{ "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_w03", "lesson_code": "VOCATIONAL-BUILD-A2-W03", "title": "Follow a two-step recipe", "subject": "Vocational", "strand": "Independence / vocational", "assessment_role": "formative", "week": 3, "week_range": { "start": "2026-11-16", "end": "2026-11-20" }, "teaching_date": "2026-11-20", "teaching_day": "Friday", "teaching_date_inferred": false, "clock_time": null, "objective_verbatim": "Follow a 2-step recipe with support.", "display_objective": "Follow a two-step recipe with support.", "approved_activity": [ "Use a separate adult model, two numbered ingredient pots and a two-step card to make a cold fruit-and-yoghurt pot with support.", "Record each learner’s observed steps and prompts, then keep a response to one specific point of feedback." ], "activity_status": "Newly authored from the selected scheme objective; not verbatim scheme activities.", "calendar_note": "Year A. Autumn 2 Week 3: 16–20 November 2026. Friday 20 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 follow a task in order and ask for help.", "careers_line_status": "Newly authored descriptive task connection.", "unit": "Following a short recipe with support", "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: listen and share task talk. IL: choose a response mode and ask for support. MR: respect different needs, roles and contributions without ranking people. No other thread is claimed." }, "routes": { "Supported": "Present one numbered card and matching pot at a time. Read the instruction, allow an aid or adapted grip and offer agreed physical support with consent. Record what the learner did and what the adult did.", "Independent": "Use both numbered cards to carry out the two steps with the agreed adult safety supervision. Check the order and ask for help when needed. Record support actually used.", "Aspire": "Complete the same two steps, explain why the order helps and use the card to spot a missed action. No new recipe, extra ingredients or equipment is introduced." }, "vocab": [ { "word": "recipe", "definition": "Steps that tell us how to make food.", "edition": "both" }, { "word": "step", "definition": "One part of a task.", "edition": "both" }, { "word": "first", "definition": "The step at the start.", "edition": "both" }, { "word": "next", "definition": "The step that comes after this one.", "edition": "both" }, { "word": "stir", "definition": "Move a spoon round to mix the food.", "edition": "both" }, { "word": "check", "definition": "Look again to see what is done.", "edition": "both" }, { "word": "help", "definition": "Support with a task.", "edition": "both" } ], "boundaries": "Before bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed.", "evidence": [ { "id": "VOCATIONAL-BUILD-A2-W03-E1", "description": "A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.", "status": "Actual response, action and support to be recorded; not prefilled." } ], "resources": [ { "kind": "Planner", "path": "vocational_build_a2_w03_Planner.docx", "pdf_path": "vocational_build_a2_w03_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher cover", "Follow a two-step recipe", "Friday 20 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", "Follow a 2-step recipe with support.", "Source: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C139. Independence / vocational strand; Friday slot confirmed by the owner.", "Big question and success checks", "What comes first? What comes next?", "Find the first step. Follow both recipe steps with support. Show what I did and the help I used.", "Evidence", "VOCATIONAL-BUILD-A2-W03-E1: A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.", "Prepare", "Print the two Evidence Sheet and two Support Cards pages and a Vocabulary Mat. Prepare a separate adult model and one checked set per learner: stable tray, unbreakable bowl, spoon and two numbered pots. Pot 1 holds a small amount of ready-prepared soft fruit; pot 2 holds plain yoghurt. Staff choose portions, texture and any safe substitute in advance. Arrange handwashing, chilled storage and supervised turns.", "Calendar and progression", "Year A. Autumn 2 Week 3: 16–20 November 2026. Friday 20 November 2026, one 40-minute taught lesson. No clock time is specified. Weeks 1–6 are formative; Week 7 is assessing.", "Week 3 builds on snack planning and cleaning up by following a two-step recipe. Week 4 recognises jobs through the tasks people do. The community-project strand is not used.", "Careers", "This helps me follow a task in order and ask for help.", "", "Teaching sequence", "Slide", "Min", "Teaching action", "1", "0", "Read the objective, big question, theme and careers line.", "2", "3", "Offer a pause, usual aid and agreed help.", "3", "3", "Recall planning and clean-up. Show checked bowl, spoon and numbered pots; wash and dry hands before food work.", "4", "0", "Read the objective and three success checks.", "5", "5", "Use a separate adult set. Model recipe step 1, then step 2, with the card visible.", "6", "5", "Show the part-finished adult set; use the hinge and recheck.", "7", "12", "Each learner follows the two recipe steps in a supervised turn. Record actions, order and exact prompts.", "8", "6", "Finish the individual record. Safely observe any short unfinished action; retain gaps.", "9", "4", "Give one prompt and a safe retry if useful. Clear the kit; staff manage food and storage.", "10", "2", "Learner shows what came first and one help or check used.", "11", "0", "Keep the word mat visible; explain words in the task.", "12", "0", "Hidden staff brief: read the food checks, access route and evidence protocol.", "Hinge response and reteach", "On the separate adult set, show fruit in the bowl and pot 2 still full. Ask: “Do step 1 again, or use pot 2 for step 2?” Expected: add pot 2 and stir gently. If unsure, point to the step number, ask a short question, rephrase, offer a choice, then model only the first needed action. Recheck on the adult set and record support during the learner’s own turn.", "Routes", "Supported: Present one numbered card and matching pot at a time. Read the instruction, allow an aid or adapted grip and offer agreed physical support with consent. Record what the learner did and what the adult did.", "Independent: Use both numbered cards to carry out the two steps with the agreed adult safety supervision. Check the order and ask for help when needed. Record support actually used.", "Aspire: Complete the same two steps, explain why the order helps and use the card to spot a missed action. No new recipe, extra ingredients or equipment is introduced.", "", "Safe teaching and evidence", "Boundaries and practical support", "Before bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed.", "Use Support Cards page 1. A small group can have one supervised turn of about three minutes per learner; prepare extra supervised stations or record unfinished turns if more time is needed. Read and point as needed. Capture actual learner action, sequence and exact support during the task; an adult doing a step is not the learner doing it.", "Keep unobserved actions or unpresented cards as gaps. Record reading, reduced choices, prompts, models and adult actions. A group answer is not individual evidence.", "Evidence and feedback", "A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request 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.", "No qualification mapping, attainment level or completion is inferred. Staff confirm any mapping from actual 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 requiring a reason.", "S: reflect on a useful daily skill. So: listen and share task talk. IL: choose a response mode and ask for support. MR: respect different needs, roles and contributions without ranking people. No other thread is claimed.", "Communication portfolio", "A task explanation or help request 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: inspected weekly scheme line and the owner’s strand, date and Friday-slot decision. Activities, examples and careers lines are newly authored from the objective." ] }, { "kind": "Weekly_Plan_Row", "path": "vocational_build_a2_w03_Weekly_Plan_Row.docx", "pdf_path": "vocational_build_a2_w03_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "Follow a two-step recipe", "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 3 · 16–20 November 2026", "Taught slot", "Friday 20 November 2026 · 40 minutes; clock time not supplied", "Objective", "Follow a 2-step recipe with support.", "Source", "BUILD Weekly - Autumn, C139; owner-confirmed strand and Friday slot", "Unit", "Following a short recipe with support", "Threads", "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).", "Activity", "Use a separate adult model, two numbered ingredient pots and a two-step card to make a cold fruit-and-yoghurt pot with support. Record each learner’s observed steps and prompts, then keep a response to one specific point of feedback.", "Evidence", "VOCATIONAL-BUILD-A2-W03-E1: A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.", "Careers", "This helps me follow a task in order and ask for help.", "Access", "Point, speech, drawing, writing or aid. Record exact prompts, reduced choices, adult actions and gaps.", "Assessment", "Formative. Weeks 1–6 formative; Week 7 assessing. Keep first work and later response separate." ] }, { "kind": "Evidence_Sheet", "path": "../vocational_build_a2_w03_Evidence_Sheet.docx", "pdf_path": "../vocational_build_a2_w03_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My two-step recipe", "Follow a two-step recipe · VOCATIONAL-BUILD-A2-W03-E1", "Learner code __________ Actual date __________", "Point, say, draw, write or use an aid. The adult can read and write your words.", "Fruit and yoghurt pot. No tasting is needed.\nReal food task / dry practice only / not yet done", "Adult: food and kit checks done ______\nAny safe food change ______ Actual task date ______", "Recipe step", "What the learner did; exact help used", "1 · Put fruit from pot 1 in the bowl.", "____________________________\n____________________________", "2 · Add pot 2 and stir gently.", "____________________________\n____________________________", "The order I followed", "____________________________________________________", "One check or help request I made", "____________________________________________________", "Adult: note who did each action. A point to a card is not the same as doing the step.\nAdult action ______ Step not seen or not done ______\nMode ______ Staff role ______", "", "My next step", "Learner code __________ Actual date __________", "One thing I did; the help I used", "____________________________________________________", "____________________________________________________", "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_w03_Support_Cards.docx", "pdf_path": "../vocational_build_a2_w03_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Fruit and yoghurt pot", "First put in the fruit. Then add the yoghurt and stir.", "Point, say, draw, write or use an aid. Ask for help or a pause.", "Before the recipe", "Wait for the adult to check your food and kit. Wash and dry your hands. Use your own bowl, spoon and pots.", "Pot 1", "Pot 2", "Ready-prepared soft fruit", "Plain yoghurt", "The two recipe steps", "Step", "What to do", "1", "Put the fruit from pot 1 into the bowl.", "2", "Add the yoghurt from pot 2. Stir gently.", "After the recipe", "Check both steps. Ask the adult what to do with the food. Help clear up. Wash and dry your hands. No tasting is needed.", "Adult: check all food needs and labels in advance. Use only the checked ingredients. Record any safe change on the evidence sheet.", "", "First, then and help cards", "Use these cards to show the order. A card task can help you learn. The adult also records what you do with the food.", "First", "Then", "Fruit from pot 1 into the bowl.", "Yoghurt from pot 2 into the bowl. Stir gently.", "Help cards", "What happens", "What to do", "I lose my place.", "Stop. Look at the card. Ask for help.", "A pot spills.", "Stop and tell the adult.", "I do not want to touch the food.", "Ask for a pause or a dry practice.", "I have done both steps.", "Check with the adult. Do not share or taste.", "Please help me with ______.\nFirst I ______. Then I ______.\nI checked ______.", "Dry practice uses cards and empty pots. It does not show that you made the food." ] }, { "kind": "Vocabulary_Mat", "path": "../vocational_build_a2_w03_Vocabulary_Mat.docx", "pdf_path": "../vocational_build_a2_w03_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Follow a two-step recipe", "Word", "Meaning", "recipe", "Steps that tell us how to make food.", "step", "One part of a task.", "first", "The step at the start.", "next", "The step that comes after this one.", "stir", "Move a spoon round to mix the food.", "check", "Look again to see what is done.", "help", "Support with a task.", "Useful words for the task", "First I ______. Then I ______.\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_w03_Staff_Answers.docx", "pdf_path": "../vocational_build_a2_w03_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and observation", "Follow a two-step recipe", "These are teaching guides, not prefilled learner evidence. Use a separate adult model. Record actual responses, actions and support.", "Model and task key", "The adult has checked my food and kit. My hands and work space are clean. I read step 1 and find pot 1. I put the fruit into the bowl. I add pot 2 and stir gently for step 2. I check both steps and ask for help if needed.", "Part", "Teaching guide", "Set-up", "Staff prepare each learner’s two pots. For this small teaching sample, pot 1 can hold two teaspoons of ready-prepared soft fruit and pot 2 two teaspoons of plain yoghurt. These are task quantities, not dietary portion advice. Adjust texture, ingredient and amount to the checked individual plan.", "Step 1", "Put the fruit from pot 1 into the bowl. Observe the learner moving the fruit, with support recorded.", "Step 2", "Add the yoghurt from pot 2. Stir gently. Record adding and stirring; if only one action is seen, retain the other as a gap.", "Sequence", "Recipe step 1 precedes recipe step 2. Hygiene, set-up and clearing away are surrounding routines; the recipe still has two numbered steps.", "Support", "The objective explicitly permits support. Record the level and type; do not label an adult-completed action as the learner’s performance.", "Hinge and reteach", "On the separate adult set, show fruit in the bowl and pot 2 still full. Ask: “Do step 1 again, or use pot 2 for step 2?” Expected: add pot 2 and stir gently. If unsure, point to the step number, ask a short question, rephrase, offer a choice, then model only the first needed action. Recheck on the adult set and record support during the learner’s own turn.", "Common errors", "Two pots do not mean two portions to eat: they are ingredients for a small task. Numbered cards support sequence; reading the card is not evidence that the action was completed. A finished bowl made by an adult is not the learner’s performance. Dry rehearsal is recorded separately.", "", "Teaching protocol and evidence", "Before and during the lesson", "Print the two Evidence Sheet and two Support Cards pages and a Vocabulary Mat. Prepare a separate adult model and one checked set per learner: stable tray, unbreakable bowl, spoon and two numbered pots. Pot 1 holds a small amount of ready-prepared soft fruit; pot 2 holds plain yoghurt. Staff choose portions, texture and any safe substitute in advance. Arrange handwashing, chilled storage and supervised turns.", "Before bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed.", "Staff retain ingredient information privately and confirm the setting’s allergy and emergency arrangements. Do not assume a substitute is safe because of a general food label. Avoid cross-contact through hands, shared spoons, containers or surfaces. No toppings or extra ingredients are added. Learners need not disclose health details to the group.", "Adult-approved substitutions retain the same two actions: transfer a prepared ingredient, then add the second and stir. Record the actual foods and altered wording; a completed adapted recipe is evidence of that stated task. If safe food work is unavailable, use cards and empty pots, mark it as rehearsal and arrange a later practical opportunity.", "Use Support Cards page 1. A small group can have one supervised turn of about three minutes per learner; prepare extra supervised stations or record unfinished turns if more time is needed. Read and point as needed. Capture actual learner action, sequence and exact support during the task; an adult doing a step is not the learner doing it.", "Evidence decisions", "A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.", "Record observed with stated help, partial or not yet observed. Record any recipe action not completed as a gap. Keep first work, prompts and later responses separate. No total score or qualification result is inferred.", "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 follow a task in order and ask for help.", "Weeks 1–6 are formative. Week 7 gathers and reviews the half-term evidence." ] } ], "recipe": { "title": "Fruit and yoghurt pot", "steps": [ [ "1", "Put the fruit from pot 1 into the bowl." ], [ "2", "Add the yoghurt from pot 2. Stir gently." ] ], "status": "Newly authored two-step cold-food task; individual food checks required." }, "cases": [], "sources": [ { "id": "scheme", "path": "scheme_references/BUILD_SOW.xlsx", "sha256": "730f9a86a105a50fae64cc3560deb33a8f78f8a15959c608fa0c9fc197ce5bac", "cells": { "BUILD Weekly - Autumn": [ "B139", "C139" ], "BUILD - Autumn": [ "C19", "D19", "E19", "J19", "K19" ] }, "note": "Workbook bytes inspected; weekly objective retained verbatim. Identifying strand labels paraphrased. Raw workbook not redistributed." }, { "id": "owner_order", "path": "owner_orders/BUILD_Vocational_Autumn2_YearA_Weeks3_4", "revision": "confirmed-2026-10-27", "note": "Continue the Independence / vocational strand; one Friday 40-minute taught lesson each week, Year A and Identity & Belonging. Store only." }, { "id": "format", "path": "accepted/VOCATIONAL_BUILD_A2_W01_W02_BUNDLE.zip", "sha256": "33b9459aa8b9c6c95bcfe34ec66a87655806bc2f33743a99f671e23cd1e5858c", "note": "Accepted seven-resource shape, School/Public arrangement, twelve-slide formative sequence and editable styles." } ], "authoring_provenance": { "revision": "first-issue-2026-10-27", "note": "Activities, recipe, fictional role cards, safety instructions, careers lines and evidence forms newly authored from the exact weekly rows. No community-project objective used." }, "publication": { "school": "Store only.", "public": "Public replacements plus eight shared resources; no publication performed." }, "asset": { "path": "../../assets/ASSET_NOTE.txt", "description": "Native numbered recipe panels, task 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": "Follow a two-step recipe", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Friday 20 November 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W03", "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 comes first? What comes next?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me follow a task in order and ask for help.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "Follow a two-step recipe", "What comes first? What comes next?", "This helps me follow a task in order and ask for help.", "Term theme: Identity & Belonging" ], "notes": "VOCATIONAL-BUILD-A2-W03 · Year A · Friday 20 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 put in the fruit. Then add the yoghurt and stir.\nRoutes: Supported: Present one numbered card and matching pot at a time. Read the instruction, allow an aid or adapted grip and offer agreed physical support with consent. Record what the learner did and what the adult did. Independent: Use both numbered cards to carry out the two steps with the agreed adult safety supervision. Check the order and ask for help when needed. Record support actually used. Aspire: Complete the same two steps, explain why the order helps and use the card to spot a missed action. No new recipe, extra ingredients or equipment is introduced.\nEvidence: A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.\nCareers: This helps me follow a task in order and ask for help.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C139; owner-confirmed strand and Friday slot.\nBefore bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed.", "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-W03", "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 food check.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "No one has to taste the food.", "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 food check.", "No one has to taste the food." ], "notes": "VOCATIONAL-BUILD-A2-W03 · Year A · Friday 20 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 access support.\nFirst and then: First put in the fruit. Then add the yoghurt and stir.\nRoutes: Supported: Present one numbered card and matching pot at a time. Read the instruction, allow an aid or adapted grip and offer agreed physical support with consent. Record what the learner did and what the adult did. Independent: Use both numbered cards to carry out the two steps with the agreed adult safety supervision. Check the order and ask for help when needed. Record support actually used. Aspire: Complete the same two steps, explain why the order helps and use the card to spot a missed action. No new recipe, extra ingredients or equipment is introduced.\nEvidence: A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.\nCareers: This helps me follow a task in order and ask for help.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C139; owner-confirmed strand and Friday slot.\nBefore bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed.", "teacher_action": "Offer a pause, chosen response mode and usual aid. Record access support." }, { "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": "Ready for the recipe", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W03", "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": "We planned a snack and learnt to clean up.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Today we follow two recipe steps.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Find the bowl, spoon and numbered pots.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Wash and dry your hands before you start.", "edition": "public" } ], "pupil_text": [ "Ready for the recipe", "We planned a snack and learnt to clean up.", "Today we follow two recipe steps.", "Find the bowl, spoon and numbered pots.", "Wash and dry your hands before you start." ], "notes": "VOCATIONAL-BUILD-A2-W03 · Year A · Friday 20 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: Briefly recall the previous plan and clean-up. Show the numbered prepared pots, bowl and spoon. Model soap-and-water handwashing; learners wash and dry hands before handling food. Complete this hygiene routine before any practical turn; it is not a third recipe step.\nFirst and then: First put in the fruit. Then add the yoghurt and stir.\nRoutes: Supported: Present one numbered card and matching pot at a time. Read the instruction, allow an aid or adapted grip and offer agreed physical support with consent. Record what the learner did and what the adult did. Independent: Use both numbered cards to carry out the two steps with the agreed adult safety supervision. Check the order and ask for help when needed. Record support actually used. Aspire: Complete the same two steps, explain why the order helps and use the card to spot a missed action. No new recipe, extra ingredients or equipment is introduced.\nEvidence: A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.\nCareers: This helps me follow a task in order and ask for help.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C139; owner-confirmed strand and Friday slot.\nBefore bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed.", "teacher_action": "Briefly recall the previous plan and clean-up. Show the numbered prepared pots, bowl and spoon. Model soap-and-water handwashing; learners wash and dry hands before handling food. Complete this hygiene routine before any practical turn; it is not a third recipe step." }, { "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-W03", "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": "Follow a two-step recipe with support.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Find the first step.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Follow both recipe steps with support.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Show what I did and the help I used.", "edition": "public" } ], "pupil_text": [ "Today", "Follow a two-step recipe with support.", "Find the first step.", "Follow both recipe steps with support.", "Show what I did and the help I used." ], "notes": "VOCATIONAL-BUILD-A2-W03 · Year A · Friday 20 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. This is a formative taught lesson.\nFirst and then: First put in the fruit. Then add the yoghurt and stir.\nRoutes: Supported: Present one numbered card and matching pot at a time. Read the instruction, allow an aid or adapted grip and offer agreed physical support with consent. Record what the learner did and what the adult did. Independent: Use both numbered cards to carry out the two steps with the agreed adult safety supervision. Check the order and ask for help when needed. Record support actually used. Aspire: Complete the same two steps, explain why the order helps and use the card to spot a missed action. No new recipe, extra ingredients or equipment is introduced.\nEvidence: A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.\nCareers: This helps me follow a task in order and ask for help.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C139; owner-confirmed strand and Friday slot.\nBefore bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed.", "teacher_action": "Read the objective and three success checks. This is a formative taught lesson." }, { "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-W03", "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 has checked my food and kit.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "My hands and work space are clean.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I read step 1 and find pot 1.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I put the fruit into the bowl.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "I add pot 2 and stir gently for step 2.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "I check both steps and ask for help if needed.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "First put in the fruit. Then add the yoghurt and stir.", "edition": "public" } ], "pupil_text": [ "Watch the model", "The adult has checked my food and kit.", "My hands and work space are clean.", "I read step 1 and find pot 1.", "I put the fruit into the bowl.", "I add pot 2 and stir gently for step 2.", "I check both steps and ask for help if needed.", "First put in the fruit. Then add the yoghurt and stir." ], "notes": "VOCATIONAL-BUILD-A2-W03 · Year A · Friday 20 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 the recipe card and a separate adult set. Step 1: put the prepared fruit from pot 1 into the bowl. Step 2: add the yoghurt from pot 2 and stir gently. Set-up, handwashing and clear-up surround the two-step recipe. Use individual checked portions, not a shared serving container. Keep the adult model separate from learner evidence.\nFirst and then: First put in the fruit. Then add the yoghurt and stir.\nRoutes: Supported: Present one numbered card and matching pot at a time. Read the instruction, allow an aid or adapted grip and offer agreed physical support with consent. Record what the learner did and what the adult did. Independent: Use both numbered cards to carry out the two steps with the agreed adult safety supervision. Check the order and ask for help when needed. Record support actually used. Aspire: Complete the same two steps, explain why the order helps and use the card to spot a missed action. No new recipe, extra ingredients or equipment is introduced.\nEvidence: A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.\nCareers: This helps me follow a task in order and ask for help.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C139; owner-confirmed strand and Friday slot.\nBefore bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed.", "teacher_action": "Use the recipe card and a separate adult set. Step 1: put the prepared fruit from pot 1 into the bowl. Step 2: add the yoghurt from pot 2 and stir gently. Set-up, handwashing and clear-up surround the two-step recipe. Use individual checked portions, not a shared serving container. Keep the adult model separate from learner evidence." }, { "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": "What comes next?", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W03", "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 fruit is in the bowl.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Pot 2 is still full.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Do step 1 again, or do step 2 next?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Show the next card and pot.", "edition": "public" } ], "pupil_text": [ "What comes next?", "The fruit is in the bowl.", "Pot 2 is still full.", "Do step 1 again, or do step 2 next?", "Show the next card and pot." ], "notes": "VOCATIONAL-BUILD-A2-W03 · Year A · Friday 20 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: On the separate adult set, show fruit in the bowl and pot 2 still full. Ask: “Do step 1 again, or use pot 2 for step 2?” Expected: add pot 2 and stir gently. If unsure, point to the step number, ask a short question, rephrase, offer a choice, then model only the first needed action. Recheck on the adult set and record support during the learner’s own turn.\nFirst and then: First put in the fruit. Then add the yoghurt and stir.\nRoutes: Supported: Present one numbered card and matching pot at a time. Read the instruction, allow an aid or adapted grip and offer agreed physical support with consent. Record what the learner did and what the adult did. Independent: Use both numbered cards to carry out the two steps with the agreed adult safety supervision. Check the order and ask for help when needed. Record support actually used. Aspire: Complete the same two steps, explain why the order helps and use the card to spot a missed action. No new recipe, extra ingredients or equipment is introduced.\nEvidence: A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.\nCareers: This helps me follow a task in order and ask for help.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C139; owner-confirmed strand and Friday slot.\nBefore bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed.", "teacher_action": "On the separate adult set, show fruit in the bowl and pot 2 still full. Ask: “Do step 1 again, or use pot 2 for step 2?” Expected: add pot 2 and stir gently. If unsure, point to the step number, ask a short question, rephrase, offer a choice, then model only the first needed action. Recheck on the adult set and record support during the learner’s own turn." }, { "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-W03", "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 your set.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Step 1: put the fruit from pot 1 in the bowl.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Step 2: add pot 2 and stir gently.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Use the card. Ask for help when needed.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Keep your food and kit on your own tray.", "edition": "public" } ], "pupil_text": [ "Try the task", "Wait for the adult to check your set.", "Step 1: put the fruit from pot 1 in the bowl.", "Step 2: add pot 2 and stir gently.", "Use the card. Ask for help when needed.", "Keep your food and kit on your own tray." ], "notes": "VOCATIONAL-BUILD-A2-W03 · Year A · Friday 20 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 page 1. A small group can have one supervised turn of about three minutes per learner; prepare extra supervised stations or record unfinished turns if more time is needed. Read and point as needed. Capture actual learner action, sequence and exact support during the task; an adult doing a step is not the learner doing it.\nFirst and then: First put in the fruit. Then add the yoghurt and stir.\nRoutes: Supported: Present one numbered card and matching pot at a time. Read the instruction, allow an aid or adapted grip and offer agreed physical support with consent. Record what the learner did and what the adult did. Independent: Use both numbered cards to carry out the two steps with the agreed adult safety supervision. Check the order and ask for help when needed. Record support actually used. Aspire: Complete the same two steps, explain why the order helps and use the card to spot a missed action. No new recipe, extra ingredients or equipment is introduced.\nEvidence: A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.\nCareers: This helps me follow a task in order and ask for help.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C139; owner-confirmed strand and Friday slot.\nBefore bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed.", "teacher_action": "Use Support Cards page 1. A small group can have one supervised turn of about three minutes per learner; prepare extra supervised stations or record unfinished turns if more time is needed. Read and point as needed. Capture actual learner action, sequence and exact support during the task; an adult doing a step is not the learner doing it." }, { "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-W03", "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 two steps you did.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The adult notes the order and 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 check or help request.", "edition": "public" } ], "pupil_text": [ "My work", "Show the two steps you did.", "The adult notes the order and help used.", "Keep any step not done marked as a gap.", "Show one check or help request." ], "notes": "VOCATIONAL-BUILD-A2-W03 · Year A · Friday 20 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: Evidence Sheet page 1 records each step and order. Use this stage for any short safe unfinished turn, then the learner’s check or help request. Card ordering or dry rehearsal is useful learning but cannot be logged as practical recipe performance.\nFirst and then: First put in the fruit. Then add the yoghurt and stir.\nRoutes: Supported: Present one numbered card and matching pot at a time. Read the instruction, allow an aid or adapted grip and offer agreed physical support with consent. Record what the learner did and what the adult did. Independent: Use both numbered cards to carry out the two steps with the agreed adult safety supervision. Check the order and ask for help when needed. Record support actually used. Aspire: Complete the same two steps, explain why the order helps and use the card to spot a missed action. No new recipe, extra ingredients or equipment is introduced.\nEvidence: A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.\nCareers: This helps me follow a task in order and ask for help.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C139; owner-confirmed strand and Friday slot.\nBefore bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed.", "teacher_action": "Evidence Sheet page 1 records each step and order. Use this stage for any short safe unfinished turn, then the learner’s check or help request. Card ordering or dry rehearsal is useful learning but cannot be logged as practical recipe performance." }, { "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-W03", "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": "Try the step again if it is safe.", "edition": "public" }, { "name": "step-number-2", "occurrence": 0, "text": "3", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Help clear the kit. The adult deals with the food.", "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 if it is safe.", "Help clear the kit. The adult deals with the food.", "Store the record. Wash and dry your hands." ], "notes": "VOCATIONAL-BUILD-A2-W03 · Year A · Friday 20 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 precise next-step prompt, such as “Check the card for what comes after adding pot 2.” Record the new response separately. Any retry must use a safe unchanged set or fresh checked portions; no unnecessary extra ingredients. Staff manage remaining food, chilled storage or disposal and final cleaning.\nFirst and then: First put in the fruit. Then add the yoghurt and stir.\nRoutes: Supported: Present one numbered card and matching pot at a time. Read the instruction, allow an aid or adapted grip and offer agreed physical support with consent. Record what the learner did and what the adult did. Independent: Use both numbered cards to carry out the two steps with the agreed adult safety supervision. Check the order and ask for help when needed. Record support actually used. Aspire: Complete the same two steps, explain why the order helps and use the card to spot a missed action. No new recipe, extra ingredients or equipment is introduced.\nEvidence: A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.\nCareers: This helps me follow a task in order and ask for help.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C139; owner-confirmed strand and Friday slot.\nBefore bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed.", "teacher_action": "Give one precise next-step prompt, such as “Check the card for what comes after adding pot 2.” Record the new response separately. Any retry must use a safe unchanged set or fresh checked portions; no unnecessary extra ingredients. Staff manage remaining food, chilled storage or disposal and final 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-W03", "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 did you do first?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Show one check or help you used.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point, say or use an aid.", "edition": "public" } ], "pupil_text": [ "Exit task", "What did you do first?", "Show one check or help you used.", "Point, say or use an aid." ], "notes": "VOCATIONAL-BUILD-A2-W03 · Year A · Friday 20 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 what came first and for one check or help used. Accept pointing to the card. Do not require tasting or an independent performance to demonstrate following with support.\nFirst and then: First put in the fruit. Then add the yoghurt and stir.\nRoutes: Supported: Present one numbered card and matching pot at a time. Read the instruction, allow an aid or adapted grip and offer agreed physical support with consent. Record what the learner did and what the adult did. Independent: Use both numbered cards to carry out the two steps with the agreed adult safety supervision. Check the order and ask for help when needed. Record support actually used. Aspire: Complete the same two steps, explain why the order helps and use the card to spot a missed action. No new recipe, extra ingredients or equipment is introduced.\nEvidence: A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.\nCareers: This helps me follow a task in order and ask for help.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C139; owner-confirmed strand and Friday slot.\nBefore bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed.", "teacher_action": "Ask what came first and for one check or help used. Accept pointing to the card. Do not require tasting or an independent performance to demonstrate following with support." }, { "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-W03", "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": "Recipe: Steps that tell us how to make food.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Step: One part of a task.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "First: The step at the start.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Next: The step that comes after this one.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Stir: Move a spoon round to mix the food.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Check: Look again to see what is done.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Help: Support with a task.", "edition": "public" } ], "pupil_text": [ "Words that help", "Recipe: Steps that tell us how to make food.", "Step: One part of a task.", "First: The step at the start.", "Next: The step that comes after this one.", "Stir: Move a spoon round to mix the food.", "Check: Look again to see what is done.", "Help: Support with a task." ], "notes": "VOCATIONAL-BUILD-A2-W03 · Year A · Friday 20 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 each word in the task.\nFirst and then: First put in the fruit. Then add the yoghurt and stir.\nRoutes: Supported: Present one numbered card and matching pot at a time. Read the instruction, allow an aid or adapted grip and offer agreed physical support with consent. Record what the learner did and what the adult did. Independent: Use both numbered cards to carry out the two steps with the agreed adult safety supervision. Check the order and ask for help when needed. Record support actually used. Aspire: Complete the same two steps, explain why the order helps and use the card to spot a missed action. No new recipe, extra ingredients or equipment is introduced.\nEvidence: A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.\nCareers: This helps me follow a task in order and ask for help.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C139; owner-confirmed strand and Friday slot.\nBefore bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed.", "teacher_action": "Keep the word mat available and explain each word 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-W03", "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 20 November 2026; 40 minutes; formative.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Check food needs, labels, clean kit and chilled storage.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Adult prepares the pots; no heat, blades or tasting task.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Log actual steps, order, prompts, adult actions and gaps.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Dry rehearsal does not prove recipe performance.", "edition": "public" } ], "pupil_text": [ "Staff brief", "Friday 20 November 2026; 40 minutes; formative.", "Check food needs, labels, clean kit and chilled storage.", "Adult prepares the pots; no heat, blades or tasting task.", "Log actual steps, order, prompts, adult actions and gaps.", "Dry rehearsal does not prove recipe performance." ], "notes": "VOCATIONAL-BUILD-A2-W03 · Year A · Friday 20 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: Before bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed. 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 put in the fruit. Then add the yoghurt and stir.\nRoutes: Supported: Present one numbered card and matching pot at a time. Read the instruction, allow an aid or adapted grip and offer agreed physical support with consent. Record what the learner did and what the adult did. Independent: Use both numbered cards to carry out the two steps with the agreed adult safety supervision. Check the order and ask for help when needed. Record support actually used. Aspire: Complete the same two steps, explain why the order helps and use the card to spot a missed action. No new recipe, extra ingredients or equipment is introduced.\nEvidence: A dated individual observation of the two recipe steps, their order, actual support and any unfinished action; the learner gives a check or help request and a next step.\nCareers: This helps me follow a task in order and ask for help.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C139; owner-confirmed strand and Friday slot.\nBefore bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed.", "teacher_action": "Before bringing food into the room, staff check individual allergy, dietary, texture and swallowing needs privately, ingredient labels, use-by dates, storage and cross-contact controls. Plain yoghurt contains milk; alternatives also need checking. Staff wash and prepare fruit, portion ingredients, clean equipment and arrange a safe work surface. Keep chilled food refrigerated until use and follow storage instructions. No heat, blades, glass or raw animal foods. Learners use only their own checked pots and kit; no sharing or tasting is required. Staff manage spills, products, food storage or disposal and the setting’s emergency procedures. If food work cannot be made safe, use a dry rehearsal and record practical work as not yet observed. 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": 3, "week_start": "2026-11-16", "week_end": "2026-11-20", "teaching_date": "2026-11-20", "teaching_day": "Friday", "minutes": 40, "objective": "Follow a 2-step recipe with support.", "unit": "Following a short recipe with support", "where_this_leads": "This helps me follow a task in order and ask for help.", "evidence_id": "VOCATIONAL-BUILD-A2-W03-E1", "assessment_role": "formative", "edition": "public" }, "edition": "public", "label": "Public edition" }