{ "schema_version": "lesson-content-1", "id": "rshe_build_a2_w04", "lesson_code": "RSHE-BUILD-A2-W04", "title": "Personal space and permission", "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": 4, "edition": "public", "label": "Public edition", "minutes": 40, "lessons_per_week": 1, "week_range": { "start": "2026-11-23", "end": "2026-11-27" }, "teaching_date": null, "teaching_date_inferred": false, "objective_verbatim": "Ask permission for an everyday action and respect another person’s response.", "display_objective": "Show how a teen can ask first and respect a reply.", "approved_activity": [ "Use fictional cards about borrowing an item, sitting nearby or offering help to practise asking first.", "Choose a response when someone says no, seems unsure or changes their mind; rehearse with an adult if preferred." ], "calendar_note": "Year A. 23–27 November 2026. One 40-minute lesson. No day or clock slot inferred. Week 7 is assessing.", "where_this_leads": "This helps me respect other people’s space, belongings and choices.", "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_w04", "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-W04-E1", "description": "A permission request and responses to two boundary situations, recorded in the learner’s chosen mode.", "status": "not prefilled; actual response and support to be recorded" } ], "routes": { "Supported": "Supported: choose a relevant permission request from two choices, then choose respectful actions for two different boundary stories, with reading or scribing support.", "Independent": "Independent: compose a request for borrowing, sitting nearby or offering help, then record responses and reasons for two different boundary situations.", "Aspire": "Aspire: retain the request and two responses, explain an unclear reply and a changed mind, and show how the person can avoid pressure." }, "vocab": [ { "word": "permission", "definition": "A freely given yes to a clear request.", "edition": "both" }, { "word": "space", "definition": "Room around a person.", "edition": "both" }, { "word": "ask", "definition": "Use a question to find something out.", "edition": "both" }, { "word": "reply", "definition": "An answer in words, signs or an aid.", "edition": "both" }, { "word": "unsure", "definition": "Not yet sure about a choice.", "edition": "both" }, { "word": "stop", "definition": "End the action now.", "edition": "both" }, { "word": "choice", "definition": "An option a person can pick.", "edition": "both" } ], "cases": [ { "id": "A", "text": "A young person wants to borrow a pen for a task. The owner says no.", "judgement": "Leave the pen alone.", "next_step": "A request could be: could the young person use the pen for this task? After no, leave it and find another pen. Do not demand a reason or keep pressing.", "edition": "both" }, { "id": "B", "text": "A young person asks to sit nearby. The other person says they are not sure.", "judgement": "Wait and give space.", "next_step": "Do not move closer. Offer time and another seat. The person does not need to explain a private reason.", "edition": "both" }, { "id": "C", "text": "A young person agrees to have help with a model. Then they ask for the help to stop.", "judgement": "Stop helping with the model.", "next_step": "Respect the changed mind. Do not carry on because the first answer was yes.", "edition": "both" }, { "id": "D", "text": "A young person offers help with a bag. There is no clear reply.", "judgement": "Wait and check. Do not take the bag.", "next_step": "No clear reply is not agreement. Allow time and a usual communication aid. Do not infer consent from a smile or a photograph.", "edition": "both" }, { "id": "E", "text": "A young person asks to borrow a pen for one task. The owner freely points to yes on their aid.", "judgement": "The agreed use can go ahead.", "next_step": "Use the pen only for that task and return it. Check again for a different use. A clear response can be non-speaking.", "edition": "both" }, { "id": "F", "text": "A young person says no to lending an item. The other person keeps asking for a yes.", "judgement": "The pressure must stop.", "next_step": "Respect the first refusal. Repeated requests used to wear someone down are not respectful permission seeking.", "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": "Personal space and permission", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Week 4 · 23–27 November 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W04", "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 wants a pen. They ask first. The peer says no. What next?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me respect other people’s space, belongings and choices.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "Personal space and permission", "A teen wants a pen. They ask first. The peer says no. What next?", "This helps me respect other people’s space, belongings and choices.", "Term theme: Identity & Belonging" ], "notes": "RSHE-BUILD-A2-W04 · Year A · Week beginning 23 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: choose a relevant permission request from two choices, then choose respectful actions for two different boundary stories, with reading or scribing support. Independent: compose a request for borrowing, sitting nearby or offering help, then record responses and reasons for two different boundary situations. Aspire: retain the request and two responses, explain an unclear reply and a changed mind, and show how the person can avoid pressure.\nEvidence: A permission request and responses to two boundary situations, recorded in the learner’s chosen mode.\nCareers: This helps me respect other people’s space, belongings and choices.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Two fictional unnamed young people sit apart at a table. One asks about borrowing a pencil; the other raises an open palm. The written story supplies the refusal. No names or brands.\nFact sources: source_notes/everyday_permission; 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-W04", "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-W04 · Year A · Week beginning 23 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: choose a relevant permission request from two choices, then choose respectful actions for two different boundary stories, with reading or scribing support. Independent: compose a request for borrowing, sitting nearby or offering help, then record responses and reasons for two different boundary situations. Aspire: retain the request and two responses, explain an unclear reply and a changed mind, and show how the person can avoid pressure.\nEvidence: A permission request and responses to two boundary situations, recorded in the learner’s chosen mode.\nCareers: This helps me respect other people’s space, belongings and choices.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Two fictional unnamed young people sit apart at a table. One asks about borrowing a pencil; the other raises an open palm. The written story supplies the refusal. No names or brands.\nFact sources: source_notes/everyday_permission; 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": "The young person’s story", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W04", "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 would like to use a pencil.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The other teen says no in this story.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What should the first teen do next?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "The story gives the reply. A face is not proof.", "edition": "public" } ], "pupil_text": [ "The young person’s story", "A teen would like to use a pencil.", "The other teen says no in this story.", "What should the first teen do next?", "The story gives the reply. A face is not proof." ], "notes": "RSHE-BUILD-A2-W04 · Year A · Week beginning 23 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: choose a relevant permission request from two choices, then choose respectful actions for two different boundary stories, with reading or scribing support. Independent: compose a request for borrowing, sitting nearby or offering help, then record responses and reasons for two different boundary situations. Aspire: retain the request and two responses, explain an unclear reply and a changed mind, and show how the person can avoid pressure.\nEvidence: A permission request and responses to two boundary situations, recorded in the learner’s chosen mode.\nCareers: This helps me respect other people’s space, belongings and choices.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Two fictional unnamed young people sit apart at a table. One asks about borrowing a pencil; the other raises an open palm. The written story supplies the refusal. No names or brands.\nFact sources: source_notes/everyday_permission; 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": [] }, { "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-W04", "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": "Show how a teen can ask first and respect a reply.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Choose a clear request for the teen.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Respond to two short stories.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Stop or wait if the reply is not clear.", "edition": "public" } ], "pupil_text": [ "Today", "Show how a teen can ask first and respect a reply.", "Choose a clear request for the teen.", "Respond to two short stories.", "Stop or wait if the reply is not clear." ], "notes": "RSHE-BUILD-A2-W04 · Year A · Week beginning 23 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: choose a relevant permission request from two choices, then choose respectful actions for two different boundary stories, with reading or scribing support. Independent: compose a request for borrowing, sitting nearby or offering help, then record responses and reasons for two different boundary situations. Aspire: retain the request and two responses, explain an unclear reply and a changed mind, and show how the person can avoid pressure.\nEvidence: A permission request and responses to two boundary situations, recorded in the learner’s chosen mode.\nCareers: This helps me respect other people’s space, belongings and choices.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Two fictional unnamed young people sit apart at a table. One asks about borrowing a pencil; the other raises an open palm. The written story supplies the refusal. No names or brands.\nFact sources: source_notes/everyday_permission; 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-W04", "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 wants to borrow a pen.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "They could ask to use it for the task.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "The other person says no.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "The young person leaves the pen alone.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "They do not keep asking to wear the person down.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "They can ask an adult for another pen.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "Ask first. Wait for a clear reply. Respect the choice.", "edition": "public" } ], "pupil_text": [ "A helpful response", "A young person wants to borrow a pen.", "They could ask to use it for the task.", "The other person says no.", "The young person leaves the pen alone.", "They do not keep asking to wear the person down.", "They can ask an adult for another pen.", "Ask first. Wait for a clear reply. Respect the choice." ], "notes": "RSHE-BUILD-A2-W04 · Year A · Week beginning 23 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: choose a relevant permission request from two choices, then choose respectful actions for two different boundary stories, with reading or scribing support. Independent: compose a request for borrowing, sitting nearby or offering help, then record responses and reasons for two different boundary situations. Aspire: retain the request and two responses, explain an unclear reply and a changed mind, and show how the person can avoid pressure.\nEvidence: A permission request and responses to two boundary situations, recorded in the learner’s chosen mode.\nCareers: This helps me respect other people’s space, belongings and choices.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Two fictional unnamed young people sit apart at a table. One asks about borrowing a pencil; the other raises an open palm. The written story supplies the refusal. No names or brands.\nFact sources: source_notes/everyday_permission; 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-W04", "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 person gives no clear reply. What should happen?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Wait and check; do not take the item.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Take it, since no one said no.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Keep asking until the answer changes.", "edition": "public" } ], "pupil_text": [ "A choice for the young person", "A person gives no clear reply. What should happen?", "A Wait and check; do not take the item.", "B Take it, since no one said no.", "C Keep asking until the answer changes." ], "notes": "RSHE-BUILD-A2-W04 · Year A · Week beginning 23 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 an unclear response. Silence, uncertainty or lack of a spoken no is not agreement. A clear freely given yes may be spoken, signed, pointed to or communicated through an aid; speech and eye contact are not required. If someone changes their mind, stop the action. Reteach with the unsure-seat card, keeping the exchange fictional and avoiding repeated pressure.\nRoutes: Supported: choose a relevant permission request from two choices, then choose respectful actions for two different boundary stories, with reading or scribing support. Independent: compose a request for borrowing, sitting nearby or offering help, then record responses and reasons for two different boundary situations. Aspire: retain the request and two responses, explain an unclear reply and a changed mind, and show how the person can avoid pressure.\nEvidence: A permission request and responses to two boundary situations, recorded in the learner’s chosen mode.\nCareers: This helps me respect other people’s space, belongings and choices.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Two fictional unnamed young people sit apart at a table. One asks about borrowing a pencil; the other raises an open palm. The written story supplies the refusal. No names or brands.\nFact sources: source_notes/everyday_permission; 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 an unclear response. Silence, uncertainty or lack of a spoken no is not agreement. A clear freely given yes may be spoken, signed, pointed to or communicated through an aid; speech and eye contact are not required. If someone changes their mind, stop the action. Reteach with the unsure-seat card, keeping the exchange fictional and avoiding repeated pressure.", "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-W04", "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 two made-up young people.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: choose a request and two acts.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: give a request and two reasons.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: explain an unsure or changed reply.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "No, no clear reply, or stop means wait or stop.", "edition": "public" } ], "pupil_text": [ "The story task", "The task is about two made-up young people.", "Supported: choose a request and two acts.", "Independent: give a request and two reasons.", "Aspire: explain an unsure or changed reply.", "No, no clear reply, or stop means wait or stop." ], "notes": "RSHE-BUILD-A2-W04 · Year A · Week beginning 23 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 form or select a permission request for a fictional everyday action. Use five minutes to decide what should happen in two different boundary stories, normally A and C. Use three minutes to explore B or D and show why an unclear response means waiting. If rehearsing, an adult narrates the characters and no real borrowing or touching takes place.\nRoutes: Supported: choose a relevant permission request from two choices, then choose respectful actions for two different boundary stories, with reading or scribing support. Independent: compose a request for borrowing, sitting nearby or offering help, then record responses and reasons for two different boundary situations. Aspire: retain the request and two responses, explain an unclear reply and a changed mind, and show how the person can avoid pressure.\nEvidence: A permission request and responses to two boundary situations, recorded in the learner’s chosen mode.\nCareers: This helps me respect other people’s space, belongings and choices.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Two fictional unnamed young people sit apart at a table. One asks about borrowing a pencil; the other raises an open palm. The written story supplies the refusal. No names or brands.\nFact sources: source_notes/everyday_permission; 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 form or select a permission request for a fictional everyday action. Use five minutes to decide what should happen in two different boundary stories, normally A and C. Use three minutes to explore B or D and show why an unclear response means waiting. If rehearsing, an adult narrates the characters and no real borrowing or touching takes place.", "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-W04", "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 request for the made-up teen.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Keep the choices for two stories.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Show the next act for each reply.", "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 request for the made-up teen.", "Keep the choices for two stories.", "Show the next act for each reply.", "The adult notes the help and any change." ], "notes": "RSHE-BUILD-A2-W04 · Year A · Week beginning 23 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: choose a relevant permission request from two choices, then choose respectful actions for two different boundary stories, with reading or scribing support. Independent: compose a request for borrowing, sitting nearby or offering help, then record responses and reasons for two different boundary situations. Aspire: retain the request and two responses, explain an unclear reply and a changed mind, and show how the person can avoid pressure.\nEvidence: A permission request and responses to two boundary situations, recorded in the learner’s chosen mode.\nCareers: This helps me respect other people’s space, belongings and choices.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Two fictional unnamed young people sit apart at a table. One asks about borrowing a pencil; the other raises an open palm. The written story supplies the refusal. No names or brands.\nFact sources: source_notes/everyday_permission; 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-W04", "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-W04 · Year A · Week beginning 23 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: choose a relevant permission request from two choices, then choose respectful actions for two different boundary stories, with reading or scribing support. Independent: compose a request for borrowing, sitting nearby or offering help, then record responses and reasons for two different boundary situations. Aspire: retain the request and two responses, explain an unclear reply and a changed mind, and show how the person can avoid pressure.\nEvidence: A permission request and responses to two boundary situations, recorded in the learner’s chosen mode.\nCareers: This helps me respect other people’s space, belongings and choices.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Two fictional unnamed young people sit apart at a table. One asks about borrowing a pencil; the other raises an open palm. The written story supplies the refusal. No names or brands.\nFact sources: source_notes/everyday_permission; 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-W04", "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 the young person ask first?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "What should happen when the reply is no?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What if the other person changes their mind?", "edition": "public" } ], "pupil_text": [ "Exit task", "What could the young person ask first?", "What should happen when the reply is no?", "What if the other person changes their mind?" ], "notes": "RSHE-BUILD-A2-W04 · Year A · Week beginning 23 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: choose a relevant permission request from two choices, then choose respectful actions for two different boundary stories, with reading or scribing support. Independent: compose a request for borrowing, sitting nearby or offering help, then record responses and reasons for two different boundary situations. Aspire: retain the request and two responses, explain an unclear reply and a changed mind, and show how the person can avoid pressure.\nEvidence: A permission request and responses to two boundary situations, recorded in the learner’s chosen mode.\nCareers: This helps me respect other people’s space, belongings and choices.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Two fictional unnamed young people sit apart at a table. One asks about borrowing a pencil; the other raises an open palm. The written story supplies the refusal. No names or brands.\nFact sources: source_notes/everyday_permission; 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-W04", "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": "Permission: A freely given yes to a clear request.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Space: Room around a person.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Ask: Use a question to find something out.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Reply: An answer in words, signs or an aid.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Unsure: Not yet sure about a choice.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Stop: End the action now.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Choice: An option a person can pick.", "edition": "public" } ], "pupil_text": [ "Words that help", "Permission: A freely given yes to a clear request.", "Space: Room around a person.", "Ask: Use a question to find something out.", "Reply: An answer in words, signs or an aid.", "Unsure: Not yet sure about a choice.", "Stop: End the action now.", "Choice: An option a person can pick." ], "notes": "RSHE-BUILD-A2-W04 · Year A · Week beginning 23 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: choose a relevant permission request from two choices, then choose respectful actions for two different boundary stories, with reading or scribing support. Independent: compose a request for borrowing, sitting nearby or offering help, then record responses and reasons for two different boundary situations. Aspire: retain the request and two responses, explain an unclear reply and a changed mind, and show how the person can avoid pressure.\nEvidence: A permission request and responses to two boundary situations, recorded in the learner’s chosen mode.\nCareers: This helps me respect other people’s space, belongings and choices.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Two fictional unnamed young people sit apart at a table. One asks about borrowing a pencil; the other raises an open palm. The written story supplies the refusal. No names or brands.\nFact sources: source_notes/everyday_permission; 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-W04", "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-W04 · Year A · Week beginning 23 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: choose a relevant permission request from two choices, then choose respectful actions for two different boundary stories, with reading or scribing support. Independent: compose a request for borrowing, sitting nearby or offering help, then record responses and reasons for two different boundary situations. Aspire: retain the request and two responses, explain an unclear reply and a changed mind, and show how the person can avoid pressure.\nEvidence: A permission request and responses to two boundary situations, recorded in the learner’s chosen mode.\nCareers: This helps me respect other people’s space, belongings and choices.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nVisual: Two fictional unnamed young people sit apart at a table. One asks about borrowing a pencil; the other raises an open palm. The written story supplies the refusal. No names or brands.\nFact sources: source_notes/everyday_permission; 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": null, "third_person_only": true, "fact_source_aliases": [ { "path": "source_notes/everyday_permission", "revision": "checked-2026-10-26" } ], "asset": { "path": "../../assets/permission_reply.jpg", "description": "Two fictional unnamed young people sit apart at a table. One asks about borrowing a pencil; the other raises an open palm. The written story supplies the refusal. No names or brands." }, "credit": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "names_rule": "Generic wording in all files, including 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_w04_Planner.docx", "pdf_path": "rshe_build_a2_w04_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "Personal space and permission", "Week beginning 23 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", "Ask permission for an everyday action and respect another person’s 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", "A teen wants a pen. They ask first. The peer says no. What next?", "Choose a clear request for the teen. Respond to two short stories. Stop or wait if the reply is not clear.", "RSHE-BUILD-A2-W04-E1: A permission request and responses to two boundary situations, recorded in the learner’s chosen mode.", "Before pupils arrive", "Print both evidence pages and the three support pages. Keep the picture whole. Cut the six story cards, request cards and response cards. Retain the response mat. Prepare a separate adult model. No learner borrows, touches or moves close to another learner for this task; the exchange stays about the fictional characters. An adult may read both parts while the learner selects or explains a response.", "Calendar and continuity", "Year A. Autumn 2 Week 4: 23–27 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 other people’s space, belongings and choices.", "", "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 an unclear response. Silence, uncertainty or lack of a spoken no is not agreement. A clear freely given yes may be spoken, signed, pointed to or communicated through an aid; speech and eye contact are not required. If someone changes their mind, stop the action. Reteach with the unsure-seat card, keeping the exchange fictional and avoiding repeated pressure.", "Routes and task", "Supported: choose a relevant permission request from two choices, then choose respectful actions for two different boundary stories, with reading or scribing support. Independent: compose a request for borrowing, sitting nearby or offering help, then record responses and reasons for two different boundary situations. Aspire: retain the request and two responses, explain an unclear reply and a changed mind, and show how the person can avoid pressure.", "Use four minutes to form or select a permission request for a fictional everyday action. Use five minutes to decide what should happen in two different boundary stories, normally A and C. Use three minutes to explore B or D and show why an unclear response means waiting. If rehearsing, an adult narrates the characters and no real borrowing or touching takes place.", "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", "Record the actual request made or selected for the fictional person, with the intended action clear. Keep responses for two distinct boundary stories and what the person should do next. Record the mode, prompts and any changed response. Saying a stock phrase without responding to the boundary is incomplete evidence. Do not require speech, personal role-play or a real-life example.", "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 fictional request and response exchange may be offered to the Communication portfolio. Keep the learner’s actual words, choice or aid response and the adult’s reply. Staff confirm 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_w04_Weekly_Plan_Row.docx", "pdf_path": "rshe_build_a2_w04_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "Personal space and permission", "Plan field", "Weekly row", "Pathway / strand", "BUILD / RSHE · Year A", "Term theme", "Identity & Belonging", "Week / duration", "Week beginning 23 November 2026; one 40-minute lesson", "Actual teaching date", "____________________________", "Objective", "Ask permission for an everyday action and respect another person’s response.", "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 form or select a permission request for a fictional everyday action. Use five minutes to decide what should happen in two different boundary stories, normally A and C. Use three minutes to explore B or D and show why an unclear response means waiting. If rehearsing, an adult narrates the characters and no real borrowing or touching takes place.", "Evidence", "A permission request and responses to two boundary situations, recorded in the learner’s chosen mode.", "Where this leads", "This helps me respect other people’s space, belongings and choices.", "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_w04_Evidence_Sheet.docx", "pdf_path": "../rshe_build_a2_w04_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "A request and two boundary responses", "RSHE-BUILD-A2-W04-E1", "Learner ID ______________ Date ______________", "All questions are about the made-up young person.", "The fictional action and permission request", "________________________________________________________", "________________________________________________________", "First story card and what should happen next", "________________________________________________________", "________________________________________________________", "Second story card and what should happen next", "________________________________________________________", "________________________________________________________", "The case response can be spoken, drawn, chosen or written.", "", "More help for the young person", "Learner ID ______________", "Why one response respects the other person", "________________________________________________________", "What should happen if the reply is not clear", "________________________________________________________", "What should happen if the person changes their mind", "________________________________________________________", "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_w04_Staff_Answers.docx", "pdf_path": "../rshe_build_a2_w04_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and response guide", "Personal space and permission", "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", "Leave the pen alone.", "A request could be: could the young person use the pen for this task? After no, leave it and find another pen. Do not demand a reason or keep pressing.", "B", "Wait and give space.", "Do not move closer. Offer time and another seat. The person does not need to explain a private reason.", "C", "Stop helping with the model.", "Respect the changed mind. Do not carry on because the first answer was yes.", "D", "Wait and check. Do not take the bag.", "No clear reply is not agreement. Allow time and a usual communication aid. Do not infer consent from a smile or a photograph.", "E", "The agreed use can go ahead.", "Use the pen only for that task and return it. Check again for a different use. A clear response can be non-speaking.", "F", "The pressure must stop.", "Respect the first refusal. Repeated requests used to wear someone down are not respectful permission seeking.", "Model and hinge", "A young person wants to borrow a pen. They could ask to use it for the task. The other person says no. The young person leaves the pen alone. They do not keep asking to wear the person down. They can ask an adult for another pen.", "A respects an unclear response. Silence, uncertainty or lack of a spoken no is not agreement. A clear freely given yes may be spoken, signed, pointed to or communicated through an aid; speech and eye contact are not required. If someone changes their mind, stop the action. Reteach with the unsure-seat card, keeping the exchange fictional and avoiding repeated pressure.", "Individual evidence key", "Record the actual request made or selected for the fictional person, with the intended action clear. Keep responses for two distinct boundary stories and what the person should do next. Record the mode, prompts and any changed response. Saying a stock phrase without responding to the boundary is incomplete evidence. Do not require speech, personal role-play or a real-life example.", "", "Feedback and next teaching", "Practical check", "The core evidence is one request plus two distinct boundary responses. Use A and C to include no and a changed mind; B and D explore uncertainty and no clear reply. E shows a freely communicated non-speaking yes; F shows pressure. An adult may read a fictional request and reply; learners can choose, describe or record what should happen. Do not ask learners to practise personal boundaries on each other.", "Common misunderstandings", "Silence or no clear reply is not agreement. A yes must be freely given and specific to the action. A person can change their mind. Someone does not owe a private reason for saying no. Permission can be communicated without speech. This lesson concerns everyday actions and does not teach legal rules about sexual consent.", "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_w04_Support_Cards.docx", "pdf_path": "../rshe_build_a2_w04_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Ask first and respect the reply", "The diagrams and stories are not real people.", "", "One young person wants to borrow the pencil. The other person says no in this story.", "What could the first person ask? What should happen after no?", "A request to choose", "Another choice", "Could the young person borrow the pencil for the task?", "The young person will take the pencil now.", "", "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 wants to borrow a pen for a task. The owner says no.", "B. A young person asks to sit nearby. The other person says they are not sure.", "C. A young person agrees to have help with a model. Then they ask for the help to stop.", "D. A young person offers help with a bag. There is no clear reply.", "E. A young person asks to borrow a pen for one task. The owner freely points to yes on their aid.", "F. A young person says no to lending an item. The other person keeps asking for a yes.", "A choice can be spoken, pointed to, drawn or written. An adult can read the card.", "", "A response for the fictional person", "Request card", "Request card", "Could the person sit nearby?", "Would the person like help with the bag?", "Could the person borrow the pen for the task?", "The person will take it without asking.", "Reply", "Respectful next step", "No", "Leave it or give space", "Not sure or no clear reply", "Wait and check", "Stop or a changed mind", "Stop the action", "Request for the made-up young person", "________________________________________________", "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_w04_Vocabulary_Mat.docx", "pdf_path": "../rshe_build_a2_w04_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words for the stories", "Personal space and permission", "Word", "Meaning", "permission", "A freely given yes to a clear request.", "space", "Room around a person.", "ask", "Use a question to find something out.", "reply", "An answer in words, signs or an aid.", "unsure", "Not yet sure about a choice.", "stop", "End the action now.", "choice", "An option a person can pick.", "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": 4, "week_start": "2026-11-23", "week_end": "2026-11-27", "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": "Ask permission for an everyday action and respect another person’s response.", "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 other people’s space, belongings and choices.", "actual_teaching_date": null, "evidence_id": "RSHE-BUILD-A2-W04-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" } }