{ "schema_version": "lesson-content-1", "id": "rshe_build_a2_w03", "lesson_code": "RSHE-BUILD-A2-W03", "title": "My body and privacy", "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: consider a fictional person’s dignity and choices. M: distinguish respectful actions from pressure or intrusion. So: listen and respond to another person’s boundary. IL: respect a choice to pause or use an aid. MR: respect privacy, personal space and a refusal. No other thread is claimed." }, "assessing_week": 7, "assessment_role": "formative", "week": 3, "edition": "public", "label": "Public edition", "minutes": 40, "lessons_per_week": 1, "week_range": { "start": "2026-11-16", "end": "2026-11-20" }, "teaching_date": null, "teaching_date_inferred": false, "objective_verbatim": "Use accurate taught body-part words and recognise a basic privacy rule.", "display_objective": "Use taught body words. Choose an act that gives privacy.", "approved_activity": [ "Use clear, age-appropriate body diagrams to match or identify the taught words.", "Sort fictional privacy situations and choose a respectful action, including asking for help when unsure." ], "calendar_note": "Year A. 16–20 November 2026. One 40-minute lesson. No day or clock slot inferred. Week 7 is assessing.", "where_this_leads": "This helps me respect privacy and dignity in shared spaces.", "unit": "Body privacy, personal space and permission", "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/RSHE_BUILD_A2_W01_W02_BUNDLE.zip", "revision": "accepted-2026-10-26", "sha256": "d3db6a42339e1fde762ec52f48c33eb090a282b64f7218853982f0be0e771d71" } ], "authoring_provenance": { "path": "rshe_build_a2_w03", "revision": "first-issue-2026-10-26", "note": "Newly authored tasks from the owner-approved RSHE outline. No separate workbook row is asserted. All people and situations are fictional. Accurate anatomical terms and everyday permission principles were checked against primary guidance." }, "external_sources": [ { "path": "../../FACTS_LEDGER.md", "note": "Approval, curriculum context, template and authored visual provenance." } ], "evidence": [ { "id": "RSHE-BUILD-A2-W03-E1", "description": "An individual vocabulary response and two privacy decisions, with support recorded.", "status": "not prefilled; actual response and support to be recorded" } ], "routes": { "Supported": "Supported: match one taught word using two choices, then choose a respectful action for two different privacy stories with reading or scribing support.", "Independent": "Independent: identify the four taught words on the diagram and record two privacy decisions with reasons from the stories.", "Aspire": "Aspire: explain why seeking help does not break a privacy rule, and distinguish necessary care from a secret request; retain the core vocabulary response and two decisions." }, "vocab": [ { "word": "penis", "definition": "A body part at the front, above the scrotum.", "edition": "both" }, { "word": "scrotum", "definition": "The skin sac that holds the testicles.", "edition": "both" }, { "word": "testicles", "definition": "Body parts held inside the scrotum.", "edition": "both" }, { "word": "vulva", "definition": "The genital parts on the outside of the body.", "edition": "both" }, { "word": "privacy", "definition": "Space to do a task in private.", "edition": "both" }, { "word": "respect", "definition": "Treat a person and their choices with care.", "edition": "both" }, { "word": "help", "definition": "Support with a worry or a need.", "edition": "both" } ], "cases": [ { "id": "A", "text": "A young person is changing clothes. Another person knocks and waits outside.", "judgement": "Respects privacy.", "next_step": "Wait outside for a reply; do not assume permission to enter.", "edition": "both" }, { "id": "B", "text": "A young person is using a toilet. Someone opens the closed door without asking.", "judgement": "Needs to change.", "next_step": "Close the door, give privacy and wait. Use agreed urgent-help arrangements if there is a genuine safety concern.", "edition": "both" }, { "id": "C", "text": "A young person has a worry about a private body part. They tell a trusted adult.", "judgement": "Seeking help is allowed.", "next_step": "The adult listens and arranges appropriate help. Talking about a worry is not breaking a privacy rule.", "edition": "both" }, { "id": "D", "text": "Someone asks a young person to show a part under their pants and keep it secret.", "judgement": "Seek help. The request is not okay.", "next_step": "The young person can move away if able and tell a trusted adult. If the first adult does not help, tell another. They are never to blame for someone else’s harmful action.", "edition": "both" }, { "id": "E", "text": "A young person needs help to wash. A care adult explains the help, asks first and gives privacy.", "judgement": "Necessary care can respect privacy.", "next_step": "Follow the agreed care plan, explain each step, seek and respond to the person’s wishes and provide only the help needed. An adult’s role alone is not permission.", "edition": "both" }, { "id": "F", "text": "A young person asks for help with a worry. The first adult is busy.", "judgement": "A further help route is needed.", "next_step": "The young person can tell another trusted adult and keep seeking help. Do not treat a delayed response as proof that the worry is unimportant.", "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": "My body and privacy", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Week 3 · 16–20 November 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W03", "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 teen must change. The door is shut. A peer waits. Is this fair?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me respect privacy and dignity in shared spaces.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "My body and privacy", "A teen must change. The door is shut. A peer waits. Is this fair?", "This helps me respect privacy and dignity in shared spaces.", "Term theme: Identity & Belonging" ], "notes": "RSHE-BUILD-A2-W03 · Year A · Week beginning 16 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: match one taught word using two choices, then choose a respectful action for two different privacy stories with reading or scribing support. Independent: identify the four taught words on the diagram and record two privacy decisions with reasons from the stories. Aspire: explain why seeking help does not break a privacy rule, and distinguish necessary care from a secret request; retain the core vocabulary response and two decisions.\nEvidence: An individual vocabulary response and two privacy decisions, with support recorded.\nCareers: This helps me respect privacy and dignity in shared spaces.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Simple labelled anatomical line drawings. Penis and scrotum are external; dotted testicles are inside the scrotum. A separate external vulva diagram is labelled. No real person, age or identity is depicted.\nFact sources: source_notes/body_words, source_notes/privacy_and_help; revision checked-2026-10-26.\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.", "image_text": [] }, { "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-W03", "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-W03 · Year A · Week beginning 16 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: match one taught word using two choices, then choose a respectful action for two different privacy stories with reading or scribing support. Independent: identify the four taught words on the diagram and record two privacy decisions with reasons from the stories. Aspire: explain why seeking help does not break a privacy rule, and distinguish necessary care from a secret request; retain the core vocabulary response and two decisions.\nEvidence: An individual vocabulary response and two privacy decisions, with support recorded.\nCareers: This helps me respect privacy and dignity in shared spaces.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Simple labelled anatomical line drawings. Penis and scrotum are external; dotted testicles are inside the scrotum. A separate external vulva diagram is labelled. No real person, age or identity is depicted.\nFact sources: source_notes/body_words, source_notes/privacy_and_help; revision checked-2026-10-26.\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.", "image_text": [] }, { "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": "Body words", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W03", "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 are body diagrams, not real people.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The labels give names for body parts.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "A young person can use the right word.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "This can help them ask for help.", "edition": "public" } ], "pupil_text": [ "Body words", "These are body diagrams, not real people.", "The labels give names for body parts.", "A young person can use the right word.", "This can help them ask for help.", "Front view", "Outside view", "Penis", "Vulva", "Scrotum", "Testicles", "Dots show parts inside.", "Bodies can look different." ], "notes": "RSHE-BUILD-A2-W03 · Year A · Week beginning 16 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: match one taught word using two choices, then choose a respectful action for two different privacy stories with reading or scribing support. Independent: identify the four taught words on the diagram and record two privacy decisions with reasons from the stories. Aspire: explain why seeking help does not break a privacy rule, and distinguish necessary care from a secret request; retain the core vocabulary response and two decisions.\nEvidence: An individual vocabulary response and two privacy decisions, with support recorded.\nCareers: This helps me respect privacy and dignity in shared spaces.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Simple labelled anatomical line drawings. Penis and scrotum are external; dotted testicles are inside the scrotum. A separate external vulva diagram is labelled. No real person, age or identity is depicted.\nFact sources: source_notes/body_words, source_notes/privacy_and_help; revision checked-2026-10-26.\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.", "image_text": [ "Front view", "Outside view", "Penis", "Vulva", "Scrotum", "Testicles", "Dots show parts inside.", "Bodies can look different." ] }, { "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-W03", "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": "Use taught body words. Choose an act that gives privacy.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Match a taught word to the diagram.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Make two choices about the stories.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Show how the person could get help.", "edition": "public" } ], "pupil_text": [ "Today", "Use taught body words. Choose an act that gives privacy.", "Match a taught word to the diagram.", "Make two choices about the stories.", "Show how the person could get help." ], "notes": "RSHE-BUILD-A2-W03 · Year A · Week beginning 16 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: match one taught word using two choices, then choose a respectful action for two different privacy stories with reading or scribing support. Independent: identify the four taught words on the diagram and record two privacy decisions with reasons from the stories. Aspire: explain why seeking help does not break a privacy rule, and distinguish necessary care from a secret request; retain the core vocabulary response and two decisions.\nEvidence: An individual vocabulary response and two privacy decisions, with support recorded.\nCareers: This helps me respect privacy and dignity in shared spaces.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Simple labelled anatomical line drawings. Penis and scrotum are external; dotted testicles are inside the scrotum. A separate external vulva diagram is labelled. No real person, age or identity is depicted.\nFact sources: source_notes/body_words, source_notes/privacy_and_help; revision checked-2026-10-26.\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.", "image_text": [] }, { "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-W03", "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 to change clothes.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Another person knocks at the door.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "They wait outside for a reply.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "This gives the young person privacy.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "A worry about a body part can be shared.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "A trusted adult can help with the worry.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "Private does not mean a worry must stay secret.", "edition": "public" } ], "pupil_text": [ "A helpful response", "A young person needs to change clothes.", "Another person knocks at the door.", "They wait outside for a reply.", "This gives the young person privacy.", "A worry about a body part can be shared.", "A trusted adult can help with the worry.", "Private does not mean a worry must stay secret." ], "notes": "RSHE-BUILD-A2-W03 · Year A · Week beginning 16 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: match one taught word using two choices, then choose a respectful action for two different privacy stories with reading or scribing support. Independent: identify the four taught words on the diagram and record two privacy decisions with reasons from the stories. Aspire: explain why seeking help does not break a privacy rule, and distinguish necessary care from a secret request; retain the core vocabulary response and two decisions.\nEvidence: An individual vocabulary response and two privacy decisions, with support recorded.\nCareers: This helps me respect privacy and dignity in shared spaces.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Simple labelled anatomical line drawings. Penis and scrotum are external; dotted testicles are inside the scrotum. A separate external vulva diagram is labelled. No real person, age or identity is depicted.\nFact sources: source_notes/body_words, source_notes/privacy_and_help; revision checked-2026-10-26.\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.", "image_text": [] }, { "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-W03", "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 is changing clothes. What shows respect?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Knock and wait outside.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Open the door without asking.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Ask to see a private body part.", "edition": "public" } ], "pupil_text": [ "A choice for the young person", "A young person is changing clothes. What shows respect?", "A Knock and wait outside.", "B Open the door without asking.", "C Ask to see a private body part." ], "notes": "RSHE-BUILD-A2-W03 · Year A · Week beginning 16 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 respects privacy in this fictional situation. B and C do not. Privacy protects dignity; it must never mean keeping a worry or harmful act secret. Reteach with the closed-door story and the help-seeking story. In urgent care or danger, staff follow the setting’s agreed procedure, explain what is happening and protect dignity as far as possible.\nRoutes: Supported: match one taught word using two choices, then choose a respectful action for two different privacy stories with reading or scribing support. Independent: identify the four taught words on the diagram and record two privacy decisions with reasons from the stories. Aspire: explain why seeking help does not break a privacy rule, and distinguish necessary care from a secret request; retain the core vocabulary response and two decisions.\nEvidence: An individual vocabulary response and two privacy decisions, with support recorded.\nCareers: This helps me respect privacy and dignity in shared spaces.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Simple labelled anatomical line drawings. Penis and scrotum are external; dotted testicles are inside the scrotum. A separate external vulva diagram is labelled. No real person, age or identity is depicted.\nFact sources: source_notes/body_words, source_notes/privacy_and_help; revision checked-2026-10-26.\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 respects privacy in this fictional situation. B and C do not. Privacy protects dignity; it must never mean keeping a worry or harmful act secret. Reteach with the closed-door story and the help-seeking story. In urgent care or danger, staff follow the setting’s agreed procedure, explain what is happening and protect dignity as far as possible.", "image_text": [] }, { "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-W03", "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": "Every case is about a made-up young person.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: match a word. Make two choices.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: match four words. Give reasons.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: explain how a person can get help.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Privacy does not stop a person asking for help.", "edition": "public" } ], "pupil_text": [ "The story task", "Every case is about a made-up young person.", "Supported: match a word. Make two choices.", "Independent: match four words. Give reasons.", "Aspire: explain how a person can get help.", "Privacy does not stop a person asking for help." ], "notes": "RSHE-BUILD-A2-W03 · Year A · Week beginning 16 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 or identify taught words on the supplied diagram. Use five minutes to sort fictional privacy situations and record decisions for two different cards, normally A and B. Use three minutes to consider C or D and name a help route. Preserve the first response, prompts and any change. A learner may pass; record the gap and offer a supported follow-up.\nRoutes: Supported: match one taught word using two choices, then choose a respectful action for two different privacy stories with reading or scribing support. Independent: identify the four taught words on the diagram and record two privacy decisions with reasons from the stories. Aspire: explain why seeking help does not break a privacy rule, and distinguish necessary care from a secret request; retain the core vocabulary response and two decisions.\nEvidence: An individual vocabulary response and two privacy decisions, with support recorded.\nCareers: This helps me respect privacy and dignity in shared spaces.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Simple labelled anatomical line drawings. Penis and scrotum are external; dotted testicles are inside the scrotum. A separate external vulva diagram is labelled. No real person, age or identity is depicted.\nFact sources: source_notes/body_words, source_notes/privacy_and_help; revision checked-2026-10-26.\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 or identify taught words on the supplied diagram. Use five minutes to sort fictional privacy situations and record decisions for two different cards, normally A and B. Use three minutes to consider C or D and name a help route. Preserve the first response, prompts and any change. A learner may pass; record the gap and offer a supported follow-up.", "image_text": [] }, { "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-W03", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Keep the word match or point to the diagram.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Keep choices for two different stories.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Keep the reason for each choice.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "The adult notes the help and any change.", "edition": "public" } ], "pupil_text": [ "The story record", "Keep the word match or point to the diagram.", "Keep choices for two different stories.", "Keep the reason for each choice.", "The adult notes the help and any change." ], "notes": "RSHE-BUILD-A2-W03 · Year A · Week beginning 16 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: match one taught word using two choices, then choose a respectful action for two different privacy stories with reading or scribing support. Independent: identify the four taught words on the diagram and record two privacy decisions with reasons from the stories. Aspire: explain why seeking help does not break a privacy rule, and distinguish necessary care from a secret request; retain the core vocabulary response and two decisions.\nEvidence: An individual vocabulary response and two privacy decisions, with support recorded.\nCareers: This helps me respect privacy and dignity in shared spaces.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Simple labelled anatomical line drawings. Penis and scrotum are external; dotted testicles are inside the scrotum. A separate external vulva diagram is labelled. No real person, age or identity is depicted.\nFact sources: source_notes/body_words, source_notes/privacy_and_help; revision checked-2026-10-26.\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.", "image_text": [] }, { "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-W03", "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-W03 · Year A · Week beginning 16 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: match one taught word using two choices, then choose a respectful action for two different privacy stories with reading or scribing support. Independent: identify the four taught words on the diagram and record two privacy decisions with reasons from the stories. Aspire: explain why seeking help does not break a privacy rule, and distinguish necessary care from a secret request; retain the core vocabulary response and two decisions.\nEvidence: An individual vocabulary response and two privacy decisions, with support recorded.\nCareers: This helps me respect privacy and dignity in shared spaces.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Simple labelled anatomical line drawings. Penis and scrotum are external; dotted testicles are inside the scrotum. A separate external vulva diagram is labelled. No real person, age or identity is depicted.\nFact sources: source_notes/body_words, source_notes/privacy_and_help; revision checked-2026-10-26.\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.", "image_text": [] }, { "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-W03", "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 taught word fits the diagram?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Which act gives the young person privacy?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Who could help with a worry?", "edition": "public" } ], "pupil_text": [ "Exit task", "Which taught word fits the diagram?", "Which act gives the young person privacy?", "Who could help with a worry?" ], "notes": "RSHE-BUILD-A2-W03 · Year A · Week beginning 16 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: match one taught word using two choices, then choose a respectful action for two different privacy stories with reading or scribing support. Independent: identify the four taught words on the diagram and record two privacy decisions with reasons from the stories. Aspire: explain why seeking help does not break a privacy rule, and distinguish necessary care from a secret request; retain the core vocabulary response and two decisions.\nEvidence: An individual vocabulary response and two privacy decisions, with support recorded.\nCareers: This helps me respect privacy and dignity in shared spaces.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Simple labelled anatomical line drawings. Penis and scrotum are external; dotted testicles are inside the scrotum. A separate external vulva diagram is labelled. No real person, age or identity is depicted.\nFact sources: source_notes/body_words, source_notes/privacy_and_help; revision checked-2026-10-26.\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.", "image_text": [] }, { "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-W03", "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": "Penis: A body part at the front, above the scrotum.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Scrotum: The skin sac that holds the testicles.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Testicles: Body parts held inside the scrotum.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Vulva: The genital parts on the outside of the body.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Privacy: Space to do a task in private.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Respect: Treat a person and their choices with care.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Help: Support with a worry or a need.", "edition": "public" } ], "pupil_text": [ "Words that help", "Penis: A body part at the front, above the scrotum.", "Scrotum: The skin sac that holds the testicles.", "Testicles: Body parts held inside the scrotum.", "Vulva: The genital parts on the outside of the body.", "Privacy: Space to do a task in private.", "Respect: Treat a person and their choices with care.", "Help: Support with a worry or a need." ], "notes": "RSHE-BUILD-A2-W03 · Year A · Week beginning 16 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: match one taught word using two choices, then choose a respectful action for two different privacy stories with reading or scribing support. Independent: identify the four taught words on the diagram and record two privacy decisions with reasons from the stories. Aspire: explain why seeking help does not break a privacy rule, and distinguish necessary care from a secret request; retain the core vocabulary response and two decisions.\nEvidence: An individual vocabulary response and two privacy decisions, with support recorded.\nCareers: This helps me respect privacy and dignity in shared spaces.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Simple labelled anatomical line drawings. Penis and scrotum are external; dotted testicles are inside the scrotum. A separate external vulva diagram is labelled. No real person, age or identity is depicted.\nFact sources: source_notes/body_words, source_notes/privacy_and_help; revision checked-2026-10-26.\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.", "image_text": [] }, { "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-W03", "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-W03 · Year A · Week beginning 16 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: All teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. Use only the supplied diagrams and stories. No body checking, touching, removing clothes, photographs, real-life comparisons or personal role-play. An adult may read both parts of a fictional exchange; learners can choose or describe a response. Respect a pass, pause or quiet response without asking why. Follow the setting’s safeguarding procedure if a personal concern arises; do not turn a disclosure into lesson evidence. Use the agreed support and care arrangements.\nRoutes: Supported: match one taught word using two choices, then choose a respectful action for two different privacy stories with reading or scribing support. Independent: identify the four taught words on the diagram and record two privacy decisions with reasons from the stories. Aspire: explain why seeking help does not break a privacy rule, and distinguish necessary care from a secret request; retain the core vocabulary response and two decisions.\nEvidence: An individual vocabulary response and two privacy decisions, with support recorded.\nCareers: This helps me respect privacy and dignity in shared spaces.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Simple labelled anatomical line drawings. Penis and scrotum are external; dotted testicles are inside the scrotum. A separate external vulva diagram is labelled. No real person, age or identity is depicted.\nFact sources: source_notes/body_words, source_notes/privacy_and_help; revision checked-2026-10-26.\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": "All teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. Use only the supplied diagrams and stories. No body checking, touching, removing clothes, photographs, real-life comparisons or personal role-play. An adult may read both parts of a fictional exchange; learners can choose or describe a response. Respect a pass, pause or quiet response without asking why. Follow the setting’s safeguarding procedure if a personal concern arises; do not turn a disclosure into lesson evidence. Use the agreed support and care arrangements.", "image_text": [] } ], "diagram_taught_list_note": "Staff may substitute the setting’s own taught list, with plain anatomical terms and matching diagrams.", "third_person_only": true, "fact_source_aliases": [ { "path": "source_notes/body_words", "revision": "checked-2026-10-26" }, { "path": "source_notes/privacy_and_help", "revision": "checked-2026-10-26" } ], "asset": { "path": "../../assets/body_words.png", "description": "Simple labelled anatomical line drawings. Penis and scrotum are external; dotted testicles are inside the scrotum. A separate external vulva diagram is labelled. No real person, age or identity is depicted." }, "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 fictional case cards and settings. No named people, schools, places, products, platforms or awarding bodies. No bracketed placeholders.", "resources": [ { "kind": "Planner", "path": "rshe_build_a2_w03_Planner.docx", "pdf_path": "rshe_build_a2_w03_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "My body and privacy", "Week beginning 16 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", "Use accurate taught body-part words and recognise a basic privacy rule.", "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", "A teen must change. The door is shut. A peer waits. Is this fair?", "Match a taught word to the diagram. Make two choices about the stories. Show how the person could get help.", "RSHE-BUILD-A2-W03-E1: An individual vocabulary response and two privacy decisions, with support recorded.", "Before pupils arrive", "Print both evidence pages and the three support pages. Keep the labelled diagram whole. Cut the four word cards and the six fictional story cards; retain the response mat. Check the taught words before the lesson. Staff may substitute the setting’s own taught list, using plain anatomical terms and matching diagrams, then update the recorded vocabulary. Prepare a separate adult model. No learner’s body is used as a teaching aid.", "Calendar and continuity", "Year A. Autumn 2 Week 3: 16–20 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 respect privacy and dignity in shared spaces.", "", "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 respects privacy in this fictional situation. B and C do not. Privacy protects dignity; it must never mean keeping a worry or harmful act secret. Reteach with the closed-door story and the help-seeking story. In urgent care or danger, staff follow the setting’s agreed procedure, explain what is happening and protect dignity as far as possible.", "Routes and task", "Supported: match one taught word using two choices, then choose a respectful action for two different privacy stories with reading or scribing support. Independent: identify the four taught words on the diagram and record two privacy decisions with reasons from the stories. Aspire: explain why seeking help does not break a privacy rule, and distinguish necessary care from a secret request; retain the core vocabulary response and two decisions.", "Use four minutes to match or identify taught words on the supplied diagram. Use five minutes to sort fictional privacy situations and record decisions for two different cards, normally A and B. Use three minutes to consider C or D and name a help route. Preserve the first response, prompts and any change. A learner may pass; record the gap and offer a supported follow-up.", "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", "All teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. Use only the supplied diagrams and stories. No body checking, touching, removing clothes, photographs, real-life comparisons or personal role-play. An adult may read both parts of a fictional exchange; learners can choose or describe a response. Respect a pass, pause or quiet response without asking why. Follow the setting’s safeguarding procedure if a personal concern arises; do not turn a disclosure into lesson evidence. Use the agreed support and care arrangements.", "Assessment and feedback", "Keep the exact taught word list and the learner’s word-to-diagram response, including any point or selected card. Keep decisions for two distinct fictional privacy stories with the action chosen; record reasons where offered, actual support and what remains unshown. Reading aloud or pointing is valid. No real body, private history or disclosure belongs in the lesson evidence record.", "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: consider a fictional person’s dignity and choices. M: distinguish respectful actions from pressure or intrusion. So: listen and respond to another person’s boundary. IL: respect a choice to pause or use an aid. MR: respect privacy, personal space and a refusal. No other thread is claimed.", "Offer to the Communication portfolio", "A response about a fictional privacy decision or help route may be offered to the Communication portfolio. Record the learner’s actual chosen or spoken response 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_w03_Weekly_Plan_Row.docx", "pdf_path": "rshe_build_a2_w03_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "My body and privacy", "Plan field", "Weekly row", "Pathway / strand", "BUILD / RSHE · Year A", "Term theme", "Identity & Belonging", "Week / duration", "Week beginning 16 November 2026; one 40-minute lesson", "Actual teaching date", "____________________________", "Objective", "Use accurate taught body-part words and recognise a basic privacy rule.", "Source", "Owner-approved RSHE outline; revision approved-2026-10-26", "Unit", "Body privacy, personal space and permission", "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 or identify taught words on the supplied diagram. Use five minutes to sort fictional privacy situations and record decisions for two different cards, normally A and B. Use three minutes to consider C or D and name a help route. Preserve the first response, prompts and any change. A learner may pass; record the gap and offer a supported follow-up.", "Evidence", "An individual vocabulary response and two privacy decisions, with support recorded.", "Where this leads", "This helps me respect privacy and dignity in shared spaces.", "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_w03_Evidence_Sheet.docx", "pdf_path": "../rshe_build_a2_w03_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "Body words and privacy choices", "RSHE-BUILD-A2-W03-E1", "Learner ID ______________ Date ______________", "All questions are about the made-up young person.", "The taught word and diagram point or match", "________________________________________________________", "________________________________________________________", "First story card and privacy choice", "________________________________________________________", "________________________________________________________", "Second story card and privacy choice", "________________________________________________________", "________________________________________________________", "The case response can be spoken, drawn, chosen or written.", "", "More help for the young person", "Learner ID ______________", "A reason for one privacy choice", "________________________________________________________", "How the young person could ask for help", "________________________________________________________", "Another adult could help if the first is busy by", "________________________________________________________", "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_w03_Staff_Answers.docx", "pdf_path": "../rshe_build_a2_w03_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and response guide", "My body and privacy", "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", "Respects privacy.", "Wait outside for a reply; do not assume permission to enter.", "B", "Needs to change.", "Close the door, give privacy and wait. Use agreed urgent-help arrangements if there is a genuine safety concern.", "C", "Seeking help is allowed.", "The adult listens and arranges appropriate help. Talking about a worry is not breaking a privacy rule.", "D", "Seek help. The request is not okay.", "The young person can move away if able and tell a trusted adult. If the first adult does not help, tell another. They are never to blame for someone else’s harmful action.", "E", "Necessary care can respect privacy.", "Follow the agreed care plan, explain each step, seek and respond to the person’s wishes and provide only the help needed. An adult’s role alone is not permission.", "F", "A further help route is needed.", "The young person can tell another trusted adult and keep seeking help. Do not treat a delayed response as proof that the worry is unimportant.", "Model and hinge", "A young person needs to change clothes. Another person knocks at the door. They wait outside for a reply. This gives the young person privacy. A worry about a body part can be shared. A trusted adult can help with the worry.", "A respects privacy in this fictional situation. B and C do not. Privacy protects dignity; it must never mean keeping a worry or harmful act secret. Reteach with the closed-door story and the help-seeking story. In urgent care or danger, staff follow the setting’s agreed procedure, explain what is happening and protect dignity as far as possible.", "Individual evidence key", "Keep the exact taught word list and the learner’s word-to-diagram response, including any point or selected card. Keep decisions for two distinct fictional privacy stories with the action chosen; record reasons where offered, actual support and what remains unshown. Reading aloud or pointing is valid. No real body, private history or disclosure belongs in the lesson evidence record.", "", "Feedback and next teaching", "Practical check", "Staff may substitute the setting’s own taught list. Use plain anatomical terms and an accurate matching diagram, and record the words actually taught. This issue teaches penis, scrotum, testicles and vulva. The dotted ovals show testicles inside the scrotum; they are not visible through the skin. The vulva label covers the outside genital parts, not an internal organ. Do not link the diagrams to a real person or ask learners which diagram resembles them.", "Common misunderstandings", "Private body parts are not dirty or shameful. Privacy is not an instruction to keep harmful behaviour secret. A trusted adult can help with a body worry. The vulva is the external group of genital parts; it is not the internal vagina. The scrotum is the skin sac, while the testicles are inside it. The diagram is simplified and not a standard against which to judge any body.", "Teaching boundary", "All teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. Use only the supplied diagrams and stories. No body checking, touching, removing clothes, photographs, real-life comparisons or personal role-play. An adult may read both parts of a fictional exchange; learners can choose or describe a response. Respect a pass, pause or quiet response without asking why. Follow the setting’s safeguarding procedure if a personal concern arises; do not turn a disclosure into lesson evidence. Use the agreed support and care 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_w03_Support_Cards.docx", "pdf_path": "../rshe_build_a2_w03_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Body words on a diagram", "The diagrams and stories are not real people.", "", "The dotted parts are inside the scrotum. They are not seen through the skin.", "A young person can use these words to ask for help. No one needs to show a body part.", "Word cards to cut", "Word cards to cut", "penis", "scrotum", "testicles", "vulva", "Which taught word matches each label or part?", "", "Cards for the fictional case", "What should happen in each story? All the people are made up.", "Story card", "Story card", "A. A young person is changing clothes. Another person knocks and waits outside.", "B. A young person is using a toilet. Someone opens the closed door without asking.", "C. A young person has a worry about a private body part. They tell a trusted adult.", "D. Someone asks a young person to show a part under their pants and keep it secret.", "E. A young person needs help to wash. A care adult explains the help, asks first and gives privacy.", "F. A young person asks for help with a worry. The first adult is busy.", "A choice can be spoken, pointed to, drawn or written. An adult can read the card.", "", "A response for the fictional person", "Action choice", "Action choice", "Give space and wait", "Open the door at once", "Tell a trusted adult", "Keep a worry secret", "Taught word and diagram match", "________________________________________________", "A private body part is not dirty or bad. The person can seek help with a worry.", "Two different story choices", "Record", "First story", "Second story", "Story card", "________", "________", "Action chosen", "", "", "Reason from the story", "", "", "Every answer is about the made-up young person." ] }, { "kind": "Vocabulary_Mat", "path": "../rshe_build_a2_w03_Vocabulary_Mat.docx", "pdf_path": "../rshe_build_a2_w03_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words for the stories", "My body and privacy", "Word", "Meaning", "penis", "A body part at the front, above the scrotum.", "scrotum", "The skin sac that holds the testicles.", "testicles", "Body parts held inside the scrotum.", "vulva", "The genital parts on the outside of the body.", "privacy", "Space to do a task in private.", "respect", "Treat a person and their choices with care.", "help", "Support with a worry or a need.", "Ways to explain the case", "The young person could ______.The story says ______.This respects the person because ______.", "The answer can be spoken, chosen, drawn or written." ] } ], "weekly_plan_row": { "week": 3, "week_start": "2026-11-16", "week_end": "2026-11-20", "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": "Use accurate taught body-part words and recognise a basic privacy rule.", "unit": "Body privacy, personal space and permission", "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 respect privacy and dignity in shared spaces.", "actual_teaching_date": null, "evidence_id": "RSHE-BUILD-A2-W03-E1", "completion_status": null, "edition": "public" }, "publication": { "school_edition": "store only", "public_edition": "only edition eligible for publication", "this_edition_publishable": true, "shared_resources": "neutral shared files at the lesson root accompany the Public replacements" } }