{ "schema_version": "lesson-content-1", "id": "rshe_build_a2_w01", "lesson_code": "RSHE-BUILD-A2-W01", "title": "People who care", "subject": "RSHE", "pathway": "BUILD", "term": "Autumn 2", "year": "Year A", "term_theme": "Identity & Belonging", "thread_tags": { "smsc": [ "S", "M", "So" ], "british_values": [ "IL", "MR" ], "smsc_untouched": [ "C" ], "british_values_untouched": [ "D", "RL", "T" ], "line": "Thread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).", "rationale": "S: reflect on a fictional person’s needs and choices. M: consider caring and helpful actions. So: listen to different possible responses. IL: respect a choice to pause or use a response aid. MR: respect different families and feelings without ranking people." }, "assessing_week": 7, "assessment_role": "formative", "week": 1, "edition": "public", "label": "Public edition", "minutes": 40, "lessons_per_week": 1, "week_range": { "start": "2026-11-02", "end": "2026-11-06" }, "teaching_date": null, "teaching_date_inferred": false, "objective_verbatim": "Recognise caring relationships and identify an action that shows care.", "display_objective": "Spot a caring act that helps a young person.", "approved_activity": [ "Explore fictional family and caring-role cards, recognising that families can look different.", "Match caring actions to situations and build a support map for a fictional young person." ], "calendar_note": "Year A. 2–6 November 2026. One 40-minute lesson. No day or clock slot inferred. Week 7 is assessing.", "where_this_leads": "This helps me recognise respectful support from people I learn or work with.", "unit": "Caring relationships, feelings and helpful responses", "accreditation": "The qualification and the accredited unit: staff confirm any mapping from actual work. No criteria or completion are inferred.", "assessment": "Weeks 1–6 are formative. Week 7 is the assessing lesson. Keep actual responses, support, gaps and next steps in the evidence record.", "sources": [ { "id": "approved_outline", "path": "owner_orders/BUILD_RSHE_Autumn2_YearA_outline", "revision": "approved-2026-10-26", "note": "The owner-approved standalone RSHE outline is the weekly teaching source. The three build notes apply throughout. No separate workbook row is asserted." }, { "id": "format", "path": "accepted/CAREERS_BUILD_A2_W01_W02_BUNDLE.zip", "revision": "accepted-2026-10-26", "sha256": "5a71d1f27123692b8e110156eefdc290ddf3bf8a881f439f0e8e6d0d1b049adc" } ], "authoring_provenance": { "path": "rshe_build_a2_w01", "revision": "first-issue-2026-10-26", "note": "Newly authored tasks from the owner-approved RSHE outline. No separate weekly workbook row is asserted. All prompts use fictional cases." }, "external_sources": [ { "path": "../../FACTS_LEDGER.md", "note": "Approval, curriculum context, template and authored visual provenance." } ], "evidence": [ { "id": "RSHE-BUILD-A2-W01-E1", "description": "A caring-action match and a fictional support map, with the learner’s explanation and support recorded.", "status": "not prefilled; actual response and support to be recorded" } ], "routes": { "Supported": "Supported: use two caring-action choices, then make a support map with two supplied role cards and reading or scribing support.", "Independent": "Independent: match three caring actions and build the fictional support map, giving one reason from a card.", "Aspire": "Aspire: explain why a helpful action respects choice and add a second help route if the first adult is unavailable." }, "vocab": [ { "word": "care", "definition": "Help keep a person safe and well.", "edition": "both" }, { "word": "family", "definition": "People linked by care or birth.", "edition": "both" }, { "word": "listen", "definition": "Hear what a person has to say.", "edition": "both" }, { "word": "choice", "definition": "An option a person can pick.", "edition": "both" }, { "word": "trust", "definition": "Feel able to ask a person for help.", "edition": "both" }, { "word": "support", "definition": "Help a person with a need.", "edition": "both" }, { "word": "respect", "definition": "Treat a person with care.", "edition": "both" } ], "cases": [ { "id": "A", "text": "A young person needs time to talk.", "judgement": "Listen and give time.", "next_step": "Caring action: the adult lets the person finish and checks what help is wanted.", "edition": "both" }, { "id": "B", "text": "A young person is stuck on a task.", "judgement": "Show one small step.", "next_step": "Caring action: help with the stated need, without taking over every choice.", "edition": "both" }, { "id": "C", "text": "A young person asks for some space.", "judgement": "Give space and stay ready to help.", "next_step": "Caring action: respect space; no forced touch or demand for a private reason.", "edition": "both" }, { "id": "D", "text": "A young person asks a question. An adult laughs.", "judgement": "Not a caring response in this story.", "next_step": "Replace laughter with listening and a useful reply.", "edition": "both" }, { "id": "E", "text": "A young person wants to choose. An adult picks every time.", "judgement": "This does not respect their choice.", "next_step": "Ask what help is wanted and offer a supported choice.", "edition": "both" }, { "id": "F", "text": "A young person needs help. The first adult is busy.", "judgement": "Ask another trusted adult.", "next_step": "The support map supplies a tutor and a support adult. Keep the request available for a follow-up.", "edition": "both" } ], "slides": [ { "number": 1, "stage": "Title and big question", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "TITLE AND BIG QUESTION", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "1 / 12", "edition": "public" }, { "name": "lesson-title", "occurrence": 0, "text": "People who care", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Week 1 · 2–6 November 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "A young person needs help. Who could help? What could they do?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me recognise respectful support from people I learn or work with.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "People who care", "A young person needs help. Who could help? What could they do?", "This helps me recognise respectful support from people I learn or work with.", "Term theme: Identity & Belonging" ], "notes": "RSHE-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nTitle and big question: 0 minutes.\nTeacher: Read the big question and approved careers line as a statement, not an invitation to personal disclosure.\nRoutes: Supported: use two caring-action choices, then make a support map with two supplied role cards and reading or scribing support. Independent: match three caring actions and build the fictional support map, giving one reason from a card. Aspire: explain why a helpful action respects choice and add a second help route if the first adult is unavailable.\nEvidence: A caring-action match and a fictional support map, with the learner’s explanation and support recorded.\nCareers: This helps me recognise respectful support from people I learn or work with.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional illustration supports the story; appearance is not proof of a feeling or a safe relationship.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read the big question and approved careers line as a statement, not an invitation to personal disclosure." }, { "number": 2, "stage": "Arrival and regulation", "minutes": 3, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "ARRIVAL AND REGULATION", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "2 / 12 · 3 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "A calm start", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "These stories are all made up.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "No one needs to share a real story.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "A young person can ask for a pause.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "A young person can use an aid.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "A young person can pass on a question.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "Each person can have time.", "edition": "public" } ], "pupil_text": [ "A calm start", "These stories are all made up.", "No one needs to share a real story.", "A young person can ask for a pause.", "A young person can use an aid.", "A young person can pass on a question.", "Each person can have time." ], "notes": "RSHE-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nArrival and regulation: 3 minutes.\nTeacher: Read the fictional-case boundary. Offer a pass, quiet response and usual aid without asking why.\nRoutes: Supported: use two caring-action choices, then make a support map with two supplied role cards and reading or scribing support. Independent: match three caring actions and build the fictional support map, giving one reason from a card. Aspire: explain why a helpful action respects choice and add a second help route if the first adult is unavailable.\nEvidence: A caring-action match and a fictional support map, with the learner’s explanation and support recorded.\nCareers: This helps me recognise respectful support from people I learn or work with.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional illustration supports the story; appearance is not proof of a feeling or a safe relationship.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read the fictional-case boundary. Offer a pass, quiet response and usual aid without asking why." }, { "number": 3, "stage": "Starter", "minutes": 3, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "STARTER", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "3 / 12 · 3 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "The young person’s story", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "The young person has a worry.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The adult gives them time to talk.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What does the adult do to help?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Which act shows care?", "edition": "public" } ], "pupil_text": [ "The young person’s story", "The young person has a worry.", "The adult gives them time to talk.", "What does the adult do to help?", "Which act shows care?" ], "notes": "RSHE-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nStarter: 3 minutes.\nTeacher: Read the four fictional family cards on Support Cards page 1 and the pictured story. Ask which stated acts show care. Families can look different. Do not invite comparisons with learners’ own families or infer care from a person’s appearance.\nRoutes: Supported: use two caring-action choices, then make a support map with two supplied role cards and reading or scribing support. Independent: match three caring actions and build the fictional support map, giving one reason from a card. Aspire: explain why a helpful action respects choice and add a second help route if the first adult is unavailable.\nEvidence: A caring-action match and a fictional support map, with the learner’s explanation and support recorded.\nCareers: This helps me recognise respectful support from people I learn or work with.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional illustration supports the story; appearance is not proof of a feeling or a safe relationship.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read the four fictional family cards on Support Cards page 1 and the pictured story. Ask which stated acts show care. Families can look different. Do not invite comparisons with learners’ own families or infer care from a person’s appearance." }, { "number": 4, "stage": "Today", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "TODAY", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "4 / 12", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Today", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Spot a caring act that helps a young person.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Match a caring act to a need.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Show who could help the young person.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Give a reason from the story.", "edition": "public" } ], "pupil_text": [ "Today", "Spot a caring act that helps a young person.", "Match a caring act to a need.", "Show who could help the young person.", "Give a reason from the story." ], "notes": "RSHE-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nToday: 0 minutes.\nTeacher: Read the accessible objective and checks. Keep the exact approved objective in the Planner.\nRoutes: Supported: use two caring-action choices, then make a support map with two supplied role cards and reading or scribing support. Independent: match three caring actions and build the fictional support map, giving one reason from a card. Aspire: explain why a helpful action respects choice and add a second help route if the first adult is unavailable.\nEvidence: A caring-action match and a fictional support map, with the learner’s explanation and support recorded.\nCareers: This helps me recognise respectful support from people I learn or work with.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional illustration supports the story; appearance is not proof of a feeling or a safe relationship.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read the accessible objective and checks. Keep the exact approved objective in the Planner." }, { "number": 5, "stage": "I Do", "minutes": 5, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "I DO", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "5 / 12 · 5 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "A helpful response", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "A young person needs help with a task.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A tutor listens to their question.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "The tutor shows one small step.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "This act can show care.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "The young person can ask once more.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "The tutor checks what help is wanted.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "The story gives the facts. Look for the act of care.", "edition": "public" } ], "pupil_text": [ "A helpful response", "A young person needs help with a task.", "A tutor listens to their question.", "The tutor shows one small step.", "This act can show care.", "The young person can ask once more.", "The tutor checks what help is wanted.", "The story gives the facts. Look for the act of care." ], "notes": "RSHE-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nI Do: 5 minutes.\nTeacher: Model only the fictional case using a separate set. The adult model is not learner evidence.\nRoutes: Supported: use two caring-action choices, then make a support map with two supplied role cards and reading or scribing support. Independent: match three caring actions and build the fictional support map, giving one reason from a card. Aspire: explain why a helpful action respects choice and add a second help route if the first adult is unavailable.\nEvidence: A caring-action match and a fictional support map, with the learner’s explanation and support recorded.\nCareers: This helps me recognise respectful support from people I learn or work with.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional illustration supports the story; appearance is not proof of a feeling or a safe relationship.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Model only the fictional case using a separate set. The adult model is not learner evidence." }, { "number": 6, "stage": "We Do", "minutes": 5, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "WE DO", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "6 / 12 · 5 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "A choice for the young person", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "A young person asks for help. Which act shows care?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Listen and ask what help is needed.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Laugh at the young person.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Make the choice for them each time.", "edition": "public" } ], "pupil_text": [ "A choice for the young person", "A young person asks for help. Which act shows care?", "A Listen and ask what help is needed.", "B Laugh at the young person.", "C Make the choice for them each time." ], "notes": "RSHE-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nWe Do: 5 minutes.\nTeacher: A is supported by the caring action. B is unkind. C removes choice rather than checking what help is wanted. An adult’s role alone does not prove that an action is caring. Reteach with the card about waiting while a person speaks; ask what that action allows.\nRoutes: Supported: use two caring-action choices, then make a support map with two supplied role cards and reading or scribing support. Independent: match three caring actions and build the fictional support map, giving one reason from a card. Aspire: explain why a helpful action respects choice and add a second help route if the first adult is unavailable.\nEvidence: A caring-action match and a fictional support map, with the learner’s explanation and support recorded.\nCareers: This helps me recognise respectful support from people I learn or work with.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional illustration supports the story; appearance is not proof of a feeling or a safe relationship.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "A is supported by the caring action. B is unkind. C removes choice rather than checking what help is wanted. An adult’s role alone does not prove that an action is caring. Reteach with the card about waiting while a person speaks; ask what that action allows." }, { "number": 7, "stage": "You Do practice", "minutes": 12, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "YOU DO PRACTICE", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "7 / 12 · 12 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "The story task", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "The task is about the made-up young person.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: match one act. Make a map.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: match three. Make a map.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: add a second way to get help.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "What makes the chosen act caring?", "edition": "public" } ], "pupil_text": [ "The story task", "The task is about the made-up young person.", "Supported: match one act. Make a map.", "Independent: match three. Make a map.", "Aspire: add a second way to get help.", "What makes the chosen act caring?" ], "notes": "RSHE-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nYou Do practice: 12 minutes.\nTeacher: Use four minutes to match caring actions to fictional situations. Use five minutes to make a support map for the supplied young person using the tutor and support-adult cards. Use three minutes to explain one caring action and consider the next help route if the first adult is busy. Preserve the first response and any prompted change.\nRoutes: Supported: use two caring-action choices, then make a support map with two supplied role cards and reading or scribing support. Independent: match three caring actions and build the fictional support map, giving one reason from a card. Aspire: explain why a helpful action respects choice and add a second help route if the first adult is unavailable.\nEvidence: A caring-action match and a fictional support map, with the learner’s explanation and support recorded.\nCareers: This helps me recognise respectful support from people I learn or work with.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional illustration supports the story; appearance is not proof of a feeling or a safe relationship.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Use four minutes to match caring actions to fictional situations. Use five minutes to make a support map for the supplied young person using the tutor and support-adult cards. Use three minutes to explain one caring action and consider the next help route if the first adult is busy. Preserve the first response and any prompted change." }, { "number": 8, "stage": "You Do evidence", "minutes": 6, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "YOU DO EVIDENCE", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "8 / 12 · 6 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "The story record", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Keep one care match for the young person.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Keep the map of who could help.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Keep the reason from the story.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "The adult notes the help used.", "edition": "public" } ], "pupil_text": [ "The story record", "Keep one care match for the young person.", "Keep the map of who could help.", "Keep the reason from the story.", "The adult notes the help used." ], "notes": "RSHE-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nYou Do evidence: 6 minutes.\nTeacher: Record the actual case response, explanation and support. Do not infer understanding from a group answer.\nRoutes: Supported: use two caring-action choices, then make a support map with two supplied role cards and reading or scribing support. Independent: match three caring actions and build the fictional support map, giving one reason from a card. Aspire: explain why a helpful action respects choice and add a second help route if the first adult is unavailable.\nEvidence: A caring-action match and a fictional support map, with the learner’s explanation and support recorded.\nCareers: This helps me recognise respectful support from people I learn or work with.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional illustration supports the story; appearance is not proof of a feeling or a safe relationship.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Record the actual case response, explanation and support. Do not infer understanding from a group answer." }, { "number": 9, "stage": "Tidy and evidence check", "minutes": 4, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "TIDY AND EVIDENCE CHECK", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "9 / 12 · 4 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Tidy and check", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "step-number-0", "occurrence": 0, "text": "1", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Keep the work about the made-up person.", "edition": "public" }, { "name": "step-number-1", "occurrence": 0, "text": "2", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Keep each story and its response together.", "edition": "public" }, { "name": "step-number-2", "occurrence": 0, "text": "3", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "The adult notes the help and any change.", "edition": "public" }, { "name": "step-number-3", "occurrence": 0, "text": "4", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Which next step could help the person?", "edition": "public" } ], "pupil_text": [ "Tidy and check", "Keep the work about the made-up person.", "Keep each story and its response together.", "The adult notes the help and any change.", "Which next step could help the person?" ], "notes": "RSHE-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nTidy and evidence check: 4 minutes.\nTeacher: Check the case references and learner ID. Keep prompts and changed responses distinct.\nRoutes: Supported: use two caring-action choices, then make a support map with two supplied role cards and reading or scribing support. Independent: match three caring actions and build the fictional support map, giving one reason from a card. Aspire: explain why a helpful action respects choice and add a second help route if the first adult is unavailable.\nEvidence: A caring-action match and a fictional support map, with the learner’s explanation and support recorded.\nCareers: This helps me recognise respectful support from people I learn or work with.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional illustration supports the story; appearance is not proof of a feeling or a safe relationship.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Check the case references and learner ID. Keep prompts and changed responses distinct." }, { "number": 10, "stage": "Exit ticket", "minutes": 2, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "EXIT TICKET", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "10 / 12 · 2 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Exit task", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Which act shows care for the young person?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Who could help with the task?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What could happen if that adult is busy?", "edition": "public" } ], "pupil_text": [ "Exit task", "Which act shows care for the young person?", "Who could help with the task?", "What could happen if that adult is busy?" ], "notes": "RSHE-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nExit ticket: 2 minutes.\nTeacher: Use the three questions about the fictional young person. Agree a next teaching step.\nRoutes: Supported: use two caring-action choices, then make a support map with two supplied role cards and reading or scribing support. Independent: match three caring actions and build the fictional support map, giving one reason from a card. Aspire: explain why a helpful action respects choice and add a second help route if the first adult is unavailable.\nEvidence: A caring-action match and a fictional support map, with the learner’s explanation and support recorded.\nCareers: This helps me recognise respectful support from people I learn or work with.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional illustration supports the story; appearance is not proof of a feeling or a safe relationship.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Use the three questions about the fictional young person. Agree a next teaching step." }, { "number": 11, "stage": "Vocabulary", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "VOCABULARY", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "11 / 12", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Words that help", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Care: Help keep a person safe and well.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Family: People linked by care or birth.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Listen: Hear what a person has to say.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Choice: An option a person can pick.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Trust: Feel able to ask a person for help.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Support: Help a person with a need.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Respect: Treat a person with care.", "edition": "public" } ], "pupil_text": [ "Words that help", "Care: Help keep a person safe and well.", "Family: People linked by care or birth.", "Listen: Hear what a person has to say.", "Choice: An option a person can pick.", "Trust: Feel able to ask a person for help.", "Support: Help a person with a need.", "Respect: Treat a person with care." ], "notes": "RSHE-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nVocabulary: 0 minutes.\nTeacher: Explain each word through the supplied fictional story. No personal examples or body checks.\nRoutes: Supported: use two caring-action choices, then make a support map with two supplied role cards and reading or scribing support. Independent: match three caring actions and build the fictional support map, giving one reason from a card. Aspire: explain why a helpful action respects choice and add a second help route if the first adult is unavailable.\nEvidence: A caring-action match and a fictional support map, with the learner’s explanation and support recorded.\nCareers: This helps me recognise respectful support from people I learn or work with.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional illustration supports the story; appearance is not proof of a feeling or a safe relationship.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Explain each word through the supplied fictional story. No personal examples or body checks." }, { "number": 12, "stage": "Staff brief", "minutes": 0, "hidden": true, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "STAFF BRIEF", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "12 / 12", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Staff brief", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Read the planner and support route.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Use only fictional young people 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": "RSHE-BUILD-A2-W01 · Year A · Week beginning 2 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nStaff brief: 0 minutes.\nTeacher: Every teaching prompt concerns a fictional young person. Never ask learners about their own bodies, families or experiences, or use a real person as the case. Read fictional cards without inviting comparison with home. No touching, body checking, forced eye contact, acting out distress or personal role-play. Allow a pass, quiet response or pause. If a learner raises a personal concern, follow the setting’s safeguarding procedure; do not turn the disclosure into lesson evidence. Staff use the setting’s agreed support arrangements.\nRoutes: Supported: use two caring-action choices, then make a support map with two supplied role cards and reading or scribing support. Independent: match three caring actions and build the fictional support map, giving one reason from a card. Aspire: explain why a helpful action respects choice and add a second help route if the first adult is unavailable.\nEvidence: A caring-action match and a fictional support map, with the learner’s explanation and support recorded.\nCareers: This helps me recognise respectful support from people I learn or work with.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nFictional illustration supports the story; appearance is not proof of a feeling or a safe relationship.\nWeek 7 is the assessing lesson.\nSources and limits: FACTS_LEDGER.md\nLesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Every teaching prompt concerns a fictional young person. Never ask learners about their own bodies, families or experiences, or use a real person as the case. Read fictional cards without inviting comparison with home. No touching, body checking, forced eye contact, acting out distress or personal role-play. Allow a pass, quiet response or pause. If a learner raises a personal concern, follow the setting’s safeguarding procedure; do not turn the disclosure into lesson evidence. Staff use the setting’s agreed support arrangements." } ], "asset": { "path": "../../assets/care_and_listening.jpg", "description": "A fictional young person talks while an unnamed adult listens across a table. Both have personal space. No names or brands." }, "credit": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "names_rule": "Generic wording in all files, including young person cards, family and support-role briefs and settings. No named people, schools, places, products, platforms or awarding bodies. No bracketed placeholders.", "resources": [ { "kind": "Planner", "path": "rshe_build_a2_w01_Planner.docx", "pdf_path": "rshe_build_a2_w01_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "People who care", "Week beginning 2 November 2026 · one 40-minute lesson", "Actual date __________________ Staff role ______________", "Year A · Term theme: Identity & Belonging", "Thread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).", "Approved objective and source", "Recognise caring relationships and identify an action that shows care.", "Owner-approved standalone RSHE outline, 26 October 2026. The approved outline is the weekly source; no separate weekly workbook row is asserted.", "Purpose and success checks", "What could care look like for a young person?", "Match a caring act to a need. Show who could help the young person. Give a reason from the story.", "RSHE-BUILD-A2-W01-E1: A caring-action match and a fictional support map, with the learner’s explanation and support recorded.", "Before pupils arrive", "Print both evidence pages and the three support pages. Keep page 1 whole. Cut the six situation cards on page 2 and the role and action cards on page 3; retain the map section. Prepare one model set. Read the fictional family cards without asking for comparisons with real families. Offer quiet individual work, a pass and usual communication aids.", "Calendar and continuity", "Year A. Autumn 2 Week 1: 2–6 November 2026. One 40-minute RSHE lesson. No day or clock slot is inferred. This lesson is formative. Week 7 is the assessing lesson.", "Where this leads", "This helps me recognise respectful support from people I learn or work with.", "", "Forty minute sequence", "Slide", "Min", "Action", "1", "0", "Open the title before the timed sequence.", "2", "3", "Calm arrival and support choice.", "3", "3", "Explore fictional families and caring acts.", "4", "0", "Read the objective and success checks.", "5", "5", "Model with a separate set.", "6", "5", "Hinge check and brief reteach.", "7", "12", "Individual task with the chosen route.", "8", "6", "Record actual work, response and support.", "9", "4", "Tidy and check work references.", "10", "2", "Individual exit response and next step.", "11", "0", "Vocabulary available throughout.", "12", "0", "Hidden staff reference.", "Hinge and reteach", "A is supported by the caring action. B is unkind. C removes choice rather than checking what help is wanted. An adult’s role alone does not prove that an action is caring. Reteach with the card about waiting while a person speaks; ask what that action allows.", "Routes and task", "Supported: use two caring-action choices, then make a support map with two supplied role cards and reading or scribing support. Independent: match three caring actions and build the fictional support map, giving one reason from a card. Aspire: explain why a helpful action respects choice and add a second help route if the first adult is unavailable.", "Use four minutes to match caring actions to fictional situations. Use five minutes to make a support map for the supplied young person using the tutor and support-adult cards. Use three minutes to explain one caring action and consider the next help route if the first adult is busy. Preserve the first response and any prompted change.", "Read aloud, point, scribe exact words or use the usual communication aid. Record support without treating speech speed or handwriting as the target.", "", "Safe teaching and evidence", "Boundaries", "Every teaching prompt concerns a fictional young person. Never ask learners about their own bodies, families or experiences, or use a real person as the case. Read fictional cards without inviting comparison with home. No touching, body checking, forced eye contact, acting out distress or personal role-play. Allow a pass, quiet response or pause. If a learner raises a personal concern, follow the setting’s safeguarding procedure; do not turn the disclosure into lesson evidence. Staff use the setting’s agreed support arrangements.", "Assessment and feedback", "Record the actual situation and caring-action match, a map linking the fictional young person to at least one appropriate support role, and the learner’s explanation. The two supplied roles allow a further help route. Record prompts, mode and what remains unshown. Do not require the learner to list or identify anyone in their own life.", "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 prompts and unfinished work. Blank sheets and adult models are not completed learner evidence.", "Learner voice and thread tags", "Space: calm seating and clear resources. Voice: an optional response about the fictional case. Audience: an adult listens or reads and responds. Influence: record any change to the task support or next teaching step. A pass is respected and does not require an explanation.", "S: reflect on a fictional person’s needs and choices. M: consider caring and helpful actions. So: listen to different possible responses. IL: respect a choice to pause or use a response aid. MR: respect different families and feelings without ranking people.", "Offer to the Communication portfolio", "An explanation of a caring action or support-map choice may be offered to the Communication portfolio. Record the learner’s actual response about the fictional person and the adult’s reply. Staff decide any mapping.", "Reflection and provenance", "Next teaching need: __________________________________________Learner request and change made: ______________________________", "Source: owner_orders/BUILD_RSHE_Autumn2_YearA_outline, revision approved-2026-10-26. Tasks are newly authored. The qualification and the accredited unit require staff mapping of actual work. No completion is claimed. Sources: FACTS_LEDGER.md." ] }, { "kind": "Weekly_Plan_Row", "path": "rshe_build_a2_w01_Weekly_Plan_Row.docx", "pdf_path": "rshe_build_a2_w01_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "People who care", "Plan field", "Weekly row", "Pathway / strand", "BUILD / RSHE · Year A", "Term theme", "Identity & Belonging", "Week / duration", "Week beginning 2 November 2026; one 40-minute lesson", "Actual teaching date", "____________________________", "Objective", "Recognise caring relationships and identify an action that shows care.", "Source", "Owner-approved RSHE outline; revision approved-2026-10-26", "Unit", "Caring relationships, feelings and helpful responses", "Thread tags", "Thread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).", "Planned activity", "Use four minutes to match caring actions to fictional situations. Use five minutes to make a support map for the supplied young person using the tutor and support-adult cards. Use three minutes to explain one caring action and consider the next help route if the first adult is busy. Preserve the first response and any prompted change.", "Evidence", "A caring-action match and a fictional support map, with the learner’s explanation and support recorded.", "Where this leads", "This helps me recognise respectful support from people I learn or work with.", "Access", "Supported / Independent / Aspire. Read, point, speak, draw, write, scribe or use the usual aid. Record actual prompts.", "Assessment", "Formative. Week 7 is assessing. No attainment or evidence banking is prefilled.", "The qualification and the accredited unit: staff confirm any mapping from actual evidence. No day or clock slot is inferred." ] }, { "kind": "Evidence_Sheet", "path": "../rshe_build_a2_w01_Evidence_Sheet.docx", "pdf_path": "../rshe_build_a2_w01_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "Care for the young person", "RSHE-BUILD-A2-W01-E1", "Learner ID ______________ Date ______________", "All questions are about the made-up young person.", "The young person’s situation card", "________________________________________________________", "The caring act that fits", "________________________________________________________", "Why this act could help the young person", "________________________________________________________", "________________________________________________________", "The fictional support map or its work reference", "________________________________________________________", "________________________________________________________", "The case response can be spoken, drawn, chosen or written.", "", "More help for the young person", "Learner ID ______________", "Another act that could help the young person", "________________________________________________________", "A change to the fictional support map", "________________________________________________________", "________________________________________________________", "Who could help if the first adult is busy", "________________________________________________________", "The young person could ask for ______________________", "An adult could reply by ______________________________", "A change to the case response ________________________", "Staff record", "Mode: speech / point / draw / write / scribe / aidHelp used: __________________________________________Exact words or work reference: _________________________First try: ____________________________________________Prompt and next try: __________________________________Not yet shown: _______________________________________", "Feedback code ______ Staff role ______Banked / part banked / not yet bankedActual storage reference ______________________________Next step and date __________________________________", "R needs Voice, Audience, NS+, and the learner response in the same colour, on the same page or usual mode. E needs actual work in the evidence record. Do not fill gaps with a model." ] }, { "kind": "Staff_Answers", "path": "../rshe_build_a2_w01_Staff_Answers.docx", "pdf_path": "../rshe_build_a2_w01_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and response guide", "People who care", "These are teaching guides. Record the learner’s actual response and support. All cards describe fictional young people, families and support roles. Never invite personal comparisons.", "Card key", "Card", "Judgement", "Possible action", "A", "Listen and give time.", "Caring action: the adult lets the person finish and checks what help is wanted.", "B", "Show one small step.", "Caring action: help with the stated need, without taking over every choice.", "C", "Give space and stay ready to help.", "Caring action: respect space; no forced touch or demand for a private reason.", "D", "Not a caring response in this story.", "Replace laughter with listening and a useful reply.", "E", "This does not respect their choice.", "Ask what help is wanted and offer a supported choice.", "F", "Ask another trusted adult.", "The support map supplies a tutor and a support adult. Keep the request available for a follow-up.", "Model and hinge", "A young person needs help with a task. A tutor listens to their question. The tutor shows one small step. This act can show care. The young person can ask once more. The tutor checks what help is wanted.", "A is supported by the caring action. B is unkind. C removes choice rather than checking what help is wanted. An adult’s role alone does not prove that an action is caring. Reteach with the card about waiting while a person speaks; ask what that action allows.", "Individual evidence key", "Record the actual situation and caring-action match, a map linking the fictional young person to at least one appropriate support role, and the learner’s explanation. The two supplied roles allow a further help route. Record prompts, mode and what remains unshown. Do not require the learner to list or identify anyone in their own life.", "", "Feedback and next teaching", "Practical check", "The map begins with the fictional young person who needs help to start a task. A tutor can show one step. A support adult can help ask a question or find another agreed help route. Accept one appropriate role for the core map; the second route extends the response. Do not ask for real names, family lists or contact details.", "Common misunderstandings", "Family structure does not tell us how much care a person receives. Caring relationships can take different forms. Care is shown through actions, not appearance, gifts or an adult’s title. A young person can ask for more help if one response does not meet the need.", "Teaching boundary", "Every teaching prompt concerns a fictional young person. Never ask learners about their own bodies, families or experiences, or use a real person as the case. Read fictional cards without inviting comparison with home. No touching, body checking, forced eye contact, acting out distress or personal role-play. Allow a pass, quiet response or pause. If a learner raises a personal concern, follow the setting’s safeguarding procedure; do not turn the disclosure into lesson evidence. Staff use the setting’s agreed support arrangements.", "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 prompts and unfinished work. Blank sheets and adult models are not completed learner evidence.", "If work is incomplete, name the gap and arrange a supported follow-up. No qualification completion is claimed." ] }, { "kind": "Support_Cards", "path": "../rshe_build_a2_w01_Support_Cards.docx", "pdf_path": "../rshe_build_a2_w01_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "People and acts of care", "Every person and family in these stories is made up.", "", "One made-up family", "Another made-up family", "A young person lives with one parent. The parent makes time to listen.", "A young person lives with two parents. They help with a task.", "A young person lives with a grandparent. The grandparent gives time and care.", "A young person lives with a carer. The carer asks what help is wanted.", "Families can look different. Which acts in the stories show care?", "", "Cards for the fictional case", "Which act could help the young person in each story?", "Story card", "Story card", "A. A young person needs time to talk.", "B. A young person is stuck on a task.", "C. A young person asks for some space.", "D. A young person asks a question. An adult laughs.", "E. A young person wants to choose. An adult picks every time.", "F. A young person needs help. The first adult is busy.", "Some acts show care. Some acts need to change. What act could help?", "", "A support map", "This young person needs help to start a task. A tutor and a support adult are there.", "Role cards to cut", "What this adult can do", "Tutor", "Show one small step", "Support adult", "Help the person ask a question", "Care cards to cut", "Listen and give time", "Show one small step", "Give space", "Ask what help is wanted", "Map for the made-up young person", "The young person needs", "An adult who could help", "A caring act", "Help to start a task", "________________", "________________", "Help if the first adult is busy", "________________", "________________", "Why could this act help the young person?", "________________________________________________", "Every answer is about the made-up young person." ] }, { "kind": "Vocabulary_Mat", "path": "../rshe_build_a2_w01_Vocabulary_Mat.docx", "pdf_path": "../rshe_build_a2_w01_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words for the stories", "People who care", "Word", "Meaning", "care", "Help keep a person safe and well.", "family", "People linked by care or birth.", "listen", "Hear what a person has to say.", "choice", "An option a person can pick.", "trust", "Feel able to ask a person for help.", "support", "Help a person with a need.", "respect", "Treat a person with care.", "Ways to explain the case", "The young person could ______.The clue in the story is ______.This could help the person because ______.", "The answer can be spoken, chosen, drawn or written." ] } ], "weekly_plan_row": { "week": 1, "week_start": "2026-11-02", "week_end": "2026-11-06", "pathway": "BUILD", "strand": "RSHE", "year": "Year A", "term_theme": "Identity & Belonging", "thread_tags": "Thread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).", "assessing_week": 7, "assessment_role": "formative", "lesson_count": 1, "minutes": 40, "objective": "Recognise caring relationships and identify an action that shows care.", "unit": "Caring relationships, feelings and helpful responses", "accreditation": "The qualification and the accredited unit: staff confirm any mapping from actual work. No criteria or completion are inferred.", "assessment": "Weeks 1–6 are formative. Week 7 is the assessing lesson. Keep actual responses, support, gaps and next steps in the evidence record.", "where_this_leads": "This helps me recognise respectful support from people I learn or work with.", "actual_teaching_date": null, "evidence_id": "RSHE-BUILD-A2-W01-E1", "completion_status": null, "edition": "public" } }