ASDAN Studio · Duke & Enterprise · Week 4 of 6

An Independence Challenge

BUILD Pathway · ASDAN Studio · Personal Challenge

Progress SoW · BUILD ASDAN Aut 1 · 2026–27 · Personal Challenge · Week 4🏅 Banks: AQA UAS 'Personal challenge'

Spark: I can do this myself.

Success looks like

I can do something independently I usually get help with
I can plan the steps before I try
I can say what I'd still like help with

Aspire · teach the independent skill to someone else.

Teacher Print Tools — Week 4

Retrieval Quiz

Arrival Task – What Do You Already Know?

1. Say it

Name a skill that helps you be independent.

Any honest answer counts — say it out loud.

2. Spot it

First aid — useful? Yes/no.

Any honest answer counts — say it out loud.

3. Point to it

Point to a challenge you could do at home.

Any honest answer counts — say it out loud.

1. The big idea

What does 'I can do this myself.' mean in your own words?

Own words — one honest sentence.

2. Today's work

Today is 'An Independence Challenge' — skills for life. What do you think we'll be doing?

A sensible prediction — we check it at the end.

3. Success check

By the end you should be able to say: 'I can do something independently I usually get help with.' What will that take today?

Name one thing you’ll need to do or try.

1. The line

What's the difference between doing something independently and doing it alone?

Independent means you drive it — help can still be asked for; alone means unsupported, which isn't the goal.

2. Plan first

Why does planning the steps BEFORE you try change the odds?

The plan absorbs the panic — when step 3 wobbles, you know step 4 exists.

3. Honest gap

'What I'd still like help with' — why does naming it make you MORE independent, not less?

Knowing your edge is self-knowledge — pretending you have none is where accidents live.

Starter

Today at a Glance

Key Question: What are we building today — and where does the evidence go?

💡

Big Idea

I can do this myself.

SPARK

🎲

Today We Play

Put it in order

GAME

🧱

The Wall Grows

Onto the Challenge Wall

VOICE

🏅

It Banks

AQA UAS 'Personal challenge'

EVIDENCE

Talk first, then we play — every voice counts here.

I Do

The Model — An Independence Challenge

Key Idea: I can do this myself.

👀 Look: the key is doing it yourself — every task you own opens a door.

Step 0 of 3

Independence challenges (cookery, first aid, self-care).

Independence challenges are life skills claimed for yourself — cooking, first aid, self-care. The point isn't the task; it's who's driving it.

Practising a skill safely.

Practising safely means the skill is learned with the right guard-rails: right tools, right supervision, right pace. Safe practice is still YOUR practice.

Evidence that you did it yourself.

Evidence that YOU did it: the photos show your hands, your steps, your result — with the honest note about which bit had backup.

We Do

Put it in order

How it works: These belong in an order. Tap them one at a time — does each land where you expected?Found: 0/5

Choose it

Plan it

Do it

Evidence it

Reflect on it

I Do

Proving It — The Evidence Loop

Key Idea: Launch extension: one written line — something you can do now that you couldn't in September.

Step 0 of 3

Documentarian

photo your challenge.

Annotate

'I did ___ myself'.

Witness

staff tick 'completed an independence challenge', sign.

For the moderator, not just the folder

A tick says it happened. A witness statement says what you did. Before the photo is filed, the adult writes one sentence naming the thing they actually saw you do — and rings whether you did it Supported, Standard or Stretch.

That ring is the part that counts. It is the difference between “the class did this” and “this candidate did it, at this level, with this much help.” The witness sheet prints with every pack.

We Do

Skip One Step — Whose Challenge Is It Then?

Step 1: Tap a card, then its partner. Step 2: Watch the WAGOLL write itself. Score: 0/5

Choose it

Plan it

Do it

Evidence it

Reflect on it

Skip it and it's someone else's challenge, not yours

Skip it and you learn nothing you can use next time

Skip it and it stays a good intention

Skip it and it happened but it doesn't count

Skip it and you'll start the week you run out of time

Plan before tryIndependence provedEvidence of MEGap named

Independent Work

Independent Work — Studio Time

Instructions: Work at your level. Evidence goes in your ASDAN portfolio — Documentarian photo + annotation + witness tick — AQA UAS 'Personal challenge'.

🤝 With support

Task: Complete a picture-guided challenge and take your own evidence photo at the end.

Steps: One step at a time — adult support is right there. Photo when you’re proud of it.

👤 On your own

Task: Choose and complete an independence challenge, evidencing what you did on your own.

Steps: Work the task through — photo as you go, annotate at the end, witness tick before you pack up.

🚀 Take it further

Task: Choose and complete an independence challenge, evidencing what you did on your own. Stretch: teach the independent skill to someone else.

Steps: Task first, stretch second — and your annotation should explain the why, not just the what.

Lundy Loop

Lundy Loop — Your Voice on the Wall

Why: Article 12 — your view counts here, and it genuinely changes what happens next.

🚪 SPACE

The Challenge Wall celebrates attempts, not just wins — a challenge you tried and missed still earns its card, and 'pass' is always allowed.

📣 VOICE

Say one thing you can do now that you could not in September.

👥 AUDIENCE

The wall celebrates attempts, not just wins — a challenge tried and missed still earns its card.

⭐ INFLUENCE

What the room can already do decides what we teach next. We do not reteach what has landed.

Exit Ticket

Instructions: Answer independently. Own words — no wall-peeking.

1.

I can do something independently I usually get help with — true for you today? Say how.

Point to today’s work as your proof.

2.

I can plan the steps before I try — true for you today? Say how.

Point to today’s work as your proof.

3.

I can say what I'd still like help with — true for you today? Say how.

Point to today’s work as your proof.

1.

What does 'I can do this myself.' mean now the lesson’s done?

Own words + one example from today.

2.

What did you actually make or do today — and which bit are you proudest of?

Choose and complete an independence challenge, evidencing what you did on your own.

3.

Where does today’s evidence bank?

AQA UAS 'Personal challenge'

1.

Teach your independent skill to someone else in four steps. What did teaching reveal you didn't fully know?

Own four steps — teaching finds the gaps performing hides.

2.

Which everyday thing do you STILL get help with that could be your next challenge?

Own honest pick — the list of helped-with things is a challenge menu.

3.

Design the evidence that proves independence better than a photo can.

Own design — e.g. the witness stating what they DIDN'T do; absence of help, evidenced.

Knowledge Organiser (BUILD ASDAN W4): An Independence Challenge

BUILD · ASDAN Studio · ASDAN Studio · Duke & Enterprise · Banks: AQA UAS 'Personal challenge'

Key Word	Definition
INDEPENDENCE	Doing something yourself that you used to need help with.
SKILL	Something practised until it is dependable.
SAFELY	Doing it without putting yourself or others at risk.
EVIDENCE	Proof that you did it yourself.

Key Facts

I can do this myself.
Banks: AQA UAS 'Personal challenge'
Pupil voice: Say one thing you can do now that you could not in September.
What it changes: What the room can already do decides what we teach next. We do not reteach what has landed.
Launch extension: one written line — something you can do now that you couldn't in September.

An Independence Challenge

Name: ____________________ Class: __________ Date:

This week's spark

I can do this myself.

ASDAN evidence

Documentarian photo + annotation + witness tick — AQA UAS 'Personal challenge'.

Arrival Task

1) Name a skill that helps you be independent.

2) First aid — useful? Yes/no.

3) Point to a challenge you could do at home.

1) What does 'I can do this myself.' mean in your own words?

2) Today is 'An Independence Challenge' — skills for life. What do you think we'll be doing?

3) By the end you should be able to say: 'I can do something independently I usually get help with.' What will that take today?

1) What's the difference between doing something independently and doing it alone?

2) Why does planning the steps BEFORE you try change the odds?

3) 'What I'd still like help with' — why does naming it make you MORE independent, not less?

Today at a Glance

Key Question: What are we building today — and where does the evidence go?

We Do 1: Put it in order

Choose it, Plan it, Do it, Evidence it, Reflect on it

We Do 2: Skip One Step — Whose Challenge Is It Then?

Draw lines to match:

Choose it · Plan it · Do it · Evidence it · Reflect on it

Step 1 · Step 5 · Step 3 · Step 4 · Step 2

Scaffolding – Supported

Access & sensory notes (staff)
· The supported task today is: Complete a picture-guided challenge and take your own evidence photo at the end.
· Fine motor: offer the chunky-grip pen, and accept a card sort or a spoken answer scribed by an adult — the judgement is the evidence, not the handwriting.
· Sensory: Pitching and presenting raise the temperature fastest. Rehearse to one adult before any group audience, and keep a written or recorded route open right to the end.
· Cognitive load: a completed small piece beats a half-done large one at moderation. Cut the target, never the thinking.
· Ring the level honestly on the witness sheet. Supported with the work finished is a stronger portfolio entry than Standard with it abandoned.

Sentence starters

I did ______ myself.

The hard part was ______.

I could not do this in September because ______.

Word bank

independence · myself · skill · safely · practise · evidence · breakfast · travel

Scaffolding – Standard

Frame

1) Choose an independence challenge. 2) Practise the skill safely. 3) Evidence that you did it yourself and explain the hard part.

Sentence spine: "I started by ___ — then ___ — which shows I can do this myself."

Scaffolding – Stretch

Stretch prompts

Teach your independent skill to someone else in four steps. What did teaching reveal you didn't fully know? Which everyday thing do you STILL get help with that could be your next challenge?

Independent Work – Supported

Task: Complete a picture-guided challenge and take your own evidence photo at the end.

Draw or stick your work here:

An adult can scribe your words.

Independent Work – Standard

Task: Choose and complete an independence challenge, evidencing what you did on your own.

Evidence check: photo ☐ annotation ☐ witness tick ☐

Independent Work – Stretch

Task: Choose and complete an independence challenge, evidencing what you did on your own.

Stretch: teach the independent skill to someone else.

Exit Ticket – Supported

1) I can do something independently I usually get help with — true for you today? Say how.

2) I can plan the steps before I try — true for you today? Say how.

3) I can say what I'd still like help with — true for you today? Say how.

Exit Ticket – Standard

1) What does 'I can do this myself.' mean now the lesson’s done?

2) What did you actually make or do today — and which bit are you proudest of?

3) Where does today’s evidence bank?

Exit Ticket – Stretch

1) Teach your independent skill to someone else in four steps. What did teaching reveal you didn't fully know?

2) Which everyday thing do you STILL get help with that could be your next challenge?

3) Design the evidence that proves independence better than a photo can.

Assessor Witness Statement

BUILD ASDAN W4 · An Independence Challenge
BUILD · ASDAN Studio · ASDAN Studio · Duke & Enterprise · Banks: AQA UAS 'Personal challenge'

Candidate name
Date of activity
Activity witnessed	An Independence Challenge

1 · What I actually saw this candidate do

Name the observable action, not the worksheet. Write what a stranger would have seen from the doorway.

2 · Level the candidate worked at — ring ONE

SUPPORTED
Complete a picture-guided challenge and take your own evidence photo at the end.

STANDARD
Choose and complete an independence challenge, evidencing what you did on your own.

STRETCH
Teach your independent skill to someone else in four steps. What did teaching reveal you didn't fully know? Which everyday thing do you STILL get help with that could be your next challenge?

Prompts given (if any):

3 · Evidence attached

☐ Dated photograph ☐ Candidate’s written annotation ☐ Completed sheet ☐ Other:

4 · Assessor declaration

I confirm the work described above was produced by the named candidate, and that the level ringed reflects the support actually given on the day.

Assessor name (print)	Role
Signature	Date

One statement per candidate per session. File it with the photo, not instead of it.

Lundy Loop — this lesson

Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.

Space	The Challenge Wall celebrates attempts, not just wins — a challenge you tried and missed still earns its card, and 'pass' is always allowed.
Voice	Say one thing you can do now that you could not in September.
Audience	The wall celebrates attempts, not just wins — a challenge tried and missed still earns its card.
Influence	What the room can already do decides what we teach next. We do not reteach what has landed.

Closing the loop: out loud, as a class, is enough here. Any inclusion counts — a nod, a word, a pointed finger. If a pupil wants theirs written down, an adult scribes it in their words. Pass is always allowed.

An Independence Challenge — Feedback Sheet

Keep with your ASDAN portfolio.

Pupil name:	Date:
WWW (What Went Well):
EBI (Even Better If):
Level worked at: Supported / Standard / Stretch	ASDAN evidence filed: Yes / Not yet
Pupil response — my next step: Ring this yourself — an adult may write your words if you ask.
How I answered it — ring one:👉pointed🗣said it✋showed🖼picture🔁tried again🎬filmedNothing yet is a real answer — leave it blank. Pass is always allowed.Filmed or photographed: work, not faces, unless consent is filed.R — adult initials that they received it: ____________

An Independence Challenge

Success looks like

Teacher Print Tools — Week 4

Arrival Task – What Do You Already Know?

1. Say it

2. Spot it

3. Point to it

1. The big idea

2. Today's work

3. Success check

1. The line

2. Plan first

3. Honest gap

Today at a Glance

Big Idea

Today We Play

The Wall Grows

It Banks

The Model — An Independence Challenge

Independence challenges (cookery, first aid, self-care).

Practising a skill safely.

Evidence that you did it yourself.

Put it in order

Proving It — The Evidence Loop

Documentarian

Annotate

Witness

Skip One Step — Whose Challenge Is It Then?

Independent Work — Studio Time

🤝 With support

👤 On your own

🚀 Take it further

Lundy Loop — Your Voice on the Wall

🚪 SPACE

📣 VOICE

👥 AUDIENCE

⭐ INFLUENCE

Exit Ticket

1.

2.

3.

1.

2.

3.

1.

2.

3.

An Independence Challenge — banked!

Pens down — quick partner check!

Knowledge Organiser (BUILD ASDAN W4): An Independence Challenge

Key Facts

An Independence Challenge

This week's spark

ASDAN evidence

Arrival Task

Today at a Glance

We Do 1: Put it in order

We Do 2: Skip One Step — Whose Challenge Is It Then?

Scaffolding – Supported

Sentence starters

Word bank

Scaffolding – Standard

Frame

Scaffolding – Stretch

Stretch prompts

Independent Work – Supported

Independent Work – Standard

Independent Work – Stretch

Exit Ticket – Supported

Exit Ticket – Standard

Exit Ticket – Stretch

Assessor Witness Statement

Lundy Loop — this lesson

An Independence Challenge — Feedback Sheet