{ "schema_version": "lesson-content-1", "id": "grow_pshe_a2_w03", "lesson_code": "PSHE-GROW-A2-W03", "title": "My trusted adult network", "subject": "PSHE", "pathway": "GROW", "term": "Autumn 2", "week": 3, "edition": "public", "label": "Public edition", "minutes": 40, "lessons_per_week": 1, "week_range": { "start": "2026-11-16", "end": "2026-11-20" }, "teaching_date": null, "teaching_date_inferred": false, "objective_verbatim": "Map my network of trusted adults.", "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": [ "C83" ], "GROW - Autumn": [ "D13", "I13", "J13" ] }, "sources": [ { "id": "scheme", "path": "measure/lane1/AUT2_SCHEME_LINES_AND_PAGES.md", "branch": "lane1/main", "revision": "840cc945143005b5e94ae6c8b49776a29a8d48fc", "blob_sha": "d3eb8393b824811ea9ea2cb04b68395869a10598" }, { "id": "workbook", "path": "_authoring/science_2026-27/_toolchain/scheme_references/GROW_SOW.xlsx", "revision": "9ed44bdf", "verified_ref": "main", "blob_sha": "b233c7739167e6b2129105dc12fb161df96ec014", "sha256": "41ff0a4a4211da89466f5634f58a5074b6f4be6c7036118aab1e0e9d3145d7b3", "note": "Current main bytes match the accepted unchanged source; workbook not redistributed." }, { "id": "previous", "path": "accepted/GROW_PSHE_A2_W01_W02_BUNDLE.zip", "sha256": "9d4600a93cf8cbee6f8f396ed5174149fae3ec950069d596e38449cf0657a11b", "note": "Accepted Weeks 1–2 format and continuity." }, { "id": "calendar", "path": "current_chat/Autumn2_weeks3_7_order", "revision": "2026-10-24", "note": "W3 16–20 Nov; W4 23–27 Nov. One lesson weekly per line; no day or slot inferred." } ], "external_sources": [ { "title": "Childline: Asking an adult for help", "url": "https://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/", "supports": "Choose a trusted adult, plan a message, use speech or a note, and seek another adult if needed. Adults may need to share a safety concern with people who can help." }, { "title": "PSHE Association: Handling complex issues safely", "url": "https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom", "supports": "Use ground rules, distanced examples, a right to pass and appropriate safeguarding responses." } ], "evidence": [ { "id": "GROW-PSHE-W3-E1", "description": "A learner-owned network map using roles, with a first adult, backup, access route and reason; record whether it is personal or fictional practice.", "accreditation": "PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.", "status": "contribution to source assessment; no completion claim", "edition": "public" } ], "routes": { "Supported": "Supported: choose two adult roles.", "Independent": "Independent: map roles and how to reach them.", "Aspire": "Aspire: explain a backup for a closed setting." }, "vocab": [ { "word": "trusted", "definition": "Someone whose actions help us feel safe.", "edition": "both" }, { "word": "adult", "definition": "A grown-up person.", "edition": "both" }, { "word": "network", "definition": "People or routes we can turn to.", "edition": "both" }, { "word": "backup", "definition": "Another option if the first is not there.", "edition": "both" }, { "word": "private", "definition": "Shared only with people who need to know.", "edition": "both" }, { "word": "concern", "definition": "Something that worries us.", "edition": "both" }, { "word": "support", "definition": "Help that meets a need.", "edition": "both" } ], "cases": [ { "id": "A", "text": "An adult listens and takes a worry seriously.", "judgement": "helps", "fact": "The adult listens.", "next_step": "Ask for help in a quiet place.", "staff_note": "Listening and appropriate action matter more than a job title or friendly manner.", "edition": "both" }, { "id": "B", "text": "An adult says you must keep being hurt a secret.", "judgement": "warning", "fact": "The adult asks for a harmful secret.", "next_step": "Tell another trusted adult.", "staff_note": "Do not role-play this as an adult threat. Keep the example brief; no disclosure is required.", "edition": "both" }, { "id": "C", "text": "The teacher is away. Another known staff member is at the office.", "judgement": "backup", "fact": "Another adult is available.", "next_step": "Ask that staff member for help.", "staff_note": "Staff identify the real available route privately before teaching.", "edition": "both" }, { "id": "D", "text": "An adult explains who needs to know so they can help keep you safe.", "judgement": "helps", "fact": "They explain a safety step.", "next_step": "Ask what will happen next.", "staff_note": "Do not promise total secrecy. Follow the setting safeguarding procedure.", "edition": "both" }, { "id": "E", "text": "A friendly online stranger asks for your address to help.", "judgement": "warning", "fact": "The person and purpose are not known.", "next_step": "Do not share it. Ask a trusted adult.", "staff_note": "A friendly message is not proof of trust. Do not open a live account in class.", "edition": "both" }, { "id": "F", "text": "Sam cannot think of anyone to ask. Sam shows a help card to staff.", "judgement": "backup", "fact": "Staff can help find a safe route.", "next_step": "Ask staff to identify an available adult.", "staff_note": "No pupil is required to invent a supportive family member. Check a real route privately.", "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-W03", "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": "My trusted adult network", "edition": "public" }, { "name": "lesson-subtitle", "text": "Week 3 · 16–20 November 2026 · 40 minutes", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Who can help me feel heard and safe?", "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, write or show.", "edition": "public" } ], "pupil_text": [ "Who can help me feel heard and safe?", "We use made-up cases. You can pass.", "Point, say, draw, write or show." ], "notes": "PSHE-GROW-A2-W03 · Monday 16–Friday 20 November 2026\nTitle and big question: 0 minutes.\nTeacher: Open the big question without requiring personal disclosure. Staff enter the actual date in the planner.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W3-E1; A learner-owned network map using roles, with a first adult, backup, access route and reason; record whether it is personal or fictional practice.\nScheme: GROW Weekly - Autumn!C83; 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://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Open the big question without requiring personal disclosure. Staff enter the actual date in the planner." }, { "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-W03", "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": "Keep your work space clear.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Ask the adult if you need support.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Use the agreed help route.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "We listen without judging each other.", "edition": "public" } ], "pupil_text": [ "Check how you feel in private.", "Choose a quiet seat or a short pause.", "Keep your work space clear.", "Ask the adult if you need support.", "Use the agreed help route.", "We listen without judging each other." ], "notes": "PSHE-GROW-A2-W03 · Monday 16–Friday 20 November 2026\nArrival and regulation: 4 minutes.\nTeacher: Use a private check-in, quiet start and processing time. Identify the available adult and backup support route.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W3-E1; A learner-owned network map using roles, with a first adult, backup, access route and reason; record whether it is personal or fictional practice.\nScheme: GROW Weekly - Autumn!C83; 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://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\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 a private check-in, quiet start and processing time. Identify the available adult and backup support route." }, { "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-W03", "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": "Look at the diagram", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Sam needs some help.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Who could Sam ask?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What makes an adult trusted?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Use roles, not private names.", "edition": "public" } ], "pupil_text": [ "Sam needs some help.", "Who could Sam ask?", "What makes an adult trusted?", "Use roles, not private names." ], "notes": "PSHE-GROW-A2-W03 · Monday 16–Friday 20 November 2026\nStarter: 2 minutes.\nTeacher: Read all diagram labels aloud. Accept a pointed clue. Diagrams are authored examples, not learner evidence or measuring templates.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W3-E1; A learner-owned network map using roles, with a first adult, backup, access route and reason; record whether it is personal or fictional practice.\nScheme: GROW Weekly - Autumn!C83; 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://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\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 all diagram labels aloud. Accept a pointed clue. Diagrams are authored examples, not learner evidence or measuring templates." }, { "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-W03", "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": "Map my network of trusted adults.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "I can name signs of a trusted adult.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I can map a first adult and a backup.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I can show how to reach help.", "edition": "public" } ], "pupil_text": [ "Map my network of trusted adults.", "I can name signs of a trusted adult.", "I can map a first adult and a backup.", "I can show how to reach help." ], "notes": "PSHE-GROW-A2-W03 · Monday 16–Friday 20 November 2026\nToday: 0 minutes.\nTeacher: Read the exact scheme objective and the success checks. Explain today’s contribution without claiming award completion.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W3-E1; A learner-owned network map using roles, with a first adult, backup, access route and reason; record whether it is personal or fictional practice.\nScheme: GROW Weekly - Autumn!C83; 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://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\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 exact scheme objective and the success checks. Explain today’s contribution without claiming award completion." }, { "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-W03", "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": "Watch the model", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Sam picks a school adult who listens.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Sam can ask at the school office.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "A club leader is another option.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "If one adult is away, Sam asks another.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "A trusted adult takes concerns seriously.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "They may share a concern to get safe help.", "edition": "public" }, { "name": "diagram-caption", "text": "A network gives us more than one route to help.", "edition": "public" } ], "pupil_text": [ "Sam picks a school adult who listens.", "Sam can ask at the school office.", "A club leader is another option.", "If one adult is away, Sam asks another.", "A trusted adult takes concerns seriously.", "They may share a concern to get safe help." ], "notes": "PSHE-GROW-A2-W03 · Monday 16–Friday 20 November 2026\nI Do: 5 minutes.\nTeacher: Model each line aloud and make the reasoning explicit. Accept accessible adult roles and a workable way to reach them, with a reason based on listening, boundaries and helpful action. A role alone does not guarantee trust. A fictional map shows the mapping skill; do not label it a confirmed personal network. Staff check a real help route privately without demanding names or personal histories.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W3-E1; A learner-owned network map using roles, with a first adult, backup, access route and reason; record whether it is personal or fictional practice.\nScheme: GROW Weekly - Autumn!C83; 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://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\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 and make the reasoning explicit. Accept accessible adult roles and a workable way to reach them, with a reason based on listening, boundaries and helpful action. A role alone does not guarantee trust. A fictional map shows the mapping skill; do not label it a confirmed personal network. Staff check a real help route privately without demanding names or personal histories." }, { "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-W03", "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 fits the facts?", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Sam’s first adult is away. What next?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Keep the worry secret for good.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Ask another trusted adult.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Post the worry to strangers online.", "edition": "public" } ], "pupil_text": [ "Sam’s first adult is away. What next?", "A Keep the worry secret for good.", "B Ask another trusted adult.", "C Post the worry to strangers online." ], "notes": "PSHE-GROW-A2-W03 · Monday 16–Friday 20 November 2026\nWe Do: 5 minutes.\nTeacher: Read the hinge aloud, ask for a choice and a reason. B. A backup adult gives another route to help. A leaves Sam without support; C shares private information with unknown people. Ask how Sam could reach the backup. Reteach using a school adult who is busy, then a different available staff member.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W3-E1; A learner-owned network map using roles, with a first adult, backup, access route and reason; record whether it is personal or fictional practice.\nScheme: GROW Weekly - Autumn!C83; 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://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\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 aloud, ask for a choice and a reason. B. A backup adult gives another route to help. A leaves Sam without support; C shares private information with unknown people. Ask how Sam could reach the backup. Reteach using a school adult who is busy, then a different available staff member." }, { "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-W03", "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 practice tasks", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Sort the adult-action cards.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: choose two adult roles.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: map roles and how to reach them.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: explain a backup for a closed setting.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Use Sam’s map or a private map of your own.", "edition": "public" } ], "pupil_text": [ "Sort the adult-action cards.", "Supported: choose two adult roles.", "Independent: map roles and how to reach them.", "Aspire: explain a backup for a closed setting.", "Use Sam’s map or a private map of your own." ], "notes": "PSHE-GROW-A2-W03 · Monday 16–Friday 20 November 2026\nYou Do practice: 12 minutes.\nTeacher: Model Sam’s map, sort A–F, then invite a role-only personal map or fictional practice. Complete the first adult, backup and access-route fields. Staff discreetly help anyone with no safe route rather than requiring a public explanation.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W3-E1; A learner-owned network map using roles, with a first adult, backup, access route and reason; record whether it is personal or fictional practice.\nScheme: GROW Weekly - Autumn!C83; 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://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\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 Sam’s map, sort A–F, then invite a role-only personal map or fictional practice. Complete the first adult, backup and access-route fields. Staff discreetly help anyone with no safe route rather than requiring a public explanation." }, { "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-W03", "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 evidence", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Keep your map and one reason.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Show a first adult and a backup.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Say how you could reach each one.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Respond to feedback in the same colour, on the same page or usual mode.", "edition": "public" } ], "pupil_text": [ "Keep your map and one reason.", "Show a first adult and a backup.", "Say how you could reach each one.", "Respond to feedback in the same colour, on the same page or usual mode." ], "notes": "PSHE-GROW-A2-W03 · Monday 16–Friday 20 November 2026\nYou Do evidence: 6 minutes.\nTeacher: Complete both Evidence Sheet pages. Accept accessible adult roles and a workable way to reach them, with a reason based on listening, boundaries and helpful action. A role alone does not guarantee trust. A fictional map shows the mapping skill; do not label it a confirmed personal network. Staff check a real help route privately without demanding names or personal histories.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W3-E1; A learner-owned network map using roles, with a first adult, backup, access route and reason; record whether it is personal or fictional practice.\nScheme: GROW Weekly - Autumn!C83; 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://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Complete both Evidence Sheet pages. Accept accessible adult roles and a workable way to reach them, with a reason based on listening, boundaries and helpful action. A role alone does not guarantee trust. A fictional map shows the mapping skill; do not label it a confirmed personal network. Staff check a real help route privately without demanding names or personal histories." }, { "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-W03", "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 both pages.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Keep your work and record the help used.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Put resources away safely.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Tell the adult your next step.", "edition": "public" } ], "pupil_text": [ "Check your name or ID and both pages.", "Keep your work and record the help used.", "Put resources away safely.", "Tell the adult your next step." ], "notes": "PSHE-GROW-A2-W03 · Monday 16–Friday 20 November 2026\nTidy and evidence check: 4 minutes.\nTeacher: Check actual support, ownership and response. Use VF, WS, I, NS+, //, ?, R and E appropriately. R needs Voice, Audience, NS+ and a response in the same colour, on the same page or usual mode. E requires actual banking.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W3-E1; A learner-owned network map using roles, with a first adult, backup, access route and reason; record whether it is personal or fictional practice.\nScheme: GROW Weekly - Autumn!C83; 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://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\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 actual support, ownership and response. Use VF, WS, I, NS+, //, ?, R and E appropriately. R needs Voice, Audience, NS+ and a response in the same colour, on the same page or usual mode. E requires actual banking." }, { "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-W03", "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": "Name one sign of a trusted adult.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "What if your first adult is away?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "How can you ask for a private talk?", "edition": "public" } ], "pupil_text": [ "Name one sign of a trusted adult.", "What if your first adult is away?", "How can you ask for a private talk?" ], "notes": "PSHE-GROW-A2-W03 · Monday 16–Friday 20 November 2026\nExit ticket: 2 minutes.\nTeacher: Take a quiet exit response and note the next teaching need. Use the Staff Answers to assess the reason rather than just a letter.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W3-E1; A learner-owned network map using roles, with a first adult, backup, access route and reason; record whether it is personal or fictional practice.\nScheme: GROW Weekly - Autumn!C83; 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://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\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 quiet exit response and note the next teaching need. Use the Staff Answers to assess the reason rather than just a letter." }, { "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-W03", "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": "Trusted: Safe and helpful actions.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Adult: A grown-up person.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Network: People we can turn to.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Backup: Another option.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Private: For those who need to know.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Concern: A worry.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Support: Help with a need.", "edition": "public" } ], "pupil_text": [ "Trusted: Safe and helpful actions.", "Adult: A grown-up person.", "Network: People we can turn to.", "Backup: Another option.", "Private: For those who need to know.", "Concern: A worry.", "Support: Help with a need." ], "notes": "PSHE-GROW-A2-W03 · Monday 16–Friday 20 November 2026\nVocabulary: 0 minutes.\nTeacher: Keep the Vocabulary Mat available. Link each word to a case or actual task. Allow a home-language first response.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W3-E1; A learner-owned network map using roles, with a first adult, backup, access route and reason; record whether it is personal or fictional practice.\nScheme: GROW Weekly - Autumn!C83; 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://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\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 Vocabulary Mat available. Link each word to a case or actual task. Allow a home-language first response." }, { "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-W03", "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": "Read the planner and local support route.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Use the task limits and right to pass.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "TA: scribe exact words; record physical help.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Keep each learner’s own evidence.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Lundy: Space, Voice, Audience, Influence.", "edition": "public" } ], "pupil_text": [], "notes": "PSHE-GROW-A2-W03 · Monday 16–Friday 20 November 2026\nStaff brief: 0 minutes.\nTeacher: Hidden staff reference. Use Sam or role labels. Do not display or collect addresses, phone numbers, family histories or personal network names in a public pack. Offer a private alternative and a pass. If a concern is shared, listen without investigating, follow local safeguarding procedures and keep that record separate from learning evidence.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W3-E1; A learner-owned network map using roles, with a first adult, backup, access route and reason; record whether it is personal or fictional practice.\nScheme: GROW Weekly - Autumn!C83; 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://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\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 staff reference. Use Sam or role labels. Do not display or collect addresses, phone numbers, family histories or personal network names in a public pack. Offer a private alternative and a pass. If a concern is shared, listen without investigating, follow local safeguarding procedures and keep that record separate from learning evidence." } ], "asset": { "path": "../../assets/grow_pshe_a2_w03.jpg", "alt": "Fictional Sam at the centre of a network with school adult, club adult, healthcare adult and a backup route. No real names or contacts.", "synthetic": false, "creation": "Authored SVG diagram with JPEG rendering", "visible_text": [ "Sam’s routes to help", "School adult", "Ask at the office", "Club adult", "Ask at the club", "Healthcare adult", "Ask about health", "Backup route", "Ask another adult", "Sam", "Needs help", "Fictional role map. Check a real route with staff in private." ], "edition": "both" }, "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_w03_Planner.docx", "pdf_path": "grow_pshe_a2_w03_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "My trusted adult network", "Monday 16–Friday 20 November 2026 · one 40-minute lesson", "Teaching date: __________________ Teacher: __________________", "Exact scheme cells", "GROW Weekly - Autumn!C83Map my network of trusted adults.", "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).", "The source assessment is retained. This lesson contributes evidence; it does not by itself complete an award. Public award labels are masked only.", "Purpose and success checks", "Who can help me feel heard and safe?", "I can name signs of a trusted adult. I can map a first adult and a backup. I can show how to reach help.", "GROW-PSHE-W3-E1: A learner-owned network map using roles, with a first adult, backup, access route and reason; record whether it is personal or fictional practice.", "Before pupils arrive", "Print the Evidence Sheet, role/action cards and vocabulary. Before teaching, identify an available staff member and a private help route. Provide blank paper, pens and a calm space. No pupil contact list or online account is needed.", "Offer processing time, a quiet start and the usual communication support. Capture each learner’s own work. Read the Staff Answers before teaching.", "Calendar and continuity", "Monday 16–Friday 20 November 2026. One lesson per week on this line. No day or clock slot is inferred; staff enter the actual date above. Use prior vocabulary and the established private-help routine.", "", "Forty minute sequence", "Slide", "Min", "Action", "1", "0", "Open title and big question before timing.", "2", "4", "Private check-in, quiet start and support choice.", "3", "2", "Read the diagram; hear one clue or question.", "4", "0", "Read the exact objective and success checks.", "5", "5", "Model the six lines; explain the reason for each.", "6", "5", "Ask for a hinge answer and reason; reteach if needed.", "7", "12", "Use the six cards and the Supported/Independent/Aspire routes.", "8", "6", "Complete the individual two-page evidence record.", "9", "4", "Check ownership, support, response and next step.", "10", "2", "Take a short quiet exit response.", "11", "0", "Use the vocabulary mat throughout.", "12", "0", "Hidden reference for adults.", "Hinge and reteach", "B. A backup adult gives another route to help. A leaves Sam without support; C shares private information with unknown people. Ask how Sam could reach the backup. Reteach using a school adult who is busy, then a different available staff member.", "Access and practice", "Supported: choose two adult roles. Independent: map roles and how to reach them. Aspire: explain a backup for a closed setting.", "Model Sam’s map, sort A–F, then invite a role-only personal map or fictional practice. Complete the first adult, backup and access-route fields. Staff discreetly help anyone with no safe route rather than requiring a public explanation.", "Begin evidence during practice and finish during capture. Accept speech, pointing, drawing, writing or usual AAC. Scribe exact words without supplying the assessed reason. No forced pair work or public performance.", "", "Safe teaching evidence and learner voice", "Boundaries", "Use Sam or role labels. Do not display or collect addresses, phone numbers, family histories or personal network names in a public pack. Offer a private alternative and a pass. If a concern is shared, listen without investigating, follow local safeguarding procedures and keep that record separate from learning evidence.", "Assessment and feedback", "Accept accessible adult roles and a workable way to reach them, with a reason based on listening, boundaries and helpful action. A role alone does not guarantee trust. A fictional map shows the mapping skill; do not label it a confirmed personal network. Staff check a real help route privately without demanding names or personal histories.", "Retain actual work, response mode and support. Use VF · WS · I · NS+ · // (self-edit) · ? (read back) · R (responded) · E (evidence in the school's evidence record). R requires Voice, Audience, an NS+ prompt and the learner’s response in the same colour, on the same page or usual mode. Record E only after evidence is banked. Blank forms and adult models are not completed learner evidence.", "Lundy moments", "Space: calm, accessible participation. Voice: a choice, reason or help request. Audience: the adult listens or reads and replies. Influence: record the support or next-step change made in response.", "Speaking listening and writing", "Explain a trusted action, listen to another option and ask for a private conversation. The receiving teacher maps authentic responses to their own portfolio; no communication criteria are assigned here.", "Reflection and provenance", "Next teaching need: __________________________________________________Learner request and change made: _______________________________________", "Sources: lane1/main scheme index, revision 840cc945; workbook revision 9ed44bdf, cells above, checked against main by blob/hash. Calendar: owner order. Local examples and diagrams are authored. Source URLs and limits: FACTS_LEDGER.md. No registration or award criteria are inferred." ] }, { "kind": "Evidence_Sheet", "path": "../grow_pshe_a2_w03_Evidence_Sheet.docx", "pdf_path": "../grow_pshe_a2_w03_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My evidence: My trusted adult network", "GROW-PSHE-W3-E1", "Name or ID ____________________ Date ______________", "Point, say, draw or write. An adult may write your own words. Record the help you use.", "My private role map / Sam’s practice map (circle one). Use roles, not full names or contact details. Do not show a personal map to the group.", "Adult role", "How I can reach them", "Why this could help", "First adult:____________", "____________", "____________", "Backup adult:____________", "____________", "____________", "Another route:____________", "____________", "____________", "A trusted action I look for is", "__________________________________________________________________", "__________________________________________________________________", "If you cannot think of an adult, ask staff in private to help find a safe route. You do not have to explain why to the group.", "", "My reason next step and response", "Name or ID ____________________", "If my first route is not available, I can", "__________________________________________________________________", "I can start a private talk by saying or showing", "__________________________________________________________________", "My voice: I asked for __________________________________________", "Audience: I showed or told ____________________________________", "Adult reply / NS+ prompt ______________________________________", "My response, in the same colour, on the same page or usual mode", "__________________________________________________________________", "My next step is ______________________________________________", "Adult record", "Mode: spoken / pointed / drawn / written / practical / scribed / AACSupport used: __________________________________________________Actual learner work or words: _____________________________________Feedback code ______ Staff initials ______", "R needs Voice, Audience, NS+ and the learner response in the same colour, on the same page or usual mode. E means evidence banked. Keep private safeguarding information separate." ] }, { "kind": "Staff_Answers", "path": "../grow_pshe_a2_w03_Staff_Answers.docx", "pdf_path": "../grow_pshe_a2_w03_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and response guide", "My trusted adult network", "These are possible responses and task guides, not learner observations. Accept a defensible answer based on the facts or actual work. Record each learner’s reasoning and support.", "Card key", "Card", "Judgement or step", "Possible action", "A", "Helps. The adult listens.", "Ask for help in a quiet place.", "B", "Warning. The adult asks for a harmful secret.", "Tell another trusted adult.", "C", "Backup. Another adult is available.", "Ask that staff member for help.", "D", "Helps. They explain a safety step.", "Ask what will happen next.", "E", "Warning. The person and purpose are not known.", "Do not share it. Ask a trusted adult.", "F", "Backup. Staff can help find a safe route.", "Ask staff to identify an available adult.", "Model and hinge", "Sam picks a school adult who listens. Sam can ask at the school office. A club leader is another option. If one adult is away, Sam asks another. A trusted adult takes concerns seriously. They may share a concern to get safe help.", "B. A backup adult gives another route to help. A leaves Sam without support; C shares private information with unknown people. Ask how Sam could reach the backup. Reteach using a school adult who is busy, then a different available staff member.", "Individual evidence key", "Accept accessible adult roles and a workable way to reach them, with a reason based on listening, boundaries and helpful action. A role alone does not guarantee trust. A fictional map shows the mapping skill; do not label it a confirmed personal network. Staff check a real help route privately without demanding names or personal histories.", "", "Feedback boundaries and next teaching", "Card A: Listening and appropriate action matter more than a job title or friendly manner.", "Card B: Do not role-play this as an adult threat. Keep the example brief; no disclosure is required.", "Card C: Staff identify the real available route privately before teaching.", "Card D: Do not promise total secrecy. Follow the setting safeguarding procedure.", "Card E: A friendly message is not proof of trust. Do not open a live account in class.", "Card F: No pupil is required to invent a supportive family member. Check a real route privately.", "Common misunderstandings", "A trusted adult is not simply any adult, a relative or someone friendly. Asking another person is allowed if the first is unavailable or unhelpful. Private does not mean a promise that a safety concern will never be shared.", "Teaching boundary", "Use Sam or role labels. Do not display or collect addresses, phone numbers, family histories or personal network names in a public pack. Offer a private alternative and a pass. If a concern is shared, listen without investigating, follow local safeguarding procedures and keep that record separate from learning evidence.", "Feedback", "If a reason is missing, return to the fact or actual work. Re-model a different example, then keep the learner’s own revision. Use NS+ and the learner response, in the same colour, on the same page or usual mode, before R. E means evidence actually banked. Keep safeguarding records separate.", "Assessment boundary", "GROW-PSHE-W3-E1 contributes to the source assessment. No criterion, registration or award completion is invented. Sources: FACTS_LEDGER.md." ] }, { "kind": "Support_Cards", "path": "../grow_pshe_a2_w03_Support_Cards.docx", "pdf_path": "../grow_pshe_a2_w03_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Adult actions and backup routes", "Read or ask an adult to read. Staff may cut on the table lines.", "Cards", "Cards", "AAn adult listens and takes a worry seriously.", "BAn adult says you must keep being hurt a secret.", "CThe teacher is away. Another known staff member is at the office.", "DAn adult explains who needs to know so they can help keep you safe.", "EA friendly online stranger asks for your address to help.", "FSam cannot think of anyone to ask. Sam shows a help card to staff.", "What fact matters? What help or safer step would fit?", "", "A role is a starting point", "Choose by actions, not just a title.", "A trusted adult listens and takes a concern seriously.", "They respect boundaries and explain the help they can offer.", "If the first person cannot help, try another trusted adult.", "Words I can use", "I can ask __ at __.", "I trust this action because __.", "If that person is away, I can ask __.", "Help card", "Please help me with this step.", "I can point to what I mean.Please read the words or show the step.I can ask for a pause or private talk.", "", "A visual guide", "", "A network gives us more than one route to help.", "The diagram is an example, not a record of your work. Use a fictional case or speak privately to staff. No personal details need to be shown to the group.", "I notice __.The next step is __.I can ask __ for help." ] }, { "kind": "Vocabulary_Mat", "path": "../grow_pshe_a2_w03_Vocabulary_Mat.docx", "pdf_path": "../grow_pshe_a2_w03_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "My trusted adult network", "Word", "Meaning", "trusted", "Someone whose actions help us feel safe.", "adult", "A grown-up person.", "network", "People or routes we can turn to.", "backup", "Another option if the first is not there.", "private", "Shared only with people who need to know.", "concern", "Something that worries us.", "support", "Help that meets a need.", "A sentence I can use", "I chose __ because __.I checked __.Please help me with __.", "Ask an adult to read a word with you. You can point or use a word in your home language first." ] } ] }