{ "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_w04", "lesson_code": "VOCATIONAL-BUILD-A2-W04", "title": "Jobs people do", "subject": "Vocational", "strand": "Independence / vocational", "assessment_role": "formative", "week": 4, "week_range": { "start": "2026-11-23", "end": "2026-11-27" }, "teaching_date": "2026-11-27", "teaching_day": "Friday", "teaching_date_inferred": false, "clock_time": null, "objective_verbatim": "Recognise jobs people do (links Careers).", "display_objective": "Recognise jobs people do.", "approved_activity": [ "Match four fictional task cards to cook, cleaner, gardener and packer, using the action described as the clue.", "Choose one job, link it to a familiar daily task, and keep an individual response and a change after feedback." ], "activity_status": "Newly authored from the selected scheme objective; not verbatim scheme activities.", "calendar_note": "Year A. Autumn 2 Week 4: 23–27 November 2026. Friday 27 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 link a job to a task and value each role.", "careers_line_status": "Newly authored descriptive task connection.", "unit": "Recognising jobs from their tasks", "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": "Read one task card at a time and offer two job choices. Allow a point, sign or aid and exact scribing. Record the reduced choice set; unpresented cards stay not checked.", "Independent": "Match all four task cards to jobs, show a clue and link one job to a familiar daily skill. Use kit cards to explain rather than guess. Record help used.", "Aspire": "Complete the same task, then explain why a useful skill can occur in more than one job. Justify a sensible alternative role using the stated task; do not infer a role from appearance." }, "vocab": [ { "word": "job", "definition": "Work a person does in a role.", "edition": "both" }, { "word": "task", "definition": "A piece of work to do.", "edition": "both" }, { "word": "cook", "definition": "A person who makes food for meals.", "edition": "both" }, { "word": "cleaner", "definition": "A person who cleans spaces and kit.", "edition": "both" }, { "word": "gardener", "definition": "A person who cares for plants.", "edition": "both" }, { "word": "packer", "definition": "A person who packs items.", "edition": "both" }, { "word": "clue", "definition": "A fact that helps me make a choice.", "edition": "both" } ], "boundaries": "All workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness.", "evidence": [ { "id": "VOCATIONAL-BUILD-A2-W04-E1", "description": "An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.", "status": "Actual response, action and support to be recorded; not prefilled." } ], "resources": [ { "kind": "Planner", "path": "vocational_build_a2_w04_Planner.docx", "pdf_path": "vocational_build_a2_w04_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher cover", "Jobs people do", "Friday 27 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", "Recognise jobs people do (links Careers).", "Source: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C140. Independence / vocational strand; Friday slot confirmed by the owner.", "Big question and success checks", "What does the worker do?", "Match a job to what the worker does. Point to a clue from the task. Link one job to a useful daily skill.", "Evidence", "VOCATIONAL-BUILD-A2-W04-E1: An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.", "Prepare", "Print two Evidence Sheet and two Support Cards pages, a Vocabulary Mat and a separate adult model card. Cut job and kit cards in advance if useful. Use paper cards only; no food, cleaning products, tools, workplace visit or contact with an employer. Prepare an aid and space for individual responses.", "Calendar and progression", "Year A. Autumn 2 Week 4: 23–27 November 2026. Friday 27 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 link a job to a task and value each role.", "", "Teaching sequence", "Slide", "Min", "Teaching action", "1", "0", "Read the objective, big question, theme and careers line.", "2", "3", "Offer a pause, usual aid or private response.", "3", "3", "Recall food preparation and cleaning as useful daily skills.", "4", "0", "Read the objective and three success checks.", "5", "5", "Model the separate soup task: cook; making food is the clue.", "6", "5", "Use the plant-care hinge, then the packing parallel recheck if needed.", "7", "12", "Use cards A–D. Match jobs, show task clues and discuss one kit link. Take individual turns.", "8", "6", "Record each learner’s matches, one clue and one daily-skill link; log support and unpresented cards.", "9", "4", "Give one prompt. Keep first answers and a later reply separate. Return the cards.", "10", "2", "Give the new clean-floor clue; take an individual job and reason.", "11", "0", "Use the word mat and accepted response mode.", "12", "0", "Hidden staff brief: fictional roles, no personal employment questions or job-readiness claims.", "Hinge response and reteach", "Read: “A worker puts plants in soil and waters them.” Offer gardener or packer. Expected: gardener, with the plant-care action as the clue. If unsure, point to the action, rephrase and offer a choice before modelling. Parallel recheck: “A worker checks items, boxes them and adds a label.” Expected: packer; record the clue and help.", "Routes", "Supported: Read one task card at a time and offer two job choices. Allow a point, sign or aid and exact scribing. Record the reduced choice set; unpresented cards stay not checked.", "Independent: Match all four task cards to jobs, show a clue and link one job to a familiar daily skill. Use kit cards to explain rather than guess. Record help used.", "Aspire: Complete the same task, then explain why a useful skill can occur in more than one job. Justify a sensible alternative role using the stated task; do not infer a role from appearance.", "", "Safe teaching and evidence", "Boundaries and practical support", "All workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness.", "Use Support Cards page 1 task stories A–D and page 2 shuffled job and kit cards. Ask for each learner’s own choice before confirming it. Supported route may check two cards first; record all unpresented cards as gaps. Allow speech, pointing, drawing, writing or an aid.", "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", "An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.", "Use VF · WS · I · NS+ · // self-edit · ? read back · R responded · E evidence. R requires Voice, Audience, a specific NS+ prompt and the learner response in the same colour, on the same page or usual mode. E is used only when actual work is banked. Keep the first try and any later change separate.", "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_w04_Weekly_Plan_Row.docx", "pdf_path": "vocational_build_a2_w04_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "Jobs people do", "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 4 · 23–27 November 2026", "Taught slot", "Friday 27 November 2026 · 40 minutes; clock time not supplied", "Objective", "Recognise jobs people do (links Careers).", "Source", "BUILD Weekly - Autumn, C140; owner-confirmed strand and Friday slot", "Unit", "Recognising jobs from their tasks", "Threads", "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).", "Activity", "Match four fictional task cards to cook, cleaner, gardener and packer, using the action described as the clue. Choose one job, link it to a familiar daily task, and keep an individual response and a change after feedback.", "Evidence", "VOCATIONAL-BUILD-A2-W04-E1: An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.", "Careers", "This helps me link a job to a task and value each role.", "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_w04_Evidence_Sheet.docx", "pdf_path": "../vocational_build_a2_w04_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My job matches", "Jobs people do · VOCATIONAL-BUILD-A2-W04-E1", "Learner code __________ Actual date __________", "Point, say, draw, write or use an aid. The adult can read and write your words.", "Read the made-up task cards. Use the job cards to make a match. Keep your first choices.", "Task card", "My first job choice", "Help used", "A", "________________", "______________", "B", "________________", "______________", "C", "________________", "______________", "D", "________________", "______________", "One card I chose; the task clue that helped me", "____________________________________________________", "____________________________________________________", "____________________________________________________", "Adult: choice set offered ______ Cards not checked ______\nMode ______ Prompts and when ______ Staff role ______", "", "My next step", "Learner code __________ Actual date __________", "One job and a daily skill that could help with it", "____________________________________________________", "____________________________________________________", "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_w04_Support_Cards.docx", "pdf_path": "../vocational_build_a2_w04_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "What does the worker do?", "First find the task. Then choose a job and show the clue.", "Point, say, draw, write or use an aid. Ask for help or a pause.", "Each card is about a made-up worker. Use what the person does as the clue.", "Task A", "A worker follows a recipe to make a meal. The food is put on plates.", "Which job could fit? Point to the clue.", "Task B", "A worker wipes tables and cleans floors. The space is left ready to use.", "Which job could fit? Point to the clue.", "Task C", "A worker puts plants in soil and waters them. The plants are cared for.", "Which job could fit? Point to the clue.", "Task D", "A worker checks items, puts them in a box and adds a label. The box is ready to send.", "Which job could fit? Point to the clue.", "", "Job and kit cards", "Match each task to a job. The cards are mixed up.", "Job card", "Job card", "Packer", "Cook", "Gardener", "Cleaner", "Kit that can help", "Kit card", "Kit card", "Cloth and mop", "Box and label", "Bowl and spoon", "Plant pot and watering can", "Kit is one clue. Read the task too. A person can use the same kit in more than one job.", "Useful daily skills", "Skill card", "Skill card", "Follow steps", "Keep a space clean", "Care for a plant", "Sort and check items", "The job could be ______.\nThe task clue is ______.\nThe skill ______ could help with this job.", "A point, drawing, word or aid can show your choice. No private story is needed." ] }, { "kind": "Vocabulary_Mat", "path": "../vocational_build_a2_w04_Vocabulary_Mat.docx", "pdf_path": "../vocational_build_a2_w04_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Jobs people do", "Word", "Meaning", "job", "Work a person does in a role.", "task", "A piece of work to do.", "cook", "A person who makes food for meals.", "cleaner", "A person who cleans spaces and kit.", "gardener", "A person who cares for plants.", "packer", "A person who packs items.", "clue", "A fact that helps me make a choice.", "Useful words for the task", "The job could be ______.\nThe task clue is ______.\nThis skill could help because ______.", "Point, say, draw, write or use an aid. The adult can read the words." ] }, { "kind": "Staff_Answers", "path": "../vocational_build_a2_w04_Staff_Answers.docx", "pdf_path": "../vocational_build_a2_w04_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and observation", "Jobs people do", "These are teaching guides, not prefilled learner evidence. Use a separate adult model. Record actual responses, actions and support.", "Model and task key", "This is a made-up worker. The worker gets soup ready for a meal. The job could be cook. The clue is making food for a meal. A bowl and spoon could help with that task. I use the task clue, not how the person looks.", "Card", "Expected job", "Task clue", "A", "cook", "follows a recipe to make a meal", "B", "cleaner", "wipes tables and cleans floors", "C", "gardener", "puts plants in soil and waters them", "D", "packer", "puts items in a box and adds a label", "Kit links: cook—bowl and spoon; cleaner—cloth and mop; gardener—plant pot and watering can; packer—box and label. These are plausible examples, not exclusive rules.", "Daily-skill links: cook—follow steps; cleaner—keep a space clean; gardener—care for a plant; packer—sort and check. Accept a justified overlap, such as checking being useful in all four jobs.", "Hinge and reteach", "Read: “A worker puts plants in soil and waters them.” Offer gardener or packer. Expected: gardener, with the plant-care action as the clue. If unsure, point to the action, rephrase and offer a choice before modelling. Parallel recheck: “A worker checks items, boxes them and adds a label.” Expected: packer; record the clue and help.", "Common errors", "A tool or clothing alone does not prove a job. Use the stated action. Several jobs can include cleaning, checking or helping; accept an alternative with a relevant explanation. Do not rank jobs or infer ability, gender, background or job readiness from a match.", "", "Teaching protocol and evidence", "Before and during the lesson", "Print two Evidence Sheet and two Support Cards pages, a Vocabulary Mat and a separate adult model card. Cut job and kit cards in advance if useful. Use paper cards only; no food, cleaning products, tools, workplace visit or contact with an employer. Prepare an aid and space for individual responses.", "All workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness.", "Use Support Cards page 1 task stories A–D and page 2 shuffled job and kit cards. Ask for each learner’s own choice before confirming it. Supported route may check two cards first; record all unpresented cards as gaps. Allow speech, pointing, drawing, writing or an aid.", "Evidence decisions", "An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.", "Record observed with stated help, partial or not yet observed. Record unpresented job cards as not checked. 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 link a job to a task and value each role.", "Weeks 1–6 are formative. Week 7 gathers and reviews the half-term evidence." ] } ], "recipe": null, "cases": [ { "id": "A", "text": "A worker follows a recipe to make a meal. The food is put on plates.", "job": "cook", "clue": "follows a recipe to make a meal", "kit": "bowl and spoon" }, { "id": "B", "text": "A worker wipes tables and cleans floors. The space is left ready to use.", "job": "cleaner", "clue": "wipes tables and cleans floors", "kit": "cloth and mop" }, { "id": "C", "text": "A worker puts plants in soil and waters them. The plants are cared for.", "job": "gardener", "clue": "puts plants in soil and waters them", "kit": "plant pot and watering can" }, { "id": "D", "text": "A worker checks items, puts them in a box and adds a label. The box is ready to send.", "job": "packer", "clue": "puts items in a box and adds a label", "kit": "box and label" } ], "sources": [ { "id": "scheme", "path": "scheme_references/BUILD_SOW.xlsx", "sha256": "730f9a86a105a50fae64cc3560deb33a8f78f8a15959c608fa0c9fc197ce5bac", "cells": { "BUILD Weekly - Autumn": [ "B140", "C140" ], "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": "Jobs people do", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Friday 27 November 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W04", "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 does the worker do?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me link a job to a task and value each role.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "Jobs people do", "What does the worker do?", "This helps me link a job to a task and value each role.", "Term theme: Identity & Belonging" ], "notes": "VOCATIONAL-BUILD-A2-W04 · Year A · Friday 27 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 find the task. Then choose a job and show the clue.\nRoutes: Supported: Read one task card at a time and offer two job choices. Allow a point, sign or aid and exact scribing. Record the reduced choice set; unpresented cards stay not checked. Independent: Match all four task cards to jobs, show a clue and link one job to a familiar daily skill. Use kit cards to explain rather than guess. Record help used. Aspire: Complete the same task, then explain why a useful skill can occur in more than one job. Justify a sensible alternative role using the stated task; do not infer a role from appearance.\nEvidence: An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.\nCareers: This helps me link a job to a task and value each role.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C140; owner-confirmed strand and Friday slot.\nAll workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness.", "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-W04", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Choose a calm place to sit.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Ask for a short pause if needed.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point, say, draw, write or use an aid.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Give each person time.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "All workers in these cards are made up.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "No private story is needed.", "edition": "public" } ], "pupil_text": [ "A calm start", "Choose a calm place to sit.", "Ask for a short pause if needed.", "Point, say, draw, write or use an aid.", "Give each person time.", "All workers in these cards are made up.", "No private story is needed." ], "notes": "VOCATIONAL-BUILD-A2-W04 · Year A · Friday 27 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 find the task. Then choose a job and show the clue.\nRoutes: Supported: Read one task card at a time and offer two job choices. Allow a point, sign or aid and exact scribing. Record the reduced choice set; unpresented cards stay not checked. Independent: Match all four task cards to jobs, show a clue and link one job to a familiar daily skill. Use kit cards to explain rather than guess. Record help used. Aspire: Complete the same task, then explain why a useful skill can occur in more than one job. Justify a sensible alternative role using the stated task; do not infer a role from appearance.\nEvidence: An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.\nCareers: This helps me link a job to a task and value each role.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C140; owner-confirmed strand and Friday slot.\nAll workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness.", "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": "Useful daily skills", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W04", "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 have planned food and cleaned up.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "These skills can help in some jobs.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What task might a cook do?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "What task might a cleaner do?", "edition": "public" } ], "pupil_text": [ "Useful daily skills", "We have planned food and cleaned up.", "These skills can help in some jobs.", "What task might a cook do?", "What task might a cleaner do?" ], "notes": "VOCATIONAL-BUILD-A2-W04 · Year A · Friday 27 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: Link to the familiar food and clean-up lessons without requiring any learner to share family work or future job ambitions. Accept broad useful-task talk. Do not claim that a classroom task is a professional qualification.\nFirst and then: First find the task. Then choose a job and show the clue.\nRoutes: Supported: Read one task card at a time and offer two job choices. Allow a point, sign or aid and exact scribing. Record the reduced choice set; unpresented cards stay not checked. Independent: Match all four task cards to jobs, show a clue and link one job to a familiar daily skill. Use kit cards to explain rather than guess. Record help used. Aspire: Complete the same task, then explain why a useful skill can occur in more than one job. Justify a sensible alternative role using the stated task; do not infer a role from appearance.\nEvidence: An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.\nCareers: This helps me link a job to a task and value each role.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C140; owner-confirmed strand and Friday slot.\nAll workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness.", "teacher_action": "Link to the familiar food and clean-up lessons without requiring any learner to share family work or future job ambitions. Accept broad useful-task talk. Do not claim that a classroom task is a professional qualification." }, { "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-W04", "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": "Recognise jobs people do.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Match a job to what the worker does.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point to a clue from the task.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Link one job to a useful daily skill.", "edition": "public" } ], "pupil_text": [ "Today", "Recognise jobs people do.", "Match a job to what the worker does.", "Point to a clue from the task.", "Link one job to a useful daily skill." ], "notes": "VOCATIONAL-BUILD-A2-W04 · Year A · Friday 27 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 find the task. Then choose a job and show the clue.\nRoutes: Supported: Read one task card at a time and offer two job choices. Allow a point, sign or aid and exact scribing. Record the reduced choice set; unpresented cards stay not checked. Independent: Match all four task cards to jobs, show a clue and link one job to a familiar daily skill. Use kit cards to explain rather than guess. Record help used. Aspire: Complete the same task, then explain why a useful skill can occur in more than one job. Justify a sensible alternative role using the stated task; do not infer a role from appearance.\nEvidence: An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.\nCareers: This helps me link a job to a task and value each role.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C140; owner-confirmed strand and Friday slot.\nAll workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness.", "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-W04", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "This is a made-up worker.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The worker gets soup ready for a meal.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "The job could be cook.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "The clue is making food for a meal.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "A bowl and spoon could help with that task.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "I use the task clue, not how the person looks.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "First find the task. Then choose a job and show the clue.", "edition": "public" } ], "pupil_text": [ "Watch the model", "This is a made-up worker.", "The worker gets soup ready for a meal.", "The job could be cook.", "The clue is making food for a meal.", "A bowl and spoon could help with that task.", "I use the task clue, not how the person looks.", "First find the task. Then choose a job and show the clue." ], "notes": "VOCATIONAL-BUILD-A2-W04 · Year A · Friday 27 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: Read the separate model story about soup. Think aloud: making food for a meal is evidence for cook; the bowl and spoon help explain the action. Many roles share tasks, so a job is not proved by clothing, a tool alone or a single stereotype.\nFirst and then: First find the task. Then choose a job and show the clue.\nRoutes: Supported: Read one task card at a time and offer two job choices. Allow a point, sign or aid and exact scribing. Record the reduced choice set; unpresented cards stay not checked. Independent: Match all four task cards to jobs, show a clue and link one job to a familiar daily skill. Use kit cards to explain rather than guess. Record help used. Aspire: Complete the same task, then explain why a useful skill can occur in more than one job. Justify a sensible alternative role using the stated task; do not infer a role from appearance.\nEvidence: An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.\nCareers: This helps me link a job to a task and value each role.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C140; owner-confirmed strand and Friday slot.\nAll workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness.", "teacher_action": "Read the separate model story about soup. Think aloud: making food for a meal is evidence for cook; the bowl and spoon help explain the action. Many roles share tasks, so a job is not proved by clothing, a tool alone or a single stereotype." }, { "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": "Which job fits?", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W04", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "A worker puts plants in soil.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The worker waters the plants.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Which job fits: gardener or packer?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Point to the task clue.", "edition": "public" } ], "pupil_text": [ "Which job fits?", "A worker puts plants in soil.", "The worker waters the plants.", "Which job fits: gardener or packer?", "Point to the task clue." ], "notes": "VOCATIONAL-BUILD-A2-W04 · Year A · Friday 27 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: Read: “A worker puts plants in soil and waters them.” Offer gardener or packer. Expected: gardener, with the plant-care action as the clue. If unsure, point to the action, rephrase and offer a choice before modelling. Parallel recheck: “A worker checks items, boxes them and adds a label.” Expected: packer; record the clue and help.\nFirst and then: First find the task. Then choose a job and show the clue.\nRoutes: Supported: Read one task card at a time and offer two job choices. Allow a point, sign or aid and exact scribing. Record the reduced choice set; unpresented cards stay not checked. Independent: Match all four task cards to jobs, show a clue and link one job to a familiar daily skill. Use kit cards to explain rather than guess. Record help used. Aspire: Complete the same task, then explain why a useful skill can occur in more than one job. Justify a sensible alternative role using the stated task; do not infer a role from appearance.\nEvidence: An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.\nCareers: This helps me link a job to a task and value each role.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C140; owner-confirmed strand and Friday slot.\nAll workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness.", "teacher_action": "Read: “A worker puts plants in soil and waters them.” Offer gardener or packer. Expected: gardener, with the plant-care action as the clue. If unsure, point to the action, rephrase and offer a choice before modelling. Parallel recheck: “A worker checks items, boxes them and adds a label.” Expected: packer; record the clue and help." }, { "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-W04", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Read task cards A, B, C and D.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Match each card to a job.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point to a clue in the task.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Choose kit that could help with one task.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "A point, word, drawing or aid can show your choice.", "edition": "public" } ], "pupil_text": [ "Try the task", "Read task cards A, B, C and D.", "Match each card to a job.", "Point to a clue in the task.", "Choose kit that could help with one task.", "A point, word, drawing or aid can show your choice." ], "notes": "VOCATIONAL-BUILD-A2-W04 · Year A · Friday 27 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 task stories A–D and page 2 shuffled job and kit cards. Ask for each learner’s own choice before confirming it. Supported route may check two cards first; record all unpresented cards as gaps. Allow speech, pointing, drawing, writing or an aid.\nFirst and then: First find the task. Then choose a job and show the clue.\nRoutes: Supported: Read one task card at a time and offer two job choices. Allow a point, sign or aid and exact scribing. Record the reduced choice set; unpresented cards stay not checked. Independent: Match all four task cards to jobs, show a clue and link one job to a familiar daily skill. Use kit cards to explain rather than guess. Record help used. Aspire: Complete the same task, then explain why a useful skill can occur in more than one job. Justify a sensible alternative role using the stated task; do not infer a role from appearance.\nEvidence: An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.\nCareers: This helps me link a job to a task and value each role.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C140; owner-confirmed strand and Friday slot.\nAll workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness.", "teacher_action": "Use Support Cards page 1 task stories A–D and page 2 shuffled job and kit cards. Ask for each learner’s own choice before confirming it. Supported route may check two cards first; record all unpresented cards as gaps. Allow speech, pointing, drawing, writing or an aid." }, { "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-W04", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Keep your own job matches on page 1.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Show one task clue for a match.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "On page 2, link a job to a daily skill.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "The adult notes choices and help used.", "edition": "public" } ], "pupil_text": [ "My work", "Keep your own job matches on page 1.", "Show one task clue for a match.", "On page 2, link a job to a daily skill.", "The adult notes choices and help used." ], "notes": "VOCATIONAL-BUILD-A2-W04 · Year A · Friday 27 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 holds initial matches and a clue. Page 2 links one role to a familiar daily task: for example, cook to following steps, cleaner to washing up, gardener to caring for a plant, or packer to sorting and checking items. Accept justified alternatives; keep the exact learner words or selections.\nFirst and then: First find the task. Then choose a job and show the clue.\nRoutes: Supported: Read one task card at a time and offer two job choices. Allow a point, sign or aid and exact scribing. Record the reduced choice set; unpresented cards stay not checked. Independent: Match all four task cards to jobs, show a clue and link one job to a familiar daily skill. Use kit cards to explain rather than guess. Record help used. Aspire: Complete the same task, then explain why a useful skill can occur in more than one job. Justify a sensible alternative role using the stated task; do not infer a role from appearance.\nEvidence: An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.\nCareers: This helps me link a job to a task and value each role.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C140; owner-confirmed strand and Friday slot.\nAll workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness.", "teacher_action": "Evidence Sheet page 1 holds initial matches and a clue. Page 2 links one role to a familiar daily task: for example, cook to following steps, cleaner to washing up, gardener to caring for a plant, or packer to sorting and checking items. Accept justified alternatives; keep the exact learner words or selections." }, { "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-W04", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "step-number-0", "occurrence": 0, "text": "1", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Hear one point of feedback.", "edition": "public" }, { "name": "step-number-1", "occurrence": 0, "text": "2", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Use page 2 for a change or new reply.", "edition": "public" }, { "name": "step-number-2", "occurrence": 0, "text": "3", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Keep your first choices and the help used.", "edition": "public" }, { "name": "step-number-3", "occurrence": 0, "text": "4", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Return the cards and store the work.", "edition": "public" } ], "pupil_text": [ "Tidy and check", "Hear one point of feedback.", "Use page 2 for a change or new reply.", "Keep your first choices and the help used.", "Return the cards and store the work." ], "notes": "VOCATIONAL-BUILD-A2-W04 · Year A · Friday 27 November 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nTidy and evidence check: 4 minutes.\nTeacher: Give one specific next-step prompt, such as “Point to what the worker does.” Preserve initial matches and record the later response on page 2, including any reduced choice, model or cue.\nFirst and then: First find the task. Then choose a job and show the clue.\nRoutes: Supported: Read one task card at a time and offer two job choices. Allow a point, sign or aid and exact scribing. Record the reduced choice set; unpresented cards stay not checked. Independent: Match all four task cards to jobs, show a clue and link one job to a familiar daily skill. Use kit cards to explain rather than guess. Record help used. Aspire: Complete the same task, then explain why a useful skill can occur in more than one job. Justify a sensible alternative role using the stated task; do not infer a role from appearance.\nEvidence: An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.\nCareers: This helps me link a job to a task and value each role.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C140; owner-confirmed strand and Friday slot.\nAll workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness.", "teacher_action": "Give one specific next-step prompt, such as “Point to what the worker does.” Preserve initial matches and record the later response on page 2, including any reduced choice, model or cue." }, { "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-W04", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "A worker mops a floor and leaves it clean.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Which job could this be? Show the clue.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point, say, draw, write or use an aid.", "edition": "public" } ], "pupil_text": [ "Exit task", "A worker mops a floor and leaves it clean.", "Which job could this be? Show the clue.", "Point, say, draw, write or use an aid." ], "notes": "VOCATIONAL-BUILD-A2-W04 · Year A · Friday 27 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: New exit clue: mopping and leaving a floor clean supports cleaner. Accept another plausible role if the learner links it to the task. Record the response; do not infer knowledge from a group chorus.\nFirst and then: First find the task. Then choose a job and show the clue.\nRoutes: Supported: Read one task card at a time and offer two job choices. Allow a point, sign or aid and exact scribing. Record the reduced choice set; unpresented cards stay not checked. Independent: Match all four task cards to jobs, show a clue and link one job to a familiar daily skill. Use kit cards to explain rather than guess. Record help used. Aspire: Complete the same task, then explain why a useful skill can occur in more than one job. Justify a sensible alternative role using the stated task; do not infer a role from appearance.\nEvidence: An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.\nCareers: This helps me link a job to a task and value each role.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C140; owner-confirmed strand and Friday slot.\nAll workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness.", "teacher_action": "New exit clue: mopping and leaving a floor clean supports cleaner. Accept another plausible role if the learner links it to the task. Record the response; do not infer knowledge from a group chorus." }, { "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-W04", "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": "Job: Work a person does in a role.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Task: A piece of work to do.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Cook: A person who makes food for meals.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Cleaner: A person who cleans spaces and kit.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Gardener: A person who cares for plants.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Packer: A person who packs items.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Clue: A fact that helps me make a choice.", "edition": "public" } ], "pupil_text": [ "Words that help", "Job: Work a person does in a role.", "Task: A piece of work to do.", "Cook: A person who makes food for meals.", "Cleaner: A person who cleans spaces and kit.", "Gardener: A person who cares for plants.", "Packer: A person who packs items.", "Clue: A fact that helps me make a choice." ], "notes": "VOCATIONAL-BUILD-A2-W04 · Year A · Friday 27 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 find the task. Then choose a job and show the clue.\nRoutes: Supported: Read one task card at a time and offer two job choices. Allow a point, sign or aid and exact scribing. Record the reduced choice set; unpresented cards stay not checked. Independent: Match all four task cards to jobs, show a clue and link one job to a familiar daily skill. Use kit cards to explain rather than guess. Record help used. Aspire: Complete the same task, then explain why a useful skill can occur in more than one job. Justify a sensible alternative role using the stated task; do not infer a role from appearance.\nEvidence: An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.\nCareers: This helps me link a job to a task and value each role.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C140; owner-confirmed strand and Friday slot.\nAll workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness.", "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-W04", "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 27 November 2026; 40 minutes; formative.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Use fictional workers and task clues only.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "No family work, income or private-life questions.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Record matches, clues, daily-skill link and support.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "A match does not prove a practical work skill.", "edition": "public" } ], "pupil_text": [ "Staff brief", "Friday 27 November 2026; 40 minutes; formative.", "Use fictional workers and task clues only.", "No family work, income or private-life questions.", "Record matches, clues, daily-skill link and support.", "A match does not prove a practical work skill." ], "notes": "VOCATIONAL-BUILD-A2-W04 · Year A · Friday 27 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: All workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness. 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 find the task. Then choose a job and show the clue.\nRoutes: Supported: Read one task card at a time and offer two job choices. Allow a point, sign or aid and exact scribing. Record the reduced choice set; unpresented cards stay not checked. Independent: Match all four task cards to jobs, show a clue and link one job to a familiar daily skill. Use kit cards to explain rather than guess. Record help used. Aspire: Complete the same task, then explain why a useful skill can occur in more than one job. Justify a sensible alternative role using the stated task; do not infer a role from appearance.\nEvidence: An individual record of job-to-task matches, a stated or pointed task clue and one link to a familiar daily skill; actual response mode, prompts, gaps and a later response are recorded.\nCareers: This helps me link a job to a task and value each role.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C140; owner-confirmed strand and Friday slot.\nAll workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness.", "teacher_action": "All workers and settings are fictional and unnamed. Use task clues, not appearance, clothing, gender, background or perceived status, to identify a role. A task can be shared by several jobs; accept a sensible alternative when the learner gives a relevant clue. Do not ask about family employment, income or personal aspirations. No real applications, contact details or workplace access are required. Respect a pause, private response or aid. A role match is knowledge evidence, not proof of practical competence or job readiness. 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": 4, "week_start": "2026-11-23", "week_end": "2026-11-27", "teaching_date": "2026-11-27", "teaching_day": "Friday", "minutes": 40, "objective": "Recognise jobs people do (links Careers).", "unit": "Recognising jobs from their tasks", "where_this_leads": "This helps me link a job to a task and value each role.", "evidence_id": "VOCATIONAL-BUILD-A2-W04-E1", "assessment_role": "formative", "edition": "public" }, "edition": "public", "label": "Public edition" }