{ "schema_version": "lesson-content-1", "pathway": "BUILD", "term": "Autumn 2", "year": "Year A", "term_theme": "Identity & Belonging", "minutes": 40, "lessons_per_week": 1, "teaching_date": null, "teaching_date_inferred": false, "assessing_week": 7, "accreditation": "The qualification and the accredited unit require staff mapping from actual work. No completion is claimed.", "assessment": "Weeks 1–6 formative; Week 7 assessing. Retain actual response, support, gaps and next steps.", "publication": "School edition files stay in store. Only Public replacements with the neutral shared resources are eligible for publication. This delivery does not publish either edition.", "names_rule": "Generic wording, fictional unnamed jobs and settings, no bracketed placeholders.", "credit": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "subject": "RSHE", "id": "rshe_build_a2_w07", "lesson_code": "RSHE-BUILD-A2-W07", "title": "Care, boundaries and help: assessing lesson", "display_title": "Care, boundaries and help", "week": 7, "week_range": { "start": "2026-12-14", "end": "2026-12-18" }, "assessment_role": "assessing", "objective_verbatim": "Recognise care, apply a privacy or boundary rule and choose how to seek help.", "display_objective": "Show care, a boundary rule and a way to get help.", "approved_activity": [ "Complete individual fictional tasks covering a caring action, taught body vocabulary and a privacy or permission decision.", "Use a new concern card to show a help request and follow-up route, then review one next step after feedback." ], "where_this_leads": "This helps me show how I can respect others, protect my boundaries and ask for support.", "unit": "Reviewing care, privacy, boundaries and help", "unit_status": "descriptive grouping only; no qualification unit inferred", "calendar_note": "Year A. Autumn 2 Week 7: 14–18 December 2026. One 40-minute assessing lesson. No day or clock slot is inferred. Weeks 1–6 were formative. This lesson gathers and reviews their evidence; it introduces no new content.", "evidence": [ { "id": "RSHE-BUILD-A2-W07-E1", "description": "An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.", "status": "blank record; actual responses to be gathered" } ], "routes": { "Supported": "Read the same story and task words. Allow pointing, an aid or exact scribing. Record any reduced choices, supplied reason, answer cue or model as content support. Retain the first response before prompting.", "Independent": "Complete the fictional care, taught-word matching, privacy and permission checks, then the help request and follow-up. Review earlier evidence and choose a next step after feedback. Record help actually used.", "Aspire": "Complete the same checks. Explain a reason from each story and use earlier work to show a stronger response or an unresolved gap. This deepens review of familiar learning, without adding new content." }, "third_person_only": true, "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 dignity and voice. M: distinguish care and respect from harmful acts. So: explain choices and help routes. IL: respect a pause, pass or aid. MR: respect privacy, refusal and communication needs. No other thread is claimed." }, "vocab": [ { "word": "care", "definition": "An act that helps a person.", "edition": "both" }, { "word": "privacy", "definition": "Space to do a task in private.", "edition": "both" }, { "word": "permission", "definition": "A freely given yes to a clear request.", "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": "reply", "definition": "An answer in words, signs or an aid.", "edition": "both" }, { "word": "next step", "definition": "One thing to try or learn next.", "edition": "both" } ], "cases": [ { "id": "A", "text": "A young person needs time to talk. An adult waits while the young person uses an aid.", "prompt": "Which act shows care? Why could it help?", "key": "Waiting and allowing the person to finish shows care and respects their response mode." }, { "id": "B", "text": "A young person is changing clothes. Another person knocks and waits outside.", "prompt": "Does this respect privacy? What should the person outside do next?", "key": "Yes. Wait for a reply and permission; do not assume permission to enter." }, { "id": "C", "text": "A young person asks to borrow a pen. The owner says no.", "prompt": "What should the young person do next? Give a reason from the story.", "key": "Leave the pen alone and find another option. No must be respected; no reason or repeated asking is needed." }, { "id": "D", "text": "A peer keeps moving a young person’s bag without asking. The young person wants this to stop.", "prompt": "Show a request for help about this worry.", "key": "Describe the bag being moved and ask a trusted adult for help. A note, point, sign or aid is valid; speech and perfect words are not required." }, { "id": "E", "text": "The young person goes to the tutor for help. The tutor is away.", "prompt": "Which adult could help next? Show what the young person could ask.", "key": "Approach the duty adult, describe the unresolved bag worry and ask for help. Adults must act; the young person need not confront the peer first." } ], "body_word_task": { "word_cards": { "A": "penis", "B": "scrotum", "C": "testicles", "D": "vulva" }, "answer_key": { "A": "4", "B": "2", "C": "3", "D": "1" }, "condition": "Matching with the supplied word bank. Only terms previously taught; substitutions and omitted terms recorded separately." }, "resources": [ { "kind": "Planner", "path": "rshe_build_a2_w07_Planner.docx", "pdf_path": "rshe_build_a2_w07_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "Care, boundaries and help: assessing lesson", "Week beginning 14 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", "Recognise care, apply a privacy or boundary rule and choose how to seek help.", "Source: owner-approved weekly outline; revision approved-2026-10-26.", "Assessment focus", "Review familiar care, body words, privacy, permission and help routes. How can a young person show care and get help?", "Identify care with a reason; match taught words; apply privacy and permission rules; show a help request and follow-up; respond to feedback.", "RSHE-BUILD-A2-W07-E1: An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.", "Before pupils arrive", "Print the three Evidence Sheet and three Support Cards pages. Cut only word, meaning and role cards if useful. Gather earlier work and the usual aid. Keep answer key, word mat and earlier answers closed until review. Confirm taught body terms before the lesson and log any substitution. Plan private response turns. Use fictional third-person prompts throughout.", "Calendar and continuity", "Year A. Autumn 2 Week 7: 14–18 December 2026. One 40-minute assessing lesson. No day or clock slot is inferred. Weeks 1–6 were formative. This lesson gathers and reviews their evidence; it introduces no new content.", "Where this leads", "This helps me show how I can respect others, protect my boundaries and ask for support.", "", "Forty minute sequence", "Slide", "Min", "Action", "1", "0", "Read the title and careers line; do not invite a personal example.", "2", "3", "Offer a pause, pass or aid. Mark unobserved work.", "3", "4", "Gather actual work by code and date. Keep answers closed until review.", "4", "3", "Explain first responses, access help, content support and later feedback.", "5", "5", "Page 1, story A: record caring act and reason. Keep the key private.", "6", "4", "Page 1: match only taught words. Log terms and help. Key: A–4, B–2, C–3, D–1.", "7", "4", "Page 2: take stories B and C separately. Record each action and reason.", "8", "7", "Page 3: show request for D, then follow-up for E. Record chosen adult, worry, request and help.", "9", "4", "Review earlier work by code and date. Complete the half-term audit; retain gaps.", "10", "6", "Give one feedback point. Page 3 of Evidence Sheet: separate reply, next step, help and review date.", "11", "0", "Use the familiar word mat after initial checks; log any earlier content cue.", "12", "0", "Hidden. Read protocol, substitution note and safety boundaries before teaching.", "Initial record and later feedback", "Do not model target answers, teach a missing term or rehearse a help request before the first record. Reading and exact scribing are access support. Answer cues and reduced options are content support. Record each. After initial checks, give one specific feedback point and retain the later response separately.", "Routes and task", "Supported: Read the same story and task words. Allow pointing, an aid or exact scribing. Record any reduced choices, supplied reason, answer cue or model as content support. Retain the first response before prompting.", "Independent: Complete the fictional care, taught-word matching, privacy and permission checks, then the help request and follow-up. Review earlier evidence and choose a next step after feedback. Record help actually used.", "Aspire: Complete the same checks. Explain a reason from each story and use earlier work to show a stronger response or an unresolved gap. This deepens review of familiar learning, without adding new content.", "The word bank is part of the matching task. Record this condition. If terms or tasks are omitted, keep those gaps. Do not infer a full criterion from a reduced check.", "", "Safe teaching and evidence", "Boundaries and support", "All prompts are about fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparison is required. An adult may narrate the fictional parts while the learner chooses or explains. Respect a pass, pause or 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 record and review", "An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate. Use the criterion record and half-term audit in Staff Answers. No total score or qualification completion is inferred.", "Use VF · WS · I · NS+ · // self-edit · ? read back · R responded · E evidence. 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. Keep the initial record unchanged; record feedback and the later response separately.", "Learner voice and thread tags", "Allow the learner’s chosen response mode. Ask only about the fictional young person. Record exact responses, the help used and any decision to pause.", "S: value dignity and voice. M: distinguish care and respect from harmful acts. So: explain choices and help routes. IL: respect a pause, pass or aid. MR: respect privacy, refusal and communication needs. No other thread is claimed.", "Offer to the Communication portfolio", "A fictional help request and follow-up reply may be offered to the Communication portfolio. Keep the learner’s actual words, choices or aid response; staff confirm any mapping.", "Reflection", "Next teaching need: __________________________________________", "Learner request and change made: ______________________________", "Authority: owner-approved weekly outline, approved 26 October 2026. Earlier RSHE Weeks 1–6 inspected. Bundle shape: accepted Careers Week 7. No new workbook row is asserted." ] }, { "kind": "Weekly_Plan_Row", "path": "rshe_build_a2_w07_Weekly_Plan_Row.docx", "pdf_path": "rshe_build_a2_w07_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "Care, boundaries and help: assessing lesson", "The qualification and any accredited unit require staff mapping from actual evidence. This assessing lesson does not claim completion.", "Plan field", "Weekly row", "Pathway and strand", "BUILD · RSHE · Year A", "Term theme", "Identity & Belonging", "Week and duration", "14–18 December 2026 · week beginning 14 December · one 40-minute lesson", "Actual teaching date", "____________________________", "Objective", "Recognise care, apply a privacy or boundary rule and choose how to seek help.", "Source", "Owner-approved weekly outline; revision approved-2026-10-26.", "Unit", "Reviewing care, privacy, boundaries and help; descriptive grouping only.", "Thread tags", "Thread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).", "Planned activity", "Complete individual fictional tasks covering a caring action, taught body vocabulary and a privacy or permission decision. Use a new concern card to show a help request and follow-up route, then review one next step after feedback.", "Evidence", "An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.", "Where this leads", "This helps me show how I can respect others, protect my boundaries and ask for support.", "Access", "Fictional third-person prompts; point, speech, drawing, writing or aid. Record access and content help. Assess only taught terms.", "Assessment", "Week 7 assessing. Weeks 1–6 formative. No new content. Initial responses, later feedback and next step separate; missing work remains a gap." ] }, { "kind": "Evidence_Sheet", "path": "../rshe_build_a2_w07_Evidence_Sheet.docx", "pdf_path": "../rshe_build_a2_w07_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "First responses", "Care, boundaries and help · RSHE-BUILD-A2-W07-E1", "Learner code __________ Actual date __________", "All tasks are about made-up young people. Point, say, draw, write or use an aid. Keep the first try as it is.", "Story A: care", "An act that shows care, and why it helps", "____________________________________________________", "____________________________________________________", "Taught word check", "Word card", "First meaning card choice", "A", "________", "B", "________", "C", "________", "D", "________", "Adult: word bank used. Terms checked ______. Terms not checked ______.\nAny substitute task or extra help ______. Keep all gaps clear.", "Stories B and C: privacy and permission", "Story", "First choice, next action and reason", "B", "____________________________\n____________________________", "C", "____________________________\n____________________________", "Mode ______ Access help ______ Content prompt and when ______\nNot observed or not assessed ______ Staff role ______", "", "Help request and earlier work", "Learner code __________ Actual date __________", "Story D: the first request", "Adult chosen; worry shared and help asked for", "____________________________________________________", "____________________________________________________", "Story E: the first adult is away", "Next adult chosen; the follow-up request", "____________________________________________________", "____________________________________________________", "Mode and help with these first responses", "____________________________________________________", "Review earlier work about the made-up people", "Work code and actual date", "____________________________________________________", "What the work shows about care, a rule or help", "____________________________________________________", "____________________________________________________", "Help used; a gap or work still missing", "____________________________________________________", "Adult: link the half-term audit. New work has today’s date. Keep first answers unchanged before feedback.", "", "Response after feedback", "Learner code __________ Actual date __________", "Keep the first try. This new reply stays about the made-up young person. Reply in the same colour, on the same page or usual mode.", "One point of feedback heard", "____________________________________________________", "A new reply or choice about the story", "____________________________________________________", "____________________________________________________", "____________________________________________________", "One next step to practise", "____________________________________________________", "When to try it; the help needed", "____________________________________________________", "Adult: who heard the reply; mode and help used", "____________________________________________________", "Voice ______ Audience ______ Next-step prompt ______\nResponse kept at ______ Date ______", "Feedback code ______ Work banked: yes / part / not yet\nUnfinished work ______ Staff role ______", "R: prompt and reply kept. E: actual work stored. A blank sheet is not evidence." ] }, { "kind": "Support_Cards", "path": "../rshe_build_a2_w07_Support_Cards.docx", "pdf_path": "../rshe_build_a2_w07_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Care and taught words", "First use story A. Then match the taught words.\n+ care ? help || pause", "Story A", "A young person needs time to talk. An adult waits while the young person uses an aid.", "Which act shows care? Why could it help?", "Point, say, draw, write or use an aid. No private story is needed.", "Word cards", "A", "B", "C", "D", "penis", "scrotum", "testicles", "vulva", "Meaning cards", "Card", "Meaning", "1", "The genital parts on the outside of the body.", "2", "The skin sac that holds the testicles.", "3", "Body parts held inside the scrotum.", "4", "A body part at the front, above the scrotum.", "Match each word card to its meaning. These are taught words about body parts. They are not labels for a real person.", "Adult: use only terms taught before. Record the word bank, terms checked and any extra help. Keep all unassessed terms marked as gaps.", "", "Privacy and permission", "First read B. Then read C.\n+ care ? help || pause", "Story B", "A young person is changing clothes. Another person knocks and waits outside.", "Does this respect privacy? What should the person outside do next?", "Point, say, draw, write or use an aid.", "Story C", "A young person asks to borrow a pen. The owner says no.", "What should the young person do next? Give a reason from the story.", "Each story is made up. No one has to act it out or share a private story.", "Adult: record each first action and reason. Keep feedback until the later response stage.", "", "A route to help", "First show a request for D. Then use the next route for E.\n? help || pause", "In these stories, the tutor and duty adult are trusted adults who can help. The tutor is away in E.", "Story D", "A peer keeps moving a young person’s bag without asking. The young person wants this to stop.", "Show a request for help about this worry.", "Point, say, draw, write or use an aid. An adult can read both parts.", "Story E", "The young person goes to the tutor for help. The tutor is away.", "Which adult could help next? Show what the young person could ask.", "Adult role cards", "Tutor", "Duty adult", "First adult in this story", "Next adult in this story", "Adult: the learner gives or chooses the request. Record the worry, help sought, next adult and all prompts. Adults are responsible for helping." ] }, { "kind": "Staff_Answers", "path": "../rshe_build_a2_w07_Staff_Answers.docx", "pdf_path": "../rshe_build_a2_w07_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Assessment protocol and key", "Care, boundaries and help: assessing lesson", "Year A · Identity & Belonging · 14–18 December 2026 · 40 minutes", "Assess familiar learning through fictional tasks. Keep the word mat and earlier answers closed during initial checks. Read exactly and scribe without correction. Record the supplied word bank as a task condition; record additional answer cues, reduced options, models or reasons as content support. A pause or unobserved task is not a wrong answer.", "Check", "Expected evidence", "A · Care", "Waiting while the person uses an aid shows care. Accept listening, giving time or letting them finish, with a relevant reason. Do not infer care solely from an adult role or face.", "Taught words", "A–4: penis. B–2: scrotum. C–3: testicles. D–1: vulva. Record each first match, the word bank and any extra prompt. These terms and definitions were supplied in Week 3. This is a matching check, not unprompted recall or a full anatomy assessment.", "B · Privacy", "The act respects privacy. Wait outside for a reply and permission; do not assume permission to enter. A young person can still seek help about a private worry.", "C · Permission", "Respect no: leave the pen alone and find another option. Do not press for yes or demand a reason. Accept a story-based explanation.", "D · Help request", "Choose the tutor and communicate the bag worry plus a request for help. Example guide: the young person needs help because a peer keeps moving their bag; could the adult help stop it? Accept an aid, sign, note, point or equivalent request.", "E · Follow-up", "Choose the duty adult, explain the same unresolved worry and ask for help. Another established trusted-adult route is valid if justified and recorded. The young person need not confront the peer first.", "Taught-word substitution note", "Before the lesson, check the Week 3 record. Use only terms actually taught. If a planned term or visual was not taught or is not suitable, use an already-taught neutral body term or omit that item under the agreed teaching plan. Record the exact substitute, prior teaching reference, reason and response. Never mark the original term as achieved from a substitute. Mark it not assessed and plan follow-up separately. Do not add new vocabulary in this assessment. No body image or personal comparison is required here.", "", "Half-term evidence audit", "Learner code __________ Review date __________ Staff role __________", "Record actual work references and dates, individual responses and help. Mark present, partial, missing or not observed. Do not backdate new work or infer learning from attendance. All evidence concerns fictional cases.", "Week and focus", "Work code, date, help and status", "1 · Caring action and support map", "____________________________\n____________________________", "2 · Comfort or discomfort; help or pause", "____________________________\n____________________________", "3 · Taught body words and privacy decisions", "____________________________\n____________________________", "4 · Permission request and boundary responses", "____________________________\n____________________________", "5 · Caring, unkind or pressuring acts; helpful step", "____________________________\n____________________________", "6 · Help request, route and follow-up", "____________________________\n____________________________", "Strongest supported claim and work reference", "____________________________________________________", "Gap and planned dated check", "____________________________________________________", "Safe assessment", "All prompts are about fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparison is required. An adult may narrate the fictional parts while the learner chooses or explains. Respect a pass, pause or 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.", "", "Individual assessment review", "Learner code __________ Review date __________ Staff role __________", "For each criterion use: shown on this task without extra content prompt; shown with content support; not yet shown; or not observed/not assessed. Record access support separately. Keep omitted terms and incomplete criteria clear. No total score or qualification result is inferred.", "Criterion", "Initial judgement and evidence reference", "Care action with relevant reason", "____________________________", "Taught-word matches: each term recorded", "____________________________", "Privacy decision and next action", "____________________________", "Permission response and story reason", "____________________________", "Request: adult, worry and help sought", "____________________________", "Follow-up adult and request", "____________________________", "After feedback: keep this separate", "Record", "Actual response and reference", "Specific feedback point", "____________________________", "Later reply or changed choice", "____________________________", "Help given after feedback", "____________________________", "Next step, help and review date", "____________________________", "A corrected reply after feedback does not replace the initial record or become independent first performance. Retain both. If time or support prevents an individual response, record the gap and arrange a dated check.", "Use VF · WS · I · NS+ · // self-edit · ? read back · R responded · E evidence. 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. Keep the initial record unchanged; record feedback and the later response separately.", "Work storage code ______ Banked / part / not yet ______\nUnfinished evidence ______ Next check date ______", "This helps me show how I can respect others, protect my boundaries and ask for support." ] }, { "kind": "Vocabulary_Mat", "path": "../rshe_build_a2_w07_Vocabulary_Mat.docx", "pdf_path": "../rshe_build_a2_w07_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words for review", "Care, boundaries and help", "Use after the first checks. First hear feedback. Then show a new reply about the made-up person.", "Word", "Meaning", "care", "An act that helps a person.", "privacy", "Space to do a task in private.", "permission", "A freely given yes to a clear request.", "boundary", "A limit a person wants others to respect.", "help", "Support with a task or worry.", "reply", "An answer in words, signs or an aid.", "next step", "One thing to try or learn next.", "Words for a reply", "The act shows care because ______.\nThe young person could ______.\nThe adult could help by ______.\nA next step is ______.", "Point, say, draw, write or use an aid. No personal story is needed.\n+ care ? help || pause" ] } ], "asset": { "kind": "native text, tables and symbols", "path": null, "note": "No external images or media. No body image or personal comparison is required." }, "sources": [ { "id": "approved_outline", "path": "owner_orders/BUILD_RSHE_Autumn2_YearA_outline", "revision": "approved-2026-10-26", "note": "Approved Week 7 title, objective, two activity sentences, evidence and careers line recovered from the approved outline." }, { "id": "format", "path": "accepted/CAREERS_BUILD_A2_W07_BUNDLE.zip", "sha256": "dd10c8725b5db5d77aa5fd962f4297f4e009c681eea3413f16eabcef4f01afa1", "note": "Accepted one-week bundle shape and editable document/deck styles." }, { "id": "prior_learning_1_2", "path": "accepted/RSHE_BUILD_A2_W01_W02_BUNDLE.zip", "sha256": "d3db6a42339e1fde762ec52f48c33eb090a282b64f7218853982f0be0e771d71", "note": "Care, support map, comfort and help learning inspected." }, { "id": "prior_learning_3_4", "path": "accepted/RSHE_BUILD_A2_W03_W04_BUNDLE.zip", "sha256": "f1fe51981d1462cb6b8833eaf0c9c4b42e0d78b24fa1d1ef528dae29e02fb664", "note": "Taught body words, privacy, permission and substitution note inspected." }, { "id": "prior_learning_5_6", "path": "accepted/RSHE_BUILD_A2_W05_W06_BUNDLE.zip", "sha256": "144f24e62c32077c3611d574386a9ee2f91ee440dc812a1a0087faad38873860", "note": "Respectful acts, boundaries, help requests and follow-up inspected." } ], "authoring_provenance": { "revision": "first-issue-2026-10-27", "note": "New assessment materials implement the approved Week 7 outline. The new bag concern applies the familiar help route; it does not teach new content. No separate workbook row is asserted." }, "weekly_plan_row": { "theme": "Identity & Belonging", "objective": "Recognise care, apply a privacy or boundary rule and choose how to seek help.", "activity": "Complete individual fictional tasks covering a caring action, taught body vocabulary and a privacy or permission decision. Use a new concern card to show a help request and follow-up route, then review one next step after feedback.", "evidence": "An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.", "careers_line": "This helps me show how I can respect others, protect my boundaries and ask for support.", "thread_tags": "Thread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none)." }, "slides": [ { "number": 1, "stage": "Title and big question", "minutes": 0, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "TITLE AND BIG QUESTION", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "1 / 12", "edition": "school" }, { "name": "lesson-title", "occurrence": 0, "text": "Care, boundaries and help", "edition": "school" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Week 7 · 14–18 December 2026 · 40 minutes", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "The young person needs help. What could they do?", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "This helps me show how I can respect others, protect my boundaries and ask for support.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "school" } ], "pupil_text": [ "Care, boundaries and help", "The young person needs help. What could they do?", "This helps me show how I can respect others, protect my boundaries and ask for support.", "Term theme: Identity & Belonging" ], "notes": "RSHE-BUILD-A2-W07 · Year A · Week beginning 14 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 approved objective and careers line. The first-person careers statement is a general purpose line, not a request for personal disclosure. All tasks concern fictional young people.\nRoutes: Supported: Read the same story and task words. Allow pointing, an aid or exact scribing. Record any reduced choices, supplied reason, answer cue or model as content support. Retain the first response before prompting. Independent: Complete the fictional care, taught-word matching, privacy and permission checks, then the help request and follow-up. Review earlier evidence and choose a next step after feedback. Record help actually used. Aspire: Complete the same checks. Explain a reason from each story and use earlier work to show a stronger response or an unresolved gap. This deepens review of familiar learning, without adding new content.\nEvidence: An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.\nCareers: This helps me show how I can respect others, protect my boundaries and ask for support.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll prompts are about fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparison is required. An adult may narrate the fictional parts while the learner chooses or explains. Respect a pass, pause or 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." }, { "number": 2, "stage": "Arrival and regulation", "minutes": 3, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "ARRIVAL AND REGULATION", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "2 / 12 · 3 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "A calm start", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Choose a calm place to sit.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Ask for a short pause if needed.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Use a point, a word or your aid.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "All stories are made up.", "edition": "school" }, { "name": "body-4", "occurrence": 0, "text": "No one has to share a private story.", "edition": "school" }, { "name": "body-5", "occurrence": 0, "text": "Let each person have time.", "edition": "school" } ], "pupil_text": [ "A calm start", "Choose a calm place to sit.", "Ask for a short pause if needed.", "Use a point, a word or your aid.", "All stories are made up.", "No one has to share a private story.", "Let each person have time." ], "notes": "RSHE-BUILD-A2-W07 · Year A · Week beginning 14 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: Use the established regulation routine. Offer a pass, pause or usual aid. Never ask for a reason for declining. Mark work not observed or not assessed, not automatically wrong.\nRoutes: Supported: Read the same story and task words. Allow pointing, an aid or exact scribing. Record any reduced choices, supplied reason, answer cue or model as content support. Retain the first response before prompting. Independent: Complete the fictional care, taught-word matching, privacy and permission checks, then the help request and follow-up. Review earlier evidence and choose a next step after feedback. Record help actually used. Aspire: Complete the same checks. Explain a reason from each story and use earlier work to show a stronger response or an unresolved gap. This deepens review of familiar learning, without adding new content.\nEvidence: An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.\nCareers: This helps me show how I can respect others, protect my boundaries and ask for support.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll prompts are about fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparison is required. An adult may narrate the fictional parts while the learner chooses or explains. Respect a pass, pause or 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." }, { "number": 3, "stage": "Gather earlier work", "minutes": 4, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "GATHER EARLIER WORK", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "3 / 12 · 4 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "Gather earlier work", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Gather work from the past six weeks.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Keep each work code and its actual date.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Leave missing work marked as a gap.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "The work is about made-up young people.", "edition": "school" } ], "pupil_text": [ "Gather earlier work", "Gather work from the past six weeks.", "Keep each work code and its actual date.", "Leave missing work marked as a gap.", "The work is about made-up young people." ], "notes": "RSHE-BUILD-A2-W07 · Year A · Week beginning 14 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nGather earlier work: 4 minutes.\nTeacher: Gather the actual earlier work by code and date. Use the half-term audit in Staff Answers. Do not rehearse answers. Keep work and the word mat closed during initial checks if they would supply an answer.\nRoutes: Supported: Read the same story and task words. Allow pointing, an aid or exact scribing. Record any reduced choices, supplied reason, answer cue or model as content support. Retain the first response before prompting. Independent: Complete the fictional care, taught-word matching, privacy and permission checks, then the help request and follow-up. Review earlier evidence and choose a next step after feedback. Record help actually used. Aspire: Complete the same checks. Explain a reason from each story and use earlier work to show a stronger response or an unresolved gap. This deepens review of familiar learning, without adding new content.\nEvidence: An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.\nCareers: This helps me show how I can respect others, protect my boundaries and ask for support.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll prompts are about fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparison is required. An adult may narrate the fictional parts while the learner chooses or explains. Respect a pass, pause or 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." }, { "number": 4, "stage": "Assessment brief", "minutes": 3, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "ASSESSMENT BRIEF", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "4 / 12 · 3 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "How the check works", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Show care, a boundary rule and a way to get help.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "These checks use things taught before.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Keep the first try. The adult notes all help.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "Feedback and a new reply come at the end.", "edition": "school" } ], "pupil_text": [ "How the check works", "Show care, a boundary rule and a way to get help.", "These checks use things taught before.", "Keep the first try. The adult notes all help.", "Feedback and a new reply come at the end." ], "notes": "RSHE-BUILD-A2-W07 · Year A · Week beginning 14 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nAssessment brief: 3 minutes.\nTeacher: Explain the initial record and later feedback. Read task words exactly and scribe without correction. Reading or an aid is access support; an answer cue, reduced choice, reason or model is content support. The supplied word bank is part of the matching task and must be recorded as such.\nRoutes: Supported: Read the same story and task words. Allow pointing, an aid or exact scribing. Record any reduced choices, supplied reason, answer cue or model as content support. Retain the first response before prompting. Independent: Complete the fictional care, taught-word matching, privacy and permission checks, then the help request and follow-up. Review earlier evidence and choose a next step after feedback. Record help actually used. Aspire: Complete the same checks. Explain a reason from each story and use earlier work to show a stronger response or an unresolved gap. This deepens review of familiar learning, without adding new content.\nEvidence: An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.\nCareers: This helps me show how I can respect others, protect my boundaries and ask for support.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll prompts are about fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparison is required. An adult may narrate the fictional parts while the learner chooses or explains. Respect a pass, pause or 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." }, { "number": 5, "stage": "Initial care check", "minutes": 5, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "INITIAL CARE CHECK", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "5 / 12 · 5 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "An act of care", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Use story A on page 1.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "A young person needs time to talk.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "An adult waits while they use an aid.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "Which act shows care?", "edition": "school" }, { "name": "body-4", "occurrence": 0, "text": "Why could it help the young person?", "edition": "school" }, { "name": "body-5", "occurrence": 0, "text": "Point, say, draw, write or use an aid.", "edition": "school" }, { "name": "diagram-caption", "occurrence": 0, "text": "First choose the act. Then give a reason from the story.", "edition": "school" } ], "pupil_text": [ "An act of care", "Use story A on page 1.", "A young person needs time to talk.", "An adult waits while they use an aid.", "Which act shows care?", "Why could it help the young person?", "Point, say, draw, write or use an aid.", "First choose the act. Then give a reason from the story." ], "notes": "RSHE-BUILD-A2-W07 · Year A · Week beginning 14 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nInitial care check: 5 minutes.\nTeacher: Use Support Cards page 1 story A. Record the act of care and a story-based reason. An adult may read. Do not supply the expected waiting/listening answer before the initial record.\nRoutes: Supported: Read the same story and task words. Allow pointing, an aid or exact scribing. Record any reduced choices, supplied reason, answer cue or model as content support. Retain the first response before prompting. Independent: Complete the fictional care, taught-word matching, privacy and permission checks, then the help request and follow-up. Review earlier evidence and choose a next step after feedback. Record help actually used. Aspire: Complete the same checks. Explain a reason from each story and use earlier work to show a stronger response or an unresolved gap. This deepens review of familiar learning, without adding new content.\nEvidence: An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.\nCareers: This helps me show how I can respect others, protect my boundaries and ask for support.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll prompts are about fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparison is required. An adult may narrate the fictional parts while the learner chooses or explains. Respect a pass, pause or 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." }, { "number": 6, "stage": "Initial word check", "minutes": 4, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "INITIAL WORD CHECK", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "6 / 12 · 4 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "Taught body words", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Use the word task on page 1.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Match each taught word to its meaning.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Use only words taught in the earlier lesson.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "Keep each first choice. The adult notes help.", "edition": "school" } ], "pupil_text": [ "Taught body words", "Use the word task on page 1.", "Match each taught word to its meaning.", "Use only words taught in the earlier lesson.", "Keep each first choice. The adult notes help." ], "notes": "RSHE-BUILD-A2-W07 · Year A · Week beginning 14 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nInitial word check: 4 minutes.\nTeacher: Use the four-word matching task. Private key: A–4, B–2, C–3, D–1. Terms and meanings are those taught in Week 3. Before the lesson, confirm which terms were actually taught. Do not teach a missing word during assessment. Use the staff substitution procedure and record exactly which terms were assessed. Do not refer to anyone’s own body or infer identity from body parts.\nRoutes: Supported: Read the same story and task words. Allow pointing, an aid or exact scribing. Record any reduced choices, supplied reason, answer cue or model as content support. Retain the first response before prompting. Independent: Complete the fictional care, taught-word matching, privacy and permission checks, then the help request and follow-up. Review earlier evidence and choose a next step after feedback. Record help actually used. Aspire: Complete the same checks. Explain a reason from each story and use earlier work to show a stronger response or an unresolved gap. This deepens review of familiar learning, without adding new content.\nEvidence: An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.\nCareers: This helps me show how I can respect others, protect my boundaries and ask for support.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll prompts are about fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparison is required. An adult may narrate the fictional parts while the learner chooses or explains. Respect a pass, pause or 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." }, { "number": 7, "stage": "Initial boundary check", "minutes": 4, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "INITIAL BOUNDARY CHECK", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "7 / 12 · 4 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "Privacy and permission", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Use story B, then story C on page 2.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "B: does the act respect privacy?", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "What should the person outside do next?", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "C: the owner says no. What should happen next?", "edition": "school" }, { "name": "body-4", "occurrence": 0, "text": "Give a reason from each story.", "edition": "school" } ], "pupil_text": [ "Privacy and permission", "Use story B, then story C on page 2.", "B: does the act respect privacy?", "What should the person outside do next?", "C: the owner says no. What should happen next?", "Give a reason from each story." ], "notes": "RSHE-BUILD-A2-W07 · Year A · Week beginning 14 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nInitial boundary check: 4 minutes.\nTeacher: Use page 2 stories B and C separately. Record privacy judgement, next action and reason for B; boundary response and reason for C. No acted touch or personal comparison. Accept a justified safe response, not just a fixed phrase.\nRoutes: Supported: Read the same story and task words. Allow pointing, an aid or exact scribing. Record any reduced choices, supplied reason, answer cue or model as content support. Retain the first response before prompting. Independent: Complete the fictional care, taught-word matching, privacy and permission checks, then the help request and follow-up. Review earlier evidence and choose a next step after feedback. Record help actually used. Aspire: Complete the same checks. Explain a reason from each story and use earlier work to show a stronger response or an unresolved gap. This deepens review of familiar learning, without adding new content.\nEvidence: An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.\nCareers: This helps me show how I can respect others, protect my boundaries and ask for support.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll prompts are about fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparison is required. An adult may narrate the fictional parts while the learner chooses or explains. Respect a pass, pause or 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." }, { "number": 8, "stage": "Initial help check", "minutes": 7, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "INITIAL HELP CHECK", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "8 / 12 · 7 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "A request for help", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Use story D, then story E on page 3.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Show a help request about the young person’s worry.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "The first adult is away. Choose the next adult.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "Show what the young person could ask next.", "edition": "school" } ], "pupil_text": [ "A request for help", "Use story D, then story E on page 3.", "Show a help request about the young person’s worry.", "The first adult is away. Choose the next adult.", "Show what the young person could ask next." ], "notes": "RSHE-BUILD-A2-W07 · Year A · Week beginning 14 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nInitial help check: 7 minutes.\nTeacher: Present page 3 story D, then story E. This new bag concern applies the familiar help route; no new safety rule is taught. The fictional tutor and duty adult are trusted available roles for the story, except the tutor is away in E. Record a request that communicates the worry and asks for help, then a follow-up request to the duty adult. An adult may narrate both parts while the learner selects or explains. Safety does not depend on the young person getting perfect words or confronting the peer.\nRoutes: Supported: Read the same story and task words. Allow pointing, an aid or exact scribing. Record any reduced choices, supplied reason, answer cue or model as content support. Retain the first response before prompting. Independent: Complete the fictional care, taught-word matching, privacy and permission checks, then the help request and follow-up. Review earlier evidence and choose a next step after feedback. Record help actually used. Aspire: Complete the same checks. Explain a reason from each story and use earlier work to show a stronger response or an unresolved gap. This deepens review of familiar learning, without adding new content.\nEvidence: An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.\nCareers: This helps me show how I can respect others, protect my boundaries and ask for support.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll prompts are about fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparison is required. An adult may narrate the fictional parts while the learner chooses or explains. Respect a pass, pause or 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." }, { "number": 9, "stage": "Review earlier work", "minutes": 4, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "REVIEW EARLIER WORK", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "9 / 12 · 4 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "Review the work", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "step-number-0", "occurrence": 0, "text": "1", "edition": "school" }, { "name": "body-0", "occurrence": 0, "text": "Keep the first answers as they are.", "edition": "school" }, { "name": "step-number-1", "occurrence": 0, "text": "2", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Find earlier work about care, space or help.", "edition": "school" }, { "name": "step-number-2", "occurrence": 0, "text": "3", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Use the work to show what was learnt.", "edition": "school" }, { "name": "step-number-3", "occurrence": 0, "text": "4", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "Keep each gap and the help used clear.", "edition": "school" } ], "pupil_text": [ "Review the work", "Keep the first answers as they are.", "Find earlier work about care, space or help.", "Use the work to show what was learnt.", "Keep each gap and the help used clear." ], "notes": "RSHE-BUILD-A2-W07 · Year A · Week beginning 14 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nReview earlier work: 4 minutes.\nTeacher: Review one or more genuine earlier records about the fictional cases. Evidence Sheet page 2 holds work references, what the work shows, help and gaps. The audit covers all six weeks; not every old criterion is reassessed afresh. Missing work stays missing. A new check is dated today.\nRoutes: Supported: Read the same story and task words. Allow pointing, an aid or exact scribing. Record any reduced choices, supplied reason, answer cue or model as content support. Retain the first response before prompting. Independent: Complete the fictional care, taught-word matching, privacy and permission checks, then the help request and follow-up. Review earlier evidence and choose a next step after feedback. Record help actually used. Aspire: Complete the same checks. Explain a reason from each story and use earlier work to show a stronger response or an unresolved gap. This deepens review of familiar learning, without adding new content.\nEvidence: An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.\nCareers: This helps me show how I can respect others, protect my boundaries and ask for support.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll prompts are about fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparison is required. An adult may narrate the fictional parts while the learner chooses or explains. Respect a pass, pause or 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." }, { "number": 10, "stage": "Feedback and next step", "minutes": 6, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "FEEDBACK AND NEXT STEP", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "10 / 12 · 6 min", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "Reply and next step", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Hear one point of feedback. Keep the first try.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Use the new space to reply about the story.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Choose one next step, when to try it and any help.", "edition": "school" } ], "pupil_text": [ "Reply and next step", "Hear one point of feedback. Keep the first try.", "Use the new space to reply about the story.", "Choose one next step, when to try it and any help." ], "notes": "RSHE-BUILD-A2-W07 · Year A · Week beginning 14 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nFeedback and next step: 6 minutes.\nTeacher: After all initial checks, give one specific feedback point. Keep the learner’s later response separate on Evidence Sheet page 3. The response stays about the fictional person. Retain the first answer even if the revision is correct. Agree a practice step, support and review date; record voice and audience. Exit: confirm that next step and where work is stored.\nRoutes: Supported: Read the same story and task words. Allow pointing, an aid or exact scribing. Record any reduced choices, supplied reason, answer cue or model as content support. Retain the first response before prompting. Independent: Complete the fictional care, taught-word matching, privacy and permission checks, then the help request and follow-up. Review earlier evidence and choose a next step after feedback. Record help actually used. Aspire: Complete the same checks. Explain a reason from each story and use earlier work to show a stronger response or an unresolved gap. This deepens review of familiar learning, without adding new content.\nEvidence: An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.\nCareers: This helps me show how I can respect others, protect my boundaries and ask for support.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll prompts are about fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparison is required. An adult may narrate the fictional parts while the learner chooses or explains. Respect a pass, pause or 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." }, { "number": 11, "stage": "Words for review", "minutes": 0, "hidden": false, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "WORDS FOR REVIEW", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "11 / 12", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "Words for review", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Care: An act that helps a person.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Privacy: Space to do a task in private.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Permission: A freely given yes to a clear request.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "Boundary: A limit a person wants others to respect.", "edition": "school" }, { "name": "body-0", "occurrence": 1, "text": "Help: Support with a task or worry.", "edition": "school" }, { "name": "body-1", "occurrence": 1, "text": "Reply: An answer in words, signs or an aid.", "edition": "school" }, { "name": "body-2", "occurrence": 1, "text": "Next step: One thing to try or learn next.", "edition": "school" } ], "pupil_text": [ "Words for review", "Care: An act that helps a person.", "Privacy: Space to do a task in private.", "Permission: A freely given yes to a clear request.", "Boundary: A limit a person wants others to respect.", "Help: Support with a task or worry.", "Reply: An answer in words, signs or an aid.", "Next step: One thing to try or learn next." ], "notes": "RSHE-BUILD-A2-W07 · Year A · Week beginning 14 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/M/So (C: none); British Values IL/MR (D/RL/T: none).\nWords for review: 0 minutes.\nTeacher: Display this familiar word mat for the review after initial checks. It can supply content cues; if used earlier, record the specific help. No new vocabulary is introduced.\nRoutes: Supported: Read the same story and task words. Allow pointing, an aid or exact scribing. Record any reduced choices, supplied reason, answer cue or model as content support. Retain the first response before prompting. Independent: Complete the fictional care, taught-word matching, privacy and permission checks, then the help request and follow-up. Review earlier evidence and choose a next step after feedback. Record help actually used. Aspire: Complete the same checks. Explain a reason from each story and use earlier work to show a stronger response or an unresolved gap. This deepens review of familiar learning, without adding new content.\nEvidence: An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.\nCareers: This helps me show how I can respect others, protect my boundaries and ask for support.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll prompts are about fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparison is required. An adult may narrate the fictional parts while the learner chooses or explains. Respect a pass, pause or 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." }, { "number": 12, "stage": "Staff brief", "minutes": 0, "hidden": true, "shape_text": [ { "name": "side-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "stage-label", "occurrence": 0, "text": "STAFF BRIEF", "edition": "school" }, { "name": "slide-number-time", "occurrence": 0, "text": "12 / 12", "edition": "school" }, { "name": "slide-title", "occurrence": 0, "text": "Staff brief", "edition": "school" }, { "name": "heading-rule", "occurrence": 0, "text": "", "edition": "school" }, { "name": "printed-id", "occurrence": 0, "text": "RSHE-BUILD-A2-W07", "edition": "school" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "school" }, { "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": "school" }, { "name": "body-0", "occurrence": 0, "text": "Read the protocol and key before the lesson.", "edition": "school" }, { "name": "body-1", "occurrence": 0, "text": "Use fictional prompts; no personal disclosure.", "edition": "school" }, { "name": "body-2", "occurrence": 0, "text": "Assess only taught body words; log substitutions.", "edition": "school" }, { "name": "body-3", "occurrence": 0, "text": "Keep initial work and feedback responses separate.", "edition": "school" }, { "name": "body-4", "occurrence": 0, "text": "Record gaps and support. No completion claim.", "edition": "school" } ], "pupil_text": [ "Staff brief", "Read the protocol and key before the lesson.", "Use fictional prompts; no personal disclosure.", "Assess only taught body words; log substitutions.", "Keep initial work and feedback responses separate.", "Record gaps and support. No completion claim." ], "notes": "RSHE-BUILD-A2-W07 · Year A · Week beginning 14 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 prompts are about fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparison is required. An adult may narrate the fictional parts while the learner chooses or explains. Respect a pass, pause or 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. Use VF · WS · I · NS+ · // self-edit · ? read back · R responded · E evidence. 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. Keep the initial record unchanged; record feedback and the later response separately.\nRoutes: Supported: Read the same story and task words. Allow pointing, an aid or exact scribing. Record any reduced choices, supplied reason, answer cue or model as content support. Retain the first response before prompting. Independent: Complete the fictional care, taught-word matching, privacy and permission checks, then the help request and follow-up. Review earlier evidence and choose a next step after feedback. Record help actually used. Aspire: Complete the same checks. Explain a reason from each story and use earlier work to show a stronger response or an unresolved gap. This deepens review of familiar learning, without adding new content.\nEvidence: An individual assessment record containing actual responses, support used and gaps, with initial responses and later feedback responses kept separate.\nCareers: This helps me show how I can respect others, protect my boundaries and ask for support.\nSource: owner_orders/BUILD_RSHE_Autumn2_YearA_outline; revision approved-2026-10-26.\nAll prompts are about fictional young people. Never ask about a learner’s own body, family or experiences. No touching, personal role-play or real-life comparison is required. An adult may narrate the fictional parts while the learner chooses or explains. Respect a pass, pause or 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." } ], "edition": "public", "label": "Public edition" }