{ "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_w05", "lesson_code": "VOCATIONAL-BUILD-A2-W05", "title": "Take care of a class job", "subject": "Vocational", "strand": "Independence / vocational", "assessment_role": "formative", "week": 5, "week_range": { "start": "2026-11-30", "end": "2026-12-04" }, "teaching_date": "2026-12-04", "teaching_day": "Friday", "teaching_date_inferred": false, "clock_time": null, "objective_verbatim": "Take responsibility for a class job.", "display_objective": "Take responsibility for a class job.", "approved_activity": [ "Take the resource-helper job: prepare one tray with a sheet, pencil and help card for the next class task.", "Check the tray, report its status, use the prepared kit for a brief task and keep an individual record and response to feedback." ], "activity_status": "Newly authored from the selected scheme objective; not verbatim scheme activities.", "calendar_note": "Year A. Autumn 2 Week 5: 30 November–4 December 2026. Friday 4 December 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 finish a job, check it and report back.", "careers_line_status": "Newly authored descriptive task connection.", "unit": "Completing and checking a class job", "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 contribution and a choice of design. So: prepare shared resources and explain task progress. IL: choose a response mode and ask for support. MR: value each contribution and respect access needs. No other thread is claimed." }, "routes": { "Supported": "Read one part of the job card at a time. Offer the required items within reach, a point or aid, and an adapted way to place them. Record prompts and adult actions; keep the learner’s own contribution clear.", "Independent": "Use the full job card to collect the three items, check the tray and report ready or a need. Use the usual adult safety supervision and record any help requested.", "Aspire": "Complete the same job, explain how the check helped and spot a missing item in the separate adult tray. Suggest a way to make the next set-up clearer without taking over another learner’s work." }, "vocab": [ { "word": "job", "definition": "A task I agree to do.", "edition": "both" }, { "word": "kit", "definition": "The things needed for a task.", "edition": "both" }, { "word": "tray", "definition": "A flat holder for the kit.", "edition": "both" }, { "word": "check", "definition": "Look to see if the job is done.", "edition": "both" }, { "word": "ready", "definition": "Set up for the next task.", "edition": "both" }, { "word": "report", "definition": "Tell how the job went.", "edition": "both" }, { "word": "help", "definition": "Support with a task.", "edition": "both" } ], "boundaries": "Agree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job.", "evidence": [ { "id": "VOCATIONAL-BUILD-A2-W05-E1", "description": "A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.", "status": "Actual response, action and support to be recorded; not prefilled." } ], "resources": [ { "kind": "Planner", "path": "vocational_build_a2_w05_Planner.docx", "pdf_path": "vocational_build_a2_w05_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher cover", "Take care of a class job", "Friday 4 December 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", "Take responsibility for a class job.", "Source: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C141. Independence / vocational strand; Friday slot confirmed by the owner.", "Big question and success checks", "How will I know my job is done?", "Find out what the job needs. Do the job with care and ask for help. Check the result and report back.", "Evidence", "VOCATIONAL-BUILD-A2-W05-E1: A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.", "Prepare", "Prepare one light work tray per learner, plain sheets, suitable pencils and printed help cards. Keep supplies within easy reach. Set an accessible place for each finished tray and a separate adult model tray. Plan the real follow-on task: each learner uses a prepared tray to draw one simple shape or make a chosen mark; the help card is available to request support. Print the two Evidence Sheet and two Support Cards pages and a Vocabulary Mat.", "Calendar and progression", "Year A. Autumn 2 Week 5: 30 November–4 December 2026. Friday 4 December 2026, one 40-minute taught lesson. No clock time is specified. Weeks 1–6 are formative; Week 7 is assessing.", "Week 5 applies familiar skills to a real class job. Week 6 prepares a seasonal craft item, using a plan, supported making and a check. The community-project strand is not used.", "Careers", "This helps me finish a job, check it and report back.", "", "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", "Show the real follow-on task and the three-item kit list.", "4", "0", "Read the objective and three success checks.", "5", "5", "Use the separate adult tray. Model reading the job, placing three items, checking and reporting.", "6", "5", "Use the missing-help-card hinge and the missing-pencil parallel recheck.", "7", "12", "Each learner prepares one real work tray, checks it and reports its status. Observe actions and support.", "8", "6", "Record the job and check. Use each prepared tray for a brief chosen-mark task; the help card is available.", "9", "4", "Give one prompt; record a changed check or report. Return kit after use and store the work.", "10", "2", "Ask how the learner knew the job was ready and what they would do if an item was missing.", "11", "0", "Keep the word mat visible and explain words in the task.", "12", "0", "Hidden staff brief: clear finish point, safe materials and individual evidence.", "Hinge response and reteach", "The adult tray has a sheet and a pencil but no help card. Ask: “Is the job ready, or is something missing?” Expected: notice the help card; add it if available or tell the adult it is needed. If unsure, point to the job list, ask a short question, rephrase, offer a choice and model only the first needed action. Parallel recheck: a tray has a sheet and help card but no pencil.", "Routes", "Supported: Read one part of the job card at a time. Offer the required items within reach, a point or aid, and an adapted way to place them. Record prompts and adult actions; keep the learner’s own contribution clear.", "Independent: Use the full job card to collect the three items, check the tray and report ready or a need. Use the usual adult safety supervision and record any help requested.", "Aspire: Complete the same job, explain how the check helped and spot a missing item in the separate adult tray. Suggest a way to make the next set-up clearer without taking over another learner’s work.", "", "Safe teaching and evidence", "Boundaries and practical support", "Agree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job.", "Give each learner one tray and a clear reachable supply area. Observe collecting, placing, checking and reporting individually. Offer the prompt ladder and usual aid. Record the learner’s actions separately from adult completion. Allow a responsible report of an unfinished need; do not treat a polished tray as the only evidence.", "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 observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.", "Use VF · WS · I · NS+ · // self-edit · ? read back · R responded · E evidence. R requires Voice, Audience, a specific NS+ prompt and the learner response in the same colour, on the same page or usual mode. E is used only when actual work is banked. Keep the first try and any later change separate.", "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 contribution and a choice of design. So: prepare shared resources and explain task progress. IL: choose a response mode and ask for support. MR: value each contribution and respect access needs. 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_w05_Weekly_Plan_Row.docx", "pdf_path": "vocational_build_a2_w05_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "Take care of a class job", "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 5 · 30 November–4 December 2026", "Taught slot", "Friday 4 December 2026 · 40 minutes; clock time not supplied", "Objective", "Take responsibility for a class job.", "Source", "BUILD Weekly - Autumn, C141; owner-confirmed strand and Friday slot", "Unit", "Completing and checking a class job", "Threads", "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).", "Activity", "Take the resource-helper job: prepare one tray with a sheet, pencil and help card for the next class task. Check the tray, report its status, use the prepared kit for a brief task and keep an individual record and response to feedback.", "Evidence", "VOCATIONAL-BUILD-A2-W05-E1: A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.", "Careers", "This helps me finish a job, check it and report back.", "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_w05_Evidence_Sheet.docx", "pdf_path": "../vocational_build_a2_w05_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My class job", "Take care of a class job · VOCATIONAL-BUILD-A2-W05-E1", "Learner code __________ Actual date __________", "Point, say, draw, write or use an aid. The adult can read and write your words.", "Job: set up one work tray. It needs one sheet, one pencil and one help card.", "Part of the job", "What I did; the help used", "Find the kit", "____________________________\n____________________________", "Set up the tray", "____________________________\n____________________________", "Check the three items", "____________________________\n____________________________", "Report ready or a need", "____________________________\n____________________________", "What I said or showed in my report", "____________________________________________________", "Adult: tray used for the short task: yes / not yet\nAdult action ______ Part not seen ______\nMode ______ Staff role ______ Record time ______", "", "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_w05_Support_Cards.docx", "pdf_path": "../vocational_build_a2_w05_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Resource-helper job card", "First do the job. Then check and report back.", "Point, say, draw, write or use an aid. Ask for help or a pause.", "The job", "Set up one work tray. We will use it for a short task. Put it in the place agreed with the adult.", "How many", "What the tray needs", "1", "Plain sheet", "1", "Pencil", "1", "Help card", "The job steps", "Step", "What to do", "1", "Read the list and find the kit.", "2", "Put one of each item on the tray.", "3", "Check the tray against the list.", "4", "Put it in place. Report ready or a need.", "My tray is ready.\nI still need ______.\nPlease help me with ______.", "", "Check and report cards", "What I see", "What I can do", "An item is missing.", "Find it safely or ask the adult for it.", "The job matches the list.", "Tell the adult the tray is ready.", "A part is hard to do.", "Ask for help with that part.", "The tray is not ready yet.", "Tell the adult what is still needed.", "Help cards for the work trays", "Adult: cut these four cards in advance. Put one card on each tray.", "Help card", "Help card", "Please help me.", "Please help me.", "Please help me.", "Please help me.", "After the check, use the tray to draw a shape or make a chosen mark. You can point to the help card. Drawing skill is not the job check." ] }, { "kind": "Vocabulary_Mat", "path": "../vocational_build_a2_w05_Vocabulary_Mat.docx", "pdf_path": "../vocational_build_a2_w05_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Take care of a class job", "Word", "Meaning", "job", "A task I agree to do.", "kit", "The things needed for a task.", "tray", "A flat holder for the kit.", "check", "Look to see if the job is done.", "ready", "Set up for the next task.", "report", "Tell how the job went.", "help", "Support with a task.", "Useful words for the task", "The job needs ______.\nI checked ______.\nMy tray is ready / I still need ______.", "Point, say, draw, write or use an aid. The adult can read the words." ] }, { "kind": "Staff_Answers", "path": "../vocational_build_a2_w05_Staff_Answers.docx", "pdf_path": "../vocational_build_a2_w05_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and observation", "Take care of a class job", "These are teaching guides, not prefilled learner evidence. Use a separate adult model. Record actual responses, actions and support.", "Model and task key", "My job is to set up one work tray. I read the list: one sheet, pencil and help card. I put the three items on the tray. I check each item against the list. I put the tray in the agreed place. I tell the adult it is ready, or say what I need.", "Part", "Teaching guide", "Job brief", "One work tray needs one plain sheet, one suitable pencil and one help card. Agree the destination and accessible method of placing the tray before starting.", "Check", "Compare the actual tray with all three listed items. A missing item is reported or added safely. Checking is observed, not inferred from a finished tray.", "Report", "Accept ready, a point to the checked list, an aid response or a clear request for the missing item. Record actual communication.", "Real purpose", "Use the trays during the evidence stage for a brief mark-making task. This makes resource preparation a real class job. Drawing quality and speed are not assessed.", "Responsibility", "Starting, caring for kit, checking and reporting a need can all show responsibility. Asking for help is appropriate; it does not cancel the learner’s contribution.", "Hinge and reteach", "The adult tray has a sheet and a pencil but no help card. Ask: “Is the job ready, or is something missing?” Expected: notice the help card; add it if available or tell the adult it is needed. If unsure, point to the job list, ask a short question, rephrase, offer a choice and model only the first needed action. Parallel recheck: a tray has a sheet and help card but no pencil.", "Common errors", "A finished tray alone does not show who prepared or checked it. Observe the actions. A missing item does not require pretending the job is done: reporting the need is responsible. Do not reward speed over safe work or call adult-completed actions independent.", "", "Teaching protocol and evidence", "Before and during the lesson", "Prepare one light work tray per learner, plain sheets, suitable pencils and printed help cards. Keep supplies within easy reach. Set an accessible place for each finished tray and a separate adult model tray. Plan the real follow-on task: each learner uses a prepared tray to draw one simple shape or make a chosen mark; the help card is available to request support. Print the two Evidence Sheet and two Support Cards pages and a Vocabulary Mat.", "Agree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job.", "Give each learner one tray and a clear reachable supply area. Observe collecting, placing, checking and reporting individually. Offer the prompt ladder and usual aid. Record the learner’s actions separately from adult completion. Allow a responsible report of an unfinished need; do not treat a polished tray as the only evidence.", "The supplied job is resource preparation for an actual task within the lesson. If a different class job is used, staff record its exact brief, finish point, safety arrangements and observed learner actions. A role-card discussion alone does not establish responsibility for carrying out a job.", "Evidence decisions", "A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.", "Record observed with stated help, partial or not yet observed. Keep first work, exact prompts, adult actions and later responses separate. Unseen steps remain gaps. 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 finish a job, check it and report back.", "Weeks 1–6 are formative. Week 7 gathers and reviews the half-term evidence." ] } ], "class_job": { "title": "Prepare one work tray", "kit": [ [ "1", "Plain sheet" ], [ "1", "Pencil" ], [ "1", "Help card" ] ], "purpose": "Used for a short mark-making task in the evidence stage." }, "craft": null, "sources": [ { "id": "scheme", "path": "scheme_references/BUILD_SOW.xlsx", "sha256": "730f9a86a105a50fae64cc3560deb33a8f78f8a15959c608fa0c9fc197ce5bac", "cells": { "BUILD Weekly - Autumn": [ "B141", "C141" ], "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_Weeks5_6", "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_W03_W04_BUNDLE.zip", "sha256": "ea126c50892a238a1b73edc09e7f32b9b42b795ec30363cc13b153296cc4c125", "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, class job, craft item, 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 job cards, craft steps 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": "Take care of a class job", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Friday 4 December 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W05", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "How will I know my job is done?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me finish a job, check it and report back.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "Take care of a class job", "How will I know my job is done?", "This helps me finish a job, check it and report back.", "Term theme: Identity & Belonging" ], "notes": "VOCATIONAL-BUILD-A2-W05 · Year A · Friday 4 December 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 do the job. Then check and report back.\nRoutes: Supported: Read one part of the job card at a time. Offer the required items within reach, a point or aid, and an adapted way to place them. Record prompts and adult actions; keep the learner’s own contribution clear. Independent: Use the full job card to collect the three items, check the tray and report ready or a need. Use the usual adult safety supervision and record any help requested. Aspire: Complete the same job, explain how the check helped and spot a missing item in the separate adult tray. Suggest a way to make the next set-up clearer without taking over another learner’s work.\nEvidence: A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.\nCareers: This helps me finish a job, check it and report back.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C141; owner-confirmed strand and Friday slot.\nAgree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job.", "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-W05", "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 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": "Ask what help you need for the job.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "We will check the work together.", "edition": "public" } ], "pupil_text": [ "A calm start", "Choose a calm place to work.", "Ask for a short pause if needed.", "Point, say or use an aid.", "Give each person time.", "Ask what help you need for the job.", "We will check the work together." ], "notes": "VOCATIONAL-BUILD-A2-W05 · Year A · Friday 4 December 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 do the job. Then check and report back.\nRoutes: Supported: Read one part of the job card at a time. Offer the required items within reach, a point or aid, and an adapted way to place them. Record prompts and adult actions; keep the learner’s own contribution clear. Independent: Use the full job card to collect the three items, check the tray and report ready or a need. Use the usual adult safety supervision and record any help requested. Aspire: Complete the same job, explain how the check helped and spot a missing item in the separate adult tray. Suggest a way to make the next set-up clearer without taking over another learner’s work.\nEvidence: A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.\nCareers: This helps me finish a job, check it and report back.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C141; owner-confirmed strand and Friday slot.\nAgree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job.", "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": "A job with a purpose", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W05", "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 next task needs a work tray.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Each tray needs a sheet, pencil and help card.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Your job is to set up one tray.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "We will use the trays after the check.", "edition": "public" } ], "pupil_text": [ "A job with a purpose", "The next task needs a work tray.", "Each tray needs a sheet, pencil and help card.", "Your job is to set up one tray.", "We will use the trays after the check." ], "notes": "VOCATIONAL-BUILD-A2-W05 · Year A · Friday 4 December 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: Explain the real purpose: prepare a tray for the brief mark-making task during the evidence stage. Show one sheet, one suitable pencil and one help card. Each learner is responsible for one tray; agree where it goes. No waiting learner has to stand or carry a tray if an adapted position is needed.\nFirst and then: First do the job. Then check and report back.\nRoutes: Supported: Read one part of the job card at a time. Offer the required items within reach, a point or aid, and an adapted way to place them. Record prompts and adult actions; keep the learner’s own contribution clear. Independent: Use the full job card to collect the three items, check the tray and report ready or a need. Use the usual adult safety supervision and record any help requested. Aspire: Complete the same job, explain how the check helped and spot a missing item in the separate adult tray. Suggest a way to make the next set-up clearer without taking over another learner’s work.\nEvidence: A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.\nCareers: This helps me finish a job, check it and report back.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C141; owner-confirmed strand and Friday slot.\nAgree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job.", "teacher_action": "Explain the real purpose: prepare a tray for the brief mark-making task during the evidence stage. Show one sheet, one suitable pencil and one help card. Each learner is responsible for one tray; agree where it goes. No waiting learner has to stand or carry a tray if an adapted position is needed." }, { "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-W05", "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": "Take responsibility for a class job.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Find out what the job needs.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Do the job with care and ask for help.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Check the result and report back.", "edition": "public" } ], "pupil_text": [ "Today", "Take responsibility for a class job.", "Find out what the job needs.", "Do the job with care and ask for help.", "Check the result and report back." ], "notes": "VOCATIONAL-BUILD-A2-W05 · Year A · Friday 4 December 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 do the job. Then check and report back.\nRoutes: Supported: Read one part of the job card at a time. Offer the required items within reach, a point or aid, and an adapted way to place them. Record prompts and adult actions; keep the learner’s own contribution clear. Independent: Use the full job card to collect the three items, check the tray and report ready or a need. Use the usual adult safety supervision and record any help requested. Aspire: Complete the same job, explain how the check helped and spot a missing item in the separate adult tray. Suggest a way to make the next set-up clearer without taking over another learner’s work.\nEvidence: A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.\nCareers: This helps me finish a job, check it and report back.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C141; owner-confirmed strand and Friday slot.\nAgree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job.", "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-W05", "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": "My job is to set up one work tray.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "I read the list: one sheet, pencil and help card.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I put the three items on the tray.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I check each item against the list.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "I put the tray in the agreed place.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "I tell the adult it is ready, or say what I need.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "First do the job. Then check and report back.", "edition": "public" } ], "pupil_text": [ "Watch the model", "My job is to set up one work tray.", "I read the list: one sheet, pencil and help card.", "I put the three items on the tray.", "I check each item against the list.", "I put the tray in the agreed place.", "I tell the adult it is ready, or say what I need.", "First do the job. Then check and report back." ], "notes": "VOCATIONAL-BUILD-A2-W05 · Year A · Friday 4 December 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 separate adult model. Read the list, collect and place the three items, check against the list, put the tray in the agreed place and report its status. Say that noticing a missing item and asking for help is part of doing the job responsibly.\nFirst and then: First do the job. Then check and report back.\nRoutes: Supported: Read one part of the job card at a time. Offer the required items within reach, a point or aid, and an adapted way to place them. Record prompts and adult actions; keep the learner’s own contribution clear. Independent: Use the full job card to collect the three items, check the tray and report ready or a need. Use the usual adult safety supervision and record any help requested. Aspire: Complete the same job, explain how the check helped and spot a missing item in the separate adult tray. Suggest a way to make the next set-up clearer without taking over another learner’s work.\nEvidence: A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.\nCareers: This helps me finish a job, check it and report back.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C141; owner-confirmed strand and Friday slot.\nAgree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job.", "teacher_action": "Use the separate adult model. Read the list, collect and place the three items, check against the list, put the tray in the agreed place and report its status. Say that noticing a missing item and asking for help is part of doing the job responsibly." }, { "number": 6, "stage": "We Do", "minutes": 5, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "WE DO", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "6 / 12 · 5 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Is the tray ready?", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W05", "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 tray has a sheet and pencil.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "There is no help card.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Is the tray ready? What is missing?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Show what to add or ask for.", "edition": "public" } ], "pupil_text": [ "Is the tray ready?", "The tray has a sheet and pencil.", "There is no help card.", "Is the tray ready? What is missing?", "Show what to add or ask for." ], "notes": "VOCATIONAL-BUILD-A2-W05 · Year A · Friday 4 December 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: The adult tray has a sheet and a pencil but no help card. Ask: “Is the job ready, or is something missing?” Expected: notice the help card; add it if available or tell the adult it is needed. If unsure, point to the job list, ask a short question, rephrase, offer a choice and model only the first needed action. Parallel recheck: a tray has a sheet and help card but no pencil.\nFirst and then: First do the job. Then check and report back.\nRoutes: Supported: Read one part of the job card at a time. Offer the required items within reach, a point or aid, and an adapted way to place them. Record prompts and adult actions; keep the learner’s own contribution clear. Independent: Use the full job card to collect the three items, check the tray and report ready or a need. Use the usual adult safety supervision and record any help requested. Aspire: Complete the same job, explain how the check helped and spot a missing item in the separate adult tray. Suggest a way to make the next set-up clearer without taking over another learner’s work.\nEvidence: A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.\nCareers: This helps me finish a job, check it and report back.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C141; owner-confirmed strand and Friday slot.\nAgree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job.", "teacher_action": "The adult tray has a sheet and a pencil but no help card. Ask: “Is the job ready, or is something missing?” Expected: notice the help card; add it if available or tell the adult it is needed. If unsure, point to the job list, ask a short question, rephrase, offer a choice and model only the first needed action. Parallel recheck: a tray has a sheet and help card but no pencil." }, { "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-W05", "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 the job card with the help you need.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Put one sheet, pencil and help card on the tray.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Check the tray against the list.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Put it in the agreed place.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Tell the adult: ready, or what is still needed.", "edition": "public" } ], "pupil_text": [ "Try the task", "Read the job card with the help you need.", "Put one sheet, pencil and help card on the tray.", "Check the tray against the list.", "Put it in the agreed place.", "Tell the adult: ready, or what is still needed." ], "notes": "VOCATIONAL-BUILD-A2-W05 · Year A · Friday 4 December 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: Give each learner one tray and a clear reachable supply area. Observe collecting, placing, checking and reporting individually. Offer the prompt ladder and usual aid. Record the learner’s actions separately from adult completion. Allow a responsible report of an unfinished need; do not treat a polished tray as the only evidence.\nFirst and then: First do the job. Then check and report back.\nRoutes: Supported: Read one part of the job card at a time. Offer the required items within reach, a point or aid, and an adapted way to place them. Record prompts and adult actions; keep the learner’s own contribution clear. Independent: Use the full job card to collect the three items, check the tray and report ready or a need. Use the usual adult safety supervision and record any help requested. Aspire: Complete the same job, explain how the check helped and spot a missing item in the separate adult tray. Suggest a way to make the next set-up clearer without taking over another learner’s work.\nEvidence: A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.\nCareers: This helps me finish a job, check it and report back.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C141; owner-confirmed strand and Friday slot.\nAgree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job.", "teacher_action": "Give each learner one tray and a clear reachable supply area. Observe collecting, placing, checking and reporting individually. Offer the prompt ladder and usual aid. Record the learner’s actions separately from adult completion. Allow a responsible report of an unfinished need; do not treat a polished tray as the only evidence." }, { "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-W05", "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 job you did and the check you made.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The adult notes your actions and help.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Use the tray to make one chosen mark or shape.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Use the help card if you need support.", "edition": "public" } ], "pupil_text": [ "My work", "Show the job you did and the check you made.", "The adult notes your actions and help.", "Use the tray to make one chosen mark or shape.", "Use the help card if you need support." ], "notes": "VOCATIONAL-BUILD-A2-W05 · Year A · Friday 4 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nYou Do evidence: 6 minutes.\nTeacher: Complete the observation from actual performance. Each learner then uses a prepared tray to draw one simple shape or make a chosen mark, with the help card available. This verifies the resources have a real use; drawing quality is not assessed. If a tray needs correction, keep the first record and note the help. Reading a job card alone is not practical completion.\nFirst and then: First do the job. Then check and report back.\nRoutes: Supported: Read one part of the job card at a time. Offer the required items within reach, a point or aid, and an adapted way to place them. Record prompts and adult actions; keep the learner’s own contribution clear. Independent: Use the full job card to collect the three items, check the tray and report ready or a need. Use the usual adult safety supervision and record any help requested. Aspire: Complete the same job, explain how the check helped and spot a missing item in the separate adult tray. Suggest a way to make the next set-up clearer without taking over another learner’s work.\nEvidence: A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.\nCareers: This helps me finish a job, check it and report back.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C141; owner-confirmed strand and Friday slot.\nAgree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job.", "teacher_action": "Complete the observation from actual performance. Each learner then uses a prepared tray to draw one simple shape or make a chosen mark, with the help card available. This verifies the resources have a real use; drawing quality is not assessed. If a tray needs correction, keep the first record and note the help. Reading a job card alone is not practical completion." }, { "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-W05", "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 the list to check or try the report again.", "edition": "public" }, { "name": "step-number-2", "occurrence": 0, "text": "3", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Return the kit after it has been used.", "edition": "public" }, { "name": "step-number-3", "occurrence": 0, "text": "4", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Keep the first record and your new reply.", "edition": "public" } ], "pupil_text": [ "Tidy and check", "Hear one point of feedback.", "Use the list to check or try the report again.", "Return the kit after it has been used.", "Keep the first record and your new reply." ], "notes": "VOCATIONAL-BUILD-A2-W05 · Year A · Friday 4 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nTidy and evidence check: 4 minutes.\nTeacher: Give one specific prompt such as “Check your tray against the list.” Record any changed action or report on Evidence Sheet page 2. Keep initial observations intact. Return materials after the short task, with adult support as required.\nFirst and then: First do the job. Then check and report back.\nRoutes: Supported: Read one part of the job card at a time. Offer the required items within reach, a point or aid, and an adapted way to place them. Record prompts and adult actions; keep the learner’s own contribution clear. Independent: Use the full job card to collect the three items, check the tray and report ready or a need. Use the usual adult safety supervision and record any help requested. Aspire: Complete the same job, explain how the check helped and spot a missing item in the separate adult tray. Suggest a way to make the next set-up clearer without taking over another learner’s work.\nEvidence: A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.\nCareers: This helps me finish a job, check it and report back.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C141; owner-confirmed strand and Friday slot.\nAgree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job.", "teacher_action": "Give one specific prompt such as “Check your tray against the list.” Record any changed action or report on Evidence Sheet page 2. Keep initial observations intact. Return materials after the short task, with adult support as required." }, { "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-W05", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "How did you know the job was ready?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "What would you do if an item was missing?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point, say or use an aid.", "edition": "public" } ], "pupil_text": [ "Exit task", "How did you know the job was ready?", "What would you do if an item was missing?", "Point, say or use an aid." ], "notes": "VOCATIONAL-BUILD-A2-W05 · Year A · Friday 4 December 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: Expected: checking each listed item shows readiness. If an item is missing, find it safely if available or tell the adult what is needed. Accept a point, sign, aid or brief spoken report.\nFirst and then: First do the job. Then check and report back.\nRoutes: Supported: Read one part of the job card at a time. Offer the required items within reach, a point or aid, and an adapted way to place them. Record prompts and adult actions; keep the learner’s own contribution clear. Independent: Use the full job card to collect the three items, check the tray and report ready or a need. Use the usual adult safety supervision and record any help requested. Aspire: Complete the same job, explain how the check helped and spot a missing item in the separate adult tray. Suggest a way to make the next set-up clearer without taking over another learner’s work.\nEvidence: A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.\nCareers: This helps me finish a job, check it and report back.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C141; owner-confirmed strand and Friday slot.\nAgree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job.", "teacher_action": "Expected: checking each listed item shows readiness. If an item is missing, find it safely if available or tell the adult what is needed. Accept a point, sign, aid or brief spoken report." }, { "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-W05", "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: A task I agree to do.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Kit: The things needed for a task.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Tray: A flat holder for the kit.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Check: Look to see if the job is done.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Ready: Set up for the next task.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Report: Tell how the job went.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Help: Support with a task.", "edition": "public" } ], "pupil_text": [ "Words that help", "Job: A task I agree to do.", "Kit: The things needed for a task.", "Tray: A flat holder for the kit.", "Check: Look to see if the job is done.", "Ready: Set up for the next task.", "Report: Tell how the job went.", "Help: Support with a task." ], "notes": "VOCATIONAL-BUILD-A2-W05 · Year A · Friday 4 December 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 do the job. Then check and report back.\nRoutes: Supported: Read one part of the job card at a time. Offer the required items within reach, a point or aid, and an adapted way to place them. Record prompts and adult actions; keep the learner’s own contribution clear. Independent: Use the full job card to collect the three items, check the tray and report ready or a need. Use the usual adult safety supervision and record any help requested. Aspire: Complete the same job, explain how the check helped and spot a missing item in the separate adult tray. Suggest a way to make the next set-up clearer without taking over another learner’s work.\nEvidence: A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.\nCareers: This helps me finish a job, check it and report back.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C141; owner-confirmed strand and Friday slot.\nAgree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job.", "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-W05", "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 4 December 2026; 40 minutes; formative.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Give a real small class job with a clear finish point.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Keep supplies accessible; adults manage unsafe items.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Record learner actions, checks, reports and exact help.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Help seeking can show responsibility.", "edition": "public" } ], "pupil_text": [ "Staff brief", "Friday 4 December 2026; 40 minutes; formative.", "Give a real small class job with a clear finish point.", "Keep supplies accessible; adults manage unsafe items.", "Record learner actions, checks, reports and exact help.", "Help seeking can show responsibility." ], "notes": "VOCATIONAL-BUILD-A2-W05 · Year A · Friday 4 December 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: Agree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job. 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 do the job. Then check and report back.\nRoutes: Supported: Read one part of the job card at a time. Offer the required items within reach, a point or aid, and an adapted way to place them. Record prompts and adult actions; keep the learner’s own contribution clear. Independent: Use the full job card to collect the three items, check the tray and report ready or a need. Use the usual adult safety supervision and record any help requested. Aspire: Complete the same job, explain how the check helped and spot a missing item in the separate adult tray. Suggest a way to make the next set-up clearer without taking over another learner’s work.\nEvidence: A dated observation of each learner preparing a work tray, checking it against the job card and reporting ready or a remaining need; actual actions, prompts, adult help and a next step are recorded.\nCareers: This helps me finish a job, check it and report back.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C141; owner-confirmed strand and Friday slot.\nAgree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job.", "teacher_action": "Agree a small, safe class job with a clear finish point. Use light trays and ordinary checked stationery in an accessible work area. Adults manage any heavy item, high storage, spill or unsafe equipment. Do not use personal records or real names. A request for help is a responsible action, not failure. Respect a pause or adapted role; record what the learner did and what an adult completed. A group result does not prove that each learner completed the job. 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": 5, "week_start": "2026-11-30", "week_end": "2026-12-04", "teaching_date": "2026-12-04", "teaching_day": "Friday", "minutes": 40, "objective": "Take responsibility for a class job.", "unit": "Completing and checking a class job", "where_this_leads": "This helps me finish a job, check it and report back.", "evidence_id": "VOCATIONAL-BUILD-A2-W05-E1", "assessment_role": "formative", "edition": "public" }, "edition": "public", "label": "Public edition" }