{ "schema_version": "lesson-content-1", "pathway": "BUILD", "term": "Autumn 2", "year": "Year A", "term_theme": "Identity & Belonging", "assessing_week": 7, "minutes": 40, "lessons_per_week": 1, "accreditation": "The qualification and the accredited unit: any mapping is for staff to confirm from the actual evidence. 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 worker cards, role briefs and settings. No named people, schools, places, products, platforms or awarding bodies. No bracketed placeholders.", "id": "vocational_build_a2_w01", "lesson_code": "VOCATIONAL-BUILD-A2-W01", "title": "Plan a healthy snack", "subject": "Vocational", "strand": "Independence / vocational", "assessment_role": "formative", "week": 1, "week_range": { "start": "2026-11-02", "end": "2026-11-06" }, "teaching_date": "2026-11-06", "teaching_day": "Friday", "teaching_date_inferred": false, "clock_time": null, "objective_verbatim": "Plan a simple healthy snack.", "display_objective": "Plan a simple healthy snack.", "approved_activity": [ "Use food and kit cards to plan a simple healthy snack, with a reason for the choice.", "Order the planning steps, check the plan with an adult and keep the learner’s own plan and response to feedback." ], "activity_status": "Newly authored from the selected scheme objective; not verbatim scheme activities.", "calendar_note": "Year A. Autumn 2 Week 1: 2–6 November 2026. Friday 6 November 2026, one 40-minute taught lesson. No clock time is specified. Weeks 1–6 are formative; Week 7 is assessing.", "where_this_leads": "This helps me plan a task and check what I need.", "careers_line_status": "Newly authored descriptive task connection.", "unit": "Planning a daily task", "thread_tags": { "smsc": [ "S", "So" ], "british_values": [ "IL", "MR" ], "smsc_untouched": [ "M", "C" ], "british_values_untouched": [ "D", "RL", "T" ], "line": "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).", "rationale": "S: reflect on a useful daily skill. So: share task talk and care for shared equipment. IL: choose a response mode and ask for help. MR: respect different needs and give each person time. No other thread is claimed." }, "routes": { "Supported": "Offer two suitable food cards and two kit cards at a time. Read the words, allow pointing or an aid and scribe exact choices. Use first/then. Record each prompt and supplied choice.", "Independent": "Choose food, drink and kit; order four steps; give a reason and identify an adult check. Review the completed plan and record help used.", "Aspire": "Complete the same plan, then suggest a suitable change if an item is not available. Explain why the new plan still works. No extra food preparation is required." }, "vocab": [ { "word": "snack", "definition": "A small amount of food between meals.", "edition": "both" }, { "word": "plan", "definition": "What I will do and what I need.", "edition": "both" }, { "word": "fruit", "definition": "A food such as an apple or a pear.", "edition": "both" }, { "word": "kit", "definition": "The things I need for a task.", "edition": "both" }, { "word": "step", "definition": "One part of a task.", "edition": "both" }, { "word": "check", "definition": "Look again to see what is needed.", "edition": "both" }, { "word": "help", "definition": "Support with a task.", "edition": "both" } ], "boundaries": "This is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad.", "evidence": [ { "id": "VOCATIONAL-BUILD-A2-W01-E1", "description": "An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.", "status": "Actual response and support to be recorded; not prefilled." } ], "resources": [ { "kind": "Planner", "path": "vocational_build_a2_w01_Planner.docx", "pdf_path": "vocational_build_a2_w01_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher cover", "Plan a healthy snack", "Friday 6 November 2026 · one 40-minute lesson · Year A", "Term theme: Identity & Belonging", "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).", "Objective", "Plan a simple healthy snack.", "Source: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C137. Strand and Friday slot confirmed by the owner.", "Big question and success checks", "What do I need to plan a snack?", "Choose a snack and a drink. Choose the kit and put the steps in order. Show one check to make with an adult.", "Evidence", "VOCATIONAL-BUILD-A2-W01-E1: An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.", "Prepare", "Print the two Evidence Sheet and two Support Cards pages, one Vocabulary Mat and a separate adult model set. Cut cards in advance if helpful. Use paper cards only: no food preparation, tasting, heat or blades. Provide usual aids and a clear work space.", "Calendar and progression", "Year A. Autumn 2 Week 1: 2–6 November 2026. Friday 6 November 2026, one 40-minute taught lesson. No clock time is specified. Weeks 1–6 are formative; Week 7 is assessing.", "Independence / vocational strand. The community-project strand is not used. Week 1 plans a snack; Week 2 practises washing up and cleaning after a task. This does not teach the later recipe objective.", "Careers", "This helps me plan a task and check what I need.", "", "Teaching sequence", "Slide", "Min", "Teaching action", "1", "0", "Read the objective, question, theme and careers line.", "2", "3", "Offer a pause, chosen response mode and usual aid. Record any access help.", "3", "3", "Use Support Cards page 1 to distinguish food, drink and equipment. Accept pointing or sorting. Do not use real food.", "4", "0", "Read the objective and three success checks. These are formative teaching tasks.", "5", "5", "Use the separate adult model set. Model pear, water, plate and cup; order the four planned snack steps.", "6", "5", "Show the empty kit box on the adult plan. Ask: “Is the plan ready, or do we need to add the kit?” Expected: add the kit, such as a plate and cup.", "7", "12", "Choose food, drink and kit. Order four planned snack steps. Give a reason and check with an adult.", "8", "6", "Keep the plan, reason, adult check and exact help used.", "9", "4", "Give one prompt; retain the first plan and new response. Put cards back.", "10", "2", "Ask for one check and one next step. A point, sign, drawing, speech or aid is valid.", "11", "0", "Keep the word mat available and explain words in the task.", "12", "0", "Hidden staff brief. Read the practical boundaries and key before teaching.", "Hinge response and reteach", "Show the empty kit box on the adult plan. Ask: “Is the plan ready, or do we need to add the kit?” Expected: add the kit, such as a plate and cup. If unsure, model one kit choice, then recheck with a different food card. Record the prompt; do not count the model as the learner’s own plan.", "Routes", "Supported: Offer two suitable food cards and two kit cards at a time. Read the words, allow pointing or an aid and scribe exact choices. Use first/then. Record each prompt and supplied choice.", "Independent: Choose food, drink and kit; order four steps; give a reason and identify an adult check. Review the completed plan and record help used.", "Aspire: Complete the same plan, then suggest a suitable change if an item is not available. Explain why the new plan still works. No extra food preparation is required.", "", "Safe teaching and evidence", "Boundaries and practical support", "This is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad.", "Evidence and feedback", "An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.", "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 used only when actual work is banked. Keep the first try and any later change separate.", "Keep the first attempt, actual help and any later response. No qualification mapping, attainment level or completion is inferred. Staff confirm any mapping from real evidence.", "Voice, theme and threads", "Offer speech, pointing, drawing, writing or the usual aid. Ask what help makes the task accessible. Respect a pause without demanding an explanation.", "S: reflect on a useful daily skill. So: share task talk and care for shared equipment. IL: choose a response mode and ask for help. MR: respect different needs and give each person time. No other thread is claimed.", "Communication portfolio", "A task explanation or request for help may be offered to the Communication portfolio. Keep the learner’s actual response and support; staff confirm any mapping.", "Reflection", "Next teaching need: ________________________________________", "Learner request and change made: ___________________________", "Provenance: selected workbook rows and the owner’s strand, date and Friday-slot decision. Tasks, examples and careers lines are newly authored; they are not quoted scheme criteria." ] }, { "kind": "Weekly_Plan_Row", "path": "vocational_build_a2_w01_Weekly_Plan_Row.docx", "pdf_path": "vocational_build_a2_w01_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "Plan a healthy snack", "Any qualification or accredited-unit mapping requires staff confirmation from actual evidence. No completion is inferred.", "Field", "Plan", "Pathway", "BUILD · Independence / vocational · Year A", "Theme", "Identity & Belonging", "Week", "Autumn 2 Week 1 · 2–6 November 2026", "Taught slot", "Friday 6 November 2026 · 40 minutes; clock time not supplied", "Objective", "Plan a simple healthy snack.", "Source", "BUILD Weekly - Autumn, C137; owner-selected strand and Friday slot", "Unit", "Planning a daily task", "Threads", "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).", "Activity", "Use food and kit cards to plan a simple healthy snack, with a reason for the choice. Order the planning steps, check the plan with an adult and keep the learner’s own plan and response to feedback.", "Evidence", "VOCATIONAL-BUILD-A2-W01-E1: An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.", "Careers", "This helps me plan a task and check what I need.", "Access", "Point, speech, drawing, writing or aid. Record actual prompts, adult actions and any unfinished steps.", "Assessment", "Formative. Weeks 1–6 formative; Week 7 assessing. Keep first work and later response separate." ] }, { "kind": "Evidence_Sheet", "path": "../vocational_build_a2_w01_Evidence_Sheet.docx", "pdf_path": "../vocational_build_a2_w01_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My snack plan", "Plan a healthy snack · VOCATIONAL-BUILD-A2-W01-E1", "Learner code __________ Actual date __________", "Point, say, draw, write or use an aid. The adult can read and write your words.", "Use paper cards. No food is made or eaten today.", "My food", "My drink", "____________________\n____________________", "____________________\n____________________", "The kit I need", "____________________________________________________", "____________________________________________________", "My snack steps in order", "Step", "Write, draw or place a card", "1", "________________________________", "2", "________________________________", "3", "________________________________", "4", "________________________________", "Keep this first plan. Use page 2 for a change after feedback.", "Adult: mode ______ Help given and when __________________\nWork not yet done ______ Staff role ______", "", "My check and next step", "Learner code __________ Actual date __________", "Why I chose this food", "____________________________________________________", "____________________________________________________", "One thing to check with an adult", "____________________________________________________", "One point of feedback", "____________________________________________________", "My new reply, change or retry", "____________________________________________________", "____________________________________________________", "One step to try next; the help I need", "____________________________________________________", "Adult: first try kept at ______ New reply kept at ______\nVoice ______ Audience ______ Next-step prompt ______\nMode and help ______ Review date ______", "Feedback code ______ Work banked: yes / part / not yet\nR: prompt and reply kept. E: actual work stored. A blank sheet is not evidence." ] }, { "kind": "Support_Cards", "path": "../vocational_build_a2_w01_Support_Cards.docx", "pdf_path": "../vocational_build_a2_w01_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Food, drink and kit", "First choose food and drink. Then list the kit and check the plan.", "Point, say, draw, write or use an aid. Ask for help or a pause.", "Paper choices only. No food is made or eaten today. Choose food and a drink. You may choose another suitable food with an adult.", "Food cards", "Food cards", "Apple", "Banana", "Pear", "Plain yoghurt", "Wholemeal bread", "Vegetable sticks", "Drink and kit cards", "Drink", "Kit", "Water", "Plate", "Water", "Cup", "Water", "Spoon", "Water", "Bowl", "Fruit or veg can be part of a healthy snack. Choose kit that fits the food. All real food needs an adult check first.", "", "Put the snack steps in order", "These cards are mixed up. Put the snack steps in order. Today we only plan; we do not make or eat food.", "Card", "Plan step", "A", "Wash hands and get clean kit.", "B", "Clear up and wash hands.", "C", "Check food with an adult.", "D", "Get the snack ready with an adult.", "Show a check", "Check card", "What to ask", "Food", "Does this food suit the person?", "Kit", "Do I have the right kit?", "Plan", "Is a step missing?", "I choose ______ because ______.\nI need ______.\nPlease help me check ______.", "You can point to cards, draw your plan or use an aid. No private health detail is needed." ] }, { "kind": "Vocabulary_Mat", "path": "../vocational_build_a2_w01_Vocabulary_Mat.docx", "pdf_path": "../vocational_build_a2_w01_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Plan a healthy snack", "Word", "Meaning", "snack", "A small amount of food between meals.", "plan", "What I will do and what I need.", "fruit", "A food such as an apple or a pear.", "kit", "The things I need for a task.", "step", "One part of a task.", "check", "Look again to see what is needed.", "help", "Support with a task.", "Useful words for the task", "I need ______.\nMy next step is ______.\nPlease help me check ______.", "Point, say, draw, write or use an aid. The adult can read the words." ] }, { "kind": "Staff_Answers", "path": "../vocational_build_a2_w01_Staff_Answers.docx", "pdf_path": "../vocational_build_a2_w01_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and observation", "Plan a healthy snack", "These are guides for teaching, not prefilled learner evidence. Use a separate adult model. Accept a suitable alternative with a reason. Record access help and content prompts.", "Model and task key", "This is my paper plan. No food is used. I choose a pear and a drink of water. Fruit can be part of a healthy snack. I need a plate and a cup. First check food, wash hands and get clean kit. Then get the snack ready with an adult and clear up.", "Check", "Teaching guide", "Food and drink", "A suitable fruit or vegetable choice with water is one simple option. Plain yoghurt or wholemeal bread may also fit. Suitability depends on individual needs; use paper cards only.", "Reason", "Accept “It is fruit”, “It is a veg snack” or a suitable food-based explanation. Do not require a nutrition fact or every food group in one snack.", "Kit", "Match kit to the food: a plate and cup for fruit and water; bowl and spoon for yoghurt. Extra safe kit is not automatically wrong.", "Planned snack order", "C → A → D → B: adult food check; handwashing and clean kit; get the snack ready with an adult; clear up and wash hands. Today is planning only. For a later snack, staff would arrange safe preparation, including washing fruit or vegetables as needed, and suitable support.", "Adult check", "Food suits the person; equipment is suitable; the plan is complete. No private health detail belongs on the pupil sheet.", "Hinge and reteach", "Show the empty kit box on the adult plan. Ask: “Is the plan ready, or do we need to add the kit?” Expected: add the kit, such as a plate and cup. If unsure, model one kit choice, then recheck with a different food card. Record the prompt; do not count the model as the learner’s own plan.", "Common errors", "A food choice alone is not a complete plan: add drink, suitable kit and a check. The cards show the planned snack routine; they do not authorise food preparation today. A suitable snack need not contain every food group. Do not rank learners or families by food choices.", "", "Practical protocol and evidence", "Before and during the lesson", "Print the two Evidence Sheet and two Support Cards pages, one Vocabulary Mat and a separate adult model set. Cut cards in advance if helpful. Use paper cards only: no food preparation, tasting, heat or blades. Provide usual aids and a clear work space.", "This is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad.", "The model uses pear and water; the learner may choose a different suitable option. Food groups and exact nutrition targets are not assessed. Plan any later food handling separately under the setting’s procedures; this lesson provides no permission to taste or prepare food.", "Evidence decisions", "An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.", "Record what was observed, response mode, prompts, adult actions and gaps. Suggested statuses: observed with stated help; partial; not yet observed. Do not award a total, infer a qualification result or turn a blank sheet into evidence.", "After one specific prompt, record a changed plan or practical retry separately. Keep the first attempt unchanged. The learner’s explanation may be spoken, pointed, drawn, written or given with an aid.", "Feedback and next step", "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 used only when actual work is banked. Keep the first try and any later change separate.", "Theme: Identity & Belonging. This helps me plan a task and check what I need.", "Weeks 1–6 are formative. Week 7 gathers and reviews the half-term evidence." ] } ], "sources": [ { "id": "scheme", "path": "scheme_references/BUILD_SOW.xlsx", "sha256": "730f9a86a105a50fae64cc3560deb33a8f78f8a15959c608fa0c9fc197ce5bac", "cells": { "BUILD Weekly - Autumn": [ "B137", "C137" ], "BUILD - Autumn": [ "C19", "D19", "E19", "J19", "K19" ] }, "note": "Workbook bytes inspected. Weekly objective is retained verbatim. Identifying strand labels are paraphrased. Raw workbook is not redistributed." }, { "id": "owner_decision", "path": "owner_orders/BUILD_Vocational_Autumn2_YearA_strand_decision", "revision": "confirmed-2026-10-27", "note": "Independence / vocational strand; one Friday 40-minute lesson each week; specified dates and theme. Community-project strand excluded." }, { "id": "format", "path": "accepted/CAREERS_BUILD_A2_W01_W02_BUNDLE.zip", "sha256": "5a71d1f27123692b8e110156eefdc290ddf3bf8a881f439f0e8e6d0d1b049adc", "note": "Seven-resource pattern, School/Public replacement arrangement, twelve-slide formative sequence and editable typography." } ], "authoring_provenance": { "revision": "first-issue-2026-10-27", "note": "Tasks, examples, safety instructions, careers lines and evidence forms newly authored. Week 1 plans; Week 2 practises a real supervised clean-up task. No community-project objective is used." }, "publication": { "school": "Store only.", "public": "Public replacements plus the eight shared resources; no publication performed." }, "asset": { "path": "../../assets/ASSET_NOTE.txt", "description": "Native task panels, word cards and tables; no external media." }, "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": "Plan a healthy snack", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Friday 6 November 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W01", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "What do I need to plan a snack?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me plan a task and check what I need.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "Plan a healthy snack", "What do I need to plan a snack?", "This helps me plan a task and check what I need.", "Term theme: Identity & Belonging" ], "notes": "VOCATIONAL-BUILD-A2-W01 · Year A · Friday 6 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nTitle and big question: 0 minutes.\nTeacher: Read the objective, question, theme and careers line.\nFirst and then: First choose food and drink. Then list the kit and check the plan.\nRoutes: Supported: Offer two suitable food cards and two kit cards at a time. Read the words, allow pointing or an aid and scribe exact choices. Use first/then. Record each prompt and supplied choice. Independent: Choose food, drink and kit; order four steps; give a reason and identify an adult check. Review the completed plan and record help used. Aspire: Complete the same plan, then suggest a suitable change if an item is not available. Explain why the new plan still works. No extra food preparation is required.\nEvidence: An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.\nCareers: This helps me plan a task and check what I need.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C137; owner-confirmed strand and Friday slot.\nThis is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad.", "teacher_action": "Read the objective, question, theme and careers line." }, { "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": "VOCATIONAL-BUILD-A2-W01", "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": "Choose a calm place to sit.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Ask for a short pause if needed.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point, say, draw, write or use an aid.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Give each person time.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "We use food cards today.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "No food is made or eaten.", "edition": "public" } ], "pupil_text": [ "A calm start", "Choose a calm place to sit.", "Ask for a short pause if needed.", "Point, say, draw, write or use an aid.", "Give each person time.", "We use food cards today.", "No food is made or eaten." ], "notes": "VOCATIONAL-BUILD-A2-W01 · Year A · Friday 6 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nArrival and regulation: 3 minutes.\nTeacher: Offer a pause, chosen response mode and usual aid. Record any access help.\nFirst and then: First choose food and drink. Then list the kit and check the plan.\nRoutes: Supported: Offer two suitable food cards and two kit cards at a time. Read the words, allow pointing or an aid and scribe exact choices. Use first/then. Record each prompt and supplied choice. Independent: Choose food, drink and kit; order four steps; give a reason and identify an adult check. Review the completed plan and record help used. Aspire: Complete the same plan, then suggest a suitable change if an item is not available. Explain why the new plan still works. No extra food preparation is required.\nEvidence: An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.\nCareers: This helps me plan a task and check what I need.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C137; owner-confirmed strand and Friday slot.\nThis is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad.", "teacher_action": "Offer a pause, chosen response mode and usual aid. Record any access help." }, { "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": "Look at the plan", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W01", "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 snack plan has food, a drink and kit.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Look at the food and kit cards.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Which card is food? Which is kit?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Point, say or use an aid.", "edition": "public" } ], "pupil_text": [ "Look at the plan", "A snack plan has food, a drink and kit.", "Look at the food and kit cards.", "Which card is food? Which is kit?", "Point, say or use an aid." ], "notes": "VOCATIONAL-BUILD-A2-W01 · Year A · Friday 6 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nStarter: 3 minutes.\nTeacher: Use Support Cards page 1 to distinguish food, drink and equipment. Accept pointing or sorting. Do not use real food.\nFirst and then: First choose food and drink. Then list the kit and check the plan.\nRoutes: Supported: Offer two suitable food cards and two kit cards at a time. Read the words, allow pointing or an aid and scribe exact choices. Use first/then. Record each prompt and supplied choice. Independent: Choose food, drink and kit; order four steps; give a reason and identify an adult check. Review the completed plan and record help used. Aspire: Complete the same plan, then suggest a suitable change if an item is not available. Explain why the new plan still works. No extra food preparation is required.\nEvidence: An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.\nCareers: This helps me plan a task and check what I need.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C137; owner-confirmed strand and Friday slot.\nThis is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad.", "teacher_action": "Use Support Cards page 1 to distinguish food, drink and equipment. Accept pointing or sorting. Do not use real food." }, { "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": "VOCATIONAL-BUILD-A2-W01", "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": "Plan a simple healthy snack.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Choose a snack and a drink.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Choose the kit and put the steps in order.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Show one check to make with an adult.", "edition": "public" } ], "pupil_text": [ "Today", "Plan a simple healthy snack.", "Choose a snack and a drink.", "Choose the kit and put the steps in order.", "Show one check to make with an adult." ], "notes": "VOCATIONAL-BUILD-A2-W01 · Year A · Friday 6 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nToday: 0 minutes.\nTeacher: Read the objective and three success checks. These are formative teaching tasks.\nFirst and then: First choose food and drink. Then list the kit and check the plan.\nRoutes: Supported: Offer two suitable food cards and two kit cards at a time. Read the words, allow pointing or an aid and scribe exact choices. Use first/then. Record each prompt and supplied choice. Independent: Choose food, drink and kit; order four steps; give a reason and identify an adult check. Review the completed plan and record help used. Aspire: Complete the same plan, then suggest a suitable change if an item is not available. Explain why the new plan still works. No extra food preparation is required.\nEvidence: An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.\nCareers: This helps me plan a task and check what I need.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C137; owner-confirmed strand and Friday slot.\nThis is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad.", "teacher_action": "Read the objective and three success checks. These are formative teaching tasks." }, { "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": "Watch the model", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W01", "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": "This is my paper plan. No food is used.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "I choose a pear and a drink of water.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Fruit can be part of a healthy snack.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I need a plate and a cup.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "First check food, wash hands and get clean kit.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "Then get the snack ready with an adult and clear up.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "First choose food and drink. Then list the kit and check the plan.", "edition": "public" } ], "pupil_text": [ "Watch the model", "This is my paper plan. No food is used.", "I choose a pear and a drink of water.", "Fruit can be part of a healthy snack.", "I need a plate and a cup.", "First check food, wash hands and get clean kit.", "Then get the snack ready with an adult and clear up.", "First choose food and drink. Then list the kit and check the plan." ], "notes": "VOCATIONAL-BUILD-A2-W01 · Year A · Friday 6 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nI Do: 5 minutes.\nTeacher: Use a separate adult set. Model pear, water, plate and cup, then the four planned snack steps. The learner may choose different suitable food; there is no single mandatory snack. A snack need not include every food group. Balance is considered across usual meals and snacks, not by counting all groups in one snack.\nFirst and then: First choose food and drink. Then list the kit and check the plan.\nRoutes: Supported: Offer two suitable food cards and two kit cards at a time. Read the words, allow pointing or an aid and scribe exact choices. Use first/then. Record each prompt and supplied choice. Independent: Choose food, drink and kit; order four steps; give a reason and identify an adult check. Review the completed plan and record help used. Aspire: Complete the same plan, then suggest a suitable change if an item is not available. Explain why the new plan still works. No extra food preparation is required.\nEvidence: An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.\nCareers: This helps me plan a task and check what I need.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C137; owner-confirmed strand and Friday slot.\nThis is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad.", "teacher_action": "Use a separate adult set. Model pear, water, plate and cup, then the four planned snack steps. The learner may choose different suitable food; there is no single mandatory snack. A snack need not include every food group. Balance is considered across usual meals and snacks, not by counting all groups in one snack." }, { "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": "Is the plan ready?", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W01", "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 adult plan has food and a drink.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The kit box is blank.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Is the plan ready?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Show one thing to add to the kit box.", "edition": "public" } ], "pupil_text": [ "Is the plan ready?", "The adult plan has food and a drink.", "The kit box is blank.", "Is the plan ready?", "Show one thing to add to the kit box." ], "notes": "VOCATIONAL-BUILD-A2-W01 · Year A · Friday 6 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nWe Do: 5 minutes.\nTeacher: Show the empty kit box on the adult plan. Ask: “Is the plan ready, or do we need to add the kit?” Expected: add the kit, such as a plate and cup. If unsure, model one kit choice, then recheck with a different food card. Record the prompt; do not count the model as the learner’s own plan.\nFirst and then: First choose food and drink. Then list the kit and check the plan.\nRoutes: Supported: Offer two suitable food cards and two kit cards at a time. Read the words, allow pointing or an aid and scribe exact choices. Use first/then. Record each prompt and supplied choice. Independent: Choose food, drink and kit; order four steps; give a reason and identify an adult check. Review the completed plan and record help used. Aspire: Complete the same plan, then suggest a suitable change if an item is not available. Explain why the new plan still works. No extra food preparation is required.\nEvidence: An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.\nCareers: This helps me plan a task and check what I need.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C137; owner-confirmed strand and Friday slot.\nThis is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad.", "teacher_action": "Show the empty kit box on the adult plan. Ask: “Is the plan ready, or do we need to add the kit?” Expected: add the kit, such as a plate and cup. If unsure, model one kit choice, then recheck with a different food card. Record the prompt; do not count the model as the learner’s own plan." }, { "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": "Try the task", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W01", "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": "Choose food and a drink from the cards.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Choose the kit you would need.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Put the four snack steps in order.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Give one reason for your food choice.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Ask an adult to check the plan.", "edition": "public" } ], "pupil_text": [ "Try the task", "Choose food and a drink from the cards.", "Choose the kit you would need.", "Put the four snack steps in order.", "Give one reason for your food choice.", "Ask an adult to check the plan." ], "notes": "VOCATIONAL-BUILD-A2-W01 · Year A · Friday 6 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nYou Do practice: 12 minutes.\nTeacher: Use Support Cards pages 1–2. The four planned snack steps are: check food with an adult; wash hands and get clean kit; get the snack ready with an adult; clear up and wash hands. The learner plans a later snack; they do not prepare it today. Modelled adult work stays separate.\nFirst and then: First choose food and drink. Then list the kit and check the plan.\nRoutes: Supported: Offer two suitable food cards and two kit cards at a time. Read the words, allow pointing or an aid and scribe exact choices. Use first/then. Record each prompt and supplied choice. Independent: Choose food, drink and kit; order four steps; give a reason and identify an adult check. Review the completed plan and record help used. Aspire: Complete the same plan, then suggest a suitable change if an item is not available. Explain why the new plan still works. No extra food preparation is required.\nEvidence: An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.\nCareers: This helps me plan a task and check what I need.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C137; owner-confirmed strand and Friday slot.\nThis is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad.", "teacher_action": "Use Support Cards pages 1–2. The four planned snack steps are: check food with an adult; wash hands and get clean kit; get the snack ready with an adult; clear up and wash hands. The learner plans a later snack; they do not prepare it today. Modelled adult work stays separate." }, { "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": "My work", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W01", "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 your own plan on page 1.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Show the food, drink, kit and steps.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "On page 2, show a reason and one check.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "The adult notes your words, choice and help.", "edition": "public" } ], "pupil_text": [ "My work", "Keep your own plan on page 1.", "Show the food, drink, kit and steps.", "On page 2, show a reason and one check.", "The adult notes your words, choice and help." ], "notes": "VOCATIONAL-BUILD-A2-W01 · Year A · Friday 6 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nYou Do evidence: 6 minutes.\nTeacher: Keep the actual individual plan and reason. Record any adult reading, narrowed choices, prompts, scribing or model. Accept a suitable alternative not printed on the cards. Do not pre-tick success.\nFirst and then: First choose food and drink. Then list the kit and check the plan.\nRoutes: Supported: Offer two suitable food cards and two kit cards at a time. Read the words, allow pointing or an aid and scribe exact choices. Use first/then. Record each prompt and supplied choice. Independent: Choose food, drink and kit; order four steps; give a reason and identify an adult check. Review the completed plan and record help used. Aspire: Complete the same plan, then suggest a suitable change if an item is not available. Explain why the new plan still works. No extra food preparation is required.\nEvidence: An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.\nCareers: This helps me plan a task and check what I need.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C137; owner-confirmed strand and Friday slot.\nThis is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad.", "teacher_action": "Keep the actual individual plan and reason. Record any adult reading, narrowed choices, prompts, scribing or model. Accept a suitable alternative not printed on the cards. Do not pre-tick success." }, { "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": "VOCATIONAL-BUILD-A2-W01", "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": "Hear one point of feedback.", "edition": "public" }, { "name": "step-number-1", "occurrence": 0, "text": "2", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Use page 2 for a change or new reply.", "edition": "public" }, { "name": "step-number-2", "occurrence": 0, "text": "3", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Keep the first plan and the help used.", "edition": "public" }, { "name": "step-number-3", "occurrence": 0, "text": "4", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Put the cards back and store the work.", "edition": "public" } ], "pupil_text": [ "Tidy and check", "Hear one point of feedback.", "Use page 2 for a change or new reply.", "Keep the first plan and the help used.", "Put the cards back and store the work." ], "notes": "VOCATIONAL-BUILD-A2-W01 · Year A · Friday 6 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nTidy and evidence check: 4 minutes.\nTeacher: Give one specific next-step prompt, such as “Check the kit for your food.” Keep the first plan unchanged and the new response on page 2. Bank the actual plan.\nFirst and then: First choose food and drink. Then list the kit and check the plan.\nRoutes: Supported: Offer two suitable food cards and two kit cards at a time. Read the words, allow pointing or an aid and scribe exact choices. Use first/then. Record each prompt and supplied choice. Independent: Choose food, drink and kit; order four steps; give a reason and identify an adult check. Review the completed plan and record help used. Aspire: Complete the same plan, then suggest a suitable change if an item is not available. Explain why the new plan still works. No extra food preparation is required.\nEvidence: An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.\nCareers: This helps me plan a task and check what I need.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C137; owner-confirmed strand and Friday slot.\nThis is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad.", "teacher_action": "Give one specific next-step prompt, such as “Check the kit for your food.” Keep the first plan unchanged and the new response on page 2. Bank the actual plan." }, { "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": "VOCATIONAL-BUILD-A2-W01", "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 one check your plan needs.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Show one thing you can plan next time.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point, say, draw, write or use an aid.", "edition": "public" } ], "pupil_text": [ "Exit task", "Show one check your plan needs.", "Show one thing you can plan next time.", "Point, say, draw, write or use an aid." ], "notes": "VOCATIONAL-BUILD-A2-W01 · Year A · Friday 6 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nExit ticket: 2 minutes.\nTeacher: Ask for one check and one next step. A point, sign, drawing, speech or aid is valid.\nFirst and then: First choose food and drink. Then list the kit and check the plan.\nRoutes: Supported: Offer two suitable food cards and two kit cards at a time. Read the words, allow pointing or an aid and scribe exact choices. Use first/then. Record each prompt and supplied choice. Independent: Choose food, drink and kit; order four steps; give a reason and identify an adult check. Review the completed plan and record help used. Aspire: Complete the same plan, then suggest a suitable change if an item is not available. Explain why the new plan still works. No extra food preparation is required.\nEvidence: An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.\nCareers: This helps me plan a task and check what I need.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C137; owner-confirmed strand and Friday slot.\nThis is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad.", "teacher_action": "Ask for one check and one next step. A point, sign, drawing, speech or aid is valid." }, { "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": "VOCATIONAL-BUILD-A2-W01", "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": "Snack: A small amount of food between meals.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Plan: What I will do and what I need.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Fruit: A food such as an apple or a pear.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Kit: The things I need for a task.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Step: One part of a task.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Check: Look again to see what is needed.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Help: Support with a task.", "edition": "public" } ], "pupil_text": [ "Words that help", "Snack: A small amount of food between meals.", "Plan: What I will do and what I need.", "Fruit: A food such as an apple or a pear.", "Kit: The things I need for a task.", "Step: One part of a task.", "Check: Look again to see what is needed.", "Help: Support with a task." ], "notes": "VOCATIONAL-BUILD-A2-W01 · Year A · Friday 6 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nVocabulary: 0 minutes.\nTeacher: Keep the word mat available and explain words in the task.\nFirst and then: First choose food and drink. Then list the kit and check the plan.\nRoutes: Supported: Offer two suitable food cards and two kit cards at a time. Read the words, allow pointing or an aid and scribe exact choices. Use first/then. Record each prompt and supplied choice. Independent: Choose food, drink and kit; order four steps; give a reason and identify an adult check. Review the completed plan and record help used. Aspire: Complete the same plan, then suggest a suitable change if an item is not available. Explain why the new plan still works. No extra food preparation is required.\nEvidence: An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.\nCareers: This helps me plan a task and check what I need.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C137; owner-confirmed strand and Friday slot.\nThis is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad.", "teacher_action": "Keep the word mat available and explain words in the task." }, { "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": "VOCATIONAL-BUILD-A2-W01", "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": "Friday 6 November 2026; 40 minutes; formative.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Use paper cards only; no food preparation or tasting.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Keep individual needs private; check before later food use.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Record choices, prompts, gaps and feedback response.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Week 7 is the assessing lesson.", "edition": "public" } ], "pupil_text": [ "Staff brief", "Friday 6 November 2026; 40 minutes; formative.", "Use paper cards only; no food preparation or tasting.", "Keep individual needs private; check before later food use.", "Record choices, prompts, gaps and feedback response.", "Week 7 is the assessing lesson." ], "notes": "VOCATIONAL-BUILD-A2-W01 · Year A · Friday 6 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nStaff brief: 0 minutes.\nTeacher: This is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad. 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 used only when actual work is banked. Keep the first try and any later change separate.\nFirst and then: First choose food and drink. Then list the kit and check the plan.\nRoutes: Supported: Offer two suitable food cards and two kit cards at a time. Read the words, allow pointing or an aid and scribe exact choices. Use first/then. Record each prompt and supplied choice. Independent: Choose food, drink and kit; order four steps; give a reason and identify an adult check. Review the completed plan and record help used. Aspire: Complete the same plan, then suggest a suitable change if an item is not available. Explain why the new plan still works. No extra food preparation is required.\nEvidence: An individual snack plan showing food, drink, a reason, equipment, ordered steps and an adult check; actual response mode, support and a next step are recorded.\nCareers: This helps me plan a task and check what I need.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C137; owner-confirmed strand and Friday slot.\nThis is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad.", "teacher_action": "This is a planning lesson with paper cards; no food is prepared or eaten. Do not ask learners to disclose allergies, medical needs, weight or home food access. Before any later food activity, staff must check individual allergy, dietary, texture and swallowing needs through the setting’s private procedures. Offer suitable equivalent choices. Never label a person or a family’s food choices as good or bad. 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 used only when actual work is banked. Keep the first try and any later change separate." } ], "weekly_plan_row": { "week": 1, "week_start": "2026-11-02", "week_end": "2026-11-06", "teaching_date": "2026-11-06", "teaching_day": "Friday", "minutes": 40, "objective": "Plan a simple healthy snack.", "unit": "Planning a daily task", "where_this_leads": "This helps me plan a task and check what I need.", "evidence_id": "VOCATIONAL-BUILD-A2-W01-E1", "assessment_role": "formative", "edition": "public" }, "edition": "public", "label": "Public edition" }