{ "schema_version": "lesson-content-1", "id": "rshe_build_a2_w02", "lesson_code": "RSHE-BUILD-A2-W02", "title": "Feelings and body clues", "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": 2, "edition": "public", "label": "Public edition", "minutes": 40, "lessons_per_week": 1, "week_range": { "start": "2026-11-09", "end": "2026-11-13" }, "teaching_date": null, "teaching_date_inferred": false, "objective_verbatim": "Recognise comfort or discomfort and choose a helpful response.", "display_objective": "Spot how a young person may feel. Choose a helpful act.", "approved_activity": [ "Match fictional situations to feeling words and possible body clues, allowing different responses.", "Choose whether the person could pause, ask a question or seek help, and explain the choice." ], "calendar_note": "Year A. 9–13 November 2026. One 40-minute lesson. No day or clock slot inferred. Week 7 is assessing.", "where_this_leads": "This helps me notice when I need a pause or support during a task.", "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_w02", "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-W02-E1", "description": "Two scenario responses and a selected help or pause action, with reasoning and prompts recorded.", "status": "not prefilled; actual response and support to be recorded" } ], "routes": { "Supported": "Supported: work through two stories with two feeling and action choices at a time; read or scribe as needed.", "Independent": "Independent: record two story responses, each with a possible feeling, a stated clue and a reason for a helpful response.", "Aspire": "Aspire: explain a second plausible response or why a clue cannot prove a feeling; add a further help step." }, "vocab": [ { "word": "feeling", "definition": "How a person feels at a time.", "edition": "both" }, { "word": "clue", "definition": "A sign that may help explain something.", "edition": "both" }, { "word": "calm", "definition": "At ease or settled.", "edition": "both" }, { "word": "tense", "definition": "Not at ease; tight or on edge.", "edition": "both" }, { "word": "pause", "definition": "Stop for a short time.", "edition": "both" }, { "word": "comfort", "definition": "A sense of ease or feeling settled.", "edition": "both" }, { "word": "help", "definition": "Support with a need or task.", "edition": "both" } ], "cases": [ { "id": "A", "text": "A young person says a task feels too much. Their hands feel tight.", "judgement": "Tense or worried could fit. Pause and ask for help.", "next_step": "Use the stated difficulty and tight hands. Accept a question or a small-step request with a reason.", "edition": "both" }, { "id": "B", "text": "A young person does not know the next step. Their shoulders feel tight.", "judgement": "Unsure or tense could fit. Ask a question or seek help.", "next_step": "The key need is the unclear next step. Do not demand the exact emotion word.", "edition": "both" }, { "id": "C", "text": "A young person says they feel at ease. Their hands rest loosely.", "judgement": "Calm or comfortable could fit. Continue by choice, with help available.", "next_step": "Comfort is supported by the person’s words. The body clue alone would not prove it.", "edition": "both" }, { "id": "D", "text": "A young person will try a new game. Their heart beats fast.", "judgement": "Excited, worried or unsure could fit. Ask or pause if wanted.", "next_step": "There is no single correct feeling. The context and the person’s own words matter.", "edition": "both" }, { "id": "E", "text": "A young person asks to pause. An adult gives time and checks what help is wanted.", "judgement": "A helpful response that respects choice.", "next_step": "The pause is not a punishment or something to earn.", "edition": "both" }, { "id": "F", "text": "A young person still needs help. The first adult is busy.", "judgement": "Ask another trusted adult or use the agreed help route.", "next_step": "A first unsuccessful request does not mean the person must stop seeking help.", "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": "Feelings and body clues", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Week 2 · 9–13 November 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W02", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "What could help a young person who feels tense?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me notice when I need a pause or support during a task.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "Feelings and body clues", "What could help a young person who feels tense?", "This helps me notice when I need a pause or support during a task.", "Term theme: Identity & Belonging" ], "notes": "RSHE-BUILD-A2-W02 · Year A · Week beginning 9 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: work through two stories with two feeling and action choices at a time; read or scribe as needed. Independent: record two story responses, each with a possible feeling, a stated clue and a reason for a helpful response. Aspire: explain a second plausible response or why a clue cannot prove a feeling; add a further help step.\nEvidence: Two scenario responses and a selected help or pause action, with reasoning and prompts recorded.\nCareers: This helps me notice when I need a pause or support during a task.\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-W02", "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-W02 · Year A · Week beginning 9 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: work through two stories with two feeling and action choices at a time; read or scribe as needed. Independent: record two story responses, each with a possible feeling, a stated clue and a reason for a helpful response. Aspire: explain a second plausible response or why a clue cannot prove a feeling; add a further help step.\nEvidence: Two scenario responses and a selected help or pause action, with reasoning and prompts recorded.\nCareers: This helps me notice when I need a pause or support during a task.\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-W02", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "This is a made-up young person.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The story says their hands feel tight.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "The task feels hard to start.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "What could the person do next?", "edition": "public" } ], "pupil_text": [ "The young person’s story", "This is a made-up young person.", "The story says their hands feel tight.", "The task feels hard to start.", "What could the person do next?" ], "notes": "RSHE-BUILD-A2-W02 · Year A · Week beginning 9 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 story before interpreting the image. Ask about the stated action or clue, never the learner’s own life.\nRoutes: Supported: work through two stories with two feeling and action choices at a time; read or scribe as needed. Independent: record two story responses, each with a possible feeling, a stated clue and a reason for a helpful response. Aspire: explain a second plausible response or why a clue cannot prove a feeling; add a further help step.\nEvidence: Two scenario responses and a selected help or pause action, with reasoning and prompts recorded.\nCareers: This helps me notice when I need a pause or support during a task.\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 story before interpreting the image. Ask about the stated action or clue, never the learner’s own life." }, { "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-W02", "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 how a young person may feel. Choose a helpful act.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Match a clue to a made-up story.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Choose help or a pause for the person.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Give a reason from the story.", "edition": "public" } ], "pupil_text": [ "Today", "Spot how a young person may feel. Choose a helpful act.", "Match a clue to a made-up story.", "Choose help or a pause for the person.", "Give a reason from the story." ], "notes": "RSHE-BUILD-A2-W02 · Year A · Week beginning 9 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: work through two stories with two feeling and action choices at a time; read or scribe as needed. Independent: record two story responses, each with a possible feeling, a stated clue and a reason for a helpful response. Aspire: explain a second plausible response or why a clue cannot prove a feeling; add a further help step.\nEvidence: Two scenario responses and a selected help or pause action, with reasoning and prompts recorded.\nCareers: This helps me notice when I need a pause or support during a task.\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-W02", "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 says the task feels hard.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Their hands feel tight in this story.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "They may feel tense or unsure.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "They could ask for a short pause.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Then an adult could show one step.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "A clue does not prove how all people feel.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "Use the story. A picture cannot prove a feeling.", "edition": "public" } ], "pupil_text": [ "A helpful response", "A young person says the task feels hard.", "Their hands feel tight in this story.", "They may feel tense or unsure.", "They could ask for a short pause.", "Then an adult could show one step.", "A clue does not prove how all people feel.", "Use the story. A picture cannot prove a feeling." ], "notes": "RSHE-BUILD-A2-W02 · Year A · Week beginning 9 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: work through two stories with two feeling and action choices at a time; read or scribe as needed. Independent: record two story responses, each with a possible feeling, a stated clue and a reason for a helpful response. Aspire: explain a second plausible response or why a clue cannot prove a feeling; add a further help step.\nEvidence: Two scenario responses and a selected help or pause action, with reasoning and prompts recorded.\nCareers: This helps me notice when I need a pause or support during a task.\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-W02", "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 says the task feels too much.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Pause and ask a trusted adult for help.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Keep going with no help at all.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Guess their feeling from their face alone.", "edition": "public" } ], "pupil_text": [ "A choice for the young person", "A young person says the task feels too much.", "A Pause and ask a trusted adult for help.", "B Keep going with no help at all.", "C Guess their feeling from their face alone." ], "notes": "RSHE-BUILD-A2-W02 · Year A · Week beginning 9 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 a helpful response to the stated difficulty. B ignores the request for support. C treats an appearance as proof. Tension, a warm face or a fast heartbeat can have different meanings. Do not diagnose or ask learners to check their own bodies. Reteach with the uncertain-instruction card: a question or step-by-step help can fit.\nRoutes: Supported: work through two stories with two feeling and action choices at a time; read or scribe as needed. Independent: record two story responses, each with a possible feeling, a stated clue and a reason for a helpful response. Aspire: explain a second plausible response or why a clue cannot prove a feeling; add a further help step.\nEvidence: Two scenario responses and a selected help or pause action, with reasoning and prompts recorded.\nCareers: This helps me notice when I need a pause or support during a task.\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 a helpful response to the stated difficulty. B ignores the request for support. C treats an appearance as proof. Tension, a warm face or a fast heartbeat can have different meanings. Do not diagnose or ask learners to check their own bodies. Reteach with the uncertain-instruction card: a question or step-by-step help can fit." }, { "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-W02", "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: use two choices for each story.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: use two stories.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: give one more feeling.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Could the person pause, ask or get help?", "edition": "public" } ], "pupil_text": [ "The story task", "The task is about the made-up young person.", "Supported: use two choices for each story.", "Independent: use two stories.", "Aspire: give one more feeling.", "Could the person pause, ask or get help?" ], "notes": "RSHE-BUILD-A2-W02 · Year A · Week beginning 9 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 read two fictional stories and select feeling words and stated clues. Use five minutes to choose a helpful response for each, including a pause or help action. Use three minutes to give reasons and consider another plausible feeling or help route. All routes retain two separate story responses. A different reasonable feeling is accepted when linked to the story.\nRoutes: Supported: work through two stories with two feeling and action choices at a time; read or scribe as needed. Independent: record two story responses, each with a possible feeling, a stated clue and a reason for a helpful response. Aspire: explain a second plausible response or why a clue cannot prove a feeling; add a further help step.\nEvidence: Two scenario responses and a selected help or pause action, with reasoning and prompts recorded.\nCareers: This helps me notice when I need a pause or support during a task.\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 read two fictional stories and select feeling words and stated clues. Use five minutes to choose a helpful response for each, including a pause or help action. Use three minutes to give reasons and consider another plausible feeling or help route. All routes retain two separate story responses. A different reasonable feeling is accepted when linked to the story." }, { "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-W02", "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 a response for each of two stories.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Show the clue stated in each story.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Show a help or pause choice.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Keep the reason and any change.", "edition": "public" } ], "pupil_text": [ "The story record", "Keep a response for each of two stories.", "Show the clue stated in each story.", "Show a help or pause choice.", "Keep the reason and any change." ], "notes": "RSHE-BUILD-A2-W02 · Year A · Week beginning 9 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: work through two stories with two feeling and action choices at a time; read or scribe as needed. Independent: record two story responses, each with a possible feeling, a stated clue and a reason for a helpful response. Aspire: explain a second plausible response or why a clue cannot prove a feeling; add a further help step.\nEvidence: Two scenario responses and a selected help or pause action, with reasoning and prompts recorded.\nCareers: This helps me notice when I need a pause or support during a task.\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-W02", "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-W02 · Year A · Week beginning 9 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: work through two stories with two feeling and action choices at a time; read or scribe as needed. Independent: record two story responses, each with a possible feeling, a stated clue and a reason for a helpful response. Aspire: explain a second plausible response or why a clue cannot prove a feeling; add a further help step.\nEvidence: Two scenario responses and a selected help or pause action, with reasoning and prompts recorded.\nCareers: This helps me notice when I need a pause or support during a task.\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-W02", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "What clue is stated in the story?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Which act could help the young person?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Could the clue have more than one meaning?", "edition": "public" } ], "pupil_text": [ "Exit task", "What clue is stated in the story?", "Which act could help the young person?", "Could the clue have more than one meaning?" ], "notes": "RSHE-BUILD-A2-W02 · Year A · Week beginning 9 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: work through two stories with two feeling and action choices at a time; read or scribe as needed. Independent: record two story responses, each with a possible feeling, a stated clue and a reason for a helpful response. Aspire: explain a second plausible response or why a clue cannot prove a feeling; add a further help step.\nEvidence: Two scenario responses and a selected help or pause action, with reasoning and prompts recorded.\nCareers: This helps me notice when I need a pause or support during a task.\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-W02", "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": "Feeling: How a person feels at a time.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Clue: A sign that may help explain something.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Calm: At ease or settled.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Tense: Not at ease; tight or on edge.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Pause: Stop for a short time.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Comfort: A sense of ease or feeling settled.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Help: Support with a need or task.", "edition": "public" } ], "pupil_text": [ "Words that help", "Feeling: How a person feels at a time.", "Clue: A sign that may help explain something.", "Calm: At ease or settled.", "Tense: Not at ease; tight or on edge.", "Pause: Stop for a short time.", "Comfort: A sense of ease or feeling settled.", "Help: Support with a need or task." ], "notes": "RSHE-BUILD-A2-W02 · Year A · Week beginning 9 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: work through two stories with two feeling and action choices at a time; read or scribe as needed. Independent: record two story responses, each with a possible feeling, a stated clue and a reason for a helpful response. Aspire: explain a second plausible response or why a clue cannot prove a feeling; add a further help step.\nEvidence: Two scenario responses and a selected help or pause action, with reasoning and prompts recorded.\nCareers: This helps me notice when I need a pause or support during a task.\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-W02", "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-W02 · Year A · Week beginning 9 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: work through two stories with two feeling and action choices at a time; read or scribe as needed. Independent: record two story responses, each with a possible feeling, a stated clue and a reason for a helpful response. Aspire: explain a second plausible response or why a clue cannot prove a feeling; add a further help step.\nEvidence: Two scenario responses and a selected help or pause action, with reasoning and prompts recorded.\nCareers: This helps me notice when I need a pause or support during a task.\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/a_pause_for_help.jpg", "description": "A fictional young person sits at a task table with hands close together while an unnamed adult waits nearby. Feeling is given by the story, not diagnosed from the image." }, "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_w02_Planner.docx", "pdf_path": "rshe_build_a2_w02_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "Feelings and body clues", "Week beginning 9 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 comfort or discomfort and choose a helpful response.", "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 help a young person who feels tense?", "Match a clue to a made-up story. Choose help or a pause for the person. Give a reason from the story.", "RSHE-BUILD-A2-W02-E1: Two scenario responses and a selected help or pause action, with reasoning and prompts recorded.", "Before pupils arrive", "Print both evidence pages and the three support pages. Use stories A and B for the minimum two responses, with C and D to explore comfort and different meanings. Cut choice cards on page 2; keep story cards and the response mat available. Prepare a separate adult model. Do not take pulse readings, inspect bodies, request personal examples or ask learners to imitate distress.", "Calendar and continuity", "Year A. Autumn 2 Week 2: 9–13 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 notice when I need a pause or support during a task.", "", "Forty minute sequence", "Slide", "Min", "Action", "1", "0", "Open the title before the timed sequence.", "2", "3", "Calm arrival and support choice.", "3", "3", "Read the fictional young person’s story.", "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 a helpful response to the stated difficulty. B ignores the request for support. C treats an appearance as proof. Tension, a warm face or a fast heartbeat can have different meanings. Do not diagnose or ask learners to check their own bodies. Reteach with the uncertain-instruction card: a question or step-by-step help can fit.", "Routes and task", "Supported: work through two stories with two feeling and action choices at a time; read or scribe as needed. Independent: record two story responses, each with a possible feeling, a stated clue and a reason for a helpful response. Aspire: explain a second plausible response or why a clue cannot prove a feeling; add a further help step.", "Use four minutes to read two fictional stories and select feeling words and stated clues. Use five minutes to choose a helpful response for each, including a pause or help action. Use three minutes to give reasons and consider another plausible feeling or help route. All routes retain two separate story responses. A different reasonable feeling is accepted when linked to the story.", "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 two distinct scenarios, a possible feeling and a stated clue for each, a helpful response and the learner’s reason. At least one response identifies a help or pause action. Do not score by matching a face to one fixed emotion. Record exact prompts and later changes. No personal disclosure or demonstration of a bodily response is evidence required by this lesson.", "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", "A reason for a fictional person’s pause, question or help choice may be offered to the Communication portfolio. Keep the learner’s actual words or selected response and support used. 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_w02_Weekly_Plan_Row.docx", "pdf_path": "rshe_build_a2_w02_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "Feelings and body clues", "Plan field", "Weekly row", "Pathway / strand", "BUILD / RSHE · Year A", "Term theme", "Identity & Belonging", "Week / duration", "Week beginning 9 November 2026; one 40-minute lesson", "Actual teaching date", "____________________________", "Objective", "Recognise comfort or discomfort and choose a helpful response.", "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 read two fictional stories and select feeling words and stated clues. Use five minutes to choose a helpful response for each, including a pause or help action. Use three minutes to give reasons and consider another plausible feeling or help route. All routes retain two separate story responses. A different reasonable feeling is accepted when linked to the story.", "Evidence", "Two scenario responses and a selected help or pause action, with reasoning and prompts recorded.", "Where this leads", "This helps me notice when I need a pause or support during a task.", "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_w02_Evidence_Sheet.docx", "pdf_path": "../rshe_build_a2_w02_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "Clues and help in a story", "RSHE-BUILD-A2-W02-E1", "Learner ID ______________ Date ______________", "All questions are about the made-up young person.", "Story A or first chosen story: possible feeling and stated clue", "________________________________________________________", "________________________________________________________", "What could help this young person and why", "________________________________________________________", "________________________________________________________", "Story B or second chosen story: possible feeling and stated clue", "________________________________________________________", "________________________________________________________", "What could help this young person and why", "________________________________________________________", "________________________________________________________", "The case response can be spoken, drawn, chosen or written.", "", "More help for the young person", "Learner ID ______________", "A help or pause action for the young person", "________________________________________________________", "Another feeling that could fit a story and why", "________________________________________________________", "________________________________________________________", "A next help step 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_w02_Staff_Answers.docx", "pdf_path": "../rshe_build_a2_w02_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and response guide", "Feelings and body clues", "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", "Tense or worried could fit. Pause and ask for help.", "Use the stated difficulty and tight hands. Accept a question or a small-step request with a reason.", "B", "Unsure or tense could fit. Ask a question or seek help.", "The key need is the unclear next step. Do not demand the exact emotion word.", "C", "Calm or comfortable could fit. Continue by choice, with help available.", "Comfort is supported by the person’s words. The body clue alone would not prove it.", "D", "Excited, worried or unsure could fit. Ask or pause if wanted.", "There is no single correct feeling. The context and the person’s own words matter.", "E", "A helpful response that respects choice.", "The pause is not a punishment or something to earn.", "F", "Ask another trusted adult or use the agreed help route.", "A first unsuccessful request does not mean the person must stop seeking help.", "Model and hinge", "A young person says the task feels hard. Their hands feel tight in this story. They may feel tense or unsure. They could ask for a short pause. Then an adult could show one step. A clue does not prove how all people feel.", "A is a helpful response to the stated difficulty. B ignores the request for support. C treats an appearance as proof. Tension, a warm face or a fast heartbeat can have different meanings. Do not diagnose or ask learners to check their own bodies. Reteach with the uncertain-instruction card: a question or step-by-step help can fit.", "Individual evidence key", "Record two distinct scenarios, a possible feeling and a stated clue for each, a helpful response and the learner’s reason. At least one response identifies a help or pause action. Do not score by matching a face to one fixed emotion. Record exact prompts and later changes. No personal disclosure or demonstration of a bodily response is evidence required by this lesson.", "", "Feedback and next teaching", "Practical check", "Use two different stories, normally A and B. Keep the feeling word, stated clue, help choice and reason for each. Accept more than one plausible feeling. C explores comfort; D demonstrates that a fast heartbeat does not identify one feeling. Card E models a helpful adult response. F supplies a further help route.", "Common misunderstandings", "A body clue can have more than one meaning. People can feel differently in the same situation. Feeling calm does not prove that a situation is safe, and feeling tense does not prove danger. The task is to consider the story and a helpful response, not diagnose or test a body.", "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_w02_Support_Cards.docx", "pdf_path": "../rshe_build_a2_w02_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Feelings in made-up stories", "Every person and family in these stories is made up.", "", "The story says the young person’s hands feel tight. The task feels hard to start. The person could ask for a pause or help.", "A picture cannot prove a feeling. Different people may feel different things.", "", "Cards for the fictional case", "Story", "Story", "A. A young person says a task feels too much. Their hands feel tight.", "B. A young person does not know the next step. Their shoulders feel tight.", "C. A young person says they feel at ease. Their hands rest loosely.", "D. A young person will try a new game. Their heart beats fast.", "Choice cards to cut", "Feeling words", "Helpful acts", "Calm or at ease", "Pause for a short time", "Tense or worried", "Ask what the next step is", "Unsure", "Ask a trusted adult for help", "Excited", "Carry on if the person wants to", "Which clue is in the story? Which act could help? Why?", "", "A response to each story", "Two stories. Two possible responses. A clue is a sign, not proof.", "Case field", "First story", "Second story", "Story card", "________", "________", "Possible feeling", "________", "________", "Clue stated in the story", "________", "________", "Helpful act", "________", "________", "Reason from the story", "________", "________", "If a young person still needs help, another trusted adult could help.", "What could the young person do if the first adult is busy?", "________________________________________________", "E. A young person asks to pause. An adult gives time and checks what help is wanted.", "F. A young person still needs help. The first adult is busy.", "Every answer is about the made-up young person." ] }, { "kind": "Vocabulary_Mat", "path": "../rshe_build_a2_w02_Vocabulary_Mat.docx", "pdf_path": "../rshe_build_a2_w02_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words for the stories", "Feelings and body clues", "Word", "Meaning", "feeling", "How a person feels at a time.", "clue", "A sign that may help explain something.", "calm", "At ease or settled.", "tense", "Not at ease; tight or on edge.", "pause", "Stop for a short time.", "comfort", "A sense of ease or feeling settled.", "help", "Support with a need or task.", "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": 2, "week_start": "2026-11-09", "week_end": "2026-11-13", "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 comfort or discomfort and choose a helpful response.", "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 notice when I need a pause or support during a task.", "actual_teaching_date": null, "evidence_id": "RSHE-BUILD-A2-W02-E1", "completion_status": null, "edition": "public" } }