or further evidence needed. Choose a next step that addresses that gap.", "Use four minutes to look at actual earlier work and choose an example. Use five minutes to link the observed skill to a task on one fictional role card and practise the explanation to an adult. Use three minutes to choose a next step. If the example is missing, record the gap and a plan to recover it. A brief new task may be recorded as new work, never as recovered earlier evidence.", "", "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", "Keep a specific work reference and date, what the example actually shows, one skill, the chosen fictional role and task, the learner’s explanation of the link, and one next step. Record support and the adult’s reply. Mark missing, unclear or unverified evidence explicitly. A role match is a teaching judgement, not proof of job readiness or qualification completion.", "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 learner’s actual explanation of the work-to-role link to the Communication portfolio. Record who listened, their reply and the learner’s response. Staff confirm any mapping from the evidence.", "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", "Show a skill", "Week beginning 7 December 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", "Choose evidence of one skill and explain how it could fit a job.", "Owner-approved standalone Careers outline, 26 October 2026. The combined workbook is context only.", "Purpose and success checks", "A worker says they can do a task. What work could show this?", "Choose one piece of actual work. Show the skill and a job it could help. Choose one clear next step.", "CAREERS-BUILD-A2-W06-E1: A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.", "Before pupils arrive", "Prepare each learner’s actual work or specific observation records from Weeks 1–5, including Week 5 if available. Keep adult models in a separate folder marked MODEL. Print the two evidence pages and three support pages for each learner. Do not invent missing work or use another learner’s work. If earlier work is absent, prepare a recovery task using the earlier lesson’s resources; record today’s date and any support. The missing earlier record remains marked missing.", "Calendar and continuity", "Year A · Autumn 2 Week 6: 7–11 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 explain what I can do and what I want to learn.", "", "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 supports the claim: actual work and a precise observation show the skill and its link to the role. B is an unsupported claim; C is someone else’s work. Ask the learner to point to the part of their selected work that supports the skill. If it does not support that skill, revise the claim or choose a different example. Do not infer a skill from a job picture alone.", "Routes and task", "Supported: Review up to two pieces of the learner’s actual earlier work with an adult. Choose one, select a skill and fictional role card, and use a sentence stem to explain the link. Record prompts.", "Independent: Choose actual earlier work, identify one skill it shows and explain how that skill could help a task on a fictional role card. Choose a specific next step.", "Aspire: Compare two possible examples, explain which supports the claim more clearly, and name a limit or further evidence needed. Choose a next step that addresses that gap.", "Use four minutes to look at actual earlier work and choose an example. Use five minutes to link the observed skill to a task on one fictional role card and practise the explanation to an adult. Use three minutes to choose a next step. If the example is missing, record the gap and a plan to recover it. A brief new task may be recorded as new work, never as recovered earlier evidence.", "", "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", "Keep a specific work reference and date, what the example actually shows, one skill, the chosen fictional role and task, the learner’s explanation of the link, and one next step. Record support and the adult’s reply. Mark missing, unclear or unverified evidence explicitly. A role match is a teaching judgement, not proof of job readiness or qualification completion.", "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 learner’s actual explanation of the work-to-role link to the Communication portfolio. Record who listened, their reply and the learner’s response. Staff confirm any mapping from the evidence.", "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_w06_Evidence_Sheet.docx", "pdf_path": "../careers_build_a2_w06_Evidence_Sheet.pdf", "edition": "both", "paragraphs": [ "My skill and work record", "Show a skill", "CAREERS-BUILD-A2-W06-E1", "Learner ID ______________ Date ______________", "Use actual earlier work. An adult model is not your work.", "Work code and date", "____________________________________________________________________", "What this work shows", "____________________________________________________________________", "____________________________________________________________________", "One skill shown by the work", "____________________________________________________________________", "A made-up job role and task", "____________________________________________________________________", "How the skill could help with this job task", "____________________________________________________________________", "____________________________________________________________________", "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 skill and work record", "Show a skill", "CAREERS-BUILD-A2-W06-E1", "Learner ID ______________ Date ______________", "Use actual earlier work. An adult model is not your work.", "Work code and date", "____________________________________________________________________", "What this work shows", "____________________________________________________________________", "____________________________________________________________________", "One skill shown by the work", "____________________________________________________________________", "A made-up job role and task", "____________________________________________________________________", "How the skill could help with this job task", "____________________________________________________________________", "____________________________________________________________________", "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_w06_Staff_Answers.docx", "pdf_path": "../careers_build_a2_w06_Staff_Answers.pdf", "edition": "both", "paragraphs": [ "Staff answers and response guide", "Show a skill", "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", "Use only the fictional model on Support Cards page 2. The model worker sorted three circles and two squares into the right groups; an adult observed the action. The skill is sorting by shape. This could help the stock helper sort paper cards. A next step is to count each group and record the totals. This model teaches the link and must not be filed as a learner’s work.", "A supports the claim: actual work and a precise observation show the skill and its link to the role. B is an unsupported claim; C is someone else’s work. Ask the learner to point to the part of their selected work that supports the skill. If it does not support that skill, revise the claim or choose a different example. Do not infer a skill from a job picture alone.", "Individual evidence key", "Keep a specific work reference and date, what the example actually shows, one skill, the chosen fictional role and task, the learner’s explanation of the link, and one next step. Record support and the adult’s reply. Mark missing, unclear or unverified evidence explicitly. A role match is a teaching judgement, not proof of job readiness or qualification completion.", "", "Feedback and next teaching", "Practical check", "Valid links depend on the actual work: accurate shape grouping may support the stock helper role; a recorded two-step packing sequence may support the packer role; a clear observed handover may support the team helper role. More than one reasoned match can be valid. Checking the pack does not prove independent counting unless counting was observed. A copied model or blank form is not learner evidence.", "Common misunderstandings", "Liking a job does not by itself show a skill. An adult model shows how to explain, not what the learner has done. A learner may describe help they used and still identify a skill. A gap is a reason to plan the next step, not a reason to invent a record.", "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" ], [ "Packer", "A record of following two packing steps in order.", "Link to reading a job card and packing the right shapes." ], [ "Stock helper", "A record of sorting or counting shape cards.", "Link to sorting or counting paper stock." ], [ "Team helper", "An observed clear handover and response.", "Link to passing completed work with a clear note." ], [ "Missing work", "No actual example can yet be found.", "Mark the gap; arrange a dated recovery task or find the existing record." ] ] ], "body_text_in_order": [ "Staff answers and response guide", "Show a skill", "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", "Packer", "A record of following two packing steps in order.", "Link to reading a job card and packing the right shapes.", "Stock helper", "A record of sorting or counting shape cards.", "Link to sorting or counting paper stock.", "Team helper", "An observed clear handover and response.", "Link to passing completed work with a clear note.", "Missing work", "No actual example can yet be found.", "Mark the gap; arrange a dated recovery task or find the existing record.", "Model and hinge", "Use only the fictional model on Support Cards page 2. The model worker sorted three circles and two squares into the right groups; an adult observed the action. The skill is sorting by shape. This could help the stock helper sort paper cards. A next step is to count each group and record the totals. This model teaches the link and must not be filed as a learner’s work.", "A supports the claim: actual work and a precise observation show the skill and its link to the role. B is an unsupported claim; C is someone else’s work. Ask the learner to point to the part of their selected work that supports the skill. If it does not support that skill, revise the claim or choose a different example. Do not infer a skill from a job picture alone.", "Individual evidence key", "Keep a specific work reference and date, what the example actually shows, one skill, the chosen fictional role and task, the learner’s explanation of the link, and one next step. Record support and the adult’s reply. Mark missing, unclear or unverified evidence explicitly. A role match is a teaching judgement, not proof of job readiness or qualification completion.", "", "Feedback and next teaching", "Practical check", "Valid links depend on the actual work: accurate shape grouping may support the stock helper role; a recorded two-step packing sequence may support the packer role; a clear observed handover may support the team helper role. More than one reasoned match can be valid. Checking the pack does not prove independent counting unless counting was observed. A copied model or blank form is not learner evidence.", "Common misunderstandings", "Liking a job does not by itself show a skill. An adult model shows how to explain, not what the learner has done. A learner may describe help they used and still identify a skill. A gap is a reason to plan the next step, not a reason to invent a record.", "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_w06_Support_Cards.docx", "pdf_path": "../careers_build_a2_w06_Support_Cards.pdf", "edition": "both", "paragraphs": [ "Job roles and skill cards", "Show a skill", "These jobs are made up. Link a skill to a task, using actual work.", "Skill cards", "One piece of work may fit more than one role. The reason must fit the work.", "", "A model link and work check", "MODEL ONLY. This is a made-up worker’s record.", "Is it actual learner work", "This model must not go in a learner’s record as their own work.", "", "Choose link and plan", "Learner ID ______ Work code ______ Date ______", "This work shows ______", "____________________________________________________________________", "The skill is ______", "____________________________________________________________________", "This could help the job task ______", "____________________________________________________________________", "The reason is ______", "____________________________________________________________________", "One next step is ______", "____________________________________________________________________", "If work is missing", "Mark the gap. Ask an adult to find the work or plan a new try.", "Do not copy the model as proof. New work has its own date.", "Gap ______ Next task ______ Planned date ______" ], "tables": [ [ [ "Fictional job role", "One task in that role" ], [ "A Packer", "Read the job card. Pack the right paper shapes." ], [ "B Stock helper", "Sort or count the paper cards." ], [ "C Team helper", "Pass completed work on with a clear note." ] ], [ [ "Skill", "What it can look like" ], [ "Follow steps", "Do the task in the given order." ], [ "Sort or count", "Group shapes or find the totals." ], [ "Work with others", "Pass work on and check the reply." ] ], [ [ "Part", "Fictional model" ], [ "Work", "Three circles and two squares were sorted by shape." ], [ "Record", "An adult saw the worker make both shape groups." ], [ "Skill", "Sort by shape." ], [ "Job and task", "Stock helper: sort paper cards." ], [ "Link", "Sorting the cards could help with this task." ], [ "Next step", "Count each group and record the totals." ] ], [ [ "Example", "Can it show this learner’s skill" ], [ "Their own task and a clear record", "Yes, if it shows the claimed skill." ], [ "An adult model or someone else’s work", "No. Keep it apart from learner work." ], [ "A blank sheet or a claim with no work", "Not yet. Name the gap and next step." ] ] ], "body_text_in_order": [ "Job roles and skill cards", "Show a skill", "These jobs are made up. Link a skill to a task, using actual work.", "Fictional job role", "One task in that role", "A Packer", "Read the job card. Pack the right paper shapes.", "B Stock helper", "Sort or count the paper cards.", "C Team helper", "Pass completed work on with a clear note.", "Skill cards", "Skill", "What it can look like", "Follow steps", "Do the task in the given order.", "Sort or count", "Group shapes or find the totals.", "Work with others", "Pass work on and check the reply.", "One piece of work may fit more than one role. The reason must fit the work.", "", "A model link and work check", "MODEL ONLY. This is a made-up worker’s record.", "Part", "Fictional model", "Work", "Three circles and two squares were sorted by shape.", "Record", "An adult saw the worker make both shape groups.", "Skill", "Sort by shape.", "Job and task", "Stock helper: sort paper cards.", "Link", "Sorting the cards could help with this task.", "Next step", "Count each group and record the totals.", "Is it actual learner work", "Example", "Can it show this learner’s skill", "Their own task and a clear record", "Yes, if it shows the claimed skill.", "An adult model or someone else’s work", "No. Keep it apart from learner work.", "A blank sheet or a claim with no work", "Not yet. Name the gap and next step.", "This model must not go in a learner’s record as their own work.", "", "Choose link and plan", "Learner ID ______ Work code ______ Date ______", "This work shows ______", "____________________________________________________________________", "The skill is ______", "____________________________________________________________________", "This could help the job task ______", "____________________________________________________________________", "The reason is ______", "____________________________________________________________________", "One next step is ______", "____________________________________________________________________", "If work is missing", "Mark the gap. Ask an adult to find the work or plan a new try.", "Do not copy the model as proof. New work has its own date.", "Gap ______ Next task ______ Planned date ______" ] }, { "kind": "Vocabulary_Mat", "path": "../careers_build_a2_w06_Vocabulary_Mat.docx", "pdf_path": "../careers_build_a2_w06_Vocabulary_Mat.pdf", "edition": "both", "paragraphs": [ "Words that help", "Show a skill", "Words for the task", "This work shows ______.", "The skill is ______.", "This could help the job task ______.", "The next step is ______.", "Point, say, draw or write. An adult can note the words." ], "tables": [ [ [ "Word", "Meaning" ], [ "skill", "Something a person can do." ], [ "work", "A task or a record of what was done." ], [ "evidence", "Work that helps show a claim is true." ], [ "role", "One part of the work." ], [ "match", "Link two things for a clear reason." ], [ "gap", "Work or a fact that is still missing." ], [ "next step", "One thing to try or learn next." ] ] ], "body_text_in_order": [ "Words that help", "Show a skill", "Word", "Meaning", "skill", "Something a person can do.", "work", "A task or a record of what was done.", "evidence", "Work that helps show a claim is true.", "role", "One part of the work.", "match", "Link two things for a clear reason.", "gap", "Work or a fact that is still missing.", "next step", "One thing to try or learn next.", "Words for the task", "This work shows ______.", "The skill is ______.", "This could help the job task ______.", "The next step is ______.", "Point, say, draw or write. An adult can note the words." ] }, { "kind": "Weekly_Plan_Row", "path": "careers_build_a2_w06_Weekly_Plan_Row.docx", "pdf_path": "careers_build_a2_w06_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs": [ "Weekly plan row", "Show a skill", "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 7 December 2026; one 40-minute lesson" ], [ "Actual teaching date", "____________________________" ], [ "Objective", "Choose evidence of one skill and explain how it could fit a job." ], [ "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", "Review actual work from the earlier lessons and select an example that shows a skill. Match it to a fictional role, practise explaining the link and choose one next step." ], [ "Evidence", "A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked." ], [ "Where this leads", "This helps me explain what I can do and what I want to learn." ], [ "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", "Show a skill", "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 7 December 2026; one 40-minute lesson", "Actual teaching date", "____________________________", "Objective", "Choose evidence of one skill and explain how it could fit a job.", "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", "Review actual work from the earlier lessons and select an example that shows a skill. Match it to a fictional role, practise explaining the link and choose one next step.", "Evidence", "A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.", "Where this leads", "This helps me explain what I can do and what I want to learn.", "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/skill_link.png", "alt": "A labelled fictional model links a record of sorted cards to the sorting skill, a stock helper role and a next step to count the groups.", "kind": "authored instructional diagram" }, "weekly_plan_row": { "theme": "Identity & Belonging", "objective": "Choose evidence of one skill and explain how it could fit a job.", "activity": "Review actual work from the earlier lessons and select an example that shows a skill. Match it to a fictional role, practise explaining the link and choose one next step.", "evidence": "A skill-and-evidence card, a job-role match and a next step; missing work remains clearly marked.", "careers_line": "This helps me explain what I can do and what I want to learn.", "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" }