{ "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_w06", "lesson_code": "RSHE-BUILD-A2-W06", "title": "Ask for help and keep telling", "week": 6, "week_range": { "start": "2026-12-07", "end": "2026-12-11" }, "objective": "Identify an adult who can help and communicate a concern clearly.", "display_objective": "Show who could help a teen. Share the worry and choose a next step.", "approved_activity_summary": [ "Build a help route for a fictional young person using generic adult roles.", "Practise a request about the fictional worry and choose another adult if the first route does not help." ], "calendar_note": "Year A. Autumn 2 Week 6: 7–11 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 raise a concern and find support in learning or work.", "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: value a person’s dignity and voice. M: recognise an adult’s responsibility to act on a concern. So: communicate a worry and use support. IL: allow a pass, an aid or another safe route. MR: listen without blame and respect communication needs. No other thread is claimed." }, "evidence": [ { "id": "RSHE-BUILD-A2-W06-E1", "description": "A fictional help-route map, a help request and a follow-up choice, with prompts recorded.", "status": "not prefilled; actual response and support to be recorded" } ], "routes": { "Supported": "Supported: choose two adult-role cards from the fictional setting, select a request for A, and choose another adult for B or C. Read aloud and record each prompt.", "Independent": "Independent: build the route, compose a clear request about A, and explain the next step when the first adult is away or has not helped.", "Aspire": "Aspire: retain the route, request and follow-up choice. Adapt the request to an aid and explain the difference between an everyday follow-up and urgent help for F." }, "vocab": [ { "word": "worry", "definition": "Something that feels wrong or unsafe.", "edition": "both" }, { "word": "trusted adult", "definition": "An adult a person trusts to listen and help.", "edition": "both" }, { "word": "request", "definition": "An act of asking for help or a thing.", "edition": "both" }, { "word": "route", "definition": "A way to get help.", "edition": "both" }, { "word": "reply", "definition": "An answer in words, signs or an aid.", "edition": "both" }, { "word": "urgent", "definition": "Needing help now.", "edition": "both" }, { "word": "follow-up", "definition": "A next step when help is still needed.", "edition": "both" } ], "cases": [ { "id": "A", "text": "A peer keeps hiding a young person’s work. The young person wants help.", "judgement": "Tell a trusted adult about the hidden work.", "next_step": "Use the tutor role card. The request should describe the worry and ask for help.", "edition": "both" }, { "id": "B", "text": "The young person goes to the tutor for help. The tutor is away.", "judgement": "Choose the duty adult.", "next_step": "Use the next adult in the fictional help route. Do not wait without support.", "edition": "both" }, { "id": "C", "text": "The tutor has heard the worry. The work is still being hidden and the teen needs help.", "judgement": "Tell another trusted adult.", "next_step": "Explain that the worry is still happening and that help is still needed. Adults must act.", "edition": "both" }, { "id": "D", "text": "A young person wants help but finds speaking hard.", "judgement": "Use a note, sign or aid.", "next_step": "Accept a clear point, a drawing or a supported message. Speech is not required.", "edition": "both" }, { "id": "E", "text": "A peer asks the young person to keep a worrying act secret.", "judgement": "Tell a trusted adult.", "next_step": "A worry can be shared to get help. The young person is not to blame for seeking support.", "edition": "both" }, { "id": "F", "text": "A young person fears they may be hurt now.", "judgement": "Get urgent help now.", "next_step": "Seek a safe adult immediately and follow the emergency response route. Do not wait for a routine slot.", "edition": "both" } ], "third_person_only": true, "asset": { "path": "../../assets/a_request_for_help.jpg", "description": "A fictional unnamed young person talks with an adult across a table. The written case defines the helping role. The image does not prove that a person is safe or that a worry has been resolved." }, "resources": [ { "kind": "Planner", "path": "rshe_build_a2_w06_Planner.docx", "pdf_path": "rshe_build_a2_w06_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "Ask for help and keep telling", "Week beginning 7 December 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", "Identify an adult who can help and communicate a concern clearly.", "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 needs help. The first adult is away. Who else could help? What could the teen say?", "Choose two adults in the story. Show how the teen could ask for help. Choose what to do if help has not come.", "RSHE-BUILD-A2-W06-E1: A fictional help-route map, a help request and a follow-up choice, with prompts recorded.", "Before pupils arrive", "Print both evidence pages and all three support pages. Keep the picture whole. Cut the six story cards and helper choices. The fictional setting has a tutor and a duty adult available in a shared learning area. These are role cards, not names. Prepare a separate adult model and the usual communication aids. Review the local response procedure before teaching. No learner lists real contacts or shares a personal worry.", "Calendar and continuity", "Year A. Autumn 2 Week 6: 7–11 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 raise a concern and find support in learning or work.", "", "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", "C uses the second adult route. The person can use speech, a note, signs or an aid; polished words and eye contact are not conditions for help. If the first adult is unavailable, does not listen or the worry remains unresolved, tell another trusted adult. Reteach with the two role cards. If danger is immediate, seek urgent help now and follow the emergency response procedure.", "Routes and task", "Supported: choose two adult-role cards from the fictional setting, select a request for A, and choose another adult for B or C. Read aloud and record each prompt. Independent: build the route, compose a clear request about A, and explain the next step when the first adult is away or has not helped. Aspire: retain the route, request and follow-up choice. Adapt the request to an aid and explain the difference between an everyday follow-up and urgent help for F.", "Use four minutes to make a help route for A: choose a tutor and a duty adult as the second route. Use five minutes to form or select a request that identifies the hidden work and asks for help. Use three minutes to draw B or C and select the next adult. D offers a non-speaking route. All responses remain about the fictional young person.", "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 a map or ordered record showing two generic helping-adult roles in the fictional setting. Keep the request about A, including the worry and help sought, in the learner’s chosen mode. Record a follow-up choice for B or C and all prompts. Record what is still missing. A list of adults without a request or follow-up does not meet the full evidence line.", "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: value a person’s dignity and voice. M: recognise an adult’s responsibility to act on a concern. So: communicate a worry and use support. IL: allow a pass, an aid or another safe route. MR: listen without blame and respect communication 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_w06_Weekly_Plan_Row.docx", "pdf_path": "rshe_build_a2_w06_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "Ask for help and keep telling", "Plan field", "Weekly row", "Pathway / strand", "BUILD / RSHE · Year A", "Term theme", "Identity & Belonging", "Week / duration", "Week beginning 7 December 2026; one 40-minute lesson", "Actual teaching date", "____________________________", "Objective", "Identify an adult who can help and communicate a concern clearly.", "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 make a help route for A: choose a tutor and a duty adult as the second route. Use five minutes to form or select a request that identifies the hidden work and asks for help. Use three minutes to draw B or C and select the next adult. D offers a non-speaking route. All responses remain about the fictional young person.", "Evidence", "A fictional help-route map, a help request and a follow-up choice, with prompts recorded.", "Where this leads", "This helps me raise a concern and find support in learning or work.", "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_w06_Evidence_Sheet.docx", "pdf_path": "../rshe_build_a2_w06_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "A help route for the young person", "RSHE-BUILD-A2-W06-E1", "Learner ID ______________ Date ______________", "All questions are about the made-up young person.", "First adult role in the story and why", "________________________________________________________", "________________________________________________________", "Next adult role if the first route does not help", "________________________________________________________", "________________________________________________________", "The request about the hidden work", "________________________________________________________", "________________________________________________________", "The case response can be spoken, drawn, chosen or written.", "", "The next step if help has not come", "Learner ID ______________", "Card B or C and the teen’s next step", "________________________________________________________", "A way for the teen to ask without speech", "________________________________________________________", "What the teen could do for urgent help in F", "________________________________________________________", "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_w06_Staff_Answers.docx", "pdf_path": "../rshe_build_a2_w06_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and response guide", "Ask for help and keep telling", "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", "Tell a trusted adult about the hidden work.", "Use the tutor role card. The request should describe the worry and ask for help.", "B", "Choose the duty adult.", "Use the next adult in the fictional help route. Do not wait without support.", "C", "Tell another trusted adult.", "Explain that the worry is still happening and that help is still needed. Adults must act.", "D", "Use a note, sign or aid.", "Accept a clear point, a drawing or a supported message. Speech is not required.", "E", "Tell a trusted adult.", "A worry can be shared to get help. The young person is not to blame for seeking support.", "F", "Get urgent help now.", "Seek a safe adult immediately and follow the emergency response route. Do not wait for a routine slot.", "Model and hinge", "A peer keeps hiding a young person’s work. The young person could tell the tutor. The request could say: the teen needs help. A peer keeps hiding the teen’s work. Could the adult help stop this? If help has not come, tell another trusted adult.", "C uses the second adult route. The person can use speech, a note, signs or an aid; polished words and eye contact are not conditions for help. If the first adult is unavailable, does not listen or the worry remains unresolved, tell another trusted adult. Reteach with the two role cards. If danger is immediate, seek urgent help now and follow the emergency response procedure.", "Individual evidence key", "Keep a map or ordered record showing two generic helping-adult roles in the fictional setting. Keep the request about A, including the worry and help sought, in the learner’s chosen mode. Record a follow-up choice for B or C and all prompts. Record what is still missing. A list of adults without a request or follow-up does not meet the full evidence line.", "", "Feedback and next teaching", "Practical check", "The core case is A. B tests an unavailable adult; C tests help that has not yet dealt with the worry. D permits an aid or note. E rejects secrecy about a worry. F needs urgent help, not waiting for the usual lesson or appointment. Use role names only. The lesson is not a list of real contacts and does not ask for home details.", "Common misunderstandings", "Being older or holding a role does not make every adult safe. The fictional helpers are adults the young person trusts to listen and take action. If an adult is part of the worry, another safe adult can be approached. Keep telling does not mean repeatedly approaching an unsafe adult. A young person does not need proof or perfect words before asking for help.", "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_w06_Support_Cards.docx", "pdf_path": "../rshe_build_a2_w06_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "A route to help", "First choose a helper. Then show the request and next step.", "", "A young person has a worry in the story. They ask an adult they trust for help.", "What could the adult do to help?", "A helpful choice", "Another choice", "The adult could listen and help with the worry.", "The adult could ignore the worry.", "", "Cards for the fictional case", "Choose a next step for each story.", "Story card", "Story card", "A. A peer keeps hiding a young person’s work. The young person wants help.", "B. The young person goes to the tutor for help. The tutor is away.", "C. The tutor has heard the worry. The work is still being hidden and the teen needs help.", "D. A young person wants help but finds speaking hard.", "E. A peer asks the young person to keep a worrying act secret.", "F. A young person fears they may be hurt now.", "Point, say, draw or write. An adult can read. ? ask ! help now", "", "A help route for the young person", "Adult role", "Adult role", "Tutor in the story", "Duty adult in the story", "Another trusted adult", "An adult who can find the duty adult", "When", "Next step", "First route", "Tell the tutor", "Tutor away or help not received", "Tell the duty adult", "Harm may happen now", "Get urgent help now", "Request choices for card A", "The teen needs help. A peer hides their work. Could the adult help?", "The teen wants a new game.", "A help request about the hidden work", "________________________________________________", "The route and follow-up", "Record", "First adult", "Next adult", "Role", "________", "________", "Help request", "", "", "If help has not come", "", "", "Every answer is about the made-up young person." ] }, { "kind": "Vocabulary_Mat", "path": "../rshe_build_a2_w06_Vocabulary_Mat.docx", "pdf_path": "../rshe_build_a2_w06_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words for the stories", "Ask for help and keep telling", "Word", "Meaning", "worry", "Something that feels wrong or unsafe.", "trusted adult", "An adult a person trusts to listen and help.", "request", "An act of asking for help or a thing.", "route", "A way to get help.", "reply", "An answer in words, signs or an aid.", "urgent", "Needing help now.", "follow-up", "A next step when help is still needed.", "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_w06", "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": "Ask for help and keep telling", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Week 6 · 7–11 December 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W06", "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 needs help. The first adult is away. Who else could help? What could the teen say?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me raise a concern and find support in learning or work.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "Ask for help and keep telling", "A teen needs help. The first adult is away. Who else could help? What could the teen say?", "This helps me raise a concern and find support in learning or work.", "Term theme: Identity & Belonging" ], "notes": "RSHE-BUILD-A2-W06 · Year A · Week beginning 7 December 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 choose a helper. Then show the request and next step.\nRoutes: Supported: choose two adult-role cards from the fictional setting, select a request for A, and choose another adult for B or C. Read aloud and record each prompt. Independent: build the route, compose a clear request about A, and explain the next step when the first adult is away or has not helped. Aspire: retain the route, request and follow-up choice. Adapt the request to an aid and explain the difference between an everyday follow-up and urgent help for F.\nEvidence: A fictional help-route map, a help request and a follow-up choice, with prompts recorded.\nCareers: This helps me raise a concern and find support in learning or work.\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-W06", "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-W06 · Year A · Week beginning 7 December 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 choose a helper. Then show the request and next step.\nRoutes: Supported: choose two adult-role cards from the fictional setting, select a request for A, and choose another adult for B or C. Read aloud and record each prompt. Independent: build the route, compose a clear request about A, and explain the next step when the first adult is away or has not helped. Aspire: retain the route, request and follow-up choice. Adapt the request to an aid and explain the difference between an everyday follow-up and urgent help for F.\nEvidence: A fictional help-route map, a help request and a follow-up choice, with prompts recorded.\nCareers: This helps me raise a concern and find support in learning or work.\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-W06", "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 has a worry in the story.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "They ask an adult they trust for help.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What could the adult do to help?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "The adult can listen and act on the worry.", "edition": "public" } ], "pupil_text": [ "The young person’s story", "A young person has a worry in the story.", "They ask an adult they trust for help.", "What could the adult do to help?", "The adult can listen and act on the worry." ], "notes": "RSHE-BUILD-A2-W06 · Year A · Week beginning 7 December 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 choose a helper. Then show the request and next step.\nRoutes: Supported: choose two adult-role cards from the fictional setting, select a request for A, and choose another adult for B or C. Read aloud and record each prompt. Independent: build the route, compose a clear request about A, and explain the next step when the first adult is away or has not helped. Aspire: retain the route, request and follow-up choice. Adapt the request to an aid and explain the difference between an everyday follow-up and urgent help for F.\nEvidence: A fictional help-route map, a help request and a follow-up choice, with prompts recorded.\nCareers: This helps me raise a concern and find support in learning or work.\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: A fictional unnamed young person talks with an adult across a table. The written case defines the helping role. The image does not prove that a person is safe or that a worry has been resolved.\nAsset: ../../assets/a_request_for_help.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-W06", "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 who could help a teen. Share the worry and choose a next step.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Choose two adults in the story.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Show how the teen could ask for help.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Choose what to do if help has not come.", "edition": "public" } ], "pupil_text": [ "Today", "Show who could help a teen. Share the worry and choose a next step.", "Choose two adults in the story.", "Show how the teen could ask for help.", "Choose what to do if help has not come." ], "notes": "RSHE-BUILD-A2-W06 · Year A · Week beginning 7 December 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 choose a helper. Then show the request and next step.\nRoutes: Supported: choose two adult-role cards from the fictional setting, select a request for A, and choose another adult for B or C. Read aloud and record each prompt. Independent: build the route, compose a clear request about A, and explain the next step when the first adult is away or has not helped. Aspire: retain the route, request and follow-up choice. Adapt the request to an aid and explain the difference between an everyday follow-up and urgent help for F.\nEvidence: A fictional help-route map, a help request and a follow-up choice, with prompts recorded.\nCareers: This helps me raise a concern and find support in learning or work.\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-W06", "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 hiding a young person’s work.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The young person could tell the tutor.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "The request could say: the teen needs help.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "A peer keeps hiding the teen’s work.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Could the adult help stop this?", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "If help has not come, tell another trusted adult.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "First choose a helper. Then show the request and next step.", "edition": "public" } ], "pupil_text": [ "A helpful response", "A peer keeps hiding a young person’s work.", "The young person could tell the tutor.", "The request could say: the teen needs help.", "A peer keeps hiding the teen’s work.", "Could the adult help stop this?", "If help has not come, tell another trusted adult.", "First choose a helper. Then show the request and next step." ], "notes": "RSHE-BUILD-A2-W06 · Year A · Week beginning 7 December 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 a map or ordered record showing two generic helping-adult roles in the fictional setting. Keep the request about A, including the worry and help sought, in the learner’s chosen mode. Record a follow-up choice for B or C and all prompts. Record what is still missing. A list of adults without a request or follow-up does not meet the full evidence line.\nFirst and then: First choose a helper. Then show the request and next step.\nRoutes: Supported: choose two adult-role cards from the fictional setting, select a request for A, and choose another adult for B or C. Read aloud and record each prompt. Independent: build the route, compose a clear request about A, and explain the next step when the first adult is away or has not helped. Aspire: retain the route, request and follow-up choice. Adapt the request to an aid and explain the difference between an everyday follow-up and urgent help for F.\nEvidence: A fictional help-route map, a help request and a follow-up choice, with prompts recorded.\nCareers: This helps me raise a concern and find support in learning or work.\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 a map or ordered record showing two generic helping-adult roles in the fictional setting. Keep the request about A, including the worry and help sought, in the learner’s chosen mode. Record a follow-up choice for B or C and all prompts. Record what is still missing. A list of adults without a request or follow-up does not meet the full evidence line.", "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-W06", "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 tutor is away. What could the teen do?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Stop trying to get help.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Keep the worry secret.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Tell the duty adult about the worry.", "edition": "public" } ], "pupil_text": [ "A choice for the young person", "The tutor is away. What could the teen do?", "A Stop trying to get help.", "B Keep the worry secret.", "C Tell the duty adult about the worry." ], "notes": "RSHE-BUILD-A2-W06 · Year A · Week beginning 7 December 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: C uses the second adult route. The person can use speech, a note, signs or an aid; polished words and eye contact are not conditions for help. If the first adult is unavailable, does not listen or the worry remains unresolved, tell another trusted adult. Reteach with the two role cards. If danger is immediate, seek urgent help now and follow the emergency response procedure.\nFirst and then: First choose a helper. Then show the request and next step.\nRoutes: Supported: choose two adult-role cards from the fictional setting, select a request for A, and choose another adult for B or C. Read aloud and record each prompt. Independent: build the route, compose a clear request about A, and explain the next step when the first adult is away or has not helped. Aspire: retain the route, request and follow-up choice. Adapt the request to an aid and explain the difference between an everyday follow-up and urgent help for F.\nEvidence: A fictional help-route map, a help request and a follow-up choice, with prompts recorded.\nCareers: This helps me raise a concern and find support in learning or work.\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": "C uses the second adult route. The person can use speech, a note, signs or an aid; polished words and eye contact are not conditions for help. If the first adult is unavailable, does not listen or the worry remains unresolved, tell another trusted adult. Reteach with the two role cards. If danger is immediate, seek urgent help now and follow the emergency response procedure.", "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-W06", "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 route is for a made-up young person.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: choose role and request cards.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: make the route and request.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: show a way to ask with an aid.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Each route keeps a choice if help has not come.", "edition": "public" } ], "pupil_text": [ "The story task", "The route is for a made-up young person.", "Supported: choose role and request cards.", "Independent: make the route and request.", "Aspire: show a way to ask with an aid.", "Each route keeps a choice if help has not come." ], "notes": "RSHE-BUILD-A2-W06 · Year A · Week beginning 7 December 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 make a help route for A: choose a tutor and a duty adult as the second route. Use five minutes to form or select a request that identifies the hidden work and asks for help. Use three minutes to draw B or C and select the next adult. D offers a non-speaking route. All responses remain about the fictional young person.\nFirst and then: First choose a helper. Then show the request and next step.\nRoutes: Supported: choose two adult-role cards from the fictional setting, select a request for A, and choose another adult for B or C. Read aloud and record each prompt. Independent: build the route, compose a clear request about A, and explain the next step when the first adult is away or has not helped. Aspire: retain the route, request and follow-up choice. Adapt the request to an aid and explain the difference between an everyday follow-up and urgent help for F.\nEvidence: A fictional help-route map, a help request and a follow-up choice, with prompts recorded.\nCareers: This helps me raise a concern and find support in learning or work.\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 make a help route for A: choose a tutor and a duty adult as the second route. Use five minutes to form or select a request that identifies the hidden work and asks for help. Use three minutes to draw B or C and select the next adult. D offers a non-speaking route. All responses remain about the fictional young person.", "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-W06", "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 two adult roles in the route.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Keep the help request for the teen.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Show what to do if the first route does not help.", "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 two adult roles in the route.", "Keep the help request for the teen.", "Show what to do if the first route does not help.", "The adult notes the help and any change." ], "notes": "RSHE-BUILD-A2-W06 · Year A · Week beginning 7 December 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 a map or ordered record showing two generic helping-adult roles in the fictional setting. Keep the request about A, including the worry and help sought, in the learner’s chosen mode. Record a follow-up choice for B or C and all prompts. Record what is still missing. A list of adults without a request or follow-up does not meet the full evidence line.\nFirst and then: First choose a helper. Then show the request and next step.\nRoutes: Supported: choose two adult-role cards from the fictional setting, select a request for A, and choose another adult for B or C. Read aloud and record each prompt. Independent: build the route, compose a clear request about A, and explain the next step when the first adult is away or has not helped. Aspire: retain the route, request and follow-up choice. Adapt the request to an aid and explain the difference between an everyday follow-up and urgent help for F.\nEvidence: A fictional help-route map, a help request and a follow-up choice, with prompts recorded.\nCareers: This helps me raise a concern and find support in learning or work.\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 a map or ordered record showing two generic helping-adult roles in the fictional setting. Keep the request about A, including the worry and help sought, in the learner’s chosen mode. Record a follow-up choice for B or C and all prompts. Record what is still missing. A list of adults without a request or follow-up does not meet the full evidence line.", "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-W06", "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-W06 · Year A · Week beginning 7 December 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 choose a helper. Then show the request and next step.\nRoutes: Supported: choose two adult-role cards from the fictional setting, select a request for A, and choose another adult for B or C. Read aloud and record each prompt. Independent: build the route, compose a clear request about A, and explain the next step when the first adult is away or has not helped. Aspire: retain the route, request and follow-up choice. Adapt the request to an aid and explain the difference between an everyday follow-up and urgent help for F.\nEvidence: A fictional help-route map, a help request and a follow-up choice, with prompts recorded.\nCareers: This helps me raise a concern and find support in learning or work.\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-W06", "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": "Who else could help if the tutor is away?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "How could the teen ask without speech?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What if the teen needs help right now?", "edition": "public" } ], "pupil_text": [ "Exit task", "Who else could help if the tutor is away?", "How could the teen ask without speech?", "What if the teen needs help right now?" ], "notes": "RSHE-BUILD-A2-W06 · Year A · Week beginning 7 December 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 choose a helper. Then show the request and next step.\nRoutes: Supported: choose two adult-role cards from the fictional setting, select a request for A, and choose another adult for B or C. Read aloud and record each prompt. Independent: build the route, compose a clear request about A, and explain the next step when the first adult is away or has not helped. Aspire: retain the route, request and follow-up choice. Adapt the request to an aid and explain the difference between an everyday follow-up and urgent help for F.\nEvidence: A fictional help-route map, a help request and a follow-up choice, with prompts recorded.\nCareers: This helps me raise a concern and find support in learning or work.\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-W06", "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": "Worry: Something that feels wrong or unsafe.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Trusted adult: An adult a person trusts to listen and help.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Request: An act of asking for help or a thing.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Route: A way to get help.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Reply: An answer in words, signs or an aid.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Urgent: Needing help now.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Follow-up: A next step when help is still needed.", "edition": "public" } ], "pupil_text": [ "Words that help", "Worry: Something that feels wrong or unsafe.", "Trusted adult: An adult a person trusts to listen and help.", "Request: An act of asking for help or a thing.", "Route: A way to get help.", "Reply: An answer in words, signs or an aid.", "Urgent: Needing help now.", "Follow-up: A next step when help is still needed." ], "notes": "RSHE-BUILD-A2-W06 · Year A · Week beginning 7 December 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 choose a helper. Then show the request and next step.\nRoutes: Supported: choose two adult-role cards from the fictional setting, select a request for A, and choose another adult for B or C. Read aloud and record each prompt. Independent: build the route, compose a clear request about A, and explain the next step when the first adult is away or has not helped. Aspire: retain the route, request and follow-up choice. Adapt the request to an aid and explain the difference between an everyday follow-up and urgent help for F.\nEvidence: A fictional help-route map, a help request and a follow-up choice, with prompts recorded.\nCareers: This helps me raise a concern and find support in learning or work.\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-W06", "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-W06 · Year A · Week beginning 7 December 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 choose a helper. Then show the request and next step.\nRoutes: Supported: choose two adult-role cards from the fictional setting, select a request for A, and choose another adult for B or C. Read aloud and record each prompt. Independent: build the route, compose a clear request about A, and explain the next step when the first adult is away or has not helped. Aspire: retain the route, request and follow-up choice. Adapt the request to an aid and explain the difference between an everyday follow-up and urgent help for F.\nEvidence: A fictional help-route map, a help request and a follow-up choice, with prompts recorded.\nCareers: This helps me raise a concern and find support in learning or work.\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": 6, "week_start": "2026-12-07", "week_end": "2026-12-11", "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": "Identify an adult who can help and communicate a concern clearly.", "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 raise a concern and find support in learning or work.", "actual_teaching_date": null, "evidence_id": "RSHE-BUILD-A2-W06-E1", "completion_status": null, "edition": "public" }, "edition": "public", "label": "Public edition" }