{ "schema_version": "lesson-content-1", "subject": "Careers", "pathway": "BUILD", "term": "Autumn 2", "year": "Year A", "term_theme": "Identity & Belonging", "minutes": 40, "lessons_per_week": 1, "teaching_date": null, "teaching_date_inferred": false, "assessing_week": 7, "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 skill and next step. So: explain work and listen to feedback. IL: choose a response mode, pause or aid. MR: allow time and respect each contribution. No other thread is claimed." }, "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.", "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", "id": "careers_build_a2_w07", "lesson_code": "CAREERS-BUILD-A2-W07", "title": "My skills and next step: assessing lesson", "display_title": "My skills and next step", "week": 7, "week_range": { "start": "2026-12-14", "end": "2026-12-18" }, "assessment_role": "assessing", "objective_verbatim": "Show a work skill, link it to a job and identify a next step.", "display_objective": "Show a work skill. Link it to a job. Plan a next step.", "approved_activity": [ "Complete a short individual task: match a job to its tasks, follow two steps and ask for clarification when needed.", "Show one piece of earlier work, explain the skill it demonstrates and choose a next step after feedback." ], "where_this_leads": "This helps me show my skills and plan what to practise next.", "unit": "Reviewing work skills and next steps", "unit_status": "descriptive grouping only; no qualification unit inferred", "calendar_note": "Year A. Autumn 2 Week 7: 14–18 December 2026. One 40-minute assessing lesson. No day or clock slot is inferred. Weeks 1–6 were formative; this lesson gathers and reviews their evidence.", "evidence": [ { "id": "CAREERS-BUILD-A2-W07-E1", "description": "An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.", "status": "blank record; actual responses to be gathered" } ], "routes": { "Supported": "Read the same task words without suggesting an answer. Allow pointing, an aid or exact scribing. If choices are reduced, a step is prompted or a question is supplied, record that content support. Keep the first response before any help.", "Independent": "Complete the familiar job matches, two-step task and clarification check. Link an earlier work sample to a skill and job task. Choose a next step after feedback; record any help actually used.", "Aspire": "Complete the same initial checks. Compare two earlier samples and explain which is stronger evidence or where a gap remains. This extends review of familiar work, with no new content." }, "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": "reply", "definition": "An answer in words, signs or an aid.", "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" } ], "resources": [ { "kind": "Planner", "path": "careers_build_a2_w07_Planner.docx", "pdf_path": "careers_build_a2_w07_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "My skills and next step: assessing lesson", "Week beginning 14 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", "Show a work skill, link it to a job and identify a next step.", "Source: owner-approved weekly outline; revision approved-2026-10-26.", "Assessment focus", "Review familiar learning from Weeks 1–6. What work shows a skill? What could I try next?", "Match two job tasks; follow two steps; ask for a missing fact; link earlier work to a skill and job task; choose a next step after feedback.", "CAREERS-BUILD-A2-W07-E1: An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.", "Before pupils arrive", "Print Evidence Sheet pages 1–3 and Support Cards pages 1–3. Cut job and task cards, circle and square tokens; keep trays intact. Use one private set per learner. Gather earlier work with codes and dates. Have the usual aid and a separate response colour ready. Keep the answer key private. Plan brief observed turns; log tasks not observed.", "Calendar and continuity", "Year A. Autumn 2 Week 7: 14–18 December 2026. One 40-minute assessing lesson. No day or clock slot is inferred. Weeks 1–6 were formative; this lesson gathers and reviews their evidence.", "Where this leads", "This helps me show my skills and plan what to practise next.", "", "Forty minute sequence", "Slide", "Min", "Action", "1", "0", "Introduce this review of familiar learning and read the careers line.", "2", "3", "Offer the usual response mode, pause or aid. Record unobserved work.", "3", "4", "Gather earlier work by code and actual date. Use the half-term audit. Keep gaps clear; do not rehearse answers.", "4", "0", "Read the objective and success checks without modelling answers.", "5", "3", "Explain first response, access help and later feedback. Record any answer cue or reduced choice as content support.", "6", "6", "Use Support Cards page 1. Record both first matches and one reason. Private key: A–3, B–1; 2 spare.", "7", "10", "Observe page 2 then page 3 individually: order, set, question, reply use and help. Mark unobserved tasks. Protocol: Staff Answers.", "8", "6", "Use Evidence Sheet page 2. Record the initial skill and job link. Check work ownership, date and individual contribution.", "9", "6", "Give one specific feedback point after initial checks. Keep the first record. Use page 3 for the separate reply, help and next step.", "10", "2", "Confirm the skill, next step, support and work storage reference. Keep unfinished evidence clear.", "11", "0", "Familiar word mat available for access. Record if an explanation supplies an assessed answer.", "12", "0", "Hidden staff slide. Read protocol and key before teaching.", "Initial checks and feedback boundary", "Do not reteach or model target answers before the initial record. Read exact words and scribe without correction. Record content prompts. After all initial checks, give one feedback point and record a separate response or retry. Missing evidence is not a wrong answer.", "Routes and task", "Supported: Read the same task words without suggesting an answer. Allow pointing, an aid or exact scribing. If choices are reduced, a step is prompted or a question is supplied, record that content support. Keep the first response before any help.", "Independent: Complete the familiar job matches, two-step task and clarification check. Link an earlier work sample to a skill and job task. Choose a next step after feedback; record any help actually used.", "Aspire: Complete the same initial checks. Compare two earlier samples and explain which is stronger evidence or where a gap remains. This extends review of familiar work, with no new content.", "Assessment routes offer access to the same core checks. A reduced task or supplied answer is recorded as content support; it does not establish independent performance.", "", "Safe teaching and evidence", "Boundaries and support", "Use fictional job roles and paper shapes only. No real work placement, lifting, tools or personal career disclosure is needed. Respect a pass, pause or aid. Missing or unobserved work stays clearly marked. Do not infer a qualification result or completion from this lesson. Use coded records. Follow the usual safeguarding procedure if a concern arises.", "Assessment record and review", "An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained. Use the criteria and half-term audit in Staff Answers. Do not average away gaps or infer accreditation.", "Use VF · WS · I · NS+ · // self-edit · ? read back · R responded · E evidence. 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. Keep the initial record unchanged; record feedback and the later response separately.", "Learner voice and thread tags", "Accept the learner’s chosen mode. Record exact words or selections and the support actually used.", "S: reflect on a skill and next step. So: explain work and listen to feedback. IL: choose a response mode, pause or aid. MR: allow time and respect each contribution. No other thread is claimed.", "Offer to the Communication portfolio", "An actual clarification request and reply can be offered to the Communication portfolio. Staff confirm any mapping; no completion is asserted.", "Reflection", "Next teaching need: __________________________________________", "Learner request and change made: ______________________________", "Weekly authority: owner-approved outline, approved 26 October 2026. Format: accepted Careers Weeks 5–6. Familiar task wording checked against accepted Weeks 1–6. No new workbook row is asserted." ] }, { "kind": "Weekly_Plan_Row", "path": "careers_build_a2_w07_Weekly_Plan_Row.docx", "pdf_path": "careers_build_a2_w07_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "My skills and next step: assessing lesson", "The qualification and any accredited unit require staff mapping from actual evidence. This assessing lesson does not claim completion.", "Plan field", "Weekly row", "Pathway and strand", "BUILD · Careers · Year A", "Term theme", "Identity & Belonging", "Week and duration", "14–18 December 2026 · week beginning 14 December · one 40-minute lesson", "Actual teaching date", "____________________________", "Objective", "Show a work skill, link it to a job and identify a next step.", "Source", "Owner-approved weekly outline; revision approved-2026-10-26.", "Unit", "Reviewing work skills and next steps; descriptive grouping only.", "Thread tags", "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).", "Planned activity", "Complete a short individual task: match a job to its tasks, follow two steps and ask for clarification when needed. Show one piece of earlier work, explain the skill it demonstrates and choose a next step after feedback.", "Evidence", "An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.", "Where this leads", "This helps me show my skills and plan what to practise next.", "Access", "Same core checks; reading, pointing, exact scribing or aid. Record all access and content help separately.", "Assessment", "Week 7 assessing. Weeks 1–6 formative. No new content. First responses retained; feedback, later response and next step separate." ] }, { "kind": "Evidence_Sheet", "path": "../careers_build_a2_w07_Evidence_Sheet.docx", "pdf_path": "../careers_build_a2_w07_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My first try", "My skills and next step · CAREERS-BUILD-A2-W07-E1", "Learner code __________ Actual date __________", "Point, say, draw or write. An adult can write your words. Keep this first try as it is.", "1. Jobs and tasks", "Job card", "My first task card choice", "A", "________________", "B", "________________", "One match fits because", "____________________________________________________", "____________________________________________________", "2. Steps and a question", "Adult: note what was done and said. Do not fill in a model answer.", "Check", "First action or words", "Two-step task: order and final set", "____________________________\n____________________________", "Ask task: question, reply and action", "____________________________\n____________________________", "Help with words, an aid or writing", "____________________________", "Help with an answer or step; when given", "____________________________", "Mode: speech / point / draw / write / aid. Unseen task: mark not observed.", "", "My earlier work", "Learner code __________ Actual date __________", "Work code and date from the earlier lesson", "____________________________________________________", "What I did in this work", "____________________________________________________", "____________________________________________________", "A skill it shows, and a clue from the work", "____________________________________________________", "____________________________________________________", "A job task that could use this skill, and why", "____________________________________________________", "____________________________________________________", "Help I had with the earlier work", "____________________________________________________", "A gap in the work or record", "____________________________________________________", "Adult: keep this first account before feedback. Check the work code and date. New work has today’s date; it does not fill an old gap.", "Help with this account; work storage code", "____________________________________________________", "", "My reply after feedback", "Learner code __________ Actual date __________", "Keep the first try. Use this space for a new reply. Reply in the same colour, on the same page or usual mode.", "One point of feedback I heard", "____________________________________________________", "My reply or new try after feedback", "____________________________________________________", "____________________________________________________", "____________________________________________________", "One thing I will practise next", "____________________________________________________", "When I will try it and the help I need", "____________________________________________________", "Adult: who heard the reply; mode and help used", "____________________________________________________", "Voice ______ Audience ______ Next-step prompt ______\nResponse kept at ______ Date ______", "Feedback code ______ Work banked: yes / part / not yet\nUnfinished work ______ Staff role ______", "R: prompt and reply kept. E: actual work stored. A blank sheet is not evidence." ] }, { "kind": "Support_Cards", "path": "../careers_build_a2_w07_Support_Cards.docx", "pdf_path": "../careers_build_a2_w07_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Job and task cards", "Familiar paper tasks · My skills and next step", "Cut out the five cards. Match job A and job B to tasks. One task card is spare. Say why one match fits.", "Job cards", "A", "B", "Shop helper", "Garden helper", "Keep the task cards apart from the job cards before the check.", "Task cards", "Task card", "What the worker does", "1", "Water the pots.", "2", "Check boxes on a stock list.", "3", "Help a shopper find a tin.", "These are made-up jobs. Use paper cards only. No real shop or tools are needed.", "Adult: read the words if needed. Keep the key private. Record any help with a match or reason.", "", "The two-step task", "Keep this instruction and tray whole. Cut the shapes out before the lesson.", "First", "Then", "Put one circle in the tray.", "Put one square next to the circle.", "The shape and number matter. The colour does not.", "Packing tray", "\n\n\n", "Paper shapes to cut", "Circle", "Square", "Spare square", "●", "■", "■", "Adult: record the order and final set before any feedback. Remove this tray before the next task.", "", "The ask task", "Put the circle card in a tray.", "If a fact is missing, ask the adult. Listen to the reply, then do the task.", "Tray 1", "Tray 2", "\n\n\n\n", "\n\n\n\n", "Paper card to cut", "Circle", "●", "Adult: use the fixed reply in Staff Answers after the learner asks. Record the question, reply, action and help. Do not suggest the missing fact first." ] }, { "kind": "Staff_Answers", "path": "../careers_build_a2_w07_Staff_Answers.docx", "pdf_path": "../careers_build_a2_w07_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Assessment protocol and key", "My skills and next step: assessing lesson", "Year A · Identity & Belonging · 14–18 December 2026 · 40 minutes", "Before the initial record", "Use familiar tasks from Weeks 2–4 and review actual evidence from Weeks 1–6. Do not model answers, rehearse matches or teach a new skill first. Read the exact instruction; accept speech, pointing, drawing, writing or an aid. Record mode and help. Exact reading or scribing is access support; a suggested answer, supplied question, step cue or reduced options is content support. Keep all first responses.", "Check", "Expected evidence and recording rule", "Job knowledge", "A–3: a shop helper helps a shopper find a tin. B–1: a garden helper waters pots. Task 2 is spare. Both matches and one relevant reason are required. A reason can be selected or spoken; record choice support.", "Two-step task", "First one circle in the tray; then one square next to it. Observe order and final set. A final set alone does not prove the order. The spare square is not used. Note any cue and whether a change was self-initiated.", "Clarification", "Present: Put the circle card in a tray. Wait for a question about which tray. Accept an equivalent question, gesture or aid selection. Fixed adult reply: Use tray 2. Observe one circle in tray 2. If no question occurs, record this before any prompt or feedback. A guessed correct tray does not prove clarification.", "Earlier work", "Use the actual work code and date. Record skill, clue from the work, job task and reason. Check whose work it is and what help was used. A shared team product needs an individual contribution record.", "Feedback response", "After the first record, give one specific point. Keep the learner’s reply or changed action separately, with support and date. Record a practical next step, help and intended review date. No copied model is independent evidence.", "Observation: use private parallel sets only where an adult can see each turn. Within the ten-minute task block, queue short individual turns. If staffing or time prevents observation, mark not observed and arrange a dated check. Never infer success from another learner or a finished group tray.", "", "Half-term evidence audit", "Learner code __________ Review date __________ Staff role __________", "For each week, record the actual work reference, date, individual contribution and help. Mark present, partial, missing or not observed. Do not backdate new work or infer success from attendance.", "Week and focus", "Work code, actual date, help and status", "1 · Strength linked to a work task", "________________________________\n________________________________", "2 · Two job/task matches and a reason", "________________________________\n________________________________", "3 · Two-step sequence and check", "________________________________\n________________________________", "4 · Question, understood reply and action", "________________________________\n________________________________", "5 · Own team role and handover", "________________________________\n________________________________", "6 · Skill, actual work, job link and next step", "________________________________\n________________________________", "If an earlier item is absent, keep that gap. Week 7 evidence can show a skill now, with today’s date. It does not establish that an earlier lesson was completed.", "Review decision", "Strongest supported claim and work reference", "____________________________________________________", "Gap and planned dated check", "____________________________________________________", "", "Individual assessment review", "Learner code __________ Review date __________ Staff role __________", "For each criterion use: shown without content prompt; shown with content support; not yet shown; or not observed. Record access support separately. A reduced task cannot establish the full criterion. No total score or qualification threshold is inferred.", "Criterion", "Initial judgement and evidence reference", "Both job/task matches plus a relevant reason", "________________________________", "Both steps in order and correct final set", "________________________________", "Question about the gap and use of reply", "________________________________", "Earlier work shows skill; reasoned job link", "________________________________", "Later response: separate from initial judgement", "Record", "Actual response and reference", "Specific feedback given", "________________________________", "Learner reply or changed action", "________________________________", "Support used after feedback", "________________________________", "Next step, help and review date", "________________________________", "Do not change an initial judgement to independent because feedback led to a correct reply. The revised action is useful evidence of response to feedback. Retain both records.", "Feedback and storage", "Use VF · WS · I · NS+ · // self-edit · ? read back · R responded · E evidence. 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. Keep the initial record unchanged; record feedback and the later response separately.", "Work storage code __________ Banked / part / not yet __________\nUnfinished evidence __________ Next check date __________", "This helps me show my skills and plan what to practise next." ] }, { "kind": "Vocabulary_Mat", "path": "../careers_build_a2_w07_Vocabulary_Mat.docx", "pdf_path": "../careers_build_a2_w07_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "My skills and next step", "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.", "reply", "An answer in words, signs or an aid.", "gap", "Work or a fact that is still missing.", "next step", "One thing to try or learn next.", "Words for the review", "This work shows ______.\nThe skill is ______.\nThis could help with ______.\nMy next step is ______.", "Point, say, draw, write or use an aid. An adult can read the words. Keep your own reply." ] } ], "asset": { "kind": "native text, tables and paper shapes", "path": null, "note": "No external assets; no worked-answer model before initial assessment." }, "sources": [ { "id": "approved_outline", "path": "owner_orders/BUILD_Careers_Autumn2_YearA_outline", "revision": "approved-2026-10-26", "note": "Approved Week 7 title, objective, two activity sentences and careers line recovered from the approved outline. The evidence description is a summary." }, { "id": "format", "path": "accepted/CAREERS_BUILD_A2_W05_W06_BUNDLE.zip", "sha256": "11997cfb5298ea8d37860d2f58dcd6418daea8b7c5460bd94d3cb66024acabdb", "note": "Accepted format and Weeks 5–6 evidence inspected." }, { "id": "prior_learning_1_2", "path": "accepted/CAREERS_BUILD_A2_W01_W02_BUNDLE.zip", "sha256": "5a71d1f27123692b8e110156eefdc290ddf3bf8a881f439f0e8e6d0d1b049adc", "note": "Strength and job-task learning inspected; familiar job tasks reused." }, { "id": "prior_learning_3_4", "path": "accepted/CAREERS_BUILD_A2_W03_W04_BUNDLE.zip", "sha256": "bdaf4262abd4c0f88eca487928934b4d071d82efbfdae5c0bd432ac36d456c52", "note": "Familiar two-step and clarification tasks reused." } ], "authoring_provenance": { "revision": "first-issue-2026-10-27", "note": "Assessment materials newly authored from the approved Week 7 outline and accepted earlier lessons. No workbook row or new content is asserted." }, "weekly_plan_row": { "theme": "Identity & Belonging", "objective": "Show a work skill, link it to a job and identify a next step.", "activity": "Complete a short individual task: match a job to its tasks, follow two steps and ask for clarification when needed. Show one piece of earlier work, explain the skill it demonstrates and choose a next step after feedback.", "evidence": "An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.", "careers_line": "This helps me show my skills and plan what to practise next.", "thread_tags": "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none)." }, "slides": [ { "number": 1, "stage": "Title and big question", "minutes": 0, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "TITLE AND BIG QUESTION", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "1 / 12", "edition": "school" }, { "name": "lesson-title", "occurrence": 0, "text": "My skills and next step", "edition": "school" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Week 7 · 14–18 December 2026 · 40 minutes", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "What work shows a skill? What could I try next?", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "This helps me show my skills and plan what to practise next.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "school" } ], "pupil_text": [ "My skills and next step", "What work shows a skill? What could I try next?", "This helps me show my skills and plan what to practise next.", "Term theme: Identity & Belonging" ], "notes": "CAREERS-BUILD-A2-W07 · Year A · Week beginning 14 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: Introduce the assessing week and its careers line. This is a review of familiar learning, not new teaching.\nRoutes: Supported: Read the same task words without suggesting an answer. Allow pointing, an aid or exact scribing. If choices are reduced, a step is prompted or a question is supplied, record that content support. Keep the first response before any help. Independent: Complete the familiar job matches, two-step task and clarification check. Link an earlier work sample to a skill and job task. Choose a next step after feedback; record any help actually used. Aspire: Complete the same initial checks. Compare two earlier samples and explain which is stronger evidence or where a gap remains. This extends review of familiar work, with no new content.\nEvidence: An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.\nCareers: This helps me show my skills and plan what to practise next.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nUse fictional job roles and paper shapes only. No real work placement, lifting, tools or personal career disclosure is needed. Respect a pass, pause or aid. Missing or unobserved work stays clearly marked. Do not infer a qualification result or completion from this lesson." }, { "number": 2, "stage": "Arrival and regulation", "minutes": 3, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "ARRIVAL AND REGULATION", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "2 / 12 · 3 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "A calm start", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Choose a calm place to sit.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Ask for a short pause if needed.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Keep the work space clear.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "Ask for help with the words.", "edition": "school" }, { "name": "body-4", "occurrence": 0, "text": "Use a point, a word or your aid.", "edition": "school" }, { "name": "body-5", "occurrence": 0, "text": "Let each person have time.", "edition": "school" } ], "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-W07 · Year A · Week beginning 14 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 the established response mode and regulation routine. Record a pause or unobserved task without treating it as failure.\nRoutes: Supported: Read the same task words without suggesting an answer. Allow pointing, an aid or exact scribing. If choices are reduced, a step is prompted or a question is supplied, record that content support. Keep the first response before any help. Independent: Complete the familiar job matches, two-step task and clarification check. Link an earlier work sample to a skill and job task. Choose a next step after feedback; record any help actually used. Aspire: Complete the same initial checks. Compare two earlier samples and explain which is stronger evidence or where a gap remains. This extends review of familiar work, with no new content.\nEvidence: An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.\nCareers: This helps me show my skills and plan what to practise next.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nUse fictional job roles and paper shapes only. No real work placement, lifting, tools or personal career disclosure is needed. Respect a pass, pause or aid. Missing or unobserved work stays clearly marked. Do not infer a qualification result or completion from this lesson." }, { "number": 3, "stage": "Gather earlier work", "minutes": 4, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "GATHER EARLIER WORK", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "3 / 12 · 4 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "Gather earlier work", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Find your work from the past six weeks.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Keep the work code and the date with each piece.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Say if a piece is missing. Leave that gap clear.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "Choose a piece to look at later. Keep it safe.", "edition": "school" } ], "pupil_text": [ "Gather earlier work", "Find your work from the past six weeks.", "Keep the work code and the date with each piece.", "Say if a piece is missing. Leave that gap clear.", "Choose a piece to look at later. Keep it safe." ], "notes": "CAREERS-BUILD-A2-W07 · Year A · Week beginning 14 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nGather earlier work: 4 minutes.\nTeacher: Use the half-term audit in Staff Answers. Gather work by code and actual date. Do not explain target answers or rehearse the task. Missing work stays missing; a new check has the current date.\nRoutes: Supported: Read the same task words without suggesting an answer. Allow pointing, an aid or exact scribing. If choices are reduced, a step is prompted or a question is supplied, record that content support. Keep the first response before any help. Independent: Complete the familiar job matches, two-step task and clarification check. Link an earlier work sample to a skill and job task. Choose a next step after feedback; record any help actually used. Aspire: Complete the same initial checks. Compare two earlier samples and explain which is stronger evidence or where a gap remains. This extends review of familiar work, with no new content.\nEvidence: An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.\nCareers: This helps me show my skills and plan what to practise next.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nUse fictional job roles and paper shapes only. No real work placement, lifting, tools or personal career disclosure is needed. Respect a pass, pause or aid. Missing or unobserved work stays clearly marked. Do not infer a qualification result or completion from this lesson." }, { "number": 4, "stage": "Today", "minutes": 0, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "TODAY", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "4 / 12", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "Today", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Show a work skill. Link it to a job. Plan a next step.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Match two tasks to jobs.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Follow steps and ask when a task is not clear.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "Show earlier work. Then use feedback.", "edition": "school" } ], "pupil_text": [ "Today", "Show a work skill. Link it to a job. Plan a next step.", "Match two tasks to jobs.", "Follow steps and ask when a task is not clear.", "Show earlier work. Then use feedback." ], "notes": "CAREERS-BUILD-A2-W07 · Year A · Week beginning 14 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 objective and success checks only. Do not ask for or model target answers.\nRoutes: Supported: Read the same task words without suggesting an answer. Allow pointing, an aid or exact scribing. If choices are reduced, a step is prompted or a question is supplied, record that content support. Keep the first response before any help. Independent: Complete the familiar job matches, two-step task and clarification check. Link an earlier work sample to a skill and job task. Choose a next step after feedback; record any help actually used. Aspire: Complete the same initial checks. Compare two earlier samples and explain which is stronger evidence or where a gap remains. This extends review of familiar work, with no new content.\nEvidence: An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.\nCareers: This helps me show my skills and plan what to practise next.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nUse fictional job roles and paper shapes only. No real work placement, lifting, tools or personal career disclosure is needed. Respect a pass, pause or aid. Missing or unobserved work stays clearly marked. Do not infer a qualification result or completion from this lesson." }, { "number": 5, "stage": "Assessment brief", "minutes": 3, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "ASSESSMENT BRIEF", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "5 / 12 · 3 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "How the check works", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "These are tasks you have met before.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Try each task on your own first.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "An adult can read the words or write what you say.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "The adult will note any help with an answer.", "edition": "school" }, { "name": "body-4", "occurrence": 0, "text": "Keep your first try as it is.", "edition": "school" }, { "name": "body-5", "occurrence": 0, "text": "You can respond to feedback at the end.", "edition": "school" }, { "name": "diagram-caption", "occurrence": 0, "text": "First try. Keep the record. Then hear feedback and respond.", "edition": "school" } ], "pupil_text": [ "How the check works", "These are tasks you have met before.", "Try each task on your own first.", "An adult can read the words or write what you say.", "The adult will note any help with an answer.", "Keep your first try as it is.", "You can respond to feedback at the end.", "First try. Keep the record. Then hear feedback and respond." ], "notes": "CAREERS-BUILD-A2-W07 · Year A · Week beginning 14 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nAssessment brief: 3 minutes.\nTeacher: Explain the response method and the separation of initial work from feedback. Reading, exact scribing and an aid are access support. Reduced options, an answer cue or a supplied question are content support; record precisely.\nRoutes: Supported: Read the same task words without suggesting an answer. Allow pointing, an aid or exact scribing. If choices are reduced, a step is prompted or a question is supplied, record that content support. Keep the first response before any help. Independent: Complete the familiar job matches, two-step task and clarification check. Link an earlier work sample to a skill and job task. Choose a next step after feedback; record any help actually used. Aspire: Complete the same initial checks. Compare two earlier samples and explain which is stronger evidence or where a gap remains. This extends review of familiar work, with no new content.\nEvidence: An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.\nCareers: This helps me show my skills and plan what to practise next.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nUse fictional job roles and paper shapes only. No real work placement, lifting, tools or personal career disclosure is needed. Respect a pass, pause or aid. Missing or unobserved work stays clearly marked. Do not infer a qualification result or completion from this lesson." }, { "number": 6, "stage": "Initial job check", "minutes": 6, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "INITIAL JOB CHECK", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "6 / 12 · 6 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "Match jobs and tasks", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Use job cards A and B.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Match each job to a task card.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Say why one match fits.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "Keep your first choices. Do not copy a peer.", "edition": "school" } ], "pupil_text": [ "Match jobs and tasks", "Use job cards A and B.", "Match each job to a task card.", "Say why one match fits.", "Keep your first choices. Do not copy a peer." ], "notes": "CAREERS-BUILD-A2-W07 · Year A · Week beginning 14 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nInitial job check: 6 minutes.\nTeacher: Use Support Cards page 1. Every learner matches both A and B to one of task cards 1–3 and gives one reason. Key: A–3; B–1. Card 2 is the spare. Record first choices verbatim before feedback. Do not reveal the key during this stage.\nRoutes: Supported: Read the same task words without suggesting an answer. Allow pointing, an aid or exact scribing. If choices are reduced, a step is prompted or a question is supplied, record that content support. Keep the first response before any help. Independent: Complete the familiar job matches, two-step task and clarification check. Link an earlier work sample to a skill and job task. Choose a next step after feedback; record any help actually used. Aspire: Complete the same initial checks. Compare two earlier samples and explain which is stronger evidence or where a gap remains. This extends review of familiar work, with no new content.\nEvidence: An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.\nCareers: This helps me show my skills and plan what to practise next.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nUse fictional job roles and paper shapes only. No real work placement, lifting, tools or personal career disclosure is needed. Respect a pass, pause or aid. Missing or unobserved work stays clearly marked. Do not infer a qualification result or completion from this lesson." }, { "number": 7, "stage": "Initial task check", "minutes": 10, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "INITIAL TASK CHECK", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "7 / 12 · 10 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "Show the steps and ask", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Use the two-step task on page 2.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Let the adult see what you do.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Next, use the ask task on page 3.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "If a task is not clear, ask about the missing fact.", "edition": "school" }, { "name": "body-4", "occurrence": 0, "text": "Use the reply. The adult notes the steps and help.", "edition": "school" } ], "pupil_text": [ "Show the steps and ask", "Use the two-step task on page 2.", "Let the adult see what you do.", "Next, use the ask task on page 3.", "If a task is not clear, ask about the missing fact.", "Use the reply. The adult notes the steps and help." ], "notes": "CAREERS-BUILD-A2-W07 · Year A · Week beginning 14 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nInitial task check: 10 minutes.\nTeacher: Use page 2 first: put one circle in the tray, then one square next to it. Observe the order and final set. Remove the finished tray before page 3. Present the vague instruction without suggesting a question. A suitable question asks which tray; give the fixed reply Use tray 2, then observe one circle in tray 2. If a question is supplied, retain the initial gap and record the prompt. Use parallel sets only where an adult can observe each learner. Queue short individual turns; if not observed in ten minutes, mark not observed and plan a dated check rather than infer success.\nRoutes: Supported: Read the same task words without suggesting an answer. Allow pointing, an aid or exact scribing. If choices are reduced, a step is prompted or a question is supplied, record that content support. Keep the first response before any help. Independent: Complete the familiar job matches, two-step task and clarification check. Link an earlier work sample to a skill and job task. Choose a next step after feedback; record any help actually used. Aspire: Complete the same initial checks. Compare two earlier samples and explain which is stronger evidence or where a gap remains. This extends review of familiar work, with no new content.\nEvidence: An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.\nCareers: This helps me show my skills and plan what to practise next.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nUse fictional job roles and paper shapes only. No real work placement, lifting, tools or personal career disclosure is needed. Respect a pass, pause or aid. Missing or unobserved work stays clearly marked. Do not infer a qualification result or completion from this lesson." }, { "number": 8, "stage": "Review earlier work", "minutes": 6, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "REVIEW EARLIER WORK", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "8 / 12 · 6 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "My work and skill", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Show one piece of your earlier work.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "What skill does it show? Give a clue from the work.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Which job task could use that skill?", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "Keep the work code, date and any gap clear.", "edition": "school" } ], "pupil_text": [ "My work and skill", "Show one piece of your earlier work.", "What skill does it show? Give a clue from the work.", "Which job task could use that skill?", "Keep the work code, date and any gap clear." ], "notes": "CAREERS-BUILD-A2-W07 · Year A · Week beginning 14 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nReview earlier work: 6 minutes.\nTeacher: Use Evidence Sheet page 2. Record the learner’s explanation before feedback. Check that earlier work is theirs and its record shows the claimed skill, with help used. Review the Week 5 individual contribution, not just a team product. If no earlier work exists, mark the gap and keep the Week 7 task as new evidence dated today.\nRoutes: Supported: Read the same task words without suggesting an answer. Allow pointing, an aid or exact scribing. If choices are reduced, a step is prompted or a question is supplied, record that content support. Keep the first response before any help. Independent: Complete the familiar job matches, two-step task and clarification check. Link an earlier work sample to a skill and job task. Choose a next step after feedback; record any help actually used. Aspire: Complete the same initial checks. Compare two earlier samples and explain which is stronger evidence or where a gap remains. This extends review of familiar work, with no new content.\nEvidence: An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.\nCareers: This helps me show my skills and plan what to practise next.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nUse fictional job roles and paper shapes only. No real work placement, lifting, tools or personal career disclosure is needed. Respect a pass, pause or aid. Missing or unobserved work stays clearly marked. Do not infer a qualification result or completion from this lesson." }, { "number": 9, "stage": "Feedback and response", "minutes": 6, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "FEEDBACK AND RESPONSE", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "9 / 12 · 6 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "Listen, then respond", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "step-number-0", "occurrence": 0, "text": "1", "edition": "school" }, { "name": "body-0", "occurrence": 0, "text": "Keep your first try as it is.", "edition": "school" }, { "name": "step-number-1", "occurrence": 0, "text": "2", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Listen to one clear point of feedback.", "edition": "school" }, { "name": "step-number-2", "occurrence": 0, "text": "3", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Make your reply in the new space.", "edition": "school" }, { "name": "step-number-3", "occurrence": 0, "text": "4", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "Choose one next step and when to try it.", "edition": "school" } ], "pupil_text": [ "Listen, then respond", "Keep your first try as it is.", "Listen to one clear point of feedback.", "Make your reply in the new space.", "Choose one next step and when to try it." ], "notes": "CAREERS-BUILD-A2-W07 · Year A · Week beginning 14 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nFeedback and response: 6 minutes.\nTeacher: After all initial checks, give one specific feedback point. Preserve the first record. Use Evidence Sheet page 3 for the learner’s later response and any changed action. If they retry a task, label it after feedback with support and date. Record voice, audience, next step and response; agree a practice date. Do not reclassify a revised answer as independent initial performance.\nRoutes: Supported: Read the same task words without suggesting an answer. Allow pointing, an aid or exact scribing. If choices are reduced, a step is prompted or a question is supplied, record that content support. Keep the first response before any help. Independent: Complete the familiar job matches, two-step task and clarification check. Link an earlier work sample to a skill and job task. Choose a next step after feedback; record any help actually used. Aspire: Complete the same initial checks. Compare two earlier samples and explain which is stronger evidence or where a gap remains. This extends review of familiar work, with no new content.\nEvidence: An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.\nCareers: This helps me show my skills and plan what to practise next.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nUse fictional job roles and paper shapes only. No real work placement, lifting, tools or personal career disclosure is needed. Respect a pass, pause or aid. Missing or unobserved work stays clearly marked. Do not infer a qualification result or completion from this lesson." }, { "number": 10, "stage": "Exit ticket", "minutes": 2, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "EXIT TICKET", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "10 / 12 · 2 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "My next step", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "What skill did the work show?", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "What will you practise next?", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "What help will you need?", "edition": "school" } ], "pupil_text": [ "My next step", "What skill did the work show?", "What will you practise next?", "What help will you need?" ], "notes": "CAREERS-BUILD-A2-W07 · Year A · Week beginning 14 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: Ask for a skill, next step and help needed. Confirm the work storage reference and unfinished evidence. A learner can point, speak, draw, write or use an aid.\nRoutes: Supported: Read the same task words without suggesting an answer. Allow pointing, an aid or exact scribing. If choices are reduced, a step is prompted or a question is supplied, record that content support. Keep the first response before any help. Independent: Complete the familiar job matches, two-step task and clarification check. Link an earlier work sample to a skill and job task. Choose a next step after feedback; record any help actually used. Aspire: Complete the same initial checks. Compare two earlier samples and explain which is stronger evidence or where a gap remains. This extends review of familiar work, with no new content.\nEvidence: An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.\nCareers: This helps me show my skills and plan what to practise next.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nUse fictional job roles and paper shapes only. No real work placement, lifting, tools or personal career disclosure is needed. Respect a pass, pause or aid. Missing or unobserved work stays clearly marked. Do not infer a qualification result or completion from this lesson." }, { "number": 11, "stage": "Vocabulary", "minutes": 0, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "VOCABULARY", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "11 / 12", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "Words that help", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Skill: Something a person can do.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Work: A task or a record of what was done.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Evidence: Work that helps show a claim is true.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "Role: One part of the work.", "edition": "school" }, { "name": "body-0", "occurrence": 1, "text": "Reply: An answer in words, signs or an aid.", "edition": "school" }, { "name": "body-1", "occurrence": 1, "text": "Gap: Work or a fact that is still missing.", "edition": "school" }, { "name": "body-2", "occurrence": 1, "text": "Next step: One thing to try or learn next.", "edition": "school" } ], "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.", "Reply: An answer in words, signs or an aid.", "Gap: Work or a fact that is still missing.", "Next step: One thing to try or learn next." ], "notes": "CAREERS-BUILD-A2-W07 · Year A · Week beginning 14 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: This familiar word mat can be available for access. It gives no task answer. Record if an explanation supplies content needed for an assessed response.\nRoutes: Supported: Read the same task words without suggesting an answer. Allow pointing, an aid or exact scribing. If choices are reduced, a step is prompted or a question is supplied, record that content support. Keep the first response before any help. Independent: Complete the familiar job matches, two-step task and clarification check. Link an earlier work sample to a skill and job task. Choose a next step after feedback; record any help actually used. Aspire: Complete the same initial checks. Compare two earlier samples and explain which is stronger evidence or where a gap remains. This extends review of familiar work, with no new content.\nEvidence: An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.\nCareers: This helps me show my skills and plan what to practise next.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nUse fictional job roles and paper shapes only. No real work placement, lifting, tools or personal career disclosure is needed. Respect a pass, pause or aid. Missing or unobserved work stays clearly marked. Do not infer a qualification result or completion from this lesson." }, { "number": 12, "stage": "Staff brief", "minutes": 0, "hidden": true, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "STAFF BRIEF", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "12 / 12", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "Staff brief", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "CAREERS-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Read the protocol and key before the lesson.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "No answer model before the initial checks.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Record actions, exact words, access and content help.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "Keep feedback and the later response separate.", "edition": "school" }, { "name": "body-4", "occurrence": 0, "text": "Mark gaps. No new content or completion claim.", "edition": "school" } ], "pupil_text": [ "Staff brief", "Read the protocol and key before the lesson.", "No answer model before the initial checks.", "Record actions, exact words, access and content help.", "Keep feedback and the later response separate.", "Mark gaps. No new content or completion claim." ], "notes": "CAREERS-BUILD-A2-W07 · Year A · Week beginning 14 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: Use fictional job roles and paper shapes only. No real work placement, lifting, tools or personal career disclosure is needed. Respect a pass, pause or aid. Missing or unobserved work stays clearly marked. Do not infer a qualification result or completion from this lesson. Use VF · WS · I · NS+ · // self-edit · ? read back · R responded · E evidence. 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. Keep the initial record unchanged; record feedback and the later response separately.\nRoutes: Supported: Read the same task words without suggesting an answer. Allow pointing, an aid or exact scribing. If choices are reduced, a step is prompted or a question is supplied, record that content support. Keep the first response before any help. Independent: Complete the familiar job matches, two-step task and clarification check. Link an earlier work sample to a skill and job task. Choose a next step after feedback; record any help actually used. Aspire: Complete the same initial checks. Compare two earlier samples and explain which is stronger evidence or where a gap remains. This extends review of familiar work, with no new content.\nEvidence: An individual assessment record of job knowledge, task performance and help used; initial responses, later feedback response and next step kept separately. Earlier work is linked by code and actual date, with gaps retained.\nCareers: This helps me show my skills and plan what to practise next.\nSource: owner_orders/BUILD_Careers_Autumn2_YearA_outline; revision approved-2026-10-26.\nUse fictional job roles and paper shapes only. No real work placement, lifting, tools or personal career disclosure is needed. Respect a pass, pause or aid. Missing or unobserved work stays clearly marked. Do not infer a qualification result or completion from this lesson." } ], "edition": "public", "label": "Public edition" }