Same-day evidence guidance

Learner-owned job-and-route comparison, personal-fit explanation and next verification question. This is teaching evidence, not a qualification or route decision.

Explain one route that currently interests you, the evidence behind that interest and what still needs checking.

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

Use the learner’s comparison to select the Autumn 2 Week 2 subject-career examples and route the unanswered question to the appropriate adult or guidance source.

Annotated subject-skill-career chains plus the learner’s taster choice and reason.

Name one subject skill you can transfer, the job task it may support and how you want to test the link.

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

Use the selected link to allocate an accessible Autumn 2 Week 3 taster brief and the minimum scaffold needed for a genuine attempt.

Authentic taster product or action, observable check or feedback, learner explanation and honest record of support.

Explain what this taster showed, what it did not show and the next thing you would need to test.

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

Use the response to select the Autumn 2 Week 4 communication or teamwork function, participation route and level of scaffolding.

Authentic task outcome, learner’s identifiable contribution, check-back or handover record, feedback response and separately recorded support.

Name the communication or teamwork action you used, the evidence of its effect and what you would change next time.

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

Use the learner’s explanation to choose which authentic Autumn 2 W1–W4 item should enter the Autumn 2 Week 5 potential-evidence review.

Authentic prior work plus learner-owned annotations of decision, contribution, meaning, support and limits. Final evidence status remains assessor or coordinator-owned.

Explain which item you selected, what it genuinely shows, what support was used and what remains open.

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

The responsible adult routes the item for review, tells the learner what happens next and reports back rather than implying approval.

Updated learner-owned about-me and future profile, before-and-after explanation and bounded next-action record. It does not certify a PEQ outcome.

Explain one thing the evidence changed about your profile, one possibility you want to keep open and the next action you want taken.

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

Use the learner’s profile to update the next half-term task or guidance plan, record the adult-owned action and tell the learner when they will receive a response.

Keep the verified before-status, learner-owned decision, authentic action or approved preparation, and learner review together. Record adult prompts, permissions and support separately.

Explain the problem we actually found, the evidence behind our choice and what will be checked next.

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

The adult updates the live project board, secures any required permission and tells the learner exactly how their response changes the next task or scaffold.

Capture the learner's safe preparation, authentic skill attempt, checked result and explanation of the improvement. Record exact prompts, physical support, supervision and adult feedback separately.

Name one checkpoint that kept the task safe, one quality sign and the change you made after feedback.

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

The adult uses the learner's check to decide whether to fade a prompt, provide another rehearsal or keep the current supervision, and reports that decision back before the next live task.

Keep the learner-created task-skill-job map, approved source reference and learner explanation or comparison. Record reading, scribing and research support separately.

Explain one job link using the real task and source, then name one question you still want the authorised adult or source to answer.

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

The adult uses learner interest and the unanswered question to adjust the next role, resource or approved careers encounter, then tells the learner what can genuinely happen next.

Keep the agreed role card, authentic action or product, learner report and review together. Record prompts, physical support, supervision, adult decisions and any incomplete status separately and exactly.

State what you owned, what happened, what support or boundary mattered and what the team needs to know next.

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

The adult updates the role and project boards from the learner's report, adjusts support or responsibility for the next session and makes that change visible to the learner.

The evidence product is the learner-curated, authorised set plus their explanation and limitation check. The page itself stores nothing; the responsible adult manages any capture, consent, transfer and retention.

Explain which item is strongest, what it genuinely shows, what support must be recorded and one limit or gap.

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

The adult receives the learner's meaning before filing anything, removes unsafe or irrelevant material, records support accurately and tells the learner what is accepted for the project record or still genuinely needed.

Keep the learner-created presentation or display, verified source items, learner contribution and real audience feedback if it occurred. If the share was only rehearsed, record rehearsal honestly and leave audience feedback blank.

Name the strongest verified difference, one limit and either the feedback-led KEEP/CHANGE/TEST decision or the approval still needed before sharing.

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

The adult genuinely receives the learner's review, records any real audience response, explains what will change next and carries the work into the Autumn 2 Week 7 reflection and authorised evidence-review process without making an achievement claim.

A learner-owned Idea Test Card and explanation may support the authorised evidence process if produced through the real independent task. Rehearsal screens and adult-completed answers are not evidence by themselves.

Which idea did you choose, what evidence mattered most, and what must be tested or approved next?

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

The adult receives the full response, names back the learner’s reason and uses it to confirm, revise or pause the idea before Autumn 2 W2.

The authentic learner role decision, completed action map and explanation can be captured through the authorised system. Record adult preparation or prompting separately.

What is your role, why does it suit this plan, and what will tell the team it is time to review?

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

The learner response changes a role, resource, support route or checkpoint before Autumn 2 W3; adult-owned decisions are reported back with a clear timescale.

Capture the authentic learner action, result and explanation through the authorised school process where appropriate. Label simulations plainly and record adult support separately; never stage or reconstruct an activity for a photograph.

What did you do, what actually happened, and what should the team do next because of that result?

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

The team’s next action is changed, confirmed or paused using the learner’s result. Any unresolved approval is routed to the responsible adult.

A learner-owned reflection tied to real task examples may support the authorised portfolio process. Use peer feedback only when genuine and record adult prompting or scribing separately.

What contribution are you most able to evidence, what was difficult, and what will you change in Autumn 2 W5?

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

The adult names back the learner’s chosen improvement and changes the next role, cue, scaffold or environment so it can be tested.

The genuine test record, learner observation and justified improvement may be captured through the authorised process. Photographs or clips require local permission and never replace the learner’s meaning.

What question did your challenge answer, what result matters, and what must remain uncertain?

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

The learner’s result determines the final project improvement or identifies a further authorised test before the Autumn 2 W6 share.

Where authorised, retain the learner’s share plan or product, audience or witness note and learner-owned feedback response. The lesson screen and rehearsal output are not evidence by themselves, and only the centre’s authorised process can judge portfolio sufficiency.

What are you proud of, what genuinely proves it, what remains uncertain, and what should happen next?

Record preparation, approval, prompt level, observation or witness information separately and only where the current centre process requires it.

The approved audience’s response changes the next project action, scaffold or test. The responsible adult records and reports back any decision the learner cannot make.