{ "schema_version": "lesson-content-1", "subject": "RSHE", "pathway": "BUILD", "term": "Autumn 2", "year": "Year A", "term_theme": "Identity & Belonging", "assessing_week": 7, "assessment_role": "formative", "minutes": 40, "lessons_per_week": 1, "teaching_date": null, "teaching_date_inferred": false, "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.", "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.", "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" }, "id": "rshe_build_a2_w05", "lesson_code": "RSHE-BUILD-A2-W05", "title": "Kind and respectful relationships", "week": 5, "week_range": { "start": "2026-11-30", "end": "2026-12-04" }, "objective": "Recognise caring, unkind or pressuring behaviour and choose a helpful next step.", "display_objective": "Spot kind acts and pressure. Choose a helpful next step.", "approved_activity_summary": [ "Sort fictional cards showing caring, unkind or pressuring behaviour.", "Choose a boundary or help action for a fictional young person and explain the choice." ], "calendar_note": "Year A. Autumn 2 Week 5: 30 November–4 December 2026. One 40-minute RSHE lesson. No day or clock slot is inferred. This lesson is formative. Week 7 is the assessing lesson.", "where_this_leads": "This helps me recognise respectful teamwork and seek support when behaviour is wrong.", "unit": "Respectful relationships and help seeking", "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 dignity and choice. M: distinguish caring actions from harm and pressure. So: consider respectful teamwork and help. IL: respect a choice to pass or use an aid. MR: respect another person’s refusal and support needs. No other thread is claimed." }, "evidence": [ { "id": "RSHE-BUILD-A2-W05-E1", "description": "Behaviour choices plus one boundary or help response and a reason, with support recorded.", "status": "not prefilled; actual response and support to be recorded" } ], "routes": { "Supported": "Supported: sort A, B and C with two choices at a time and adult reading. Choose a help or boundary action for C and select a matching reason. Record each prompt.", "Independent": "Independent: sort the six cards, choose a response for C or E, and explain the choice using a detail from the story.", "Aspire": "Aspire: retain the sort and response, explain why repeated asking after no is pressure, and compare a helpful response in a new story." }, "vocab": [ { "word": "care", "definition": "An act that helps a person.", "edition": "both" }, { "word": "kind", "definition": "An act that shows care.", "edition": "both" }, { "word": "respect", "definition": "Treat a person and their choice with care.", "edition": "both" }, { "word": "pressure", "definition": "Trying to make a person give in.", "edition": "both" }, { "word": "boundary", "definition": "A limit a person wants others to respect.", "edition": "both" }, { "word": "help", "definition": "Support with a task or worry.", "edition": "both" }, { "word": "choice", "definition": "An option a person can pick.", "edition": "both" } ], "cases": [ { "id": "A", "text": "A teen asks to use a pencil. The peer says no. The teen leaves it alone.", "judgement": "Caring and respectful.", "next_step": "The teen accepts no and can find another pencil.", "edition": "both" }, { "id": "B", "text": "A peer laughs at a young person’s wrong answer.", "judgement": "Unkind.", "next_step": "The young person can ask an adult for help. The peer should stop laughing at them.", "edition": "both" }, { "id": "C", "text": "A young person says no to a game. A peer keeps asking them to join.", "judgement": "Pressuring.", "next_step": "The young person can give space or seek adult help. They do not have to join.", "edition": "both" }, { "id": "D", "text": "A peer waits while a young person uses an aid to give a reply.", "judgement": "Caring and respectful.", "next_step": "Allow time and listen to the reply without speaking for the person.", "edition": "both" }, { "id": "E", "text": "A peer says a young person must give up a snack or cannot join the group.", "judgement": "Pressuring and unkind.", "next_step": "The young person can seek adult help. Joining should not depend on giving up the snack.", "edition": "both" }, { "id": "F", "text": "A peer says a young person’s work is rubbish.", "judgement": "Unkind.", "next_step": "The peer should stop. The young person can seek adult support without arguing back.", "edition": "both" } ], "third_person_only": true, "asset": { "path": "../../assets/a_respected_choice.jpg", "description": "Two fictional unnamed young people sit apart at a table. An open palm supports the written refusal story. The story supplies the facts; facial expressions are not evidence of permission." }, "resources": [ { "kind": "Planner", "path": "rshe_build_a2_w05_Planner.docx", "pdf_path": "rshe_build_a2_w05_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "Kind and respectful relationships", "Week beginning 30 November 2026 · one 40-minute lesson", "Actual date __________________ Staff role ______________", "Year A · Term theme: Identity & Belonging", "Thread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).", "Approved objective and source", "Recognise caring, unkind or pressuring behaviour and choose a helpful next step.", "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 says no. A peer still asks them to join a game. The teen does not want to join. The peer will not stop. Is this fair? Who could help?", "Sort three short story cards. Choose a next step for the young person. Give a reason from the story.", "RSHE-BUILD-A2-W05-E1: Behaviour choices plus one boundary or help response and a reason, with support recorded.", "Before pupils arrive", "Print both evidence pages and all three support pages. Keep the picture whole. Cut the six story cards and the action choices. Retain the response mat. Prepare a separate adult model. Teach the symbol and word together: + care, ! harm, ? ask for help. A symbol is a cue, not a test. Use three cards covering care, unkindness and pressure before the response task.", "Calendar and continuity", "Year A. Autumn 2 Week 5: 30 November–4 December 2026. One 40-minute RSHE lesson. No day or clock slot is inferred. This lesson is formative. Week 7 is the assessing lesson.", "Where this leads", "This helps me recognise respectful teamwork and seek support when behaviour is wrong.", "", "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", "B offers help without requiring the young person to give in. A refusal does not need repeated defence. Saying stop is an option if safe, not a condition for getting help. The young person is not responsible for changing the peer’s behaviour. Reteach by comparing A, where no is respected, with C, where the pressure continues.", "Routes and task", "Supported: sort A, B and C with two choices at a time and adult reading. Choose a help or boundary action for C and select a matching reason. Record each prompt. Independent: sort the six cards, choose a response for C or E, and explain the choice using a detail from the story. Aspire: retain the sort and response, explain why repeated asking after no is pressure, and compare a helpful response in a new story.", "Use four minutes to sort A, B and C into caring, unkind or pressuring behaviour. Use five minutes to choose a boundary or help action for C and give a story-based reason. Use three minutes to try D, E or F and check whether asking once differs from pressure after no. A learner may point or use an aid while an adult reads and records.", "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. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.", "Assessment and feedback", "Keep the actual sorting choices for at least three cards covering caring, unkind and pressuring behaviour. Keep one boundary or help response with a reason linked to C or E. Record the response mode, prompts and changes. A category label alone does not show the next step. A copied model is not individual evidence.", "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 dignity and choice. M: distinguish caring actions from harm and pressure. So: consider respectful teamwork and help. IL: respect a choice to pass or use an aid. MR: respect another person’s refusal and support needs. No other thread is claimed.", "Offer to the Communication portfolio", "A fictional help request and adult reply may be offered to the Communication portfolio. Keep the learner’s actual words, choice or aid response. Staff confirm any mapping.", "Reflection and provenance", "Next teaching need: __________________________________________\nLearner 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_w05_Weekly_Plan_Row.docx", "pdf_path": "rshe_build_a2_w05_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "Kind and respectful relationships", "Plan field", "Weekly row", "Pathway / strand", "BUILD / RSHE · Year A", "Term theme", "Identity & Belonging", "Week / duration", "Week beginning 30 November 2026; one 40-minute lesson", "Actual teaching date", "____________________________", "Objective", "Recognise caring, unkind or pressuring behaviour and choose a helpful next step.", "Source", "Owner-approved RSHE outline; revision approved-2026-10-26", "Unit", "Respectful relationships and help seeking", "Thread tags", "Thread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).", "Planned activity", "Use four minutes to sort A, B and C into caring, unkind or pressuring behaviour. Use five minutes to choose a boundary or help action for C and give a story-based reason. Use three minutes to try D, E or F and check whether asking once differs from pressure after no. A learner may point or use an aid while an adult reads and records.", "Evidence", "Behaviour choices plus one boundary or help response and a reason, with support recorded.", "Where this leads", "This helps me recognise respectful teamwork and seek support when behaviour is wrong.", "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_w05_Evidence_Sheet.docx", "pdf_path": "../rshe_build_a2_w05_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "Three choices and a helpful next step", "RSHE-BUILD-A2-W05-E1", "Learner ID ______________ Date ______________", "All questions are about the made-up young person.", "Card A choice and reason", "________________________________________________________", "________________________________________________________", "Card B choice and reason", "________________________________________________________", "________________________________________________________", "Card C choice and reason", "________________________________________________________", "________________________________________________________", "The case response can be spoken, drawn, chosen or written.", "", "A next step for the young person", "Learner ID ______________", "One boundary or help action for C or E", "________________________________________________________", "Why this action could help the teen", "________________________________________________________", "A new story card and a helpful response", "________________________________________________________", "The young person could ask for ______________________", "The adult could reply by ______________________________", "A change to the case response ________________________", "Staff record", "Mode: speech / point / draw / write / scribe / aid\nHelp used: __________________________________________\nExact words or work reference: _________________________\nFirst try: ____________________________________________\nPrompt and next try: __________________________________\nNot yet shown: _______________________________________", "Feedback code ______ Staff role ______\nBanked / part banked / not yet banked\nActual storage reference ______________________________\nNext 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_w05_Staff_Answers.docx", "pdf_path": "../rshe_build_a2_w05_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and response guide", "Kind and respectful relationships", "These are teaching guides. Record the learner’s actual response and support. Every card describes a fictional young person and generic roles. Never invite personal comparisons.", "Card key", "Card", "Judgement", "Possible action", "A", "Caring and respectful.", "The teen accepts no and can find another pencil.", "B", "Unkind.", "The young person can ask an adult for help. The peer should stop laughing at them.", "C", "Pressuring.", "The young person can give space or seek adult help. They do not have to join.", "D", "Caring and respectful.", "Allow time and listen to the reply without speaking for the person.", "E", "Pressuring and unkind.", "The young person can seek adult help. Joining should not depend on giving up the snack.", "F", "Unkind.", "The peer should stop. The young person can seek adult support without arguing back.", "Model and hinge", "A peer says no to lending a pen. The other teen keeps asking. This puts pressure on the peer. The peer can move away if it is safe. They can ask a trusted adult for help. They do not have to give in.", "B offers help without requiring the young person to give in. A refusal does not need repeated defence. Saying stop is an option if safe, not a condition for getting help. The young person is not responsible for changing the peer’s behaviour. Reteach by comparing A, where no is respected, with C, where the pressure continues.", "Individual evidence key", "Keep the actual sorting choices for at least three cards covering caring, unkind and pressuring behaviour. Keep one boundary or help response with a reason linked to C or E. Record the response mode, prompts and changes. A category label alone does not show the next step. A copied model is not individual evidence.", "", "Feedback and next teaching", "Practical check", "A, B and C provide the core contrast. D reinforces accessible caring behaviour. E adds a threat of exclusion; F is an unkind comment. Accept more than one justified category for a harmful act, especially where pressure is also unkind. Judge the explanation and next step, not rigid labels. Do not describe a whole person as bad.", "Common misunderstandings", "A gift, friendly face or apology does not cancel pressure. A single respectful request can be fine; asking repeatedly to wear someone down is pressure. A young person can seek help without first confronting the person. The young person is not to blame if they freeze, agree under pressure or cannot speak.", "Teaching boundary", "All teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.", "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_w05_Support_Cards.docx", "pdf_path": "../rshe_build_a2_w05_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Choices for the young person", "First sort the acts. Then choose a safe next step.", "", "A peer says no to lending a pencil. The teen leaves the pencil alone.", "Which act shows care in this story?", "A helpful choice", "Another choice", "The teen can respect no and find another pencil.", "The teen can keep asking until the peer gives in.", "", "Cards for the fictional case", "Sort each act.", "Story card", "Story card", "A. A teen asks to use a pencil. The peer says no. The teen leaves it alone.", "B. A peer laughs at a young person’s wrong answer.", "C. A young person says no to a game. A peer keeps asking them to join.", "D. A peer waits while a young person uses an aid to give a reply.", "E. A peer says a young person must give up a snack or cannot join the group.", "F. A peer says a young person’s work is rubbish.", "Point, say, draw or write. An adult can read. + care ! harm ? help", "", "A response for the young person", "Action choice", "Action choice", "Move away if it is safe.", "Ask a trusted adult for help.", "Say stop if it is safe.", "Give in to keep the peace.", "Act", "Next step", "Caring", "Respect the choice", "Unkind", "Get help if needed", "Pressure", "Get help; no need to give in", "One next step for the young person", "________________________________________________", "Choices and reasons", "Record", "Story card", "Next step", "Choice", "________", "________", "Act chosen", "", "", "Reason from the story", "", "", "Every answer is about the made-up young person." ] }, { "kind": "Vocabulary_Mat", "path": "../rshe_build_a2_w05_Vocabulary_Mat.docx", "pdf_path": "../rshe_build_a2_w05_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words for the stories", "Kind and respectful relationships", "Word", "Meaning", "care", "An act that helps a person.", "kind", "An act that shows care.", "respect", "Treat a person and their choice with care.", "pressure", "Trying to make a person give in.", "boundary", "A limit a person wants others to respect.", "help", "Support with a task or worry.", "choice", "An option a person can pick.", "Ways to explain the case", "The young person could ______.\nThe story says ______.\nThis could help because ______.", "The answer can be spoken, chosen, drawn or written." ] } ], "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_W03_W04_BUNDLE.zip", "revision": "accepted-2026-10-26", "sha256": "f1fe51981d1462cb6b8833eaf0c9c4b42e0d78b24fa1d1ef528dae29e02fb664" } ], "authoring_provenance": { "path": "rshe_build_a2_w05", "revision": "first-issue-2026-10-27", "note": "Newly authored tasks from the owner-approved outline. No separate workbook row is asserted. Activity lines are summaries. All people and settings are fictional." }, "external_sources": [ { "path": "../../FACTS_LEDGER.md", "note": "Approval, format and generic factual check aliases." } ], "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": "Kind and respectful relationships", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Week 5 · 30 November–4 December 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W05", "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 says no. A peer still asks them to join a game. The teen does not want to join. The peer will not stop. Is this fair? Who could help?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me recognise respectful teamwork and seek support when behaviour is wrong.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "Kind and respectful relationships", "A teen says no. A peer still asks them to join a game. The teen does not want to join. The peer will not stop. Is this fair? Who could help?", "This helps me recognise respectful teamwork and seek support when behaviour is wrong.", "Term theme: Identity & Belonging" ], "notes": "RSHE-BUILD-A2-W05 · Year A · Week beginning 30 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 question and careers statement without asking for a personal example.\nFirst and then: First sort the acts. Then choose a safe next step.\nRoutes: Supported: sort A, B and C with two choices at a time and adult reading. Choose a help or boundary action for C and select a matching reason. Record each prompt. Independent: sort the six cards, choose a response for C or E, and explain the choice using a detail from the story. Aspire: retain the sort and response, explain why repeated asking after no is pressure, and compare a helpful response in a new story.\nEvidence: Behaviour choices plus one boundary or help response and a reason, with support recorded.\nCareers: This helps me recognise respectful teamwork and seek support when behaviour is wrong.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.", "teacher_action": "Read the question and careers statement without asking for a personal example.", "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-W05", "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-W05 · Year A · Week beginning 30 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: Offer a pause, pass, time or an aid. Use only fictional cases.\nFirst and then: First sort the acts. Then choose a safe next step.\nRoutes: Supported: sort A, B and C with two choices at a time and adult reading. Choose a help or boundary action for C and select a matching reason. Record each prompt. Independent: sort the six cards, choose a response for C or E, and explain the choice using a detail from the story. Aspire: retain the sort and response, explain why repeated asking after no is pressure, and compare a helpful response in a new story.\nEvidence: Behaviour choices plus one boundary or help response and a reason, with support recorded.\nCareers: This helps me recognise respectful teamwork and seek support when behaviour is wrong.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.", "teacher_action": "Offer a pause, pass, time or an aid. Use only fictional cases.", "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-W05", "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 peer says no to lending a pencil.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The teen leaves the pencil alone.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Which act shows care in this story?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Use the story. A face is not proof.", "edition": "public" } ], "pupil_text": [ "The young person’s story", "A peer says no to lending a pencil.", "The teen leaves the pencil alone.", "Which act shows care in this story?", "Use the story. A face is not proof." ], "notes": "RSHE-BUILD-A2-W05 · Year A · Week beginning 30 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 caption. The story supplies the facts; do not infer trust or permission from a face.\nFirst and then: First sort the acts. Then choose a safe next step.\nRoutes: Supported: sort A, B and C with two choices at a time and adult reading. Choose a help or boundary action for C and select a matching reason. Record each prompt. Independent: sort the six cards, choose a response for C or E, and explain the choice using a detail from the story. Aspire: retain the sort and response, explain why repeated asking after no is pressure, and compare a helpful response in a new story.\nEvidence: Behaviour choices plus one boundary or help response and a reason, with support recorded.\nCareers: This helps me recognise respectful teamwork and seek support when behaviour is wrong.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.\nVisual: Two fictional unnamed young people sit apart at a table. An open palm supports the written refusal story. The story supplies the facts; facial expressions are not evidence of permission.\nAsset: ../../assets/a_respected_choice.jpg", "teacher_action": "Read the caption. The story supplies the facts; do not infer trust or permission from a face.", "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-W05", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Spot kind acts and pressure. Choose a helpful next step.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Sort three short story cards.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Choose a next step for the young person.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Give a reason from the story.", "edition": "public" } ], "pupil_text": [ "Today", "Spot kind acts and pressure. Choose a helpful next step.", "Sort three short story cards.", "Choose a next step for the young person.", "Give a reason from the story." ], "notes": "RSHE-BUILD-A2-W05 · Year A · Week beginning 30 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 objective and three success checks.\nFirst and then: First sort the acts. Then choose a safe next step.\nRoutes: Supported: sort A, B and C with two choices at a time and adult reading. Choose a help or boundary action for C and select a matching reason. Record each prompt. Independent: sort the six cards, choose a response for C or E, and explain the choice using a detail from the story. Aspire: retain the sort and response, explain why repeated asking after no is pressure, and compare a helpful response in a new story.\nEvidence: Behaviour choices plus one boundary or help response and a reason, with support recorded.\nCareers: This helps me recognise respectful teamwork and seek support when behaviour is wrong.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.", "teacher_action": "Read the objective and three success checks.", "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-W05", "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 peer says no to lending a pen.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The other teen keeps asking.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "This puts pressure on the peer.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "The peer can move away if it is safe.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "They can ask a trusted adult for help.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "They do not have to give in.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "First sort the acts. Then choose a safe next step.", "edition": "public" } ], "pupil_text": [ "A helpful response", "A peer says no to lending a pen.", "The other teen keeps asking.", "This puts pressure on the peer.", "The peer can move away if it is safe.", "They can ask a trusted adult for help.", "They do not have to give in.", "First sort the acts. Then choose a safe next step." ], "notes": "RSHE-BUILD-A2-W05 · Year A · Week beginning 30 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 on a separate adult set. Keep the actual sorting choices for at least three cards covering caring, unkind and pressuring behaviour. Keep one boundary or help response with a reason linked to C or E. Record the response mode, prompts and changes. A category label alone does not show the next step. A copied model is not individual evidence.\nFirst and then: First sort the acts. Then choose a safe next step.\nRoutes: Supported: sort A, B and C with two choices at a time and adult reading. Choose a help or boundary action for C and select a matching reason. Record each prompt. Independent: sort the six cards, choose a response for C or E, and explain the choice using a detail from the story. Aspire: retain the sort and response, explain why repeated asking after no is pressure, and compare a helpful response in a new story.\nEvidence: Behaviour choices plus one boundary or help response and a reason, with support recorded.\nCareers: This helps me recognise respectful teamwork and seek support when behaviour is wrong.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.", "teacher_action": "Model on a separate adult set. Keep the actual sorting choices for at least three cards covering caring, unkind and pressuring behaviour. Keep one boundary or help response with a reason linked to C or E. Record the response mode, prompts and changes. A category label alone does not show the next step. A copied model is not individual 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-W05", "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 peer keeps asking after no. What could help?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Give in so the peer will stop.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Get help from a trusted adult.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Keep the worry secret.", "edition": "public" } ], "pupil_text": [ "A choice for the young person", "A peer keeps asking after no. What could help?", "A Give in so the peer will stop.", "B Get help from a trusted adult.", "C Keep the worry secret." ], "notes": "RSHE-BUILD-A2-W05 · Year A · Week beginning 30 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: B offers help without requiring the young person to give in. A refusal does not need repeated defence. Saying stop is an option if safe, not a condition for getting help. The young person is not responsible for changing the peer’s behaviour. Reteach by comparing A, where no is respected, with C, where the pressure continues.\nFirst and then: First sort the acts. Then choose a safe next step.\nRoutes: Supported: sort A, B and C with two choices at a time and adult reading. Choose a help or boundary action for C and select a matching reason. Record each prompt. Independent: sort the six cards, choose a response for C or E, and explain the choice using a detail from the story. Aspire: retain the sort and response, explain why repeated asking after no is pressure, and compare a helpful response in a new story.\nEvidence: Behaviour choices plus one boundary or help response and a reason, with support recorded.\nCareers: This helps me recognise respectful teamwork and seek support when behaviour is wrong.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.", "teacher_action": "B offers help without requiring the young person to give in. A refusal does not need repeated defence. Saying stop is an option if safe, not a condition for getting help. The young person is not responsible for changing the peer’s behaviour. Reteach by comparing A, where no is respected, with C, where the pressure continues.", "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-W05", "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 made-up young people.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: sort three cards with help.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: sort and give a reason.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: show why repeated asks are pressure.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Each route keeps a next step and a reason.", "edition": "public" } ], "pupil_text": [ "The story task", "The task is about made-up young people.", "Supported: sort three cards with help.", "Independent: sort and give a reason.", "Aspire: show why repeated asks are pressure.", "Each route keeps a next step and a reason." ], "notes": "RSHE-BUILD-A2-W05 · Year A · Week beginning 30 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 sort A, B and C into caring, unkind or pressuring behaviour. Use five minutes to choose a boundary or help action for C and give a story-based reason. Use three minutes to try D, E or F and check whether asking once differs from pressure after no. A learner may point or use an aid while an adult reads and records.\nFirst and then: First sort the acts. Then choose a safe next step.\nRoutes: Supported: sort A, B and C with two choices at a time and adult reading. Choose a help or boundary action for C and select a matching reason. Record each prompt. Independent: sort the six cards, choose a response for C or E, and explain the choice using a detail from the story. Aspire: retain the sort and response, explain why repeated asking after no is pressure, and compare a helpful response in a new story.\nEvidence: Behaviour choices plus one boundary or help response and a reason, with support recorded.\nCareers: This helps me recognise respectful teamwork and seek support when behaviour is wrong.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.", "teacher_action": "Use four minutes to sort A, B and C into caring, unkind or pressuring behaviour. Use five minutes to choose a boundary or help action for C and give a story-based reason. Use three minutes to try D, E or F and check whether asking once differs from pressure after no. A learner may point or use an aid while an adult reads and records.", "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-W05", "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 choices for three story cards.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Show one safe next step for the teen.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Give one reason from the story.", "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 choices for three story cards.", "Show one safe next step for the teen.", "Give one reason from the story.", "The adult notes the help and any change." ], "notes": "RSHE-BUILD-A2-W05 · Year A · Week beginning 30 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: Keep the actual sorting choices for at least three cards covering caring, unkind and pressuring behaviour. Keep one boundary or help response with a reason linked to C or E. Record the response mode, prompts and changes. A category label alone does not show the next step. A copied model is not individual evidence.\nFirst and then: First sort the acts. Then choose a safe next step.\nRoutes: Supported: sort A, B and C with two choices at a time and adult reading. Choose a help or boundary action for C and select a matching reason. Record each prompt. Independent: sort the six cards, choose a response for C or E, and explain the choice using a detail from the story. Aspire: retain the sort and response, explain why repeated asking after no is pressure, and compare a helpful response in a new story.\nEvidence: Behaviour choices plus one boundary or help response and a reason, with support recorded.\nCareers: This helps me recognise respectful teamwork and seek support when behaviour is wrong.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.", "teacher_action": "Keep the actual sorting choices for at least three cards covering caring, unkind and pressuring behaviour. Keep one boundary or help response with a reason linked to C or E. Record the response mode, prompts and changes. A category label alone does not show the next step. A copied model is not individual evidence.", "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-W05", "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-W05 · Year A · Week beginning 30 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 reference, actual responses and support. Do not fill gaps with the model.\nFirst and then: First sort the acts. Then choose a safe next step.\nRoutes: Supported: sort A, B and C with two choices at a time and adult reading. Choose a help or boundary action for C and select a matching reason. Record each prompt. Independent: sort the six cards, choose a response for C or E, and explain the choice using a detail from the story. Aspire: retain the sort and response, explain why repeated asking after no is pressure, and compare a helpful response in a new story.\nEvidence: Behaviour choices plus one boundary or help response and a reason, with support recorded.\nCareers: This helps me recognise respectful teamwork and seek support when behaviour is wrong.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.", "teacher_action": "Check the case reference, actual responses and support. Do not fill gaps with the model.", "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-W05", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Which act shows care for the young person?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "What could help when a peer will not stop?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Why could that step help the teen?", "edition": "public" } ], "pupil_text": [ "Exit task", "Which act shows care for the young person?", "What could help when a peer will not stop?", "Why could that step help the teen?" ], "notes": "RSHE-BUILD-A2-W05 · Year A · Week beginning 30 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: Accept speech, point, drawing, writing or an aid. Keep the response about the fictional person.\nFirst and then: First sort the acts. Then choose a safe next step.\nRoutes: Supported: sort A, B and C with two choices at a time and adult reading. Choose a help or boundary action for C and select a matching reason. Record each prompt. Independent: sort the six cards, choose a response for C or E, and explain the choice using a detail from the story. Aspire: retain the sort and response, explain why repeated asking after no is pressure, and compare a helpful response in a new story.\nEvidence: Behaviour choices plus one boundary or help response and a reason, with support recorded.\nCareers: This helps me recognise respectful teamwork and seek support when behaviour is wrong.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.", "teacher_action": "Accept speech, point, drawing, writing or an aid. Keep the response about the fictional person.", "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-W05", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Care: An act that helps a person.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Kind: An act that shows care.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Respect: Treat a person and their choice with care.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Pressure: Trying to make a person give in.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Boundary: A limit a person wants others to respect.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Help: Support with a task or worry.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Choice: An option a person can pick.", "edition": "public" } ], "pupil_text": [ "Words that help", "Care: An act that helps a person.", "Kind: An act that shows care.", "Respect: Treat a person and their choice with care.", "Pressure: Trying to make a person give in.", "Boundary: A limit a person wants others to respect.", "Help: Support with a task or worry.", "Choice: An option a person can pick." ], "notes": "RSHE-BUILD-A2-W05 · Year A · Week beginning 30 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: Keep the word mat available. Explain each word in the story.\nFirst and then: First sort the acts. Then choose a safe next step.\nRoutes: Supported: sort A, B and C with two choices at a time and adult reading. Choose a help or boundary action for C and select a matching reason. Record each prompt. Independent: sort the six cards, choose a response for C or E, and explain the choice using a detail from the story. Aspire: retain the sort and response, explain why repeated asking after no is pressure, and compare a helpful response in a new story.\nEvidence: Behaviour choices plus one boundary or help response and a reason, with support recorded.\nCareers: This helps me recognise respectful teamwork and seek support when behaviour is wrong.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.", "teacher_action": "Keep the word mat available. Explain each word in the story.", "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-W05", "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": [ "Staff brief", "Read the planner and support route.", "Use only fictional young people and settings.", "Scribe exact words; record help.", "Keep each learner’s own evidence.", "Week 7 is the assessing lesson." ], "notes": "RSHE-BUILD-A2-W05 · Year A · Week beginning 30 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. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.\nFirst and then: First sort the acts. Then choose a safe next step.\nRoutes: Supported: sort A, B and C with two choices at a time and adult reading. Choose a help or boundary action for C and select a matching reason. Record each prompt. Independent: sort the six cards, choose a response for C or E, and explain the choice using a detail from the story. Aspire: retain the sort and response, explain why repeated asking after no is pressure, and compare a helpful response in a new story.\nEvidence: Behaviour choices plus one boundary or help response and a reason, with support recorded.\nCareers: This helps me recognise respectful teamwork and seek support when behaviour is wrong.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.", "teacher_action": "All teaching prompts concern fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparisons are required. An adult may narrate both fictional parts while the learner chooses or explains a response. Respect a pass, pause or use of an aid without asking why. If a real concern arises, listen calmly and follow the setting’s safeguarding procedure promptly. Do not promise secrecy or use a disclosure as lesson evidence. Safety is the adult’s responsibility; a child is never to blame for another person’s harmful act.", "image_text": [] } ], "weekly_plan_row": { "week": 5, "week_start": "2026-11-30", "week_end": "2026-12-04", "pathway": "BUILD", "strand": "RSHE", "year": "Year A", "term_theme": "Identity & Belonging", "thread_tags": "Thread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).", "assessing_week": 7, "assessment_role": "formative", "lesson_count": 1, "minutes": 40, "objective": "Recognise caring, unkind or pressuring behaviour and choose a helpful next step.", "unit": "Respectful relationships and help seeking", "accreditation": "The qualification and the accredited unit: staff confirm any mapping from actual work. No criteria or completion are inferred.", "assessment": "Weeks 1–6 are formative. Week 7 is the assessing lesson. Keep actual responses, support, gaps and next steps in the evidence record.", "where_this_leads": "This helps me recognise respectful teamwork and seek support when behaviour is wrong.", "actual_teaching_date": null, "evidence_id": "RSHE-BUILD-A2-W05-E1", "completion_status": null, "edition": "public" }, "edition": "public", "label": "Public edition" }