{ "schema_version": "lesson-content-1", "id": "grow_pshe_a2_w04", "lesson_code": "PSHE-GROW-A2-W04", "title": "Ask for help and keep trying", "subject": "PSHE", "pathway": "GROW", "term": "Autumn 2", "week": 4, "edition": "public", "label": "Public edition", "minutes": 40, "lessons_per_week": 1, "week_range": { "start": "2026-11-23", "end": "2026-11-27" }, "teaching_date": null, "teaching_date_inferred": false, "objective_verbatim": "Know how and when to ask for help.", "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": [ "C84" ], "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." }, { "title": "NHS: Poisoning", "url": "https://www.nhs.uk/conditions/poisoning/", "supports": "Possible poisoning, unconsciousness or severe breathing problems need emergency help. Do not make a person vomit or give food or drink after suspected poisoning. Follow emergency-service instructions." } ], "evidence": [ { "id": "GROW-PSHE-W4-E1", "description": "An individual case-based help request naming who, how and when, with a backup route, actual adult reply and learner response.", "accreditation": "PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.", "status": "contribution to source assessment; no completion claim", "edition": "public" } ], "routes": { "Supported": "Supported: try A and C with an adult.", "Independent": "Independent: choose who, how and when.", "Aspire": "Aspire: explain a backup if help is delayed." }, "vocab": [ { "word": "help", "definition": "Support with a need or problem.", "edition": "both" }, { "word": "request", "definition": "Words or a sign that ask for something.", "edition": "both" }, { "word": "urgent", "definition": "Needs action very soon.", "edition": "both" }, { "word": "emergency", "definition": "Serious danger that needs help now.", "edition": "both" }, { "word": "private", "definition": "Shared only with people who need to know.", "edition": "both" }, { "word": "backup", "definition": "Another person or route to try.", "edition": "both" }, { "word": "reply", "definition": "What someone says or does in response.", "edition": "both" } ], "cases": [ { "id": "A", "text": "Rae does not understand the first step of a task.", "judgement": "task help", "fact": "The instruction is unclear.", "next_step": "Ask the teacher to show the first step.", "staff_note": "A precise request is useful. A short agreed wait can be appropriate for an ordinary task.", "edition": "both" }, { "id": "B", "text": "Jo keeps getting unkind messages and feels unsafe.", "judgement": "private safety help", "fact": "The messages cause a safety worry.", "next_step": "Tell a trusted adult promptly in private.", "staff_note": "Do not display real messages or ask for personal stories.", "edition": "both" }, { "id": "C", "text": "Kit wants help but finds speaking hard.", "judgement": "another way", "fact": "A spoken request is difficult.", "next_step": "Show a help card or write a short note.", "staff_note": "A point, gesture, AAC response or adult-scribed words can be valid; record the mode.", "edition": "both" }, { "id": "D", "text": "Sam’s chosen adult is busy. Sam still needs help.", "judgement": "backup", "fact": "The first adult is not available now.", "next_step": "Ask who else can help; go to that adult.", "staff_note": "If danger is immediate, do not wait for the first adult.", "edition": "both" }, { "id": "E", "text": "A person nearby is unconscious and will not wake up.", "judgement": "emergency", "fact": "The person cannot be woken.", "next_step": "Get adult help and call 999 now.", "staff_note": "Do not practise a collapse or first-aid technique. In real life call 999, follow instructions and keep yourself safe.", "edition": "both" }, { "id": "F", "text": "An adult ignores a concern that makes Lee feel unsafe.", "judgement": "backup", "fact": "The safety concern has not been addressed.", "next_step": "Tell another trusted adult and say help is still needed.", "staff_note": "The learner is not at fault if an adult responds poorly. Staff must use the safeguarding route.", "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-W04", "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": "Ask for help and keep trying", "edition": "public" }, { "name": "lesson-subtitle", "text": "Week 4 · 23–27 November 2026 · 40 minutes", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "How can I ask for the help I need?", "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": [ "How can I ask for the help I need?", "We use made-up cases. You can pass.", "Point, say, draw, write or show." ], "notes": "PSHE-GROW-A2-W04 · Monday 23–Friday 27 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-W4-E1; An individual case-based help request naming who, how and when, with a backup route, actual adult reply and learner response.\nScheme: GROW Weekly - Autumn!C84; 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; https://www.nhs.uk/conditions/poisoning/\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-W04", "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-W04 · Monday 23–Friday 27 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-W4-E1; An individual case-based help request naming who, how and when, with a backup route, actual adult reply and learner response.\nScheme: GROW Weekly - Autumn!C84; 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; https://www.nhs.uk/conditions/poisoning/\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-W04", "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": "Jo has a worry.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Words feel hard to say.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What could Jo show instead?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "A quiet note can start a talk.", "edition": "public" } ], "pupil_text": [ "Jo has a worry.", "Words feel hard to say.", "What could Jo show instead?", "A quiet note can start a talk." ], "notes": "PSHE-GROW-A2-W04 · Monday 23–Friday 27 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-W4-E1; An individual case-based help request naming who, how and when, with a backup route, actual adult reply and learner response.\nScheme: GROW Weekly - Autumn!C84; 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; https://www.nhs.uk/conditions/poisoning/\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-W04", "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": "Know how and when to ask for help.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "I can spot when help is needed.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I can say or show a clear help request.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I can choose a backup if help is delayed.", "edition": "public" } ], "pupil_text": [ "Know how and when to ask for help.", "I can spot when help is needed.", "I can say or show a clear help request.", "I can choose a backup if help is delayed." ], "notes": "PSHE-GROW-A2-W04 · Monday 23–Friday 27 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-W4-E1; An individual case-based help request naming who, how and when, with a backup route, actual adult reply and learner response.\nScheme: GROW Weekly - Autumn!C84; 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; https://www.nhs.uk/conditions/poisoning/\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-W04", "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": "Jo is stuck with a task.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Jo chooses a trusted staff member.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Jo says: Please show me the first step.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "For a private worry, Jo asks for a quiet talk.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "If that adult is busy, Jo asks who can help.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "If someone is in danger, Jo gets help now.", "edition": "public" }, { "name": "diagram-caption", "text": "Say it, write it or show a help card. Keep trying.", "edition": "public" } ], "pupil_text": [ "Jo is stuck with a task.", "Jo chooses a trusted staff member.", "Jo says: Please show me the first step.", "For a private worry, Jo asks for a quiet talk.", "If that adult is busy, Jo asks who can help.", "If someone is in danger, Jo gets help now." ], "notes": "PSHE-GROW-A2-W04 · Monday 23–Friday 27 November 2026\nI Do: 5 minutes.\nTeacher: Model each line aloud and make the reasoning explicit. Task help: ask for the unclear step. Safety concern: tell a trusted adult promptly and privately. Unconscious person: emergency help/999 now. Accept speaking, a note, pointing or AAC. Retain the learner’s request and the real adult reply in the classroom practice, without claiming that a fictional emergency occurred.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W4-E1; An individual case-based help request naming who, how and when, with a backup route, actual adult reply and learner response.\nScheme: GROW Weekly - Autumn!C84; 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; https://www.nhs.uk/conditions/poisoning/\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. Task help: ask for the unclear step. Safety concern: tell a trusted adult promptly and privately. Unconscious person: emergency help/999 now. Accept speaking, a note, pointing or AAC. Retain the learner’s request and the real adult reply in the classroom practice, without claiming that a fictional emergency occurred." }, { "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-W04", "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": "Your first adult cannot help now. What next?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Stop asking, even if you feel unsafe.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Share private details with everyone.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Ask another trusted adult for help.", "edition": "public" } ], "pupil_text": [ "Your first adult cannot help now. What next?", "A Stop asking, even if you feel unsafe.", "B Share private details with everyone.", "C Ask another trusted adult for help." ], "notes": "PSHE-GROW-A2-W04 · Monday 23–Friday 27 November 2026\nWe Do: 5 minutes.\nTeacher: Read the hinge aloud, ask for a choice and a reason. C. Ask another trusted adult, particularly if the need is urgent. For an ordinary task query, agree a short time to return; a danger or safety worry must not wait for an appointment. Rehearse the words “I need help now” or a pointed help card.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W4-E1; An individual case-based help request naming who, how and when, with a backup route, actual adult reply and learner response.\nScheme: GROW Weekly - Autumn!C84; 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; https://www.nhs.uk/conditions/poisoning/\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. C. Ask another trusted adult, particularly if the need is urgent. For an ordinary task query, agree a short time to return; a danger or safety worry must not wait for an appointment. Rehearse the words “I need help now” or a pointed help card." }, { "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-W04", "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 six cases by the help needed.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: try A and C with an adult.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: choose who, how and when.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: explain a backup if help is delayed.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Practise a request using a made-up case.", "edition": "public" } ], "pupil_text": [ "Sort the six cases by the help needed.", "Supported: try A and C with an adult.", "Independent: choose who, how and when.", "Aspire: explain a backup if help is delayed.", "Practise a request using a made-up case." ], "notes": "PSHE-GROW-A2-W04 · Monday 23–Friday 27 November 2026\nYou Do practice: 12 minutes.\nTeacher: Sort A–F by task help, private safety help, alternative communication, backup or emergency. Rehearse one request with an adult or alongside a peer. The adult replies to the request; the learner checks or tries the next step.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W4-E1; An individual case-based help request naming who, how and when, with a backup route, actual adult reply and learner response.\nScheme: GROW Weekly - Autumn!C84; 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; https://www.nhs.uk/conditions/poisoning/\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Sort A–F by task help, private safety help, alternative communication, backup or emergency. Rehearse one request with an adult or alongside a peer. The adult replies to the request; the learner checks or tries the next step." }, { "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-W04", "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": "Choose one case and a help route.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Say, write or show your request.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Keep the adult reply and your next step.", "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": [ "Choose one case and a help route.", "Say, write or show your request.", "Keep the adult reply and your next step.", "Respond to feedback in the same colour, on the same page or usual mode." ], "notes": "PSHE-GROW-A2-W04 · Monday 23–Friday 27 November 2026\nYou Do evidence: 6 minutes.\nTeacher: Complete both Evidence Sheet pages. Task help: ask for the unclear step. Safety concern: tell a trusted adult promptly and privately. Unconscious person: emergency help/999 now. Accept speaking, a note, pointing or AAC. Retain the learner’s request and the real adult reply in the classroom practice, without claiming that a fictional emergency occurred.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W4-E1; An individual case-based help request naming who, how and when, with a backup route, actual adult reply and learner response.\nScheme: GROW Weekly - Autumn!C84; 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; https://www.nhs.uk/conditions/poisoning/\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. Task help: ask for the unclear step. Safety concern: tell a trusted adult promptly and privately. Unconscious person: emergency help/999 now. Accept speaking, a note, pointing or AAC. Retain the learner’s request and the real adult reply in the classroom practice, without claiming that a fictional emergency occurred." }, { "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-W04", "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-W04 · Monday 23–Friday 27 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-W4-E1; An individual case-based help request naming who, how and when, with a backup route, actual adult reply and learner response.\nScheme: GROW Weekly - Autumn!C84; 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; https://www.nhs.uk/conditions/poisoning/\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-W04", "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": "How can you ask if words feel hard?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "When should you get help straight away?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What if the first adult cannot help?", "edition": "public" } ], "pupil_text": [ "How can you ask if words feel hard?", "When should you get help straight away?", "What if the first adult cannot help?" ], "notes": "PSHE-GROW-A2-W04 · Monday 23–Friday 27 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-W4-E1; An individual case-based help request naming who, how and when, with a backup route, actual adult reply and learner response.\nScheme: GROW Weekly - Autumn!C84; 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; https://www.nhs.uk/conditions/poisoning/\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-W04", "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": "Help: Support with a need.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Request: An ask for something.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Urgent: Needs action very soon.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Emergency: Serious danger now.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Private: For those who need to know.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Backup: Another route to try.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Reply: A response.", "edition": "public" } ], "pupil_text": [ "Help: Support with a need.", "Request: An ask for something.", "Urgent: Needs action very soon.", "Emergency: Serious danger now.", "Private: For those who need to know.", "Backup: Another route to try.", "Reply: A response." ], "notes": "PSHE-GROW-A2-W04 · Monday 23–Friday 27 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-W4-E1; An individual case-based help request naming who, how and when, with a backup route, actual adult reply and learner response.\nScheme: GROW Weekly - Autumn!C84; 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; https://www.nhs.uk/conditions/poisoning/\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-W04", "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-W04 · Monday 23–Friday 27 November 2026\nStaff brief: 0 minutes.\nTeacher: Hidden staff reference. Use fictional cases and the right to pass. Do not ask pupils to disclose abuse, private messages or family concerns in class. Follow local safeguarding procedures for any real concern. No acted collapse, physical first-aid practice or live emergency call forms part of this lesson.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W4-E1; An individual case-based help request naming who, how and when, with a backup route, actual adult reply and learner response.\nScheme: GROW Weekly - Autumn!C84; 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; https://www.nhs.uk/conditions/poisoning/\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 fictional cases and the right to pass. Do not ask pupils to disclose abuse, private messages or family concerns in class. Follow local safeguarding procedures for any real concern. No acted collapse, physical first-aid practice or live emergency call forms part of this lesson." } ], "asset": { "path": "../../assets/grow_pshe_a2_w04.jpg", "alt": "Three help routes shown as speak, write or point, followed by an adult reply and a backup route. Fictional example only.", "synthetic": false, "creation": "Authored SVG diagram with JPEG rendering", "visible_text": [ "Ways to ask for help", "Speak", "Please help me.", "Write", "A short note", "Point", "A help card", "Adult reply", "Listen or read", "Still need help?", "Ask another trusted adult.", "A made-up practice route. No real phone call is needed." ], "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_w04_Planner.docx", "pdf_path": "grow_pshe_a2_w04_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "Ask for help and keep trying", "Monday 23–Friday 27 November 2026 · one 40-minute lesson", "Teaching date: __________________ Teacher: __________________", "Exact scheme cells", "GROW Weekly - Autumn!C84Know how and when to ask for help.", "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", "How can I ask for the help I need?", "I can spot when help is needed. I can say or show a clear help request. I can choose a backup if help is delayed.", "GROW-PSHE-W4-E1: An individual case-based help request naming who, how and when, with a backup route, actual adult reply and learner response.", "Before pupils arrive", "Print cards and Evidence Sheets. Identify the available adult, backup and quiet help location before teaching. Provide pens, a help card and any usual AAC. Use scripted practice only; no real phone call is made.", "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 23–Friday 27 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", "C. Ask another trusted adult, particularly if the need is urgent. For an ordinary task query, agree a short time to return; a danger or safety worry must not wait for an appointment. Rehearse the words “I need help now” or a pointed help card.", "Access and practice", "Supported: try A and C with an adult. Independent: choose who, how and when. Aspire: explain a backup if help is delayed.", "Sort A–F by task help, private safety help, alternative communication, backup or emergency. Rehearse one request with an adult or alongside a peer. The adult replies to the request; the learner checks or tries the next step.", "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 fictional cases and the right to pass. Do not ask pupils to disclose abuse, private messages or family concerns in class. Follow local safeguarding procedures for any real concern. No acted collapse, physical first-aid practice or live emergency call forms part of this lesson.", "Assessment and feedback", "Task help: ask for the unclear step. Safety concern: tell a trusted adult promptly and privately. Unconscious person: emergency help/999 now. Accept speaking, a note, pointing or AAC. Retain the learner’s request and the real adult reply in the classroom practice, without claiming that a fictional emergency occurred.", "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", "Make a clear request, listen to a reply, ask for clarification and record a short next step. 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_w04_Evidence_Sheet.docx", "pdf_path": "../grow_pshe_a2_w04_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My evidence: Ask for help and keep trying", "GROW-PSHE-W4-E1", "Name or ID ____________________ Date ______________", "Point, say, draw or write. An adult may write your own words. Record the help you use.", "Choose a made-up case from the Support Cards. Case letter: ______", "The help needed is", "__________________________________________________________________", "__________________________________________________________________", "An adult or service that can help is", "__________________________________________________________________", "When: agreed task-help time / promptly in private / emergency now", "I chose this time because", "__________________________________________________________________", "__________________________________________________________________", "My request: say, write, point or use my usual aid", "__________________________________________________________________", "__________________________________________________________________", "If the first adult cannot help, I can", "__________________________________________________________________", "", "My reason next step and response", "Name or ID ____________________", "In the practice, the adult replied", "__________________________________________________________________", "The next step I tried or checked was", "__________________________________________________________________", "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_w04_Staff_Answers.docx", "pdf_path": "../grow_pshe_a2_w04_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and response guide", "Ask for help and keep trying", "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", "Task help. The instruction is unclear.", "Ask the teacher to show the first step.", "B", "Private safety help. The messages cause a safety worry.", "Tell a trusted adult promptly in private.", "C", "Another way. A spoken request is difficult.", "Show a help card or write a short note.", "D", "Backup. The first adult is not available now.", "Ask who else can help; go to that adult.", "E", "Emergency. The person cannot be woken.", "Get adult help and call 999 now.", "F", "Backup. The safety concern has not been addressed.", "Tell another trusted adult and say help is still needed.", "Model and hinge", "Jo is stuck with a task. Jo chooses a trusted staff member. Jo says: Please show me the first step. For a private worry, Jo asks for a quiet talk. If that adult is busy, Jo asks who can help. If someone is in danger, Jo gets help now.", "C. Ask another trusted adult, particularly if the need is urgent. For an ordinary task query, agree a short time to return; a danger or safety worry must not wait for an appointment. Rehearse the words “I need help now” or a pointed help card.", "Individual evidence key", "Task help: ask for the unclear step. Safety concern: tell a trusted adult promptly and privately. Unconscious person: emergency help/999 now. Accept speaking, a note, pointing or AAC. Retain the learner’s request and the real adult reply in the classroom practice, without claiming that a fictional emergency occurred.", "", "Feedback boundaries and next teaching", "Card A: A precise request is useful. A short agreed wait can be appropriate for an ordinary task.", "Card B: Do not display real messages or ask for personal stories.", "Card C: A point, gesture, AAC response or adult-scribed words can be valid; record the mode.", "Card D: If danger is immediate, do not wait for the first adult.", "Card E: Do not practise a collapse or first-aid technique. In real life call 999, follow instructions and keep yourself safe.", "Card F: The learner is not at fault if an adult responds poorly. Staff must use the safeguarding route.", "Common misunderstandings", "Asking for help is a skill, not a failure. A task question can sometimes wait briefly; immediate danger cannot. One poor response does not mean nobody can help. A friend may support asking, but is not a substitute for an adult or emergency service when needed.", "Teaching boundary", "Use fictional cases and the right to pass. Do not ask pupils to disclose abuse, private messages or family concerns in class. Follow local safeguarding procedures for any real concern. No acted collapse, physical first-aid practice or live emergency call forms part of this lesson.", "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-W4-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_w04_Support_Cards.docx", "pdf_path": "../grow_pshe_a2_w04_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Help-seeking case cards", "Read or ask an adult to read. Staff may cut on the table lines.", "Cards", "Cards", "ARae does not understand the first step of a task.", "BJo keeps getting unkind messages and feels unsafe.", "CKit wants help but finds speaking hard.", "DSam’s chosen adult is busy. Sam still needs help.", "EA person nearby is unconscious and will not wake up.", "FAn adult ignores a concern that makes Lee feel unsafe.", "What fact matters? What help or safer step would fit?", "", "Ways to ask", "Say a short request.", "Write a note or show the help card.", "Point, sign or use your usual communication aid.", "Ask another trusted adult if help is not available.", "Words I can use", "Please help me with __.", "Can we talk in private?", "I need help now because __.", "Who else can help me?", "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", "", "Say it, write it or show a help card. Keep trying.", "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_w04_Vocabulary_Mat.docx", "pdf_path": "../grow_pshe_a2_w04_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Ask for help and keep trying", "Word", "Meaning", "help", "Support with a need or problem.", "request", "Words or a sign that ask for something.", "urgent", "Needs action very soon.", "emergency", "Serious danger that needs help now.", "private", "Shared only with people who need to know.", "backup", "Another person or route to try.", "reply", "What someone says or does in response.", "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." ] } ] }