{ "schema_version": "lesson-content-1", "id": "grow_pshe_a2_w02", "lesson_code": "PSHE-GROW-A2-W02", "title": "Safe choices offline and online", "subject": "PSHE", "pathway": "GROW", "term": "Autumn 2", "week": 2, "edition": "public", "label": "Public edition", "minutes": 40, "week_range": { "start": "2026-11-09", "end": "2026-11-13" }, "teaching_date": null, "teaching_date_inferred": false, "objective_verbatim": "Recognise safe and unsafe situations, offline and online.", "unit_verbatim": "Keeping safe, healthy & well", "accreditation": "PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.", "assessment_verbatim": "F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).", "source_cells": { "GROW Weekly - Autumn": [ "C82" ], "GROW - Autumn": [ "D13", "I13", "J13" ] }, "sources": [ { "id": "scheme", "path": "measure/lane1/AUT2_SCHEME_LINES_AND_PAGES.md", "branch": "lane1/main", "revision": "840cc945143005b5e94ae6c8b49776a29a8d48fc", "requested_checkpoint": "push 132", "blob_sha": "d3eb8393b824811ea9ea2cb04b68395869a10598", "note": "Lane 1 scheme-line index; source workbook used to restore masked ordinary words and exact school accreditation." }, { "id": "workbook", "path": "sources/GROW_SOW.xlsx", "revision": "9ed44bdf", "sha256": "41ff0a4a4211da89466f5634f58a5074b6f4be6c7036118aab1e0e9d3145d7b3", "note": "Read-only planning source. Workbook not redistributed." }, { "id": "format", "path": "reference/VOC4_A2_W04_BUNDLE.zip", "sha256": "ba603c9ff148171272f983d8d57183d52c327bd7e260e84d2acad99f82396bc7", "note": "Accepted twelve-member lesson-pack format and slide furniture." }, { "id": "calendar", "path": "current_chat/Autumn2_weeks1_2_order", "revision": "24 October 2026", "note": "W1 Tue 3–Fri 6 Nov; Monday 2 Nov training. W2 Mon 9–Fri 13 Nov. No lesson day or clock slot supplied." } ], "external_sources": [ { "id": "nhs", "title": "NHS Live Well", "url": "https://www.nhs.uk/live-well/", "supports": "General healthy living includes food, movement and sleep; no individual medical prescription is made." }, { "id": "movement", "title": "NHS Physical activity for children and young people", "url": "https://www.nhs.uk/live-well/exercise/physical-activity-guidelines-children-and-young-people/", "supports": "Movement should suit the young person and activity; break up sitting and use appropriate safety measures." }, { "id": "classroom", "title": "PSHE Association Handling complex issues safely", "url": "https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom", "supports": "Ground rules, fictional scenarios, an option to pass and appropriate safeguarding responses." }, { "id": "ceop", "title": "CEOP Education Reporting and blocking", "url": "https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/reporting-and-blocking/", "supports": "Ask a trusted adult for help with pressure online; use the platform reporting and blocking tools with support. Reporting does not guarantee removal." }, { "id": "privacy", "title": "CEOP Education Staying private online", "url": "https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/staying_private_online/", "supports": "Privacy controls can limit who sees information. They do not prove the identity or intentions of a sender." } ], "evidence": [ { "id": "GROW-PSHE-W2-E1", "description": "Individual scenario judgement with clue, reason, safer next step and response after feedback.", "status": "formative only", "edition": "public" } ], "routes": { "Supported": "Two cases read aloud; point, say or draw and give a reason.", "Independent": "Six cases; explain one on the Evidence Sheet.", "Aspire": "Six cases; identify a missing fact that could change a judgement." }, "vocab": [ { "word": "offline", "definition": "Away from the internet.", "edition": "both" }, { "word": "online", "definition": "Using the internet.", "edition": "both" }, { "word": "unsafe", "definition": "Could cause harm.", "edition": "both" }, { "word": "private", "definition": "For you or people you choose.", "edition": "both" }, { "word": "permission", "definition": "Saying yes to something.", "edition": "both" }, { "word": "trusted adult", "definition": "An adult you can ask for help.", "edition": "both" }, { "word": "report", "definition": "Tell someone who can help.", "edition": "both" } ], "cases": [ { "id": "A", "text": "A message offers a prize. It asks for your password.", "judgement": "risk", "clue": "It asks for a password.", "next_step": "Do not reply or open links. Ask a trusted adult.", "staff_note": "A lock or gift icon is not proof that a message is genuine.", "edition": "both" }, { "id": "B", "text": "A friend wants to post a photo of you. You have said no.", "judgement": "risk", "clue": "Your permission has not been given.", "next_step": "Ask them not to share it. Get adult help if needed.", "staff_note": "Do not blame the person in the photo. If already shared, seek adult help with reporting.", "edition": "both" }, { "id": "C", "text": "The teacher gives the class a checked page for a task. You use that page.", "judgement": "safer", "clue": "The teacher has checked that page for the task.", "next_step": "Stay on the set task and ask if something new appears.", "staff_note": "Checking one page does not guarantee every link or pop-up is safe.", "edition": "both" }, { "id": "D", "text": "A friend dares you to climb a locked gate.", "judgement": "risk", "clue": "The gate is locked and the dare adds pressure.", "next_step": "Keep clear. Say no or move away and tell an adult.", "staff_note": "Refusal can be quiet or supported; no role-play of the unsafe action.", "edition": "both" }, { "id": "E", "text": "A new pop-up asks you to click. It appears on a class page.", "judgement": "need more information", "clue": "We do not know what the new pop-up is.", "next_step": "Pause. Do not click. Ask the teacher.", "staff_note": "The site context alone does not establish that the new content is safe.", "edition": "both" }, { "id": "F", "text": "You are worried. A trusted staff member offers to listen in the agreed space.", "judgement": "safer", "clue": "Help is offered through the school support route.", "next_step": "Say what help you need. You can use the private-help card.", "staff_note": "Known people can act unsafely too. Judge behaviour, not appearance. Adults cannot promise secrecy.", "edition": "both" } ], "slides": [ { "number": 1, "stage": "Title and big question", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "TITLE AND BIG QUESTION", "edition": "public" }, { "name": "slide-number-time", "text": "1 / 12", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W02", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "lesson-title", "text": "Safe choices offline and online", "edition": "public" }, { "name": "lesson-subtitle", "text": "Week 2 · 9–13 November 2026 · 40 minutes", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "What clue helps us choose a safer step?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "We use made-up cases. You can pass.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Point, say, draw or write.", "edition": "public" } ], "pupil_text": [ "What clue helps us choose a safer step?", "We use made-up cases. You can pass.", "Point, say, draw or write." ], "notes": "PSHE-GROW-A2-W02 · Monday 9–Friday 13 November 2026\nTitle and big question: 0 minutes.\nTeacher: Show the title and week range. Enter the actual teaching date in the planner. Open the big question without asking for personal experiences.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed reason.\nEvidence: GROW-PSHE-W2-E1; retain actual learner response and a next step.\nScheme: GROW Weekly - Autumn!C82; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/reporting-and-blocking/; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/staying_private_online/\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Show the title and week range. Enter the actual teaching date in the planner. Open the big question without asking for personal experiences." }, { "number": 2, "stage": "Arrival and regulation", "minutes": 4, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "ARRIVAL AND REGULATION", "edition": "public" }, { "name": "slide-number-time", "text": "2 / 12 · 4 min", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W02", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Ready for a calm start", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Check how you feel in private.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Choose a quiet seat or a short pause.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Water or a seated stretch may help.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Ask the adult if you need support.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "We use made-up cases, not personal stories.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "You can pass and try another case.", "edition": "public" } ], "pupil_text": [ "Check how you feel in private.", "Choose a quiet seat or a short pause.", "Water or a seated stretch may help.", "Ask the adult if you need support.", "We use made-up cases, not personal stories.", "You can pass and try another case." ], "notes": "PSHE-GROW-A2-W02 · Monday 9–Friday 13 November 2026\nArrival and regulation: 4 minutes.\nTeacher: Take a private check-in. Offer a quiet start, water, a seated stretch or adult support. Identify where a learner can seek private help and explain the right to pass.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed reason.\nEvidence: GROW-PSHE-W2-E1; retain actual learner response and a next step.\nScheme: GROW Weekly - Autumn!C82; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/reporting-and-blocking/; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/staying_private_online/\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Take a private check-in. Offer a quiet start, water, a seated stretch or adult support. Identify where a learner can seek private help and explain the right to pass." }, { "number": 3, "stage": "Starter", "minutes": 2, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "STARTER", "edition": "public" }, { "name": "slide-number-time", "text": "3 / 12 · 2 min", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W02", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "A clue in the picture", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "A message offers a prize.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "It asks for a password.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What is the risk?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "What could Jo do next?", "edition": "public" } ], "pupil_text": [ "A message offers a prize.", "It asks for a password.", "What is the risk?", "What could Jo do next?" ], "notes": "PSHE-GROW-A2-W02 · Monday 9–Friday 13 November 2026\nStarter: 2 minutes.\nTeacher: Describe the fictional picture aloud. Read the prompt without inviting disclosure. Accept a pointed clue or a quiet spoken answer. The pupil need not decode the image independently.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed reason.\nEvidence: GROW-PSHE-W2-E1; retain actual learner response and a next step.\nScheme: GROW Weekly - Autumn!C82; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/reporting-and-blocking/; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/staying_private_online/\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Describe the fictional picture aloud. Read the prompt without inviting disclosure. Accept a pointed clue or a quiet spoken answer. The pupil need not decode the image independently." }, { "number": 4, "stage": "Today", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "TODAY", "edition": "public" }, { "name": "slide-number-time", "text": "4 / 12", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W02", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Today", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Recognise safe and unsafe situations, offline and online.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "I can spot a clue offline or online.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I can explain why a choice may be unsafe.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I can choose a safer step and ask for help.", "edition": "public" } ], "pupil_text": [ "Recognise safe and unsafe situations, offline and online.", "I can spot a clue offline or online.", "I can explain why a choice may be unsafe.", "I can choose a safer step and ask for help." ], "notes": "PSHE-GROW-A2-W02 · Monday 9–Friday 13 November 2026\nToday: 0 minutes.\nTeacher: Read the scheme objective verbatim. Explain each I can check in plain words. The evidence is a local formative response, not completed award assessment.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed reason.\nEvidence: GROW-PSHE-W2-E1; retain actual learner response and a next step.\nScheme: GROW Weekly - Autumn!C82; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/reporting-and-blocking/; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/staying_private_online/\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read the scheme objective verbatim. Explain each I can check in plain words. The evidence is a local formative response, not completed award assessment." }, { "number": 5, "stage": "I Do", "minutes": 5, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "I DO", "edition": "public" }, { "name": "slide-number-time", "text": "5 / 12 · 5 min", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W02", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "A safer step in a made-up case", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Jo sees a message about a free prize.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "It asks Jo to share a password.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Clue: it asks for private details.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Jo pauses and does not reply.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Jo shows a trusted adult.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "They check the next step together.", "edition": "public" }, { "name": "diagram-caption", "text": "A gift or lock picture does not prove who sent a message.", "edition": "public" } ], "pupil_text": [ "Jo sees a message about a free prize.", "It asks Jo to share a password.", "Clue: it asks for private details.", "Jo pauses and does not reply.", "Jo shows a trusted adult.", "They check the next step together." ], "notes": "PSHE-GROW-A2-W02 · Monday 9–Friday 13 November 2026\nI Do: 5 minutes.\nTeacher: Model each line aloud. Distinguish an observed clue from a guess. Ask what changed when the person paused. Keep the unsafe action hypothetical.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed reason.\nEvidence: GROW-PSHE-W2-E1; retain actual learner response and a next step.\nScheme: GROW Weekly - Autumn!C82; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/reporting-and-blocking/; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/staying_private_online/\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Model each line aloud. Distinguish an observed clue from a guess. Ask what changed when the person paused. Keep the unsafe action hypothetical." }, { "number": 6, "stage": "We Do", "minutes": 5, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "WE DO", "edition": "public" }, { "name": "slide-number-time", "text": "6 / 12 · 5 min", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W02", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Which step reduces the risk?", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "A message asks for your password. What next?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Send it to get the prize.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Ask a friend to send theirs.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Do not reply. Ask a trusted adult.", "edition": "public" } ], "pupil_text": [ "A message asks for your password. What next?", "A Send it to get the prize.", "B Ask a friend to send theirs.", "C Do not reply. Ask a trusted adult." ], "notes": "PSHE-GROW-A2-W02 · Monday 9–Friday 13 November 2026\nWe Do: 5 minutes.\nTeacher: Read the hinge and offer A/B/C response cards, pointing or a quiet response. Ask for a reason. C. A password is private. Pause and ask a trusted adult without replying or opening links. A shares private details; B puts someone else at risk. Re-model and use a fresh case if the risk is missed.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed reason.\nEvidence: GROW-PSHE-W2-E1; retain actual learner response and a next step.\nScheme: GROW Weekly - Autumn!C82; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/reporting-and-blocking/; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/staying_private_online/\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read the hinge and offer A/B/C response cards, pointing or a quiet response. Ask for a reason. C. A password is private. Pause and ask a trusted adult without replying or opening links. A shares private details; B puts someone else at risk. Re-model and use a fresh case if the risk is missed." }, { "number": 7, "stage": "You Do practice", "minutes": 12, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "YOU DO PRACTICE", "edition": "public" }, { "name": "slide-number-time", "text": "7 / 12 · 12 min", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W02", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Our case sort", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Sort the case cards. Give a reason.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: start with two cases.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: sort all six cases.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: name a fact that could change a choice.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Point, say, draw or write your own view.", "edition": "public" } ], "pupil_text": [ "Sort the case cards. Give a reason.", "Supported: start with two cases.", "Independent: sort all six cases.", "Aspire: name a fact that could change a choice.", "Point, say, draw or write your own view." ], "notes": "PSHE-GROW-A2-W02 · Monday 9–Friday 13 November 2026\nYou Do practice: 12 minutes.\nTeacher: Use Support Cards page 1 and labels on page 2. Supported learners start with two cases; independent and aspire routes use six. Allow more than one defensible judgement when explained. Keep the assessed choice with the learner.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed reason.\nEvidence: GROW-PSHE-W2-E1; retain actual learner response and a next step.\nScheme: GROW Weekly - Autumn!C82; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/reporting-and-blocking/; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/staying_private_online/\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Use Support Cards page 1 and labels on page 2. Supported learners start with two cases; independent and aspire routes use six. Allow more than one defensible judgement when explained. Keep the assessed choice with the learner." }, { "number": 8, "stage": "You Do evidence", "minutes": 6, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "YOU DO EVIDENCE", "edition": "public" }, { "name": "slide-number-time", "text": "8 / 12 · 6 min", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W02", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "My clue and safer step", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Choose one case for your own sheet.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Record a clue and your reason.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Choose a safer next step.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Check your work with the adult.", "edition": "public" } ], "pupil_text": [ "Choose one case for your own sheet.", "Record a clue and your reason.", "Choose a safer next step.", "Check your work with the adult." ], "notes": "PSHE-GROW-A2-W02 · Monday 9–Friday 13 November 2026\nYou Do evidence: 6 minutes.\nTeacher: Use the Evidence Sheet. Record the chosen case, clue, reason, next step and response after feedback. Read or scribe exact words without giving the reason. A model answer does not count as the learner’s own evidence.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed reason.\nEvidence: GROW-PSHE-W2-E1; retain actual learner response and a next step.\nScheme: GROW Weekly - Autumn!C82; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/reporting-and-blocking/; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/staying_private_online/\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Use the Evidence Sheet. Record the chosen case, clue, reason, next step and response after feedback. Read or scribe exact words without giving the reason. A model answer does not count as the learner’s own evidence." }, { "number": 9, "stage": "Tidy and evidence check", "minutes": 4, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "TIDY AND EVIDENCE CHECK", "edition": "public" }, { "name": "slide-number-time", "text": "9 / 12 · 4 min", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W02", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Tidy and check", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Check your name or ID and date.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Keep your own clue, reason and next step.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Record the help you used.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Put cards away. Tell your next step.", "edition": "public" } ], "pupil_text": [ "Check your name or ID and date.", "Keep your own clue, reason and next step.", "Record the help you used.", "Put cards away. Tell your next step." ], "notes": "PSHE-GROW-A2-W02 · Monday 9–Friday 13 November 2026\nTidy and evidence check: 4 minutes.\nTeacher: Check ownership and actual support. Keep completed work under local practice. Return cards and hear one next step. No safeguarding account belongs on the evidence form.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed reason.\nEvidence: GROW-PSHE-W2-E1; retain actual learner response and a next step.\nScheme: GROW Weekly - Autumn!C82; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/reporting-and-blocking/; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/staying_private_online/\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Check ownership and actual support. Keep completed work under local practice. Return cards and hear one next step. No safeguarding account belongs on the evidence form." }, { "number": 10, "stage": "Exit ticket", "minutes": 2, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "EXIT TICKET", "edition": "public" }, { "name": "slide-number-time", "text": "10 / 12 · 2 min", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W02", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Exit ticket", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "What clue would make you pause?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "What could you do before you reply?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I can ask __ for help in private.", "edition": "public" } ], "pupil_text": [ "What clue would make you pause?", "What could you do before you reply?", "I can ask __ for help in private." ], "notes": "PSHE-GROW-A2-W02 · Monday 9–Friday 13 November 2026\nExit ticket: 2 minutes.\nTeacher: Use the exit prompts for a private or spoken, drawn, written or pointed response. Record what remains unclear and plan another fictional example. Do not make participation in a public performance a condition of success.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed reason.\nEvidence: GROW-PSHE-W2-E1; retain actual learner response and a next step.\nScheme: GROW Weekly - Autumn!C82; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/reporting-and-blocking/; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/staying_private_online/\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Use the exit prompts for a private or spoken, drawn, written or pointed response. Record what remains unclear and plan another fictional example. Do not make participation in a public performance a condition of success." }, { "number": 11, "stage": "Vocabulary", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "VOCABULARY", "edition": "public" }, { "name": "slide-number-time", "text": "11 / 12", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W02", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Words that help", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Offline: Away from the internet.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Online: Using the internet.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Unsafe: Could cause harm.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Private: For you or people you choose.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Permission: Saying yes to something.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Trusted adult: An adult you can ask for help.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Report: Tell someone who can help.", "edition": "public" } ], "pupil_text": [ "Offline: Away from the internet.", "Online: Using the internet.", "Unsafe: Could cause harm.", "Private: For you or people you choose.", "Permission: Saying yes to something.", "Trusted adult: An adult you can ask for help.", "Report: Tell someone who can help." ], "notes": "PSHE-GROW-A2-W02 · Monday 9–Friday 13 November 2026\nVocabulary: 0 minutes.\nTeacher: Keep the mat available throughout. Read key words aloud, connect them to the fictional cases and accept a home-language first response where helpful.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed reason.\nEvidence: GROW-PSHE-W2-E1; retain actual learner response and a next step.\nScheme: GROW Weekly - Autumn!C82; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/reporting-and-blocking/; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/staying_private_online/\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Keep the mat available throughout. Read key words aloud, connect them to the fictional cases and accept a home-language first response where helpful." }, { "number": 12, "stage": "Staff brief", "minutes": 0, "hidden": true, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "STAFF BRIEF", "edition": "public" }, { "name": "slide-number-time", "text": "12 / 12", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W02", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Staff brief", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Use fictional cases and a right to pass.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Check the private-help route before teaching.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "TA: read or scribe the learner’s own words.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Record the reason, next step and support.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Lundy: Space, Voice, Audience, Influence.", "edition": "public" } ], "pupil_text": [], "notes": "PSHE-GROW-A2-W02 · Monday 9–Friday 13 November 2026\nStaff brief: 0 minutes.\nTeacher: Hidden adult reference. Use the planner, case key and local safeguarding route. Record the learner’s voice, the audience, the reply and the next action. No forced disclosure or cold calling.\nTA: offer processing time, read or scribe exact words; record support without supplying the assessed reason.\nEvidence: GROW-PSHE-W2-E1; retain actual learner response and a next step.\nScheme: GROW Weekly - Autumn!C82; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/reporting-and-blocking/; https://www.ceopeducation.co.uk/11_18/lets-talk-about/online-safety/staying_private_online/\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Hidden adult reference. Use the planner, case key and local safeguarding route. Record the learner’s voice, the audience, the reply and the next action. No forced disclosure or cold calling." } ], "asset": { "path": "../../assets/Message.jpg", "alt": "Fictional phone message with a gift and lock picture. A pupil pauses before replying.", "synthetic": true }, "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "resources": [ { "kind": "Planner", "path": "grow_pshe_a2_w02_Planner.docx", "pdf_path": "grow_pshe_a2_w02_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "Safe choices offline and online", "Monday 9–Friday 13 November 2026 · one 40-minute lesson", "Teaching date: __________________ Teacher: __________________", "Exact scheme cells", "GROW Weekly - Autumn!C82Recognise safe and unsafe situations, offline and online.", "GROW - Autumn!D13Keeping safe, healthy & well", "GROW - Autumn!I13PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.", "GROW - Autumn!J13F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).", "Public award labels are masked. The assessment cell still places the trusted-network and safe/unsafe task in December. Today supplies formative scenario evidence; it does not complete the unit or claim an award.", "Purpose and success checks", "What clue helps us choose a safer step?", "I can spot a clue offline or online. I can explain why a choice may be unsafe. I can choose a safer step and ask for help.", "GROW-PSHE-W2-E1: individual scenario choice, clue, reason and safer next step, with a short check after feedback. Accept pointing, speech, drawing or writing; scribe only the learner’s own response.", "Before pupils arrive", "Prepare the deck, one Evidence Sheet and Vocabulary Mat per learner, and one set of Support Cards. The Support Cards contain the six cases, sort labels, a picture prompt and a private-help card. Have pens and a timer ready. No food tasting, risky action, live messages, log-ins or web searches are required.", "Identify the staff member and agreed place for private help before teaching. Read the Staff Answers and local safeguarding route. Check the room route is clear. Offer a quiet seat and a supported movement break. Keep the vocabulary mat in view.", "Calendar", "Week 2 runs Monday 9 to Friday 13 November. The owner supplied a week range, not a lesson day or clock time. Enter the actual teaching date above. The later Week 5 calendar correction is outside this piece.", "", "Forty minute sequence", "Slide", "Min", "Action", "1", "0", "Open title and big question before timing.", "2", "4", "Private check-in. Choose quiet start, water, seated stretch or adult help. Read the right-to-pass rule.", "3", "2", "Use the picture prompt. Point to one clue and hear a possible next step.", "4", "0", "Read the exact objective and the three I can checks.", "5", "5", "Think aloud through the model. Separate the clue from a guess.", "6", "5", "Read the hinge. Pupils point, say or write A, B or C and a reason.", "7", "12", "Sort fictional cases. Use the route that fits current access needs.", "8", "6", "Complete the individual Evidence Sheet. Adult records actual support.", "9", "4", "Check evidence, put cards away and choose one next step.", "10", "2", "Hear a short response to the exit questions.", "11", "0", "Keep the vocabulary mat available throughout.", "12", "0", "Hidden reference for adults.", "Hinge and reteach", "C. A password is private. Pause and ask a trusted adult without replying or opening links. A shares private details; B puts someone else at risk. If a response misses the risk, return to the visible clue, model the safer step and use one new case before individual capture. A correct letter without a reason is not enough to check understanding.", "Access routes", "Supported: begin with two cases read aloud. Point to a sort label and clue; tell or draw one next step. Independent: sort all six, then explain one choice on the Evidence Sheet. Aspire: sort all six and show how one missing fact could change a judgement. The adult may read or scribe without supplying the reason.", "There is no forced pair work, personal disclosure, cold calling or public performance. Allow processing time, a quiet adult response and an option to pass. After a pass, offer an alternative fictional case privately; do not infer attainment from silence.", "", "Safety evidence and learner voice", "Safe discussion and private help", "Keep all examples fictional. Do not ask pupils to describe home routines, health conditions, private messages or past harm. Use respectful language about food, bodies, disability and family circumstances. A behaviour can be unsafe even when the person is familiar. Avoid judging safety from appearance.", "Offer the phrase “Can I speak to you in private?” If a concern is raised, listen calmly, avoid investigating in class and follow the setting’s safeguarding procedure. Never promise secrecy. Explain that a relevant adult may need to help. Keep safeguarding records separate from the lesson evidence. If a learner is not heard, help them reach another trusted adult.", "Assessment and feedback", "Check the clue, judgement, reason and next step against the Staff Answers. Accept a different judgement where the learner gives a valid reason and identifies what must be checked. “Safer” means reduced risk, not a guarantee. Record the case ID, actual words/actions, response mode, support and feedback. A copied model or blank form is not completed evidence.", "Use the established marking codes VF, WS, I, NS, +, //, ?, R and E as appropriate. Retain the learner’s response after feedback. R records voice, audience, next step and the learner’s own response; it is not an assumed success judgement.", "Lundy moments", "Space: quiet, non-personal ways to respond. Voice: the learner chooses the case and explains their own view. Audience: the teaching adult hears or reads the response and replies. Influence: record the learner’s requested support or next practice step and how the next task changes.", "Speaking listening and writing", "Possible communication evidence: explain a clue, listen to another reason, ask for clarification, and write or dictate a safer next step. The receiving teacher can select authentic responses for their own portfolio requirements; this lesson assigns no communication criterion numbers.", "Staff reflection and provenance", "What was understood? __________________ What needs another case? __________________Learner request and response: ___________________________________________________", "Sources: lane 1 scheme index on lane1/main, revision 840cc945; source workbook revision 9ed44bdf, cells above. Owner calendar order: 24 October 2026. Teaching adaptations and fictional cases are local authored resources. Full URLs and limits appear in FACTS_LEDGER.md. No official award criteria are reproduced or invented." ] }, { "kind": "Evidence_Sheet", "path": "../grow_pshe_a2_w02_Evidence_Sheet.docx", "pdf_path": "../grow_pshe_a2_w02_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My choices and safer steps", "GROW-PSHE-W2-E1 · Safe choices offline and online", "Name or ID ____________________ Date ______________", "Use a made-up case. Point, say, draw or write. An adult can write your own words.", "My case letter is ______", "My choice", "Safer", "Risk", "Need more information", "The clue I noticed is", "__________________________________________________________________", "__________________________________________________________________", "I chose this because", "__________________________________________________________________", "__________________________________________________________________", "A safer next step is", "__________________________________________________________________", "__________________________________________________________________", "If I need help, I can say: Can I speak to you in private?", "", "My check and next step", "Name or ID ____________________ Case letter ______", "After the adult’s feedback, I changed or checked", "__________________________________________________________________", "__________________________________________________________________", "One clue online that would make me pause is", "__________________________________________________________________", "Next time I will", "__________________________________________________________________", "My voice: I asked for ______________________________________________", "Audience: I told or showed ________________________________________", "The adult’s reply was _____________________________________________", "My own response was ____________________________________________", "Adult record", "Response: spoken / pointed / drawn / written / adult scribe", "Support used ___________________________________________________Actual words or work reference _____________________________________Feedback code ______ Staff initials ______", "Check: clue / reason / next step / response after feedback. Mark what was seen and what still needs practice. Do not record a private safeguarding account here." ] }, { "kind": "Staff_Answers", "path": "../grow_pshe_a2_w02_Staff_Answers.docx", "pdf_path": "../grow_pshe_a2_w02_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and response guide", "Safe choices offline and online", "These are model responses for fictional cases. They are not observations of a learner. Allow a different defensible answer when the reason and next step fit the facts.", "Case key", "Case", "Judgement and clue", "Possible next step", "A", "Risk. It asks for a password.", "Do not reply or open links. Ask a trusted adult.", "B", "Risk. Your permission has not been given.", "Ask them not to share it. Get adult help if needed.", "C", "Safer. The teacher has checked that page for the task.", "Stay on the set task and ask if something new appears.", "D", "Risk. The gate is locked and the dare adds pressure.", "Keep clear. Say no or move away and tell an adult.", "E", "Need more information. We do not know what the new pop-up is.", "Pause. Do not click. Ask the teacher.", "F", "Safer. Help is offered through the school support route.", "Say what help you need. You can use the private-help card.", "Teacher model and hinge", "Jo sees a message about a free prize. It asks Jo to share a password. Clue: it asks for private details. Jo pauses and does not reply. Jo shows a trusted adult. They check the next step together.", "C. A password is private. Pause and ask a trusted adult without replying or opening links. A shares private details; B puts someone else at risk.", "Check understanding", "Ask: What is the clue? What could happen? What can the person do next? Give thinking time and offer a quiet response. Record an actual reason, not just a correct letter or a completed sort.", "", "Feedback and safe teaching", "Case A: A lock or gift icon is not proof that a message is genuine.", "Case B: Do not blame the person in the photo. If already shared, seek adult help with reporting.", "Case C: Checking one page does not guarantee every link or pop-up is safe.", "Case D: Refusal can be quiet or supported; no role-play of the unsafe action.", "Case E: The site context alone does not establish that the new content is safe.", "Case F: Known people can act unsafely too. Judge behaviour, not appearance. Adults cannot promise secrecy.", "Common misunderstandings", "A familiar person, a colourful icon or a checked space does not make every later action safe. “Need more information” is useful when a missing fact matters; it is not a reason to try the risky action. “Safer” recognises reduced risk without claiming certainty.", "Keep passwords private. Never ask pupils to show actual messages or account details. If something has already gone wrong, the learner still deserves help. Use adult support with the platform’s reporting/blocking tools where relevant; reporting cannot guarantee removal.", "Response and next teaching step", "If the clue is vague, point to the case and ask which words helped. If the step increases risk, re-model a pause and an adult check. If a learner is ready, ask what extra fact would change the answer. Preserve the learner’s own revised response, the adult’s support and the next practice need.", "Private help", "Identify the real school support route before the lesson. Listen to concerns, do not investigate in class and never promise secrecy. Follow local safeguarding procedures and keep those records separate. Use fictional alternatives and a right to pass. See the planner and FACTS_LEDGER.md for sources.", "Evidence boundary", "GROW-PSHE-W2-E1 records local formative learning. The source scheme’s December assessment remains in December. This pack supplies no award criterion judgement or automatic completion claim." ] }, { "kind": "Support_Cards", "path": "../grow_pshe_a2_w02_Support_Cards.docx", "pdf_path": "../grow_pshe_a2_w02_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Scenario cards", "Made-up cases. Read or ask an adult to read. Cut on the table lines.", "Case cards", "Case cards", "AA message offers a prize. It asks for your password.", "BA friend wants to post a photo of you. You have said no.", "CThe teacher gives the class a checked page for a task. You use that page.", "DA friend dares you to climb a locked gate.", "EA new pop-up asks you to click. It appears on a class page.", "FYou are worried. A trusted staff member offers to listen in the agreed space.", "For each case: What is the clue? What could happen? What is a safer step?", "", "Sort labels and help frames", "Safer", "Risk", "Need more information", "Less chance of harm.", "Harm could happen.", "We need to check a fact.", "My reason", "I chose __ because __.The clue is __.A safer step is __.I need to check __ with __.", "Steps I can use", "1 Pause", "2 Spot a clue", "3 Choose a safer step", "4 Ask for help", "Take a moment.", "What do I know?", "What could reduce harm?", "Who can help?", "Private help card", "Can I speak to you in private?", "I need help.I can show this card to the adult.I can pass and use another made-up case.", "If one adult cannot help, ask another trusted adult. Getting help is okay.", "", "Picture prompt", "", "This picture shows a made-up scene.", "The pupil asks for help in the agreed place.What could they say?How could an adult help with the next step?", "Point, say, draw or use your own words." ] }, { "kind": "Vocabulary_Mat", "path": "../grow_pshe_a2_w02_Vocabulary_Mat.docx", "pdf_path": "../grow_pshe_a2_w02_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Safe choices offline and online", "Word", "Meaning", "offline", "Away from the internet.", "online", "Using the internet.", "unsafe", "Could cause harm.", "private", "For you or people you choose.", "permission", "Saying yes to something.", "trusted adult", "An adult you can ask for help.", "report", "Tell someone who can help.", "A sentence I can use", "The clue is __.I chose __ because __.A safer step is __.", "Ask an adult to read a word with you. You can point or use a word in your home language first." ] } ] }