{ "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 throughout. No named people, institutions, places, products, platforms or qualification bodies. No bracketed placeholders.", "id": "vocational_build_a2_w07", "lesson_code": "VOCATIONAL-BUILD-A2-W07", "title": "My work and next step", "subject": "Vocational", "strand": "Independence / vocational", "assessment_role": "assessing", "week": 7, "week_range": { "start": "2026-12-14", "end": "2026-12-18" }, "teaching_date": "2026-12-18", "teaching_day": "Friday", "teaching_date_inferred": false, "clock_time": null, "objective_verbatim": "Add evidence to my independence portfolio.", "display_objective": "Add my work to my work folder.", "approved_activity": [ "Review actual work from Weeks 1–6, choose at least one available piece and explain what the learner did and what support was used.", "Add or cross-reference the selected evidence in the independence portfolio, retain missing-work gaps and record a response to feedback with a dated next step." ], "activity_status": "Newly authored from the selected scheme objective; not verbatim scheme activities.", "calendar_note": "Year A. Autumn 2 Week 7: 14–18 December 2026. Friday 18 December 2026, one 40-minute assessing lesson. No clock time is specified. Weeks 1–6 were formative; Week 7 gathers and reviews their evidence.", "where_this_leads": "This helps me show what I can do and plan my next step.", "careers_line_status": "Newly authored descriptive task connection.", "unit": "Reviewing and adding independence evidence", "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 personal contribution and next step. So: explain earlier work and listen to feedback. IL: choose a response mode and ask for support. MR: allow time and respect access needs. No other thread is claimed." }, "routes": { "Supported": "Offer one verified piece at a time and read the same review prompts. Allow pointing, an aid and exact scribing. Record access help separately from a supplied explanation, reduced choice or content cue. Preserve the first response and record any later supported reply.", "Independent": "Choose an available piece, explain the learner’s action and help used, then file or cross-reference it with the original date. Record any actual help. Respond to feedback and agree a next step.", "Aspire": "Use the same review. If two suitable pieces exist, compare their support for one claim or identify a gap between them. Explain the next step from that comparison. No extra piece is required when none is available." }, "vocab": [ { "word": "work", "definition": "A task or a record of it.", "edition": "both" }, { "word": "proof", "definition": "Work that helps show what I did.", "edition": "both" }, { "word": "part", "definition": "The bit I did.", "edition": "both" }, { "word": "help", "definition": "Support with a task.", "edition": "both" }, { "word": "date", "definition": "The day the work was done.", "edition": "both" }, { "word": "gap", "definition": "Work or a fact still missing.", "edition": "both" }, { "word": "next step", "definition": "One thing to try next.", "edition": "both" } ], "boundaries": "Use only each learner’s own existing work and records. No food preparation, cleaning chemicals, sharp tools or new practical task is introduced. Staff manage confidential records and final storage. A learner can point, speak, draw, write, use an aid or pause. Do not invite private family details. Missing or unobserved evidence remains a gap. A recollection is recorded as a recollection until supported by a work sample or dated observation.", "evidence": [ { "id": "VOCATIONAL-BUILD-A2-W07-E1", "description": "An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.", "status": "Actual response, action and support to be recorded; not prefilled." } ], "resources": [ { "kind": "Planner", "path": "vocational_build_a2_w07_Planner.docx", "pdf_path": "vocational_build_a2_w07_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher cover", "My work and next step", "Friday 18 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", "Add evidence to my independence portfolio.", "Source: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C143. Independence / vocational strand; Friday slot confirmed by the owner.", "Big question and success checks", "What does my work show? What will I try next?", "Choose real work from this term. Show my part and the help I used. Keep the work and plan a next step.", "Evidence", "VOCATIONAL-BUILD-A2-W07-E1: An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.", "Prepare", "Before teaching, gather each learner’s available work and dated observations from Weeks 1–6. Check ownership, original dates and storage references. Start the six-week audit without pre-judging the learner’s review. Provide the usual aid, folder, evidence sheet and support cards. Keep peer records private. Plan short individual review turns during slides 6–8; learners waiting can look through their own work. If there is no earlier work, prepare a gap record rather than a model answer or replacement practical task.", "Calendar and progression", "Year A. Autumn 2 Week 7: 14–18 December 2026. Friday 18 December 2026, one 40-minute assessing lesson. No clock time is specified. Weeks 1–6 were formative; Week 7 gathers and reviews their evidence.", "Week 7 gathers and reviews the evidence from Weeks 1–6. Use actual earlier work and dated observations. No new practical task is introduced. The community-project strand is not used.", "Careers", "This helps me show what I can do and plan my next step.", "", "Teaching sequence", "Slide", "Min", "Teaching action", "1", "0", "Introduce the assessment, theme, question and careers line.", "2", "3", "Offer the usual aid, pause and calm work space.", "3", "4", "Gather available earlier work by code and original date. Keep gaps visible.", "4", "0", "Read the objective and review checks without modelling an answer.", "5", "3", "Explain first responses, access help, content cues and later feedback.", "6", "8", "Each learner chooses a piece. Check ownership, original date and the linked record.", "7", "8", "Take the learner’s first explanation of their action and help. Record the exact response.", "8", "6", "Add or cross-reference actual work. Check location and finish the six-week audit.", "9", "6", "Give one specific feedback point. Record the later reply and a dated next step separately.", "10", "2", "Confirm one work reference, next step and needed help.", "11", "0", "Use the familiar words to support access. Record any content cue.", "12", "0", "Hidden staff brief: truthful evidence, individual review and clear gaps.", "Review and feedback", "Before feedback, ask the learner to point to a part of the selected work that supports their explanation and describe the help used. Compare the explanation with the actual record. If a date, ownership or action is uncertain, record that uncertainty and a retrieval action. After the first record is secure, give one specific feedback point and keep the later reply separate. No answer model or re-teaching occurs before the initial review.", "Routes", "Supported: Offer one verified piece at a time and read the same review prompts. Allow pointing, an aid and exact scribing. Record access help separately from a supplied explanation, reduced choice or content cue. Preserve the first response and record any later supported reply.", "Independent: Choose an available piece, explain the learner’s action and help used, then file or cross-reference it with the original date. Record any actual help. Respond to feedback and agree a next step.", "Aspire: Use the same review. If two suitable pieces exist, compare their support for one claim or identify a gap between them. Explain the next step from that comparison. No extra piece is required when none is available.", "", "Assessment and evidence", "Boundaries and practical support", "Use only each learner’s own existing work and records. No food preparation, cleaning chemicals, sharp tools or new practical task is introduced. Staff manage confidential records and final storage. A learner can point, speak, draw, write, use an aid or pause. Do not invite private family details. Missing or unobserved evidence remains a gap. A recollection is recorded as a recollection until supported by a work sample or dated observation.", "Take an individual first explanation: what did the learner do, what supports that claim, and what help was used? Accept a point, aid or exact scribed response. Cross-check with the earlier record. Do not credit adult work to the learner or infer a practical skill solely from today’s recall. Keep content cues and later replies separate. If no individual turn fits, mark not observed and plan a dated review.", "Keep missing work and unobserved responses as gaps. Record original dates, today’s review date, access help, content cues and adult actions separately. A group answer is not individual evidence.", "Evidence and feedback", "An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.", "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 record unchanged and the later response 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 personal contribution and next step. So: explain earlier work and listen to feedback. IL: choose a response mode and ask for support. MR: allow time 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_w07_Weekly_Plan_Row.docx", "pdf_path": "vocational_build_a2_w07_Weekly_Plan_Row.pdf", "edition": "public", "paragraphs_in_document_order": [ "Weekly plan row", "My work and next step", "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 7 · 14–18 December 2026", "Taught slot", "Friday 18 December 2026 · 40 minutes; clock time not supplied", "Objective", "Add evidence to my independence portfolio.", "Source", "BUILD Weekly - Autumn, C143; owner-confirmed strand and Friday slot", "Unit", "Reviewing and adding independence evidence", "Threads", "Thread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).", "Activity", "Review actual work from Weeks 1–6, choose at least one available piece and explain what the learner did and what support was used. Add or cross-reference the selected evidence in the independence portfolio, retain missing-work gaps and record a response to feedback with a dated next step.", "Evidence", "VOCATIONAL-BUILD-A2-W07-E1: An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.", "Careers", "This helps me show what I can do and plan my next step.", "Access", "Point, speech, drawing, writing or aid. Record exact prompts, reduced choices, adult actions and gaps.", "Assessment", "Assessing. Weeks 1–6 were formative. Review familiar work; keep initial explanations and later feedback responses separate." ] }, { "kind": "Evidence_Sheet", "path": "../vocational_build_a2_w07_Evidence_Sheet.docx", "pdf_path": "../vocational_build_a2_w07_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My work review", "My work and next step · VOCATIONAL-BUILD-A2-W07-E1", "Learner code __________ Review date __________", "Point, say, draw, write or use an aid. The adult can read and write your words. Keep your first reply as it is.", "The work I chose", "Record", "My work", "Work code and week", "____________________________", "Day the work was done", "____________________________", "Where the work is kept", "____________________________", "The part I did", "____________________________________________________", "____________________________________________________", "What the work shows; a clue in the work", "____________________________________________________", "____________________________________________________", "The help I used when I did the work", "____________________________________________________", "A part or fact still missing", "____________________________________________________", "Adult: first reply kept as given. Mode ______\nAccess help today ______ Content cue and when ______\nEarlier work checked: yes / part / not yet. Staff role ______", "", "My reply and next step", "Learner code __________ Review date __________", "Keep the first reply. This page holds your later reply after feedback.", "One point of feedback heard", "____________________________________________________", "My new reply or change", "____________________________________________________", "____________________________________________________", "One step to try next", "____________________________________________________", "The help I need; when to review it", "____________________________________________________", "My work is kept", "Work added / link made / still missing\nWork code ______ Place in folder or stored work code ______\nHelp to file it ______ Date checked ______", "Adult: Voice ______ Audience ______ Next-step prompt ______\nReply mode and help ______ First reply kept at ______\nNew reply kept at ______ Next 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_w07_Support_Cards.docx", "pdf_path": "../vocational_build_a2_w07_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "My work review prompts", "Use your own work. A point, word or aid can show your reply.", "Step", "Prompt", "Choose", "Which piece of work will you show?", "Check", "What is its code? When did you do it?", "Show", "Which part did you do?", "Explain", "What does it show? What help did you use?", "Keep", "Where will the work or its link go?", "Work from this term", "Week", "Work to look for", "1", "My snack plan", "2", "A record of washing and cleaning", "3", "A record of my two recipe steps", "4", "My job and task matches", "5", "My tray job, check and report", "6", "My winter card and making record", "Use work that is there. If a piece is missing, say so. A list of work is not the work itself.", "Adult: read these prompts as written. Note the actual reply and all help. Do not give a model answer first.", "", "Feedback and gaps", "Use this page after your first reply is kept.", "Prompt", "Words that may help", "A reply", "I heard ______. My new reply is ______.", "A next step", "Next I will try ______.", "Help", "Please help me with ______.", "A date", "We will review this on ______.", "If a piece is missing", "I cannot find ______.\nPlease help me look for ______.\nThis part is still missing.", "Keep the gap clear. The adult can plan a later check. Do not put a new date on old work.", "Check before you finish", "Can the work be found again?\nIs the day it was done still clear?\nIs your own part and help clear?\nIs your next step and review date clear?", "Adult: record any help to choose, explain or file. Keep today’s review date apart from the day of the earlier work." ] }, { "kind": "Vocabulary_Mat", "path": "../vocational_build_a2_w07_Vocabulary_Mat.docx", "pdf_path": "../vocational_build_a2_w07_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words for my work review", "My work and next step", "Word", "Meaning", "work", "A task or a record of it.", "proof", "Work that helps show what I did.", "part", "The bit I did.", "help", "Support with a task.", "date", "The day the work was done.", "gap", "Work or a fact still missing.", "next step", "One thing to try next.", "Words for a reply", "I did ______.\nThe work shows ______.\nI had help with ______.\nMy next step is ______.", "Your work folder holds your work or a link to where it is kept. The adult calls this a portfolio.", "Point, say, draw, write or use an aid. Ask for help with a word. The adult records any help with an answer." ] }, { "kind": "Staff_Answers", "path": "../vocational_build_a2_w07_Staff_Answers.docx", "pdf_path": "../vocational_build_a2_w07_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Assessment protocol", "My work and next step", "Friday 18 December 2026 · Year A · Identity & Belonging · 40 minutes", "The scheme objective is to add evidence to the independence portfolio. Assess selection, explanation and storage through actual earlier work. A portfolio label or retrospective account alone does not establish an earlier practical skill. No new practical skill is taught or tested in this lesson.", "Before the review", "Before teaching, gather each learner’s available work and dated observations from Weeks 1–6. Check ownership, original dates and storage references. Start the six-week audit without pre-judging the learner’s review. Provide the usual aid, folder, evidence sheet and support cards. Keep peer records private. Plan short individual review turns during slides 6–8; learners waiting can look through their own work. If there is no earlier work, prepare a gap record rather than a model answer or replacement practical task.", "Initial record and support", "Read the same prompts without suggesting an explanation. Record the learner’s own words, pointing or aid response before feedback. Reading and exact scribing are access help. A supplied claim, model, corrected explanation or reduced choice is content support. Record the type and timing. Separate help on the earlier task from help with today’s review and filing.", "Review check", "What supports the judgement", "Selection", "An available piece or dated observation belongs to the learner and links to a taught week. Record its code, original date and location. A supported choice remains valid when the help is clear.", "Explanation", "The learner identifies an action or contribution and points to a relevant clue. Their account agrees with the earlier record, including adult help. Record uncertainty instead of filling a gap.", "Adding evidence", "The actual work is filed or a usable reference points to its storage location. Preserve the original date. Existing filed work can be cross-referenced without counting it as a new achievement.", "Next step", "After feedback, the learner gives or chooses a response and one familiar skill or gap to revisit. Record needed help and a review date. Keep this later response separate.", "No fixed answer key", "Answers depend on actual work. Do not supply fictional completed evidence. A blank sheet, adult model, peer product or checklist tick without a work reference is insufficient. A shared product requires a dated record of the learner’s own contribution.", "", "Half term evidence audit", "Learner code __________ Review date __________ Staff role __________", "Audit all six weeks using earlier work and observations. Use available, partial, missing or not observed. Record original dates and support. The audit is an index, not proof of every skill.", "Week and focus", "Work code, original date, help and status", "1 · Snack plan and reason for the choice", "____________________________\n____________________________", "2 · Observed washing and cleaning steps", "____________________________\n____________________________", "3 · Observed recipe steps and help", "____________________________\n____________________________", "4 · Job matches and an action clue", "____________________________\n____________________________", "5 · Work tray, check and report", "____________________________\n____________________________", "6 · Winter card, making steps and check", "____________________________\n____________________________", "Strongest claim supported by the work; its reference", "____________________________________________________", "Gap, retrieval action or planned dated check", "____________________________________________________", "If work is missing", "Retain the gap and record what is missing. Seek an existing dated observation or work reference. If none exists, arrange a separate familiar-skill check later and date it honestly. Today’s help request or portfolio discussion is evidence only of what occurred today; it does not replace a missing recipe, cleaning or making observation.", "Boundaries", "Use only each learner’s own existing work and records. No food preparation, cleaning chemicals, sharp tools or new practical task is introduced. Staff manage confidential records and final storage. A learner can point, speak, draw, write, use an aid or pause. Do not invite private family details. Missing or unobserved evidence remains a gap. A recollection is recorded as a recollection until supported by a work sample or dated observation.", "", "Individual assessment review", "Learner code __________ Review date __________ Staff role __________", "For each initial review check use: shown without an extra content cue; shown with content support; not yet shown; or not observed. Record access help separately. No total score, attainment level or qualification result is inferred.", "Initial review check", "Judgement and work reference", "Selects relevant earlier work", "____________________________", "Explains own action and the help used", "____________________________", "Links the claim to the actual record", "____________________________", "Adds work or a usable storage reference", "____________________________", "Access help today", "____________________________________________________", "Content cue, adult action and when it occurred", "____________________________________________________", "Unobserved or uncertain parts", "____________________________________________________", "After feedback", "Record", "Actual prompt, reply or plan", "Specific feedback point", "____________________________", "Later reply and support", "____________________________", "Next step and help", "____________________________", "Review date and storage reference", "____________________________", "A later supported explanation does not replace the first record. Keep both. If time prevents an individual review, record not observed and plan a dated turn. Do not infer performance from attendance, a neat product or a group answer.", "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 record unchanged and the later response separate.", "This helps me show what I can do and plan my next step." ] } ], "review_scope": "Earlier work and dated observations from Weeks 1–6; no new practical task.", "prior_week_focus": [ { "week": 1, "objective": "Plan a simple healthy snack.", "evidence_focus": "Snack plan and reason for the choice" }, { "week": 2, "objective": "Wash up / clean up after an activity.", "evidence_focus": "Observed washing and cleaning steps" }, { "week": 3, "objective": "Follow a 2-step recipe with support.", "evidence_focus": "Observed recipe steps and help" }, { "week": 4, "objective": "Recognise jobs people do (links Careers).", "evidence_focus": "Job matches and an action clue" }, { "week": 5, "objective": "Take responsibility for a class job.", "evidence_focus": "Work tray, check and report" }, { "week": 6, "objective": "Prepare a seasonal food/craft item.", "evidence_focus": "Winter card, making steps and check" } ], "sources": [ { "id": "scheme", "path": "scheme_references/BUILD_SOW.xlsx", "sha256": "730f9a86a105a50fae64cc3560deb33a8f78f8a15959c608fa0c9fc197ce5bac", "cells": { "BUILD Weekly - Autumn": [ "B143", "C143" ], "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_Week7", "revision": "confirmed-2026-10-28", "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_W05_W06_BUNDLE.zip", "sha256": "cbaea82a49067d0440ecf89eeb705d176f663347ff6bfebd3d27f8820718eb07", "note": "Accepted seven-resource shape, School/Public arrangement, twelve-slide layout and editable styles." }, { "id": "prior_learning_w01_w02", "path": "accepted/VOCATIONAL_BUILD_A2_W01_W02_BUNDLE.zip", "sha256": "33b9459aa8b9c6c95bcfe34ec66a87655806bc2f33743a99f671e23cd1e5858c", "note": "Earlier weekly objectives and implemented activities inspected for the six-week evidence audit." }, { "id": "prior_learning_w03_w04", "path": "accepted/VOCATIONAL_BUILD_A2_W03_W04_BUNDLE.zip", "sha256": "ea126c50892a238a1b73edc09e7f32b9b42b795ec30363cc13b153296cc4c125", "note": "Earlier weekly objectives and implemented activities inspected for the six-week evidence audit." } ], "authoring_provenance": { "revision": "first-issue-2026-10-28", "note": "Assessment prompts, review sequence, careers line and evidence forms newly authored from the exact Week 7 objective. Earlier work from all six weeks inspected. 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 review prompts and evidence 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": "My work and next step", "edition": "public" }, { "name": "lesson-subtitle", "occurrence": 0, "text": "Year A · Friday 18 December 2026 · 40 minutes", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W07", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "What does my work show? What will I try next?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "This helps me show what I can do and plan my next step.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Term theme: Identity & Belonging", "edition": "public" } ], "pupil_text": [ "My work and next step", "What does my work show? What will I try next?", "This helps me show what I can do and plan my next step.", "Term theme: Identity & Belonging" ], "notes": "VOCATIONAL-BUILD-A2-W07 · Year A · Friday 18 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: Explain that this is the assessing week. Review familiar work rather than introduce a new practical skill.\nFirst and then: First show your work. Then say what you did.\nRoutes: Supported: Offer one verified piece at a time and read the same review prompts. Allow pointing, an aid and exact scribing. Record access help separately from a supplied explanation, reduced choice or content cue. Preserve the first response and record any later supported reply. Independent: Choose an available piece, explain the learner’s action and help used, then file or cross-reference it with the original date. Record any actual help. Respond to feedback and agree a next step. Aspire: Use the same review. If two suitable pieces exist, compare their support for one claim or identify a gap between them. Explain the next step from that comparison. No extra piece is required when none is available.\nEvidence: An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.\nCareers: This helps me show what I can do and plan my next step.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C143; owner-confirmed strand and Friday slot.\nUse only each learner’s own existing work and records. No food preparation, cleaning chemicals, sharp tools or new practical task is introduced. Staff manage confidential records and final storage. A learner can point, speak, draw, write, use an aid or pause. Do not invite private family details. Missing or unobserved evidence remains a gap. A recollection is recorded as a recollection until supported by a work sample or dated observation.", "teacher_action": "Explain that this is the assessing week. Review familiar work rather than introduce a new practical skill." }, { "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-W07", "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 for help with the words.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "Keep your own work close by.", "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 for help with the words.", "Keep your own work close by." ], "notes": "VOCATIONAL-BUILD-A2-W07 · Year A · Friday 18 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 the established aid and regulation routine. Respect a pause. An unobserved response is not a wrong answer.\nFirst and then: First show your work. Then say what you did.\nRoutes: Supported: Offer one verified piece at a time and read the same review prompts. Allow pointing, an aid and exact scribing. Record access help separately from a supplied explanation, reduced choice or content cue. Preserve the first response and record any later supported reply. Independent: Choose an available piece, explain the learner’s action and help used, then file or cross-reference it with the original date. Record any actual help. Respond to feedback and agree a next step. Aspire: Use the same review. If two suitable pieces exist, compare their support for one claim or identify a gap between them. Explain the next step from that comparison. No extra piece is required when none is available.\nEvidence: An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.\nCareers: This helps me show what I can do and plan my next step.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C143; owner-confirmed strand and Friday slot.\nUse only each learner’s own existing work and records. No food preparation, cleaning chemicals, sharp tools or new practical task is introduced. Staff manage confidential records and final storage. A learner can point, speak, draw, write, use an aid or pause. Do not invite private family details. Missing or unobserved evidence remains a gap. A recollection is recorded as a recollection until supported by a work sample or dated observation.", "teacher_action": "Offer the established aid and regulation routine. Respect a pause. An unobserved response is not a wrong answer." }, { "number": 3, "stage": "Gather earlier work", "minutes": 4, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "GATHER EARLIER WORK", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "3 / 12 · 4 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "Our work so far", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W07", "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": "Find your work from the past six weeks.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Keep the work code and date with each piece.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Say if a piece is missing.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Choose a piece to look at. Keep it safe.", "edition": "public" } ], "pupil_text": [ "Our work so far", "Find your work from the past six weeks.", "Keep the work code and date with each piece.", "Say if a piece is missing.", "Choose a piece to look at. Keep it safe." ], "notes": "VOCATIONAL-BUILD-A2-W07 · Year A · Friday 18 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nGather earlier work: 4 minutes.\nTeacher: Use the staff audit for all six weeks. Gather only the learner’s own work and dated observations. List missing or partial evidence. Do not rehearse an explanation or supply the learner’s claim.\nFirst and then: First show your work. Then say what you did.\nRoutes: Supported: Offer one verified piece at a time and read the same review prompts. Allow pointing, an aid and exact scribing. Record access help separately from a supplied explanation, reduced choice or content cue. Preserve the first response and record any later supported reply. Independent: Choose an available piece, explain the learner’s action and help used, then file or cross-reference it with the original date. Record any actual help. Respond to feedback and agree a next step. Aspire: Use the same review. If two suitable pieces exist, compare their support for one claim or identify a gap between them. Explain the next step from that comparison. No extra piece is required when none is available.\nEvidence: An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.\nCareers: This helps me show what I can do and plan my next step.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C143; owner-confirmed strand and Friday slot.\nUse only each learner’s own existing work and records. No food preparation, cleaning chemicals, sharp tools or new practical task is introduced. Staff manage confidential records and final storage. A learner can point, speak, draw, write, use an aid or pause. Do not invite private family details. Missing or unobserved evidence remains a gap. A recollection is recorded as a recollection until supported by a work sample or dated observation.", "teacher_action": "Use the staff audit for all six weeks. Gather only the learner’s own work and dated observations. List missing or partial evidence. Do not rehearse an explanation or supply the learner’s claim." }, { "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-W07", "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": "Add my work to my work folder.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Choose real work from this term.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Show my part and the help I used.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Keep the work and plan a next step.", "edition": "public" } ], "pupil_text": [ "Today", "Add my work to my work folder.", "Choose real work from this term.", "Show my part and the help I used.", "Keep the work and plan a next step." ], "notes": "VOCATIONAL-BUILD-A2-W07 · Year A · Friday 18 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 exact scheme objective aloud with the plain display wording. Explain that work folder means the independence portfolio. Read the review checks without giving a target answer.\nFirst and then: First show your work. Then say what you did.\nRoutes: Supported: Offer one verified piece at a time and read the same review prompts. Allow pointing, an aid and exact scribing. Record access help separately from a supplied explanation, reduced choice or content cue. Preserve the first response and record any later supported reply. Independent: Choose an available piece, explain the learner’s action and help used, then file or cross-reference it with the original date. Record any actual help. Respond to feedback and agree a next step. Aspire: Use the same review. If two suitable pieces exist, compare their support for one claim or identify a gap between them. Explain the next step from that comparison. No extra piece is required when none is available.\nEvidence: An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.\nCareers: This helps me show what I can do and plan my next step.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C143; owner-confirmed strand and Friday slot.\nUse only each learner’s own existing work and records. No food preparation, cleaning chemicals, sharp tools or new practical task is introduced. Staff manage confidential records and final storage. A learner can point, speak, draw, write, use an aid or pause. Do not invite private family details. Missing or unobserved evidence remains a gap. A recollection is recorded as a recollection until supported by a work sample or dated observation.", "teacher_action": "Read the exact scheme objective aloud with the plain display wording. Explain that work folder means the independence portfolio. Read the review checks without giving a target answer." }, { "number": 5, "stage": "Assessment brief", "minutes": 3, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "ASSESSMENT BRIEF", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "5 / 12 · 3 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "How the review works", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W07", "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 look at work you have done.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Show or say what you did first.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "An adult can read or write your words.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "The adult will note the help you use.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Keep your first reply as it is.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "You can reply to feedback at the end.", "edition": "public" }, { "name": "diagram-caption", "occurrence": 0, "text": "First show your work. Then say what you did.", "edition": "public" } ], "pupil_text": [ "How the review works", "We will look at work you have done.", "Show or say what you did first.", "An adult can read or write your words.", "The adult will note the help you use.", "Keep your first reply as it is.", "You can reply to feedback at the end.", "First show your work. Then say what you did." ], "notes": "VOCATIONAL-BUILD-A2-W07 · Year A · Friday 18 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nAssessment brief: 3 minutes.\nTeacher: Explain how to respond. Read prompts exactly and scribe without correcting. Access help enables a response; a supplied reason, answer or reduced choice is content support. Record both precisely. Keep the first record before feedback.\nFirst and then: First show your work. Then say what you did.\nRoutes: Supported: Offer one verified piece at a time and read the same review prompts. Allow pointing, an aid and exact scribing. Record access help separately from a supplied explanation, reduced choice or content cue. Preserve the first response and record any later supported reply. Independent: Choose an available piece, explain the learner’s action and help used, then file or cross-reference it with the original date. Record any actual help. Respond to feedback and agree a next step. Aspire: Use the same review. If two suitable pieces exist, compare their support for one claim or identify a gap between them. Explain the next step from that comparison. No extra piece is required when none is available.\nEvidence: An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.\nCareers: This helps me show what I can do and plan my next step.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C143; owner-confirmed strand and Friday slot.\nUse only each learner’s own existing work and records. No food preparation, cleaning chemicals, sharp tools or new practical task is introduced. Staff manage confidential records and final storage. A learner can point, speak, draw, write, use an aid or pause. Do not invite private family details. Missing or unobserved evidence remains a gap. A recollection is recorded as a recollection until supported by a work sample or dated observation.", "teacher_action": "Explain how to respond. Read prompts exactly and scribe without correcting. Access help enables a response; a supplied reason, answer or reduced choice is content support. Record both precisely. Keep the first record before feedback." }, { "number": 6, "stage": "Choose and check evidence", "minutes": 8, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "CHOOSE AND CHECK EVIDENCE", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "6 / 12 · 8 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "My choice of work", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W07", "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 one piece of your work.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Check its code and the day it was done.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point to the part you want to talk about.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Say if a fact or piece is missing.", "edition": "public" } ], "pupil_text": [ "My choice of work", "Choose one piece of your work.", "Check its code and the day it was done.", "Point to the part you want to talk about.", "Say if a fact or piece is missing." ], "notes": "VOCATIONAL-BUILD-A2-W07 · Year A · Friday 18 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nChoose and check evidence: 8 minutes.\nTeacher: Use Support Cards page 1 and Evidence Sheet page 1. Offer available verified work. A learner chooses at least one piece if available. Record its code, original date, source week and location. If the work is already filed, cross-reference it; do not duplicate it as a new achievement. If ownership or date is unclear, retain that uncertainty.\nFirst and then: First show your work. Then say what you did.\nRoutes: Supported: Offer one verified piece at a time and read the same review prompts. Allow pointing, an aid and exact scribing. Record access help separately from a supplied explanation, reduced choice or content cue. Preserve the first response and record any later supported reply. Independent: Choose an available piece, explain the learner’s action and help used, then file or cross-reference it with the original date. Record any actual help. Respond to feedback and agree a next step. Aspire: Use the same review. If two suitable pieces exist, compare their support for one claim or identify a gap between them. Explain the next step from that comparison. No extra piece is required when none is available.\nEvidence: An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.\nCareers: This helps me show what I can do and plan my next step.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C143; owner-confirmed strand and Friday slot.\nUse only each learner’s own existing work and records. No food preparation, cleaning chemicals, sharp tools or new practical task is introduced. Staff manage confidential records and final storage. A learner can point, speak, draw, write, use an aid or pause. Do not invite private family details. Missing or unobserved evidence remains a gap. A recollection is recorded as a recollection until supported by a work sample or dated observation.", "teacher_action": "Use Support Cards page 1 and Evidence Sheet page 1. Offer available verified work. A learner chooses at least one piece if available. Record its code, original date, source week and location. If the work is already filed, cross-reference it; do not duplicate it as a new achievement. If ownership or date is unclear, retain that uncertainty." }, { "number": 7, "stage": "Explain earlier work", "minutes": 8, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "EXPLAIN EARLIER WORK", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "7 / 12 · 8 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "My part in the work", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W07", "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 part you did.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "What does the work show you can do?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What help did you use?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Point to a clue in the work or its record.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "The adult keeps your first words or response.", "edition": "public" } ], "pupil_text": [ "My part in the work", "Show the part you did.", "What does the work show you can do?", "What help did you use?", "Point to a clue in the work or its record.", "The adult keeps your first words or response." ], "notes": "VOCATIONAL-BUILD-A2-W07 · Year A · Friday 18 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nExplain earlier work: 8 minutes.\nTeacher: Take an individual first explanation: what did the learner do, what supports that claim, and what help was used? Accept a point, aid or exact scribed response. Cross-check with the earlier record. Do not credit adult work to the learner or infer a practical skill solely from today’s recall. Keep content cues and later replies separate. If no individual turn fits, mark not observed and plan a dated review.\nFirst and then: First show your work. Then say what you did.\nRoutes: Supported: Offer one verified piece at a time and read the same review prompts. Allow pointing, an aid and exact scribing. Record access help separately from a supplied explanation, reduced choice or content cue. Preserve the first response and record any later supported reply. Independent: Choose an available piece, explain the learner’s action and help used, then file or cross-reference it with the original date. Record any actual help. Respond to feedback and agree a next step. Aspire: Use the same review. If two suitable pieces exist, compare their support for one claim or identify a gap between them. Explain the next step from that comparison. No extra piece is required when none is available.\nEvidence: An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.\nCareers: This helps me show what I can do and plan my next step.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C143; owner-confirmed strand and Friday slot.\nUse only each learner’s own existing work and records. No food preparation, cleaning chemicals, sharp tools or new practical task is introduced. Staff manage confidential records and final storage. A learner can point, speak, draw, write, use an aid or pause. Do not invite private family details. Missing or unobserved evidence remains a gap. A recollection is recorded as a recollection until supported by a work sample or dated observation.", "teacher_action": "Take an individual first explanation: what did the learner do, what supports that claim, and what help was used? Accept a point, aid or exact scribed response. Cross-check with the earlier record. Do not credit adult work to the learner or infer a practical skill solely from today’s recall. Keep content cues and later replies separate. If no individual turn fits, mark not observed and plan a dated review." }, { "number": 8, "stage": "Add and check records", "minutes": 6, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "ADD AND CHECK RECORDS", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "8 / 12 · 6 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "My work folder", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W07", "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": "Put the work in your folder, or link to where it is kept.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Keep its code and the day it was done.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Check the work can be found again.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Leave any gap clear. Ask for help if needed.", "edition": "public" } ], "pupil_text": [ "My work folder", "Put the work in your folder, or link to where it is kept.", "Keep its code and the day it was done.", "Check the work can be found again.", "Leave any gap clear. Ask for help if needed." ], "notes": "VOCATIONAL-BUILD-A2-W07 · Year A · Friday 18 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nAdd and check records: 6 minutes.\nTeacher: Support adding the selected work or a clear reference to its actual storage location. Record filing help separately from help during the original task. Complete the six-week audit with available, partial, missing or not observed status. No earlier work: retain the gap and use today’s record only as evidence of the review or help request, never as replacement practical evidence.\nFirst and then: First show your work. Then say what you did.\nRoutes: Supported: Offer one verified piece at a time and read the same review prompts. Allow pointing, an aid and exact scribing. Record access help separately from a supplied explanation, reduced choice or content cue. Preserve the first response and record any later supported reply. Independent: Choose an available piece, explain the learner’s action and help used, then file or cross-reference it with the original date. Record any actual help. Respond to feedback and agree a next step. Aspire: Use the same review. If two suitable pieces exist, compare their support for one claim or identify a gap between them. Explain the next step from that comparison. No extra piece is required when none is available.\nEvidence: An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.\nCareers: This helps me show what I can do and plan my next step.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C143; owner-confirmed strand and Friday slot.\nUse only each learner’s own existing work and records. No food preparation, cleaning chemicals, sharp tools or new practical task is introduced. Staff manage confidential records and final storage. A learner can point, speak, draw, write, use an aid or pause. Do not invite private family details. Missing or unobserved evidence remains a gap. A recollection is recorded as a recollection until supported by a work sample or dated observation.", "teacher_action": "Support adding the selected work or a clear reference to its actual storage location. Record filing help separately from help during the original task. Complete the six-week audit with available, partial, missing or not observed status. No earlier work: retain the gap and use today’s record only as evidence of the review or help request, never as replacement practical evidence." }, { "number": 9, "stage": "Feedback and response", "minutes": 6, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "occurrence": 0, "text": "FEEDBACK AND RESPONSE", "edition": "public" }, { "name": "slide-number-time", "occurrence": 0, "text": "9 / 12 · 6 min", "edition": "public" }, { "name": "slide-title", "occurrence": 0, "text": "My reply to feedback", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W07", "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": "Keep your first reply as it is.", "edition": "public" }, { "name": "step-number-2", "occurrence": 0, "text": "3", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Show a new reply in the next space.", "edition": "public" }, { "name": "step-number-3", "occurrence": 0, "text": "4", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Choose one next step, the help and a date.", "edition": "public" } ], "pupil_text": [ "My reply to feedback", "Hear one point of feedback.", "Keep your first reply as it is.", "Show a new reply in the next space.", "Choose one next step, the help and a date." ], "notes": "VOCATIONAL-BUILD-A2-W07 · Year A · Friday 18 December 2026\nTerm theme: Identity & Belonging\nThread tags: SMSC S/So (M/C: none); British Values IL/MR (D/RL/T: none).\nFeedback and response: 6 minutes.\nTeacher: After initial explanations are recorded, give one specific feedback point linked to the selected work. Example: ask the learner to make the adult help clearer. Record the actual prompt and later response on page 2. Agree one familiar skill or evidence gap to revisit, help needed and a review date. Retain the original response and date.\nFirst and then: First show your work. Then say what you did.\nRoutes: Supported: Offer one verified piece at a time and read the same review prompts. Allow pointing, an aid and exact scribing. Record access help separately from a supplied explanation, reduced choice or content cue. Preserve the first response and record any later supported reply. Independent: Choose an available piece, explain the learner’s action and help used, then file or cross-reference it with the original date. Record any actual help. Respond to feedback and agree a next step. Aspire: Use the same review. If two suitable pieces exist, compare their support for one claim or identify a gap between them. Explain the next step from that comparison. No extra piece is required when none is available.\nEvidence: An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.\nCareers: This helps me show what I can do and plan my next step.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C143; owner-confirmed strand and Friday slot.\nUse only each learner’s own existing work and records. No food preparation, cleaning chemicals, sharp tools or new practical task is introduced. Staff manage confidential records and final storage. A learner can point, speak, draw, write, use an aid or pause. Do not invite private family details. Missing or unobserved evidence remains a gap. A recollection is recorded as a recollection until supported by a work sample or dated observation.", "teacher_action": "After initial explanations are recorded, give one specific feedback point linked to the selected work. Example: ask the learner to make the adult help clearer. Record the actual prompt and later response on page 2. Agree one familiar skill or evidence gap to revisit, help needed and a review date. Retain the original response and date." }, { "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": "My next step", "edition": "public" }, { "name": "printed-id", "occurrence": 0, "text": "VOCATIONAL-BUILD-A2-W07", "edition": "public" }, { "name": "edition-label", "occurrence": 0, "text": "Public edition", "edition": "public" }, { "name": "licence-credit", "occurrence": 0, "text": "Lesson resource · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "What does your work show?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "What is your next step?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What help will you need?", "edition": "public" } ], "pupil_text": [ "My next step", "What does your work show?", "What is your next step?", "What help will you need?" ], "notes": "VOCATIONAL-BUILD-A2-W07 · Year A · Friday 18 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: Confirm one work reference and an achievable next step. Check the learner knows the help available. Staff secure the records; no new practical task is started.\nFirst and then: First show your work. Then say what you did.\nRoutes: Supported: Offer one verified piece at a time and read the same review prompts. Allow pointing, an aid and exact scribing. Record access help separately from a supplied explanation, reduced choice or content cue. Preserve the first response and record any later supported reply. Independent: Choose an available piece, explain the learner’s action and help used, then file or cross-reference it with the original date. Record any actual help. Respond to feedback and agree a next step. Aspire: Use the same review. If two suitable pieces exist, compare their support for one claim or identify a gap between them. Explain the next step from that comparison. No extra piece is required when none is available.\nEvidence: An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.\nCareers: This helps me show what I can do and plan my next step.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C143; owner-confirmed strand and Friday slot.\nUse only each learner’s own existing work and records. No food preparation, cleaning chemicals, sharp tools or new practical task is introduced. Staff manage confidential records and final storage. A learner can point, speak, draw, write, use an aid or pause. Do not invite private family details. Missing or unobserved evidence remains a gap. A recollection is recorded as a recollection until supported by a work sample or dated observation.", "teacher_action": "Confirm one work reference and an achievable next step. Check the learner knows the help available. Staff secure the records; no new practical task is started." }, { "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-W07", "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": "Work: A task or a record of it.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Proof: Work that helps show what I did.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Part: The bit I did.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Help: Support with a task.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Date: The day the work was done.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Gap: Work or a fact still missing.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Next step: One thing to try next.", "edition": "public" } ], "pupil_text": [ "Words that help", "Work: A task or a record of it.", "Proof: Work that helps show what I did.", "Part: The bit I did.", "Help: Support with a task.", "Date: The day the work was done.", "Gap: Work or a fact still missing.", "Next step: One thing to try next." ], "notes": "VOCATIONAL-BUILD-A2-W07 · Year A · Friday 18 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: These are access words for the review. Record any explanation that provides content needed for an assessed answer. The portfolio is called a work folder in the pupil text.\nFirst and then: First show your work. Then say what you did.\nRoutes: Supported: Offer one verified piece at a time and read the same review prompts. Allow pointing, an aid and exact scribing. Record access help separately from a supplied explanation, reduced choice or content cue. Preserve the first response and record any later supported reply. Independent: Choose an available piece, explain the learner’s action and help used, then file or cross-reference it with the original date. Record any actual help. Respond to feedback and agree a next step. Aspire: Use the same review. If two suitable pieces exist, compare their support for one claim or identify a gap between them. Explain the next step from that comparison. No extra piece is required when none is available.\nEvidence: An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.\nCareers: This helps me show what I can do and plan my next step.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C143; owner-confirmed strand and Friday slot.\nUse only each learner’s own existing work and records. No food preparation, cleaning chemicals, sharp tools or new practical task is introduced. Staff manage confidential records and final storage. A learner can point, speak, draw, write, use an aid or pause. Do not invite private family details. Missing or unobserved evidence remains a gap. A recollection is recorded as a recollection until supported by a work sample or dated observation.", "teacher_action": "These are access words for the review. Record any explanation that provides content needed for an assessed answer. The portfolio is called a work folder in the pupil text." }, { "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-W07", "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 18 December 2026; 40 minutes; assessing.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Review actual work from Weeks 1–6.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Record first responses, access help and content cues.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Keep later feedback and replies separate.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Retain gaps. No new task or completion claim.", "edition": "public" } ], "pupil_text": [ "Staff brief", "Friday 18 December 2026; 40 minutes; assessing.", "Review actual work from Weeks 1–6.", "Record first responses, access help and content cues.", "Keep later feedback and replies separate.", "Retain gaps. No new task or completion claim." ], "notes": "VOCATIONAL-BUILD-A2-W07 · Year A · Friday 18 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: Keep the initial review, feedback and later response separate. Staff assess only what actual records support. No qualification result, total score or completion is inferred.\nFirst and then: First show your work. Then say what you did.\nRoutes: Supported: Offer one verified piece at a time and read the same review prompts. Allow pointing, an aid and exact scribing. Record access help separately from a supplied explanation, reduced choice or content cue. Preserve the first response and record any later supported reply. Independent: Choose an available piece, explain the learner’s action and help used, then file or cross-reference it with the original date. Record any actual help. Respond to feedback and agree a next step. Aspire: Use the same review. If two suitable pieces exist, compare their support for one claim or identify a gap between them. Explain the next step from that comparison. No extra piece is required when none is available.\nEvidence: An individual portfolio review linked to actual earlier work by code, original date and storage reference; the learner’s contribution, support and initial explanation, a six-week evidence audit, a separate response to feedback and an agreed next step with a review date.\nCareers: This helps me show what I can do and plan my next step.\nSource: scheme_references/BUILD_SOW.xlsx; BUILD Weekly - Autumn, C143; owner-confirmed strand and Friday slot.\nUse only each learner’s own existing work and records. No food preparation, cleaning chemicals, sharp tools or new practical task is introduced. Staff manage confidential records and final storage. A learner can point, speak, draw, write, use an aid or pause. Do not invite private family details. Missing or unobserved evidence remains a gap. A recollection is recorded as a recollection until supported by a work sample or dated observation.", "teacher_action": "Keep the initial review, feedback and later response separate. Staff assess only what actual records support. No qualification result, total score or completion is inferred." } ], "weekly_plan_row": { "week": 7, "week_start": "2026-12-14", "week_end": "2026-12-18", "teaching_date": "2026-12-18", "teaching_day": "Friday", "minutes": 40, "objective": "Add evidence to my independence portfolio.", "unit": "Reviewing and adding independence evidence", "where_this_leads": "This helps me show what I can do and plan my next step.", "evidence_id": "VOCATIONAL-BUILD-A2-W07-E1", "assessment_role": "assessing", "edition": "public" }, "edition": "public", "label": "Public edition" }