Printable task sheets

A support worker listens to a person, records what matters and agrees the next practical step.

The current route card lists a college course, an apprenticeship and supported work experience as possibilities to investigate.

Sam says construction jobs are only suitable for boys.

A gardener checks the soil, chooses the right tool and records how the plants respond.

The route information says entry requirements must be checked with the current provider.

The job with the highest pay will suit everybody best.

In English, I summarise a customer's question and write a clear reply.

In maths, I compare prices, calculate a total and check the change.

In science, I follow a method, notice a result and record it accurately.

In art or design, I make a first version and improve it after feedback.

In PE, I agree a team role, communicate during the task and adapt the plan.

In computing, I organise information in a table and check for errors.

OUTCOME: Complete the small product, service or record shown on the approved taster brief.

CONSTRAINT: Use only the supplied materials, agreed time and permitted working area.

CHECK: Compare the result with the two visible quality points before saying it is finished.

STOP OR ASK: Pause if an instruction, material, tool or safety condition is unclear.

HANDOVER: Leave the task area safe and explain what is complete, incomplete or uncertain.

Before we start, you will arrange the cards while I record the agreed order.

Do you mean the red card goes first, or should it follow the blue card?

So I will collect the materials and you will check the finished set—is that correct?

We have completed the first two steps; the final check is still open.

My part is complete. Here is the ordered set, and this is the point that still needs checking.

A screenshot shows that the correct rehearsal button was clicked, but it does not show the learner's real decision or action.

A finished group poster has no date, role information or learner explanation.

A dated learner draft includes the learner's change, reason and the exact support used.

A photograph was recreated a week later and presented as if it showed the original task.

An authentic product is paired with the learner explaining what they contributed and what the item does not prove.

I know I work best when instructions are visible and I can check one step at a time.

I can show evidence that I explain a choice and improve it after feedback.

My next action is to ask the authorised careers adult one specific route question.

I will test whether I enjoy the practical part of this role through an approved taster.

A role involving outdoor work is a possibility I want to keep open.

I am keeping two routes under MAYBE until I have current information and another experience.

Check the live project board to find the last step that was genuinely completed.

Say that one pupil always causes delays and replace them immediately.

Check whether the required resource, permission or adult decision is actually available.

Change the whole project goal before comparing any smaller response.

Ask what changed between the agreed plan and the current position.

Choose the smallest safe next test and set a time to review it.

Rowan starts quickly but has not checked the instructions, equipment or required PPE.

Ellis prepares the approved equipment, follows the visible sequence and checks the result against two quality points.

Tia copies another learner even though their materials and task are different.

Mo completes a safe first attempt, uses one specific feedback point and improves the second attempt.

Kai notices an unclear step, stops and asks the responsible adult before continuing.

A current role profile lists the tasks, skills and working conditions involved in the job.

An authorised visitor explains which project task is similar to part of their real work.

The uniform looks smart, so the job must involve leading other people.

A television character completes this task, so the real job must work in the same way.

Our project log shows the task we actually completed and the skill it required.

The job title sounds important, so it must be the best match for our project.

Choose which of my approved role steps I will complete first.

Move another learner into a different role without asking them or the team.

Ask the team to agree a change to the shared order of tasks.

Use an unfamiliar tool because the familiar equipment is unavailable.

Contact the community partner directly to change the arrangement.

Report a blockage and ask the team and responsible adult who owns the next decision.

A dated photograph shows the real task, has current consent and is paired with the learner's explanation of their contribution.

A finished group product has no information about who decided, made or reviewed each part.

A photograph was recreated later because nobody captured the original event.

An annotated draft shows the learner's change, reason and the exact prompt used by the adult.

A partner comment may be relevant, but permission and context must be checked before it is stored or shared.

Three near-identical photographs add no new information about the learner's contribution.

We produced twelve approved information packs and recorded when each one was completed.

One authorised partner said the new layout was easier to follow; the exact comment and context are recorded.

Our project transformed the whole community, although we did not measure any wider change.

Everybody loved the project because nobody made a complaint.

We learned that our first instruction was unclear, changed it and observed fewer requests for help in the second test.

We completed the activity, but we do not yet know its longer-term effect.

Create a low-cost herb-planter trial because the approved pupil survey found interest in growing herbs in small spaces.

Make branded keyrings because the logo looks exciting, although no user need or demand has been checked.

Test a quiet pre-order idea for an internal practice café because two observations suggest queues are difficult; more evidence is still needed.

Trial a sports-equipment lending checklist because the current internal log shows items are often difficult to locate.

Sell snacks to the public next week because pupils say the idea will definitely make a profit.

Timekeeper: reminds the team about the agreed checkpoints and reports if the plan is slipping.

Ten clean plant pots, labels and the approved amount of compost.

Place each prepared item in the agreed collection area and tick the count.

Permission from the responsible adult to use the space, equipment or images.

Printed instruction cards and a current resource checklist.

Compare the completed count with the plan and report anything missing.

APPROVED REAL ACTIVITY: The responsible adult has confirmed the task, resources, users and controls for today's small internal trial.

HONEST SIMULATION: The team uses fictional customers, play money and sample materials to test the process without claiming a real sale.

UNAUTHORISED ACTIVITY: A pupil messages members of the public, collects names and takes payments without centre approval.

NOT READY: The idea is clear, but the required permission or safe resource is still missing, so only preparation may happen today.

I checked four completed packs against the list and found one missing label.

Our team was amazing and everybody worked really well.

Jamie did nothing useful during the task.

The first plan gave two people the same job, so we changed the roles before the second attempt.

I am a natural leader because I like being in charge.

Your clear handover meant I could start my step without asking for the instructions again.

ECO TEST: Compare the same sample in the current packaging and a lower-waste version, then measure material used.

SPORT AND INCLUSION TEST: Keep the activity goal the same, change one instruction or layout feature and count successful turns.

STUNT: Build the tallest tower in thirty seconds even though height does not answer the project's question.

STUNT: Race to collect the most items, with no baseline, agreed measure or link to the intended user benefit.

WEAK TEST: Change the equipment, instructions and team size together, then claim one change caused the result.

PURPOSEFUL FOLLOW-UP: Repeat one controlled change for a different user and compare the same measure.

We completed one approved small test and recorded the result using the agreed measure.

Our second version used fewer materials in this test, but we do not yet know whether the result will repeat.

Our idea will solve waste across the whole school because the prototype worked once.

One authorised audience member said the instructions were clearer; the exact feedback and context are recorded.

The project was a complete success because our display looked professional.

We do not yet have enough evidence to claim sales, demand or wider impact.