{ "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_w02", "lesson_code": "VOCATIONAL-BUILD-A2-W02", "title": "Wash up and clean up", "subject": "Vocational", "strand": "Independence / vocational", "assessment_role": "formative", "week": 2, "week_range": { "start": "2026-11-09", "end": "2026-11-13" }, "teaching_date": "2026-11-13", "teaching_day": "Friday", "teaching_date_inferred": false, "clock_time": null, "objective_verbatim": "Wash up / clean up after an activity.", "display_objective": "Wash up and clean up after an activity.", "approved_activity": [ "After a short water-transfer activity, practise washing an unbreakable cup, spoon or tray and cleaning the work area with adult support.", "Check the finished task, record individual observed actions and respond to one point of feedback." ], "activity_status": "Newly authored from the selected scheme objective; not verbatim scheme activities.", "calendar_note": "Year A. Autumn 2 Week 2: 9–13 November 2026. Friday 13 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 care for kit and leave a shared space ready.", "careers_line_status": "Newly authored descriptive task connection.", "unit": "Washing up and caring for a shared space", "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": "Use one step card at a time, an adapted grip or a stable tray. Allow pointing to request help. Staff can support an action with consent; record exactly what the learner did and what the adult did.", "Independent": "Follow the wash, rinse, drain and surface-cleaning sequence with the agreed adult safety checks. Check the work and request help as needed. Adult safety supervision still applies.", "Aspire": "Complete the same task, explain why dish and surface cloths stay separate, and spot an unfinished step. Improve that step with adult approval; do not handle products or hotter water." }, "vocab": [ { "word": "wash", "definition": "Use water and soap to clean an item.", "edition": "both" }, { "word": "rinse", "definition": "Use clean water to take the soap off.", "edition": "both" }, { "word": "drain", "definition": "Let the water run off.", "edition": "both" }, { "word": "dry", "definition": "With no water left on it.", "edition": "both" }, { "word": "cloth", "definition": "A piece of fabric used to clean.", "edition": "both" }, { "word": "check", "definition": "Look to see if the task is done.", "edition": "both" }, { "word": "help", "definition": "Support with a task.", "edition": "both" } ], "boundaries": "Staff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing.", "evidence": [ { "id": "VOCATIONAL-BUILD-A2-W02-E1", "description": "A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.", "status": "Actual response and support to be recorded; not prefilled." } ], "resources": [ { "kind": "Planner", "path": "vocational_build_a2_w02_Planner.docx", "pdf_path": "vocational_build_a2_w02_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher cover", "Wash up and clean up", "Friday 13 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", "Wash up / clean up after an activity.", "Source: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C138. Strand and Friday slot confirmed by the owner.", "Big question and success checks", "How can I leave the space ready?", "Follow the steps to wash up. Clean the work space with the right cloth. Check the work and ask for help when needed.", "Evidence", "VOCATIONAL-BUILD-A2-W02-E1: A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.", "Prepare", "Prepare an accessible supervised station: stable tray, unbreakable cup and spoon, a small amount of clean water, wash area, fresh rinse water, draining rack, separate clean cloths for dishes and surfaces, and handwashing access. Staff check the water temperature, prepare approved detergent to its instructions and keep containers out of reach. Prepare one set per learner and a separate model set; allow one supervised washing turn at a time.", "Calendar and progression", "Year A. Autumn 2 Week 2: 9–13 November 2026. Friday 13 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 care for kit and leave a shared space ready.", "", "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", "With stable trays, each learner moves a little clean water from cup to tray using an unbreakable spoon for about one minute. No drinking, food, dyes or sensory additives. Stop spills promptly. The resulting used items and wet space give the clean-up task a real purpose.", "4", "0", "Read the objective and three success checks. These are formative teaching tasks.", "5", "5", "Use the separate adult model set. Model clearing, washing, rinsing, draining, surface cleaning and handwashing. Staff control water and products.", "6", "5", "Show a clean but wet cup and a dry storage space. Ask: “Put it away now, or let it dry first?” Expected: let it drain and air-dry, then check it is dry before storage.", "7", "12", "Each learner has a supervised turn: wash one item, rinse, drain and clean their work space. Record individual actions; retain unfinished turns.", "8", "6", "Finish the observation record; safely complete or recheck short steps. Rehearsal is not practical completion.", "9", "4", "Give one prompt and brief retry. Leave wet kit to dry; adult checks floor and products. Wash and dry hands.", "10", "2", "Accept a correct sequence step. For a floor spill: stop, keep clear and tell the adult; the adult manages the spill. Do not send the learner to find or mix a product.", "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 a clean but wet cup and a dry storage space. Ask: “Put it away now, or let it dry first?” Expected: let it drain and air-dry, then check it is dry before storage. If unsure, model the safe position on the rack and recheck with a wet spoon. The adult manages any remaining drying and later storage.", "Routes", "Supported: Use one step card at a time, an adapted grip or a stable tray. Allow pointing to request help. Staff can support an action with consent; record exactly what the learner did and what the adult did.", "Independent: Follow the wash, rinse, drain and surface-cleaning sequence with the agreed adult safety checks. Check the work and request help as needed. Adult safety supervision still applies.", "Aspire: Complete the same task, explain why dish and surface cloths stay separate, and spot an unfinished step. Improve that step with adult approval; do not handle products or hotter water.", "", "Safe teaching and evidence", "Boundaries and practical support", "Staff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing.", "Allow a supervised turn for each learner to wash one item, rinse and drain it, then clean their own work space with the separate cloth. Staff control water, detergent and spills throughout. Record individual steps while observing. For a small group, allow about three minutes per turn; prepare extra supervised stations or record unfinished turns if group size or needs require more time. Do not imply that watching a peer proves a skill.", "The six-minute evidence stage can extend individual observation. If all turns cannot be safely completed within the lesson, record the unobserved steps and plan a later opportunity. Watching, sorting cards or an adult finishing the task does not demonstrate the learner’s practical action.", "Evidence and feedback", "A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a 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.", "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_w02_Weekly_Plan_Row.docx", "pdf_path": "vocational_build_a2_w02_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "Wash up and clean up", "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 2 · 9–13 November 2026", "Taught slot", "Friday 13 November 2026 · 40 minutes; clock time not supplied", "Objective", "Wash up / clean up after an activity.", "Source", "BUILD Weekly - Autumn, C138; owner-selected strand and Friday slot", "Unit", "Washing up and caring for a shared space", "Threads", "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).", "Activity", "After a short water-transfer activity, practise washing an unbreakable cup, spoon or tray and cleaning the work area with adult support. Check the finished task, record individual observed actions and respond to one point of feedback.", "Evidence", "VOCATIONAL-BUILD-A2-W02-E1: A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.", "Careers", "This helps me care for kit and leave a shared space ready.", "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_w02_Evidence_Sheet.docx", "pdf_path": "../vocational_build_a2_w02_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My clean-up task", "Wash up and clean up · VOCATIONAL-BUILD-A2-W02-E1", "Learner code __________ Actual date __________", "Point, say, draw, write or use an aid. The adult can read and write your words.", "Task: move a little water with a spoon. Then wash up and clean the space. Wait for the adult’s check.", "Item used ______ Work space ______\nReal wet task / dry practice only / not yet done", "Step seen", "What the learner did; help used", "Clear the used kit", "________________________", "Wash each side of an item", "________________________", "Rinse with clean water", "________________________", "Leave on rack to dry", "________________________", "Use a fresh cloth for the space", "________________________", "Check space and ask for help", "________________________", "Wash and dry hands", "________________________", "Adult: do not tick a step just from watching a peer. Record your own actions apart from the learner’s actions.", "Not seen or not done ______ Adult action ______\nStaff role ______ Record time ______", "", "My check and next step", "Learner code __________ Actual date __________", "One step I did; what the adult saw", "____________________________________________________", "____________________________________________________", "One check or help request I made", "____________________________________________________", "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_w02_Support_Cards.docx", "pdf_path": "../vocational_build_a2_w02_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Wash up: step cards", "First wash, rinse and drain. Then clean the space and check.", "Point, say, draw, write or use an aid. Ask for help or a pause.", "Only use the kit and water the adult has checked. The adult handles the soap and all cleaning bottles.", "Step", "What to do", "1 · Clear", "Clear the used kit. Ask the adult where water goes.", "2 · Wash", "Use the dish cloth and soapy water. Wash each side.", "3 · Rinse", "Use clean water to take the soap off.", "4 · Drain", "Place the item on the rack. Let it dry.", "Wait for your turn. Ask for help. Leave wet kit on the rack; do not put it in the cupboard yet.", "", "Clean the space and check", "Use a fresh cloth for the work space. Keep it apart from the dish cloth.", "Step", "What to do", "5 · Clean", "Use the cloth and solution the adult gives you. Wipe the work space.", "6 · Check", "Check the kit, space and floor with an adult.", "7 · Hands", "Wash your hands with soap and water. Dry them.", "Help cards", "What happens", "What to do", "Water spills on the floor.", "Stop. Keep clear. Tell the adult.", "A step is hard.", "Stop and ask for help.", "The item is still wet.", "Leave it on the rack to dry.", "A bottle is in the way.", "Ask the adult to move it.", "Please help me with ______.\nI have done ______.\nI need to check ______.", "Point, say or use an aid. A dry practice can help you learn the steps. It does not show that you have washed the item." ] }, { "kind": "Vocabulary_Mat", "path": "../vocational_build_a2_w02_Vocabulary_Mat.docx", "pdf_path": "../vocational_build_a2_w02_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Wash up and clean up", "Word", "Meaning", "wash", "Use water and soap to clean an item.", "rinse", "Use clean water to take the soap off.", "drain", "Let the water run off.", "dry", "With no water left on it.", "cloth", "A piece of fabric used to clean.", "check", "Look to see if the task is done.", "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_w02_Staff_Answers.docx", "pdf_path": "../vocational_build_a2_w02_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and observation", "Wash up and clean up", "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", "The water task is done. I clear the tray. An adult checks the water and adds the soap. I wash each side of the cup. I rinse it with clean water. I put it on the rack to drain and dry. I use a fresh cloth to clean the work space.", "Step", "Look for", "Clear", "Used items moved safely; learner asks where to empty clean task water.", "Wash", "All surfaces of an item washed with the prepared solution; actual learner action recorded.", "Rinse and drain", "Soap rinsed off in fresh water; item left safely on rack. Adult changes water as needed.", "Clean space", "Separate clean surface cloth used; surface wiped. Staff finish any required disinfection separately.", "Check and hands", "Learner checks the space, communicates a concern or help request, then washes and dries hands.", "Storage", "Wet items remain on rack. Staff arrange later storage once dry. Do not mark later storage as learner evidence unless observed.", "Hinge and reteach", "Show a clean but wet cup and a dry storage space. Ask: “Put it away now, or let it dry first?” Expected: let it drain and air-dry, then check it is dry before storage. If unsure, model the safe position on the rack and recheck with a wet spoon. The adult manages any remaining drying and later storage.", "Common errors", "A quick rinse is not the same as washing. A wet item is not ready for storage. Dish and surface cloths are separate. Looking clean does not prove disinfection. Adult completion, peer performance and dry rehearsal must not be logged as the learner’s washing skill.", "", "Practical protocol and evidence", "Before and during the lesson", "Prepare an accessible supervised station: stable tray, unbreakable cup and spoon, a small amount of clean water, wash area, fresh rinse water, draining rack, separate clean cloths for dishes and surfaces, and handwashing access. Staff check the water temperature, prepare approved detergent to its instructions and keep containers out of reach. Prepare one set per learner and a separate model set; allow one supervised washing turn at a time.", "Staff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing.", "With stable trays, each learner moves a little clean water from cup to tray using an unbreakable spoon for about one minute. No drinking, food, dyes or sensory additives. Stop spills promptly. The resulting used items and wet space give the clean-up task a real purpose.", "Allow a supervised turn for each learner to wash one item, rinse and drain it, then clean their own work space with the separate cloth. Staff control water, detergent and spills throughout. Record individual steps while observing. For a small group, allow about three minutes per turn; prepare extra supervised stations or record unfinished turns if group size or needs require more time. Do not imply that watching a peer proves a skill.", "Give one specific prompt and allow a brief safe retry. Record first performance and retry separately. Leave wet items on the rack. Staff arrange later storage once dry and complete residual cleaning; do not rush drying to claim completion. End with handwashing and drying after any further cleaning.", "Evidence decisions", "A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.", "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 care for kit and leave a shared space ready.", "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": [ "B138", "C138" ], "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": "Wash up and clean up", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Friday 13 November 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W02", "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": "How can I leave the space ready?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me care for kit and leave a shared space ready.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "Wash up and clean up", "How can I leave the space ready?", "This helps me care for kit and leave a shared space ready.", "Term theme: Identity & Belonging" ], "notes": "VOCATIONAL-BUILD-A2-W02 · Year A · Friday 13 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 wash, rinse and drain. Then clean the space and check.\nRoutes: Supported: Use one step card at a time, an adapted grip or a stable tray. Allow pointing to request help. Staff can support an action with consent; record exactly what the learner did and what the adult did. Independent: Follow the wash, rinse, drain and surface-cleaning sequence with the agreed adult safety checks. Check the work and request help as needed. Adult safety supervision still applies. Aspire: Complete the same task, explain why dish and surface cloths stay separate, and spot an unfinished step. Improve that step with adult approval; do not handle products or hotter water.\nEvidence: A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.\nCareers: This helps me care for kit and leave a shared space ready.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C138; owner-confirmed strand and Friday slot.\nStaff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing.", "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-W02", "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 safe place to work.", "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 or use an aid.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Give each person time.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Wait for the adult’s check.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "Ask for help if a step feels hard.", "edition": "public" } ], "pupil_text": [ "A calm start", "Choose a safe place to work.", "Ask for a short pause if needed.", "Point, say or use an aid.", "Give each person time.", "Wait for the adult’s check.", "Ask for help if a step feels hard." ], "notes": "VOCATIONAL-BUILD-A2-W02 · Year A · Friday 13 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 wash, rinse and drain. Then clean the space and check.\nRoutes: Supported: Use one step card at a time, an adapted grip or a stable tray. Allow pointing to request help. Staff can support an action with consent; record exactly what the learner did and what the adult did. Independent: Follow the wash, rinse, drain and surface-cleaning sequence with the agreed adult safety checks. Check the work and request help as needed. Adult safety supervision still applies. Aspire: Complete the same task, explain why dish and surface cloths stay separate, and spot an unfinished step. Improve that step with adult approval; do not handle products or hotter water.\nEvidence: A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.\nCareers: This helps me care for kit and leave a shared space ready.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C138; owner-confirmed strand and Friday slot.\nStaff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing.", "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": "Finish the water task", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W02", "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": "An adult runs a short water task.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Use a spoon to move water from cup to tray.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Keep the water in the tray.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "The task is done. What needs to be clean?", "edition": "public" } ], "pupil_text": [ "Finish the water task", "An adult runs a short water task.", "Use a spoon to move water from cup to tray.", "Keep the water in the tray.", "The task is done. What needs to be clean?" ], "notes": "VOCATIONAL-BUILD-A2-W02 · Year A · Friday 13 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: With stable trays, each learner moves a little clean water from cup to tray using an unbreakable spoon for about one minute. No drinking, food, dyes or sensory additives. Stop spills promptly. The resulting used items and wet space give the clean-up task a real purpose.\nFirst and then: First wash, rinse and drain. Then clean the space and check.\nRoutes: Supported: Use one step card at a time, an adapted grip or a stable tray. Allow pointing to request help. Staff can support an action with consent; record exactly what the learner did and what the adult did. Independent: Follow the wash, rinse, drain and surface-cleaning sequence with the agreed adult safety checks. Check the work and request help as needed. Adult safety supervision still applies. Aspire: Complete the same task, explain why dish and surface cloths stay separate, and spot an unfinished step. Improve that step with adult approval; do not handle products or hotter water.\nEvidence: A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.\nCareers: This helps me care for kit and leave a shared space ready.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C138; owner-confirmed strand and Friday slot.\nStaff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing.", "teacher_action": "With stable trays, each learner moves a little clean water from cup to tray using an unbreakable spoon for about one minute. No drinking, food, dyes or sensory additives. Stop spills promptly. The resulting used items and wet space give the clean-up task a real purpose." }, { "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-W02", "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": "Wash up and clean up after an activity.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Follow the steps to wash up.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Clean the work space with the right cloth.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Check the work and ask for help when needed.", "edition": "public" } ], "pupil_text": [ "Today", "Wash up and clean up after an activity.", "Follow the steps to wash up.", "Clean the work space with the right cloth.", "Check the work and ask for help when needed." ], "notes": "VOCATIONAL-BUILD-A2-W02 · Year A · Friday 13 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 wash, rinse and drain. Then clean the space and check.\nRoutes: Supported: Use one step card at a time, an adapted grip or a stable tray. Allow pointing to request help. Staff can support an action with consent; record exactly what the learner did and what the adult did. Independent: Follow the wash, rinse, drain and surface-cleaning sequence with the agreed adult safety checks. Check the work and request help as needed. Adult safety supervision still applies. Aspire: Complete the same task, explain why dish and surface cloths stay separate, and spot an unfinished step. Improve that step with adult approval; do not handle products or hotter water.\nEvidence: A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.\nCareers: This helps me care for kit and leave a shared space ready.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C138; owner-confirmed strand and Friday slot.\nStaff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing.", "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-W02", "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 water task is done. I clear the tray.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "An adult checks the water and adds the soap.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I wash each side of the cup.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I rinse it with clean water.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "I put it on the rack to drain and dry.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "I use a fresh cloth to clean the work space.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "First wash, rinse and drain. Then clean the space and check.", "edition": "public" } ], "pupil_text": [ "Watch the model", "The water task is done. I clear the tray.", "An adult checks the water and adds the soap.", "I wash each side of the cup.", "I rinse it with clean water.", "I put it on the rack to drain and dry.", "I use a fresh cloth to clean the work space.", "First wash, rinse and drain. Then clean the space and check." ], "notes": "VOCATIONAL-BUILD-A2-W02 · Year A · Friday 13 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 used cup or tray. Clear the area. Staff check water and prepared washing-up solution. Wash all surfaces using the dish cloth, rinse in fresh water, then drain and air-dry. Use the separate surface cloth with adult-prepared solution to wipe the work area; staff check dryness and finish any required procedure. Demonstrate soap-and-water handwashing and drying after the task.\nFirst and then: First wash, rinse and drain. Then clean the space and check.\nRoutes: Supported: Use one step card at a time, an adapted grip or a stable tray. Allow pointing to request help. Staff can support an action with consent; record exactly what the learner did and what the adult did. Independent: Follow the wash, rinse, drain and surface-cleaning sequence with the agreed adult safety checks. Check the work and request help as needed. Adult safety supervision still applies. Aspire: Complete the same task, explain why dish and surface cloths stay separate, and spot an unfinished step. Improve that step with adult approval; do not handle products or hotter water.\nEvidence: A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.\nCareers: This helps me care for kit and leave a shared space ready.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C138; owner-confirmed strand and Friday slot.\nStaff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing.", "teacher_action": "Use a separate used cup or tray. Clear the area. Staff check water and prepared washing-up solution. Wash all surfaces using the dish cloth, rinse in fresh water, then drain and air-dry. Use the separate surface cloth with adult-prepared solution to wipe the work area; staff check dryness and finish any required procedure. Demonstrate soap-and-water handwashing and drying after the task." }, { "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 it ready to store?", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W02", "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 cup is clean but still wet.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The cupboard is dry.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Put it away now, or let it dry first?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Point to the safe place for the wet cup.", "edition": "public" } ], "pupil_text": [ "Is it ready to store?", "The cup is clean but still wet.", "The cupboard is dry.", "Put it away now, or let it dry first?", "Point to the safe place for the wet cup." ], "notes": "VOCATIONAL-BUILD-A2-W02 · Year A · Friday 13 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 a clean but wet cup and a dry storage space. Ask: “Put it away now, or let it dry first?” Expected: let it drain and air-dry, then check it is dry before storage. If unsure, model the safe position on the rack and recheck with a wet spoon. The adult manages any remaining drying and later storage.\nFirst and then: First wash, rinse and drain. Then clean the space and check.\nRoutes: Supported: Use one step card at a time, an adapted grip or a stable tray. Allow pointing to request help. Staff can support an action with consent; record exactly what the learner did and what the adult did. Independent: Follow the wash, rinse, drain and surface-cleaning sequence with the agreed adult safety checks. Check the work and request help as needed. Adult safety supervision still applies. Aspire: Complete the same task, explain why dish and surface cloths stay separate, and spot an unfinished step. Improve that step with adult approval; do not handle products or hotter water.\nEvidence: A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.\nCareers: This helps me care for kit and leave a shared space ready.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C138; owner-confirmed strand and Friday slot.\nStaff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing.", "teacher_action": "Show a clean but wet cup and a dry storage space. Ask: “Put it away now, or let it dry first?” Expected: let it drain and air-dry, then check it is dry before storage. If unsure, model the safe position on the rack and recheck with a wet spoon. The adult manages any remaining drying and later storage." }, { "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-W02", "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": "Wait for the adult to check the wash space.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Clear, wash, rinse and drain your item.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Use a fresh cloth to clean the work space.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Check the item, space and floor with an adult.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Wash and dry your hands when done.", "edition": "public" } ], "pupil_text": [ "Try the task", "Wait for the adult to check the wash space.", "Clear, wash, rinse and drain your item.", "Use a fresh cloth to clean the work space.", "Check the item, space and floor with an adult.", "Wash and dry your hands when done." ], "notes": "VOCATIONAL-BUILD-A2-W02 · Year A · Friday 13 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: Allow a supervised turn for each learner to wash one item, rinse and drain it, then clean their own work space with the separate cloth. Staff control water, detergent and spills throughout. Record individual steps while observing. For a small group, allow about three minutes per turn; prepare extra supervised stations or record unfinished turns if group size or needs require more time. Do not imply that watching a peer proves a skill.\nFirst and then: First wash, rinse and drain. Then clean the space and check.\nRoutes: Supported: Use one step card at a time, an adapted grip or a stable tray. Allow pointing to request help. Staff can support an action with consent; record exactly what the learner did and what the adult did. Independent: Follow the wash, rinse, drain and surface-cleaning sequence with the agreed adult safety checks. Check the work and request help as needed. Adult safety supervision still applies. Aspire: Complete the same task, explain why dish and surface cloths stay separate, and spot an unfinished step. Improve that step with adult approval; do not handle products or hotter water.\nEvidence: A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.\nCareers: This helps me care for kit and leave a shared space ready.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C138; owner-confirmed strand and Friday slot.\nStaff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing.", "teacher_action": "Allow a supervised turn for each learner to wash one item, rinse and drain it, then clean their own work space with the separate cloth. Staff control water, detergent and spills throughout. Record individual steps while observing. For a small group, allow about three minutes per turn; prepare extra supervised stations or record unfinished turns if group size or needs require more time. Do not imply that watching a peer proves a skill." }, { "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-W02", "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 the step you can do.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The adult notes what you did and the help used.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Keep any step not done marked as a gap.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Show one step to try again or get help with.", "edition": "public" } ], "pupil_text": [ "My work", "Show the step you can do.", "The adult notes what you did and the help used.", "Keep any step not done marked as a gap.", "Show one step to try again or get help with." ], "notes": "VOCATIONAL-BUILD-A2-W02 · Year A · Friday 13 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: Complete the criterion record from actual observation; use this stage for any short unfinished turn or recheck if safe. Record adult actions separately from the learner’s actions. A dry rehearsal or choosing step cards is recorded as rehearsal, not practical completion. Anything still not observed remains a gap.\nFirst and then: First wash, rinse and drain. Then clean the space and check.\nRoutes: Supported: Use one step card at a time, an adapted grip or a stable tray. Allow pointing to request help. Staff can support an action with consent; record exactly what the learner did and what the adult did. Independent: Follow the wash, rinse, drain and surface-cleaning sequence with the agreed adult safety checks. Check the work and request help as needed. Adult safety supervision still applies. Aspire: Complete the same task, explain why dish and surface cloths stay separate, and spot an unfinished step. Improve that step with adult approval; do not handle products or hotter water.\nEvidence: A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.\nCareers: This helps me care for kit and leave a shared space ready.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C138; owner-confirmed strand and Friday slot.\nStaff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing.", "teacher_action": "Complete the criterion record from actual observation; use this stage for any short unfinished turn or recheck if safe. Record adult actions separately from the learner’s actions. A dry rehearsal or choosing step cards is recorded as rehearsal, not practical completion. Anything still not observed remains a gap." }, { "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-W02", "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. Try the step again.", "edition": "public" }, { "name": "step-number-1", "occurrence": 0, "text": "2", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Keep wet kit on the rack to dry.", "edition": "public" }, { "name": "step-number-2", "occurrence": 0, "text": "3", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "An adult checks the floor and puts products away.", "edition": "public" }, { "name": "step-number-3", "occurrence": 0, "text": "4", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Store the record. Wash and dry your hands.", "edition": "public" } ], "pupil_text": [ "Tidy and check", "Hear one point of feedback. Try the step again.", "Keep wet kit on the rack to dry.", "An adult checks the floor and puts products away.", "Store the record. Wash and dry your hands." ], "notes": "VOCATIONAL-BUILD-A2-W02 · Year A · Friday 13 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 prompt and allow a brief safe retry. Record first performance and retry separately. Leave wet items on the rack. Staff arrange later storage once dry and complete residual cleaning; do not rush drying to claim completion. End with handwashing and drying after any further cleaning.\nFirst and then: First wash, rinse and drain. Then clean the space and check.\nRoutes: Supported: Use one step card at a time, an adapted grip or a stable tray. Allow pointing to request help. Staff can support an action with consent; record exactly what the learner did and what the adult did. Independent: Follow the wash, rinse, drain and surface-cleaning sequence with the agreed adult safety checks. Check the work and request help as needed. Adult safety supervision still applies. Aspire: Complete the same task, explain why dish and surface cloths stay separate, and spot an unfinished step. Improve that step with adult approval; do not handle products or hotter water.\nEvidence: A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.\nCareers: This helps me care for kit and leave a shared space ready.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C138; owner-confirmed strand and Friday slot.\nStaff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing.", "teacher_action": "Give one specific prompt and allow a brief safe retry. Record first performance and retry separately. Leave wet items on the rack. Staff arrange later storage once dry and complete residual cleaning; do not rush drying to claim completion. End with handwashing and drying after any further cleaning." }, { "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-W02", "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 step that leaves the space ready.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "What would you do if water spills on the floor?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point, say or use an aid.", "edition": "public" } ], "pupil_text": [ "Exit task", "Show one step that leaves the space ready.", "What would you do if water spills on the floor?", "Point, say or use an aid." ], "notes": "VOCATIONAL-BUILD-A2-W02 · Year A · Friday 13 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: Accept a correct sequence step. For a floor spill: stop, keep clear and tell the adult; the adult manages the spill. Do not send the learner to find or mix a product.\nFirst and then: First wash, rinse and drain. Then clean the space and check.\nRoutes: Supported: Use one step card at a time, an adapted grip or a stable tray. Allow pointing to request help. Staff can support an action with consent; record exactly what the learner did and what the adult did. Independent: Follow the wash, rinse, drain and surface-cleaning sequence with the agreed adult safety checks. Check the work and request help as needed. Adult safety supervision still applies. Aspire: Complete the same task, explain why dish and surface cloths stay separate, and spot an unfinished step. Improve that step with adult approval; do not handle products or hotter water.\nEvidence: A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.\nCareers: This helps me care for kit and leave a shared space ready.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C138; owner-confirmed strand and Friday slot.\nStaff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing.", "teacher_action": "Accept a correct sequence step. For a floor spill: stop, keep clear and tell the adult; the adult manages the spill. Do not send the learner to find or mix a product." }, { "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-W02", "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": "Wash: Use water and soap to clean an item.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Rinse: Use clean water to take the soap off.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Drain: Let the water run off.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Dry: With no water left on it.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Cloth: A piece of fabric used to clean.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Check: Look to see if the task is done.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Help: Support with a task.", "edition": "public" } ], "pupil_text": [ "Words that help", "Wash: Use water and soap to clean an item.", "Rinse: Use clean water to take the soap off.", "Drain: Let the water run off.", "Dry: With no water left on it.", "Cloth: A piece of fabric used to clean.", "Check: Look to see if the task is done.", "Help: Support with a task." ], "notes": "VOCATIONAL-BUILD-A2-W02 · Year A · Friday 13 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 wash, rinse and drain. Then clean the space and check.\nRoutes: Supported: Use one step card at a time, an adapted grip or a stable tray. Allow pointing to request help. Staff can support an action with consent; record exactly what the learner did and what the adult did. Independent: Follow the wash, rinse, drain and surface-cleaning sequence with the agreed adult safety checks. Check the work and request help as needed. Adult safety supervision still applies. Aspire: Complete the same task, explain why dish and surface cloths stay separate, and spot an unfinished step. Improve that step with adult approval; do not handle products or hotter water.\nEvidence: A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.\nCareers: This helps me care for kit and leave a shared space ready.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C138; owner-confirmed strand and Friday slot.\nStaff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing.", "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-W02", "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 13 November 2026; 40 minutes; formative.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Adult checks water, equipment and cleaning products.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "No glass, blades, raw food, heat or electrical kit.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Record actual actions and support; do not prefill success.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Week 7 is the assessing lesson.", "edition": "public" } ], "pupil_text": [ "Staff brief", "Friday 13 November 2026; 40 minutes; formative.", "Adult checks water, equipment and cleaning products.", "No glass, blades, raw food, heat or electrical kit.", "Record actual actions and support; do not prefill success.", "Week 7 is the assessing lesson." ], "notes": "VOCATIONAL-BUILD-A2-W02 · Year A · Friday 13 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: Staff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing. 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 wash, rinse and drain. Then clean the space and check.\nRoutes: Supported: Use one step card at a time, an adapted grip or a stable tray. Allow pointing to request help. Staff can support an action with consent; record exactly what the learner did and what the adult did. Independent: Follow the wash, rinse, drain and surface-cleaning sequence with the agreed adult safety checks. Check the work and request help as needed. Adult safety supervision still applies. Aspire: Complete the same task, explain why dish and surface cloths stay separate, and spot an unfinished step. Improve that step with adult approval; do not handle products or hotter water.\nEvidence: A dated observation of each learner washing an item and cleaning a work area after a water-transfer activity, recording actions, prompts, safety support, unfinished steps and a next step.\nCareers: This helps me care for kit and leave a shared space ready.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C138; owner-confirmed strand and Friday slot.\nStaff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing.", "teacher_action": "Staff complete the setting’s practical risk check and adapt equipment and access before teaching. Use only unbreakable items from a clean-water transfer task; no raw food, blades, glass, heat or electrical equipment. Adults prepare and handle cleaning products, check safe water temperature, change dirty water and manage spills promptly. Learners never mix or dose products. Use separate dish and surface cloths. Detergent cleaning is not disinfection; staff complete any required disinfection separately under the setting’s procedure. Keep chemicals secure. If the task is unsafe, stop and seek help. A dry rehearsal is an access alternative, not evidence of completed washing. 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": 2, "week_start": "2026-11-09", "week_end": "2026-11-13", "teaching_date": "2026-11-13", "teaching_day": "Friday", "minutes": 40, "objective": "Wash up / clean up after an activity.", "unit": "Washing up and caring for a shared space", "where_this_leads": "This helps me care for kit and leave a shared space ready.", "evidence_id": "VOCATIONAL-BUILD-A2-W02-E1", "assessment_role": "formative", "edition": "public" }, "edition": "public", "label": "Public edition" }