{ "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_w06", "lesson_code": "VOCATIONAL-BUILD-A2-W06", "title": "Make a winter welcome card", "subject": "Vocational", "strand": "Independence / vocational", "assessment_role": "formative", "week": 6, "week_range": { "start": "2026-12-07", "end": "2026-12-11" }, "teaching_date": "2026-12-11", "teaching_day": "Friday", "teaching_date_inferred": false, "clock_time": null, "objective_verbatim": "Prepare a seasonal food/craft item.", "display_objective": "Make a winter card.", "approved_activity": [ "Use the craft option in the scheme row to make a folded winter welcome card, arranging three paper strips as a simple snowflake pattern.", "Check the craft item and work area, record the learner’s own actions and support, and respond to one point of feedback." ], "activity_status": "Newly authored from the selected scheme objective; not verbatim scheme activities.", "calendar_note": "Year A. Autumn 2 Week 6: 7–11 December 2026. Friday 11 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 follow a plan, make an item and check it.", "careers_line_status": "Newly authored descriptive task connection.", "unit": "Preparing a seasonal craft item", "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": "Offer a pre-folded blank, large pre-cut strips and one step card at a time. The learner chooses, places or presses pieces with agreed support. Record which parts they did; adult preparation is not learner evidence.", "Independent": "Choose paper colours, fold the card, arrange and secure the three strips, add Welcome and check the item and work space with the agreed safety supervision.", "Aspire": "Complete the same item, explain how the arrangement fits the front and improve one feature after a check. Keep the same safe materials; a more complex or neater design is not required." }, "vocab": [ { "word": "craft", "definition": "An item made by hand.", "edition": "both" }, { "word": "fold", "definition": "Bend the card over.", "edition": "both" }, { "word": "strip", "definition": "A long, thin piece of paper.", "edition": "both" }, { "word": "arrange", "definition": "Put parts where I want them.", "edition": "both" }, { "word": "glue", "definition": "Stick parts together.", "edition": "both" }, { "word": "check", "definition": "Look to see what needs a change.", "edition": "both" }, { "word": "dry", "definition": "No longer wet with glue.", "edition": "both" } ], "boundaries": "This lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries.", "evidence": [ { "id": "VOCATIONAL-BUILD-A2-W06-E1", "description": "An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.", "status": "Actual response, action and support to be recorded; not prefilled." } ], "resources": [ { "kind": "Planner", "path": "vocational_build_a2_w06_Planner.docx", "pdf_path": "vocational_build_a2_w06_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher cover", "Make a winter welcome card", "Friday 11 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", "Prepare a seasonal food/craft item.", "Source: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C142. Independence / vocational strand; Friday slot confirmed by the owner.", "Big question and success checks", "How can I make and check my card?", "Choose a design and get the kit ready. Follow the craft steps with support. Check the item and leave the space ready.", "Evidence", "VOCATIONAL-BUILD-A2-W06-E1: An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.", "Prepare", "Provide a card blank, three large pre-cut paper strips, a suitable glue stick and a pencil or preprinted Welcome strip per learner, plus a separate adult example. A practical starting size is a card blank about 15 by 20 cm and strips about 1 by 7 cm; adjust grip and size as needed. Staff pre-cut all parts, check the adhesive and prepare an accessible work area and drying space. Print two Evidence Sheet and two Support Cards pages and a Vocabulary Mat.", "Calendar and progression", "Year A. Autumn 2 Week 6: 7–11 December 2026. Friday 11 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 follow a plan, make an item and check it.", "", "Teaching sequence", "Slide", "Min", "Teaching action", "1", "0", "Read the objective, big question, theme and careers line.", "2", "3", "Offer a pause, aid, choice of paper and agreed help.", "3", "3", "Show the adult winter card and identify the card, strips and word.", "4", "0", "Read the objective and three success checks.", "5", "5", "Model fold, arrange, glue and finish on a separate adult card.", "6", "5", "Use the layout-before-glue hinge and parallel recheck.", "7", "12", "Each learner makes a card using the four craft steps. Observe choices, actions and support.", "8", "6", "Record the item, steps seen, help and remaining work. Learner checks the card.", "9", "4", "Give one prompt and allow a safe change. Put cards to dry, clear materials and store evidence.", "10", "2", "Ask the learner to show one making step and one check or help used.", "11", "0", "Keep the word mat visible; explain words with the materials.", "12", "0", "Hidden staff brief: craft option, adult pre-cutting and honest product/action evidence.", "Hinge response and reteach", "Show the separate adult card with three strips laid loosely on the front, one sticking beyond the edge. Ask: “Glue now, or check and move the strip first?” Expected: adjust the layout before gluing. If unsure, point to the card edge, rephrase, offer a choice and model one adjustment. Parallel recheck: the strips fit but cover the space for Welcome; move the design or word strip before gluing.", "Routes", "Supported: Offer a pre-folded blank, large pre-cut strips and one step card at a time. The learner chooses, places or presses pieces with agreed support. Record which parts they did; adult preparation is not learner evidence.", "Independent: Choose paper colours, fold the card, arrange and secure the three strips, add Welcome and check the item and work space with the agreed safety supervision.", "Aspire: Complete the same item, explain how the arrangement fits the front and improve one feature after a check. Keep the same safe materials; a more complex or neater design is not required.", "", "Safe teaching and evidence", "Boundaries and practical support", "This lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries.", "Use Support Cards page 1. Learners choose colour or pattern and follow the four stages with support as required. Staff provide pre-cut parts and check glue use. Record arranging, securing and finishing separately from adult preparation. A supported choice or action is valid evidence of that contribution; do not claim the learner completed unseen parts.", "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 winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.", "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_w06_Weekly_Plan_Row.docx", "pdf_path": "vocational_build_a2_w06_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "Make a winter welcome card", "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 6 · 7–11 December 2026", "Taught slot", "Friday 11 December 2026 · 40 minutes; clock time not supplied", "Objective", "Prepare a seasonal food/craft item.", "Source", "BUILD Weekly - Autumn, C142; owner-confirmed strand and Friday slot", "Unit", "Preparing a seasonal craft item", "Threads", "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).", "Activity", "Use the craft option in the scheme row to make a folded winter welcome card, arranging three paper strips as a simple snowflake pattern. Check the craft item and work area, record the learner’s own actions and support, and respond to one point of feedback.", "Evidence", "VOCATIONAL-BUILD-A2-W06-E1: An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.", "Careers", "This helps me follow a plan, make an item and check it.", "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_w06_Evidence_Sheet.docx", "pdf_path": "../vocational_build_a2_w06_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My winter card", "Make a winter welcome card · VOCATIONAL-BUILD-A2-W06-E1", "Learner code __________ Actual date __________", "Point, say, draw, write or use an aid. The adult can read and write your words.", "Item: a winter welcome card. Keep the real item, even if it is not finished.", "My choice of paper or pattern", "____________________________________________________", "Part of the craft", "What I did; the help used", "Fold or use the folded card", "________________________", "Arrange the strips or shapes", "________________________", "Secure the paper parts", "________________________", "Add a word or chosen mark", "________________________", "Check and put to dry", "________________________", "One part I checked", "____________________________________________________", "Adult: item kept at ______ Item-only image code if used ______\nAdult-prepared parts ______ Work not done ______\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_w06_Support_Cards.docx", "pdf_path": "../vocational_build_a2_w06_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Make a winter welcome card", "First place and check the paper. Then glue and finish the card.", "Point, say, draw, write or use an aid. Ask for help or a pause.", "Kit: one card blank, three paper strips, glue and a pencil or Welcome strip. The adult cuts the parts before the lesson.", "Stage", "What to do", "1 · Fold", "Fold the card in half. Ask for help if needed.", "2 · Arrange", "Cross three paper strips at the centre. Check the pattern.", "3 · Glue", "Glue the strips in place with adult support.", "4 · Finish", "Add the word Welcome. Check and leave the card to dry.", "To make the snowflake pattern: place one strip upright. Cross the other two strips over the same middle point. Keep the strips on the front of the card.", "Choose paper colours. An adult can help with the fold and glue. You can choose a simpler pattern if needed.", "", "Check and finish cards", "Check", "What to look for", "Fit", "The paper parts fit on the card.", "Space", "There is room for the word or mark.", "Join", "The paper parts are held in place.", "Dry", "The card is in the agreed drying space.", "Word strips", "Choose a strip or write the word yourself. The adult can cut a strip in advance.", "Welcome", "Welcome", "Welcome", "Welcome", "I chose ______.\nI made ______.\nI checked ______.\nPlease help me with ______.", "Keep the real item. If it is not done, show what is left to do. A point, word or aid can show your next step." ] }, { "kind": "Vocabulary_Mat", "path": "../vocational_build_a2_w06_Vocabulary_Mat.docx", "pdf_path": "../vocational_build_a2_w06_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Make a winter welcome card", "Word", "Meaning", "craft", "An item made by hand.", "fold", "Bend the card over.", "strip", "A long, thin piece of paper.", "arrange", "Put parts where I want them.", "glue", "Stick parts together.", "check", "Look to see what needs a change.", "dry", "No longer wet with glue.", "Useful words for the task", "First I ______. Then I ______.\nI chose ______.\nPlease help me check ______.", "Point, say, draw, write or use an aid. The adult can read the words." ] }, { "kind": "Staff_Answers", "path": "../vocational_build_a2_w06_Staff_Answers.docx", "pdf_path": "../vocational_build_a2_w06_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and observation", "Make a winter welcome card", "These are teaching guides, not prefilled learner evidence. Use a separate adult model. Record actual responses, actions and support.", "Model and task key", "I choose my paper colours and kit. I fold the card, with help if needed. I cross three strips to make a snowflake pattern. I check the strips fit and leave space for a word. I glue the strips and add Welcome. I check my card and put it in the drying space.", "Stage", "Teaching guide", "Fold", "Use a card blank about 15 by 20 cm, folded to make the front. Offer a pre-folded blank if appropriate and record adult preparation.", "Arrange", "Three strips about 1 by 7 cm can cross at one centre point: one upright and two diagonal. This creates a simple snowflake pattern. Check it fits before gluing.", "Secure", "Use the checked adhesive sparingly with support. Lift and secure one strip at a time. Staff manage caps and any materials unsuitable for independent use.", "Finish", "Add Welcome by writing, sticking a supplied strip or using a recorded accessible mark. Check the item and leave it to dry.", "Choice", "Paper colour, arrangement or an accessible simpler pattern may vary. Assess the learner’s contribution and checking, not whether the item matches the adult example exactly.", "Hinge and reteach", "Show the separate adult card with three strips laid loosely on the front, one sticking beyond the edge. Ask: “Glue now, or check and move the strip first?” Expected: adjust the layout before gluing. If unsure, point to the card edge, rephrase, offer a choice and model one adjustment. Parallel recheck: the strips fit but cover the space for Welcome; move the design or word strip before gluing.", "Common errors", "Gluing before checking can leave too little room for the word. Arrange first, then secure. A supported or unfinished item is still useful formative evidence. Do not credit an adult-made part to the learner or use neatness as a substitute for evidence of following the task.", "", "Teaching protocol and evidence", "Before and during the lesson", "Provide a card blank, three large pre-cut paper strips, a suitable glue stick and a pencil or preprinted Welcome strip per learner, plus a separate adult example. A practical starting size is a card blank about 15 by 20 cm and strips about 1 by 7 cm; adjust grip and size as needed. Staff pre-cut all parts, check the adhesive and prepare an accessible work area and drying space. Print two Evidence Sheet and two Support Cards pages and a Vocabulary Mat.", "This lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries.", "Use Support Cards page 1. Learners choose colour or pattern and follow the four stages with support as required. Staff provide pre-cut parts and check glue use. Record arranging, securing and finishing separately from adult preparation. A supported choice or action is valid evidence of that contribution; do not claim the learner completed unseen parts.", "The workbook permits a food/craft item but does not name an item or celebration. This resource selects a winter craft. It adds no food activity. Keep the learner’s actual item or an item-only record, its location, date and observed actions. A template, adult model or blank sheet is not the learner’s completed product.", "Evidence decisions", "An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.", "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 follow a plan, make an item and check it.", "Weeks 1–6 are formative. Week 7 gathers and reviews the half-term evidence." ] } ], "class_job": null, "craft": { "title": "Winter welcome card", "steps": [ [ "1 · Fold", "Fold the card in half. Ask for help if needed." ], [ "2 · Arrange", "Cross three paper strips at the centre. Check the pattern." ], [ "3 · Glue", "Glue the strips in place with adult support." ], [ "4 · Finish", "Add the word Welcome. Check and leave the card to dry." ] ], "choice_status": "Craft option selected from the food/craft objective; item newly authored." }, "sources": [ { "id": "scheme", "path": "scheme_references/BUILD_SOW.xlsx", "sha256": "730f9a86a105a50fae64cc3560deb33a8f78f8a15959c608fa0c9fc197ce5bac", "cells": { "BUILD Weekly - Autumn": [ "B142", "C142" ], "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": "Make a winter welcome card", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Friday 11 December 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W06", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "How can I make and check my card?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me follow a plan, make an item and check it.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "Make a winter welcome card", "How can I make and check my card?", "This helps me follow a plan, make an item and check it.", "Term theme: Identity & Belonging" ], "notes": "VOCATIONAL-BUILD-A2-W06 · Year A · Friday 11 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 place and check the paper. Then glue and finish the card.\nRoutes: Supported: Offer a pre-folded blank, large pre-cut strips and one step card at a time. The learner chooses, places or presses pieces with agreed support. Record which parts they did; adult preparation is not learner evidence. Independent: Choose paper colours, fold the card, arrange and secure the three strips, add Welcome and check the item and work space with the agreed safety supervision. Aspire: Complete the same item, explain how the arrangement fits the front and improve one feature after a check. Keep the same safe materials; a more complex or neater design is not required.\nEvidence: An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.\nCareers: This helps me follow a plan, make an item and check it.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C142; owner-confirmed strand and Friday slot.\nThis lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries.", "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-W06", "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": "Choose the help you need.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "Keep paper and glue away from your mouth.", "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.", "Choose the help you need.", "Keep paper and glue away from your mouth." ], "notes": "VOCATIONAL-BUILD-A2-W06 · Year A · Friday 11 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 place and check the paper. Then glue and finish the card.\nRoutes: Supported: Offer a pre-folded blank, large pre-cut strips and one step card at a time. The learner chooses, places or presses pieces with agreed support. Record which parts they did; adult preparation is not learner evidence. Independent: Choose paper colours, fold the card, arrange and secure the three strips, add Welcome and check the item and work space with the agreed safety supervision. Aspire: Complete the same item, explain how the arrangement fits the front and improve one feature after a check. Keep the same safe materials; a more complex or neater design is not required.\nEvidence: An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.\nCareers: This helps me follow a plan, make an item and check it.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C142; owner-confirmed strand and Friday slot.\nThis lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries.", "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 winter card", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W06", "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 will make a winter welcome card.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The example uses a paper snowflake pattern.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Find the card, three strips and word strip.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "You can choose your paper colours.", "edition": "public" } ], "pupil_text": [ "A winter card", "We will make a winter welcome card.", "The example uses a paper snowflake pattern.", "Find the card, three strips and word strip.", "You can choose your paper colours." ], "notes": "VOCATIONAL-BUILD-A2-W06 · Year A · Friday 11 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: Show a separate adult-made example of a folded card with three crossed paper strips and Welcome. The crossed strips give a simple six-armed snowflake pattern for a seasonal craft. Offer a simpler strip or dot pattern if more accessible, with the actual design recorded. This does not depend on a particular celebration or actual weather.\nFirst and then: First place and check the paper. Then glue and finish the card.\nRoutes: Supported: Offer a pre-folded blank, large pre-cut strips and one step card at a time. The learner chooses, places or presses pieces with agreed support. Record which parts they did; adult preparation is not learner evidence. Independent: Choose paper colours, fold the card, arrange and secure the three strips, add Welcome and check the item and work space with the agreed safety supervision. Aspire: Complete the same item, explain how the arrangement fits the front and improve one feature after a check. Keep the same safe materials; a more complex or neater design is not required.\nEvidence: An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.\nCareers: This helps me follow a plan, make an item and check it.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C142; owner-confirmed strand and Friday slot.\nThis lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries.", "teacher_action": "Show a separate adult-made example of a folded card with three crossed paper strips and Welcome. The crossed strips give a simple six-armed snowflake pattern for a seasonal craft. Offer a simpler strip or dot pattern if more accessible, with the actual design recorded. This does not depend on a particular celebration or actual weather." }, { "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-W06", "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": "Make a winter card.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Choose a design and get the kit ready.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Follow the craft steps with support.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Check the item and leave the space ready.", "edition": "public" } ], "pupil_text": [ "Today", "Make a winter card.", "Choose a design and get the kit ready.", "Follow the craft steps with support.", "Check the item and leave the space ready." ], "notes": "VOCATIONAL-BUILD-A2-W06 · Year A · Friday 11 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 place and check the paper. Then glue and finish the card.\nRoutes: Supported: Offer a pre-folded blank, large pre-cut strips and one step card at a time. The learner chooses, places or presses pieces with agreed support. Record which parts they did; adult preparation is not learner evidence. Independent: Choose paper colours, fold the card, arrange and secure the three strips, add Welcome and check the item and work space with the agreed safety supervision. Aspire: Complete the same item, explain how the arrangement fits the front and improve one feature after a check. Keep the same safe materials; a more complex or neater design is not required.\nEvidence: An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.\nCareers: This helps me follow a plan, make an item and check it.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C142; owner-confirmed strand and Friday slot.\nThis lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries.", "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-W06", "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": "I choose my paper colours and kit.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "I fold the card, with help if needed.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I cross three strips to make a snowflake pattern.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I check the strips fit and leave space for a word.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "I glue the strips and add Welcome.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "I check my card and put it in the drying space.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "First place and check the paper. Then glue and finish the card.", "edition": "public" } ], "pupil_text": [ "Watch the model", "I choose my paper colours and kit.", "I fold the card, with help if needed.", "I cross three strips to make a snowflake pattern.", "I check the strips fit and leave space for a word.", "I glue the strips and add Welcome.", "I check my card and put it in the drying space.", "First place and check the paper. Then glue and finish the card." ], "notes": "VOCATIONAL-BUILD-A2-W06 · Year A · Friday 11 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: Model four craft stages. Fold the blank. Place one strip upright and two diagonally across the same centre point. Check the pattern fits on the front and leaves room for Welcome. Lift and glue one strip at a time, then add the word or word strip. Check attachments gently and place the card in the drying area. The model is separate from learner work.\nFirst and then: First place and check the paper. Then glue and finish the card.\nRoutes: Supported: Offer a pre-folded blank, large pre-cut strips and one step card at a time. The learner chooses, places or presses pieces with agreed support. Record which parts they did; adult preparation is not learner evidence. Independent: Choose paper colours, fold the card, arrange and secure the three strips, add Welcome and check the item and work space with the agreed safety supervision. Aspire: Complete the same item, explain how the arrangement fits the front and improve one feature after a check. Keep the same safe materials; a more complex or neater design is not required.\nEvidence: An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.\nCareers: This helps me follow a plan, make an item and check it.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C142; owner-confirmed strand and Friday slot.\nThis lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries.", "teacher_action": "Model four craft stages. Fold the blank. Place one strip upright and two diagonally across the same centre point. Check the pattern fits on the front and leaves room for Welcome. Lift and glue one strip at a time, then add the word or word strip. Check attachments gently and place the card in the drying area. The model is separate from learner work." }, { "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": "Check before gluing", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W06", "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 strips are loose on the card.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "One strip sticks past the edge.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Glue now, or move the strip first?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Show the part you would check.", "edition": "public" } ], "pupil_text": [ "Check before gluing", "The strips are loose on the card.", "One strip sticks past the edge.", "Glue now, or move the strip first?", "Show the part you would check." ], "notes": "VOCATIONAL-BUILD-A2-W06 · Year A · Friday 11 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: Show the separate adult card with three strips laid loosely on the front, one sticking beyond the edge. Ask: “Glue now, or check and move the strip first?” Expected: adjust the layout before gluing. If unsure, point to the card edge, rephrase, offer a choice and model one adjustment. Parallel recheck: the strips fit but cover the space for Welcome; move the design or word strip before gluing.\nFirst and then: First place and check the paper. Then glue and finish the card.\nRoutes: Supported: Offer a pre-folded blank, large pre-cut strips and one step card at a time. The learner chooses, places or presses pieces with agreed support. Record which parts they did; adult preparation is not learner evidence. Independent: Choose paper colours, fold the card, arrange and secure the three strips, add Welcome and check the item and work space with the agreed safety supervision. Aspire: Complete the same item, explain how the arrangement fits the front and improve one feature after a check. Keep the same safe materials; a more complex or neater design is not required.\nEvidence: An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.\nCareers: This helps me follow a plan, make an item and check it.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C142; owner-confirmed strand and Friday slot.\nThis lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries.", "teacher_action": "Show the separate adult card with three strips laid loosely on the front, one sticking beyond the edge. Ask: “Glue now, or check and move the strip first?” Expected: adjust the layout before gluing. If unsure, point to the card edge, rephrase, offer a choice and model one adjustment. Parallel recheck: the strips fit but cover the space for Welcome; move the design or word strip before gluing." }, { "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-W06", "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": "Fold the card with the help you need.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Arrange three strips and check the pattern.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Glue the strips with adult support.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Add the word Welcome.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Check the item and put it in the drying space.", "edition": "public" } ], "pupil_text": [ "Try the task", "Fold the card with the help you need.", "Arrange three strips and check the pattern.", "Glue the strips with adult support.", "Add the word Welcome.", "Check the item and put it in the drying space." ], "notes": "VOCATIONAL-BUILD-A2-W06 · Year A · Friday 11 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: Use Support Cards page 1. Learners choose colour or pattern and follow the four stages with support as required. Staff provide pre-cut parts and check glue use. Record arranging, securing and finishing separately from adult preparation. A supported choice or action is valid evidence of that contribution; do not claim the learner completed unseen parts.\nFirst and then: First place and check the paper. Then glue and finish the card.\nRoutes: Supported: Offer a pre-folded blank, large pre-cut strips and one step card at a time. The learner chooses, places or presses pieces with agreed support. Record which parts they did; adult preparation is not learner evidence. Independent: Choose paper colours, fold the card, arrange and secure the three strips, add Welcome and check the item and work space with the agreed safety supervision. Aspire: Complete the same item, explain how the arrangement fits the front and improve one feature after a check. Keep the same safe materials; a more complex or neater design is not required.\nEvidence: An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.\nCareers: This helps me follow a plan, make an item and check it.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C142; owner-confirmed strand and Friday slot.\nThis lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries.", "teacher_action": "Use Support Cards page 1. Learners choose colour or pattern and follow the four stages with support as required. Staff provide pre-cut parts and check glue use. Record arranging, securing and finishing separately from adult preparation. A supported choice or action is valid evidence of that contribution; do not claim the learner completed unseen parts." }, { "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-W06", "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 card you have made so far.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The adult notes what you did and the help used.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Show one part you checked.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Keep any work not done marked as a gap.", "edition": "public" } ], "pupil_text": [ "My work", "Show the card you have made so far.", "The adult notes what you did and the help used.", "Show one part you checked.", "Keep any work not done marked as a gap." ], "notes": "VOCATIONAL-BUILD-A2-W06 · Year A · Friday 11 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: Record the physical item location or a reference to an item-only image, plus actual making actions, prompts and remaining work. The learner checks whether paper fits, parts are secure and the card has a welcome word or chosen accessible mark. An unfinished item remains useful formative evidence; do not silently finish it and credit the learner.\nFirst and then: First place and check the paper. Then glue and finish the card.\nRoutes: Supported: Offer a pre-folded blank, large pre-cut strips and one step card at a time. The learner chooses, places or presses pieces with agreed support. Record which parts they did; adult preparation is not learner evidence. Independent: Choose paper colours, fold the card, arrange and secure the three strips, add Welcome and check the item and work space with the agreed safety supervision. Aspire: Complete the same item, explain how the arrangement fits the front and improve one feature after a check. Keep the same safe materials; a more complex or neater design is not required.\nEvidence: An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.\nCareers: This helps me follow a plan, make an item and check it.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C142; owner-confirmed strand and Friday slot.\nThis lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries.", "teacher_action": "Record the physical item location or a reference to an item-only image, plus actual making actions, prompts and remaining work. The learner checks whether paper fits, parts are secure and the card has a welcome word or chosen accessible mark. An unfinished item remains useful formative evidence; do not silently finish it and credit the learner." }, { "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-W06", "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": "Make one safe change if needed.", "edition": "public" }, { "name": "step-number-2", "occurrence": 0, "text": "3", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Leave the card to dry and clear the work space.", "edition": "public" }, { "name": "step-number-3", "occurrence": 0, "text": "4", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Store the first record and your new reply.", "edition": "public" } ], "pupil_text": [ "Tidy and check", "Hear one point of feedback.", "Make one safe change if needed.", "Leave the card to dry and clear the work space.", "Store the first record and your new reply." ], "notes": "VOCATIONAL-BUILD-A2-W06 · Year A · Friday 11 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 whether the word has a clear space.” Allow a safe change without forcing a wet glued piece off. Record the first state and later response. Use the agreed drying area and clear the workspace; staff handle caps, waste and any sharp equipment.\nFirst and then: First place and check the paper. Then glue and finish the card.\nRoutes: Supported: Offer a pre-folded blank, large pre-cut strips and one step card at a time. The learner chooses, places or presses pieces with agreed support. Record which parts they did; adult preparation is not learner evidence. Independent: Choose paper colours, fold the card, arrange and secure the three strips, add Welcome and check the item and work space with the agreed safety supervision. Aspire: Complete the same item, explain how the arrangement fits the front and improve one feature after a check. Keep the same safe materials; a more complex or neater design is not required.\nEvidence: An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.\nCareers: This helps me follow a plan, make an item and check it.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C142; owner-confirmed strand and Friday slot.\nThis lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries.", "teacher_action": "Give one specific prompt, such as “Check whether the word has a clear space.” Allow a safe change without forcing a wet glued piece off. Record the first state and later response. Use the agreed drying area and clear the workspace; staff handle caps, waste and any sharp equipment." }, { "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-W06", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Show one step you did to make the card.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Show one check or help you used.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point, say or use an aid.", "edition": "public" } ], "pupil_text": [ "Exit task", "Show one step you did to make the card.", "Show one check or help you used.", "Point, say or use an aid." ], "notes": "VOCATIONAL-BUILD-A2-W06 · Year A · Friday 11 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: Accept a point to a part of the card, a named making step or a help request. Keep the judgement about following the task and checking, not artistic neatness or comparison with a peer.\nFirst and then: First place and check the paper. Then glue and finish the card.\nRoutes: Supported: Offer a pre-folded blank, large pre-cut strips and one step card at a time. The learner chooses, places or presses pieces with agreed support. Record which parts they did; adult preparation is not learner evidence. Independent: Choose paper colours, fold the card, arrange and secure the three strips, add Welcome and check the item and work space with the agreed safety supervision. Aspire: Complete the same item, explain how the arrangement fits the front and improve one feature after a check. Keep the same safe materials; a more complex or neater design is not required.\nEvidence: An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.\nCareers: This helps me follow a plan, make an item and check it.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C142; owner-confirmed strand and Friday slot.\nThis lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries.", "teacher_action": "Accept a point to a part of the card, a named making step or a help request. Keep the judgement about following the task and checking, not artistic neatness or comparison with a peer." }, { "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-W06", "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": "Craft: An item made by hand.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Fold: Bend the card over.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Strip: A long, thin piece of paper.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Arrange: Put parts where I want them.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Glue: Stick parts together.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Check: Look to see what needs a change.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Dry: No longer wet with glue.", "edition": "public" } ], "pupil_text": [ "Words that help", "Craft: An item made by hand.", "Fold: Bend the card over.", "Strip: A long, thin piece of paper.", "Arrange: Put parts where I want them.", "Glue: Stick parts together.", "Check: Look to see what needs a change.", "Dry: No longer wet with glue." ], "notes": "VOCATIONAL-BUILD-A2-W06 · Year A · Friday 11 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 place and check the paper. Then glue and finish the card.\nRoutes: Supported: Offer a pre-folded blank, large pre-cut strips and one step card at a time. The learner chooses, places or presses pieces with agreed support. Record which parts they did; adult preparation is not learner evidence. Independent: Choose paper colours, fold the card, arrange and secure the three strips, add Welcome and check the item and work space with the agreed safety supervision. Aspire: Complete the same item, explain how the arrangement fits the front and improve one feature after a check. Keep the same safe materials; a more complex or neater design is not required.\nEvidence: An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.\nCareers: This helps me follow a plan, make an item and check it.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C142; owner-confirmed strand and Friday slot.\nThis lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries.", "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-W06", "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 11 December 2026; 40 minutes; formative.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Craft option: winter welcome card; no food task.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Adults pre-cut parts and check adhesive and access.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Record choices, making actions, checks and help.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Keep unfinished work clear; a model is not learner work.", "edition": "public" } ], "pupil_text": [ "Staff brief", "Friday 11 December 2026; 40 minutes; formative.", "Craft option: winter welcome card; no food task.", "Adults pre-cut parts and check adhesive and access.", "Record choices, making actions, checks and help.", "Keep unfinished work clear; a model is not learner work." ], "notes": "VOCATIONAL-BUILD-A2-W06 · Year A · Friday 11 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: This lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries. 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 place and check the paper. Then glue and finish the card.\nRoutes: Supported: Offer a pre-folded blank, large pre-cut strips and one step card at a time. The learner chooses, places or presses pieces with agreed support. Record which parts they did; adult preparation is not learner evidence. Independent: Choose paper colours, fold the card, arrange and secure the three strips, add Welcome and check the item and work space with the agreed safety supervision. Aspire: Complete the same item, explain how the arrangement fits the front and improve one feature after a check. Keep the same safe materials; a more complex or neater design is not required.\nEvidence: An individual winter welcome card or clearly recorded unfinished item, linked to dated observations of planning, making, checking, support and one response to feedback.\nCareers: This helps me follow a plan, make an item and check it.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C142; owner-confirmed strand and Friday slot.\nThis lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries.", "teacher_action": "This lesson selects the craft option of the food/craft row. Use paper, card and staff-approved classroom adhesive only. Adults pre-cut pieces, manage caps and any sharp equipment, check access needs and supervise adhesive use. No food, heat, glitter, beads, loose string or hot glue is used. Keep materials away from mouths. Offer larger pieces, an adult-prepared fold or a chosen simpler pattern; record the learner’s actions and adult help. A winter pattern is a design choice; no personal celebration, family detail or named recipient is required. Store the item safely while it dries. 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": 6, "week_start": "2026-12-07", "week_end": "2026-12-11", "teaching_date": "2026-12-11", "teaching_day": "Friday", "minutes": 40, "objective": "Prepare a seasonal food/craft item.", "unit": "Preparing a seasonal craft item", "where_this_leads": "This helps me follow a plan, make an item and check it.", "evidence_id": "VOCATIONAL-BUILD-A2-W06-E1", "assessment_role": "formative", "edition": "public" }, "edition": "public", "label": "Public edition" }