{ "schema_version": "lesson-content-1", "id": "grow_pshe_a2_w05", "lesson_code": "PSHE-GROW-A2-W05", "title": "Wellbeing and taking part", "subject": "PSHE", "pathway": "GROW", "term": "Autumn 2", "week": 5, "edition": "public", "label": "Public edition", "minutes": 40, "lessons_per_week": 1, "week_range": { "start": "2026-11-30", "end": "2026-12-04" }, "teaching_date": null, "teaching_date_inferred": false, "objective_verbatim": "World Mental Health Day, looking after my wellbeing.", "display_objective": "Looking after my wellbeing.", "calendar_note": "Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation.", "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": [ "C85" ], "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/AUT2_W03_W04_GAP_SET_BUNDLE.zip", "sha256": "c5946cc9f663c1440638b859599c21b41f66aa6a2071e95196c83de0b7822265", "note": "Accepted Weeks 3–4 format and continuity." }, { "id": "calendar", "path": "current_chat/Autumn2_weeks3_7_order", "revision": "2026-10-24", "note": "W5 30 Nov–4 Dec; W6 7–11 Dec; W7 14–18 Dec. 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": "UN: International Day of Persons with Disabilities", "url": "https://www.un.org/en/observances/day-of-persons-with-disabilities", "supports": "Annual observance is 3 December. It promotes rights, wellbeing and participation. This is the owner-directed Week 5 hook; disability and mental ill health are not treated as synonyms." } ], "evidence": [ { "id": "GROW-PSHE-W5-E1", "description": "An individual barrier/support match, a wellbeing step with reason, an available help route and a check of the learner’s chosen support.", "accreditation": "PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.", "status": "contribution to source assessment; no completion claim", "edition": "public" } ], "routes": { "Supported": "Supported: choose from two support cards.", "Independent": "Independent: explain a change and why.", "Aspire": "Aspire: check if the person finds it useful." }, "vocab": [ { "word": "wellbeing", "definition": "How we feel and manage day to day.", "edition": "both" }, { "word": "barrier", "definition": "Something that makes taking part harder.", "edition": "both" }, { "word": "access", "definition": "Being able to use or join something.", "edition": "both" }, { "word": "support", "definition": "Help that meets a need.", "edition": "both" }, { "word": "choice", "definition": "An option we can select.", "edition": "both" }, { "word": "include", "definition": "Make space for someone to take part.", "edition": "both" }, { "word": "review", "definition": "Check what helped and what needs change.", "edition": "both" } ], "cases": [ { "id": "A", "text": "Jo cannot follow a long spoken task.", "judgement": "barrier", "fact": "Too many spoken steps.", "next_step": "Offer short steps in words and pictures.", "staff_note": "Ask Jo which form is useful; do not infer a diagnosis.", "edition": "both" }, { "id": "B", "text": "Sam finds the busy room too much.", "judgement": "support", "fact": "The setting feels too busy.", "next_step": "Ask staff about a quieter place or pause.", "staff_note": "Use an agreed supervised option; do not send a pupil away alone.", "edition": "both" }, { "id": "C", "text": "Lee wants to join a game but cannot use its usual controls.", "judgement": "access", "fact": "The controls block taking part.", "next_step": "Ask Lee what would help; adapt the controls or role.", "staff_note": "Avoid simulations of disability or assumptions about ability.", "edition": "both" }, { "id": "D", "text": "Rae has a worry that keeps coming back.", "judgement": "help", "fact": "The worry is not going away.", "next_step": "Ask a trusted adult for a private talk.", "staff_note": "A small wellbeing action is not a cure or replacement for support.", "edition": "both" }, { "id": "E", "text": "Kit likes a short calm drawing break.", "judgement": "choice", "fact": "Kit has named a helpful activity.", "next_step": "Agree a brief break and a return step.", "staff_note": "Different people may choose different supports.", "edition": "both" }, { "id": "F", "text": "An adult chooses help without asking Jo.", "judgement": "voice", "fact": "Jo has not been heard.", "next_step": "Ask Jo what is wanted and check the effect.", "staff_note": "Staff safety duties still apply; explain any limits respectfully.", "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-W05", "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": "Wellbeing and taking part", "edition": "public" }, { "name": "lesson-subtitle", "text": "Week 5 · 30 November–4 December 2026 · 40 minutes", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "What could help me feel well and join in?", "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": [ "What could help me feel well and join in?", "We use made-up cases. You can pass.", "Point, say, draw, write or show." ], "notes": "PSHE-GROW-A2-W05 · Monday 30 November–Friday 4 December 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-W5-E1; An individual barrier/support match, a wellbeing step with reason, an available help route and a check of the learner’s chosen support.\nScheme: GROW Weekly - Autumn!C85; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: World Mental Health Day, looking after my wellbeing.\nCalendar: Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation.\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.un.org/en/observances/day-of-persons-with-disabilities\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-W05", "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-W05 · Monday 30 November–Friday 4 December 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-W5-E1; An individual barrier/support match, a wellbeing step with reason, an available help route and a check of the learner’s chosen support.\nScheme: GROW Weekly - Autumn!C85; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: World Mental Health Day, looking after my wellbeing.\nCalendar: Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation.\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.un.org/en/observances/day-of-persons-with-disabilities\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-W05", "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 wants to join the task.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The instructions are hard to use.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What could the group change?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Ask Jo what would help.", "edition": "public" } ], "pupil_text": [ "Jo wants to join the task.", "The instructions are hard to use.", "What could the group change?", "Ask Jo what would help." ], "notes": "PSHE-GROW-A2-W05 · Monday 30 November–Friday 4 December 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-W5-E1; An individual barrier/support match, a wellbeing step with reason, an available help route and a check of the learner’s chosen support.\nScheme: GROW Weekly - Autumn!C85; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: World Mental Health Day, looking after my wellbeing.\nCalendar: Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation.\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.un.org/en/observances/day-of-persons-with-disabilities\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-W05", "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": "Looking after my wellbeing.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "I can spot a barrier to taking part.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I can choose a helpful change or support.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I can explain one wellbeing step.", "edition": "public" } ], "pupil_text": [ "Looking after my wellbeing.", "I can spot a barrier to taking part.", "I can choose a helpful change or support.", "I can explain one wellbeing step." ], "notes": "PSHE-GROW-A2-W05 · Monday 30 November–Friday 4 December 2026\nToday: 0 minutes.\nTeacher: Read the displayed pupil objective and success checks. The exact scheme wording remains in the planner/source record; explain the authorised hook or neutral display wording. Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W5-E1; An individual barrier/support match, a wellbeing step with reason, an available help route and a check of the learner’s chosen support.\nScheme: GROW Weekly - Autumn!C85; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: World Mental Health Day, looking after my wellbeing.\nCalendar: Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation.\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.un.org/en/observances/day-of-persons-with-disabilities\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 displayed pupil objective and success checks. The exact scheme wording remains in the planner/source record; explain the authorised hook or neutral display wording. Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation." }, { "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-W05", "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 cannot follow a long spoken task.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The adult asks what would help.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Jo asks to see one step at a time.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "The adult gives a short visual guide.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Jo can ask for a pause or more help.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "They check if the change helped Jo join in.", "edition": "public" }, { "name": "diagram-caption", "text": "Listen to the person. Change the barrier. Check again.", "edition": "public" } ], "pupil_text": [ "Jo cannot follow a long spoken task.", "The adult asks what would help.", "Jo asks to see one step at a time.", "The adult gives a short visual guide.", "Jo can ask for a pause or more help.", "They check if the change helped Jo join in." ], "notes": "PSHE-GROW-A2-W05 · Monday 30 November–Friday 4 December 2026\nI Do: 5 minutes.\nTeacher: Model each line aloud and make the reasoning explicit. Credit a specific barrier, a feasible helpful change and a reason linked to participation or wellbeing. Ask the person what helps; do not diagnose. A fictional plan is valid practice and must be labelled as such. Staff check the actual help route privately.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W5-E1; An individual barrier/support match, a wellbeing step with reason, an available help route and a check of the learner’s chosen support.\nScheme: GROW Weekly - Autumn!C85; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: World Mental Health Day, looking after my wellbeing.\nCalendar: Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation.\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.un.org/en/observances/day-of-persons-with-disabilities\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. Credit a specific barrier, a feasible helpful change and a reason linked to participation or wellbeing. Ask the person what helps; do not diagnose. A fictional plan is valid practice and must be labelled as such. Staff check the actual help route privately." }, { "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-W05", "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": "Jo asks for a visual guide. What helps?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Say everyone must use the same way.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Ask what helps and provide clear steps.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Guess what Jo needs without asking.", "edition": "public" } ], "pupil_text": [ "Jo asks for a visual guide. What helps?", "A Say everyone must use the same way.", "B Ask what helps and provide clear steps.", "C Guess what Jo needs without asking." ], "notes": "PSHE-GROW-A2-W05 · Monday 30 November–Friday 4 December 2026\nWe Do: 5 minutes.\nTeacher: Read the hinge aloud, ask for a choice and a reason. B. Listen to Jo and adapt the task so Jo can take part. Different support can give fair access. A ignores the barrier; C removes Jo’s voice. Reteach with a short instruction shown as a picture and words, then ask the learner which version helps.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W5-E1; An individual barrier/support match, a wellbeing step with reason, an available help route and a check of the learner’s chosen support.\nScheme: GROW Weekly - Autumn!C85; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: World Mental Health Day, looking after my wellbeing.\nCalendar: Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation.\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.un.org/en/observances/day-of-persons-with-disabilities\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. Listen to Jo and adapt the task so Jo can take part. Different support can give fair access. A ignores the barrier; C removes Jo’s voice. Reteach with a short instruction shown as a picture and words, then ask the learner which version helps." }, { "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-W05", "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": "Match each barrier to a helpful step.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: choose from two support cards.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: explain a change and why.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: check if the person finds it useful.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Use Jo or a private example of your own.", "edition": "public" } ], "pupil_text": [ "Match each barrier to a helpful step.", "Supported: choose from two support cards.", "Independent: explain a change and why.", "Aspire: check if the person finds it useful.", "Use Jo or a private example of your own." ], "notes": "PSHE-GROW-A2-W05 · Monday 30 November–Friday 4 December 2026\nYou Do practice: 12 minutes.\nTeacher: Read A–F and model A. Pupils choose a case, match a support and explain why. Invite a small wellbeing step and check whether the learner wants it. Keep personal requests private.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W5-E1; An individual barrier/support match, a wellbeing step with reason, an available help route and a check of the learner’s chosen support.\nScheme: GROW Weekly - Autumn!C85; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: World Mental Health Day, looking after my wellbeing.\nCalendar: Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation.\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.un.org/en/observances/day-of-persons-with-disabilities\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 A–F and model A. Pupils choose a case, match a support and explain why. Invite a small wellbeing step and check whether the learner wants it. Keep personal requests private." }, { "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-W05", "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 one barrier, change and reason.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Choose a small wellbeing step.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Name an adult or route for more help.", "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 one barrier, change and reason.", "Choose a small wellbeing step.", "Name an adult or route for more help.", "Respond to feedback in the same colour, on the same page or usual mode." ], "notes": "PSHE-GROW-A2-W05 · Monday 30 November–Friday 4 December 2026\nYou Do evidence: 6 minutes.\nTeacher: Complete both Evidence Sheet pages. Credit a specific barrier, a feasible helpful change and a reason linked to participation or wellbeing. Ask the person what helps; do not diagnose. A fictional plan is valid practice and must be labelled as such. Staff check the actual help route privately.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W5-E1; An individual barrier/support match, a wellbeing step with reason, an available help route and a check of the learner’s chosen support.\nScheme: GROW Weekly - Autumn!C85; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: World Mental Health Day, looking after my wellbeing.\nCalendar: Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation.\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.un.org/en/observances/day-of-persons-with-disabilities\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. Credit a specific barrier, a feasible helpful change and a reason linked to participation or wellbeing. Ask the person what helps; do not diagnose. A fictional plan is valid practice and must be labelled as such. Staff check the actual help route privately." }, { "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-W05", "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-W05 · Monday 30 November–Friday 4 December 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-W5-E1; An individual barrier/support match, a wellbeing step with reason, an available help route and a check of the learner’s chosen support.\nScheme: GROW Weekly - Autumn!C85; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: World Mental Health Day, looking after my wellbeing.\nCalendar: Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation.\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.un.org/en/observances/day-of-persons-with-disabilities\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-W05", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "Exit ticket", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "What can make it hard to take part?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Why should we ask what helps?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Who can help if a worry stays?", "edition": "public" } ], "pupil_text": [ "What can make it hard to take part?", "Why should we ask what helps?", "Who can help if a worry stays?" ], "notes": "PSHE-GROW-A2-W05 · Monday 30 November–Friday 4 December 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-W5-E1; An individual barrier/support match, a wellbeing step with reason, an available help route and a check of the learner’s chosen support.\nScheme: GROW Weekly - Autumn!C85; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: World Mental Health Day, looking after my wellbeing.\nCalendar: Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation.\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.un.org/en/observances/day-of-persons-with-disabilities\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-W05", "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": "Wellbeing: How we feel and manage.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Barrier: What gets in the way.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Access: A way to use or join.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Support: Help with a need.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Choice: An option we select.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Include: Help people take part.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Review: Check what helped.", "edition": "public" } ], "pupil_text": [ "Wellbeing: How we feel and manage.", "Barrier: What gets in the way.", "Access: A way to use or join.", "Support: Help with a need.", "Choice: An option we select.", "Include: Help people take part.", "Review: Check what helped." ], "notes": "PSHE-GROW-A2-W05 · Monday 30 November–Friday 4 December 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-W5-E1; An individual barrier/support match, a wellbeing step with reason, an available help route and a check of the learner’s chosen support.\nScheme: GROW Weekly - Autumn!C85; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: World Mental Health Day, looking after my wellbeing.\nCalendar: Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation.\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.un.org/en/observances/day-of-persons-with-disabilities\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-W05", "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-W05 · Monday 30 November–Friday 4 December 2026\nStaff brief: 0 minutes.\nTeacher: Hidden staff reference. Use fictional cases, role labels and a pass. No pupil must disclose health needs or family circumstances. Do not imply disability is a problem to fix; address barriers and respect choice. Follow the local safeguarding route for real concerns.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W5-E1; An individual barrier/support match, a wellbeing step with reason, an available help route and a check of the learner’s chosen support.\nScheme: GROW Weekly - Autumn!C85; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: World Mental Health Day, looking after my wellbeing.\nCalendar: Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation.\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.un.org/en/observances/day-of-persons-with-disabilities\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, role labels and a pass. No pupil must disclose health needs or family circumstances. Do not imply disability is a problem to fix; address barriers and respect choice. Follow the local safeguarding route for real concerns." } ], "asset": { "path": "../../assets/grow_pshe_a2_w05.jpg", "alt": "Jo meets a long spoken task; the group asks Jo and offers one visual step at a time, then checks whether this helps. Inclusion hook dated 3 December.", "synthetic": false, "creation": "Authored SVG diagram with JPEG rendering", "visible_text": [ "3 December · Taking part", "A barrier", "Jo cannot follow", "a long spoken task.", "Ask Jo", "What would help", "you join in?", "A useful change", "Show one step", "at a time.", "Check again", "Did this help?", "What else is needed?", "Fictional example. Different people may need different support." ], "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_w05_Planner.docx", "pdf_path": "grow_pshe_a2_w05_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "Wellbeing and taking part", "Monday 30 November–Friday 4 December 2026 · one 40-minute lesson", "Teaching date: __________________ Teacher: __________________", "Exact scheme cells", "GROW Weekly - Autumn!C85World Mental Health Day, looking after my wellbeing.", "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", "What could help me feel well and join in?", "I can spot a barrier to taking part. I can choose a helpful change or support. I can explain one wellbeing step.", "GROW-PSHE-W5-E1: An individual barrier/support match, a wellbeing step with reason, an available help route and a check of the learner’s chosen support.", "Before pupils arrive", "Print case cards and evidence sheets. Identify a quiet supervised option and available staff help. Offer simple visual steps and ordinary drawing materials; no disability simulation or diagnosis activity.", "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 30 November–Friday 4 December 2026. One lesson per week on this line. Owner correction: the original World Mental Health Day hook (10 October) is outside Autumn 2. The teaching hook is International Day of Persons with Disabilities, 3 December, within Week 5. Keep the exact source objective, unit, accreditation and assessment in the source record. Disability and mental ill health are not synonyms; teach wellbeing and inclusive access without diagnosis or simulation.", "Staff enter the actual teaching date above. Continue the accepted prior-week evidence and support routines.", "", "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 displayed objective; explain the source wording and calendar note.", "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. Listen to Jo and adapt the task so Jo can take part. Different support can give fair access. A ignores the barrier; C removes Jo’s voice. Reteach with a short instruction shown as a picture and words, then ask the learner which version helps.", "Access and practice", "Supported: choose from two support cards. Independent: explain a change and why. Aspire: check if the person finds it useful.", "Read A–F and model A. Pupils choose a case, match a support and explain why. Invite a small wellbeing step and check whether the learner wants it. Keep personal requests private.", "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, role labels and a pass. No pupil must disclose health needs or family circumstances. Do not imply disability is a problem to fix; address barriers and respect choice. Follow the local safeguarding route for real concerns.", "Assessment and feedback", "Credit a specific barrier, a feasible helpful change and a reason linked to participation or wellbeing. Ask the person what helps; do not diagnose. A fictional plan is valid practice and must be labelled as such. Staff check the actual help route privately.", "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", "Describe a barrier, request a change and listen to the person’s response. 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_w05_Evidence_Sheet.docx", "pdf_path": "../grow_pshe_a2_w05_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My evidence: Wellbeing and taking part", "GROW-PSHE-W5-E1", "Name or ID ____________________ Date ______________", "Point, say, draw or write. An adult may write your own words. Record the help you use.", "Use Jo or a private example. You do not need to name a diagnosis.", "A barrier to taking part is", "__________________________________________________________________", "A helpful change could be", "__________________________________________________________________", "It could help because", "__________________________________________________________________", "A small wellbeing step I choose is", "__________________________________________________________________", "An adult or help route I can use is", "__________________________________________________________________", "", "My review next step and response", "Name or ID ____________________", "We can check if the change helps by", "__________________________________________________________________", "If more help is needed, the next step is", "__________________________________________________________________", "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_w05_Staff_Answers.docx", "pdf_path": "../grow_pshe_a2_w05_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and response guide", "Wellbeing and taking part", "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", "Barrier. Too many spoken steps.", "Offer short steps in words and pictures.", "B", "Support. The setting feels too busy.", "Ask staff about a quieter place or pause.", "C", "Access. The controls block taking part.", "Ask Lee what would help; adapt the controls or role.", "D", "Help. The worry is not going away.", "Ask a trusted adult for a private talk.", "E", "Choice. Kit has named a helpful activity.", "Agree a brief break and a return step.", "F", "Voice. Jo has not been heard.", "Ask Jo what is wanted and check the effect.", "Model and hinge", "Jo cannot follow a long spoken task. The adult asks what would help. Jo asks to see one step at a time. The adult gives a short visual guide. Jo can ask for a pause or more help. They check if the change helped Jo join in.", "B. Listen to Jo and adapt the task so Jo can take part. Different support can give fair access. A ignores the barrier; C removes Jo’s voice. Reteach with a short instruction shown as a picture and words, then ask the learner which version helps.", "Individual evidence key", "Credit a specific barrier, a feasible helpful change and a reason linked to participation or wellbeing. Ask the person what helps; do not diagnose. A fictional plan is valid practice and must be labelled as such. Staff check the actual help route privately.", "", "Feedback boundaries and next teaching", "Card A: Ask Jo which form is useful; do not infer a diagnosis.", "Card B: Use an agreed supervised option; do not send a pupil away alone.", "Card C: Avoid simulations of disability or assumptions about ability.", "Card D: A small wellbeing action is not a cure or replacement for support.", "Card E: Different people may choose different supports.", "Card F: Staff safety duties still apply; explain any limits respectfully.", "Common misunderstandings", "Fair access may require different support. Disability does not mean mental ill health. A calm activity may help someone but is not a cure, and a person should not have to disclose a diagnosis to ask for help.", "Teaching boundary", "Use fictional cases, role labels and a pass. No pupil must disclose health needs or family circumstances. Do not imply disability is a problem to fix; address barriers and respect choice. Follow the local safeguarding route for real concerns.", "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-W5-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_w05_Support_Cards.docx", "pdf_path": "../grow_pshe_a2_w05_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Wellbeing and access cards", "Read or ask an adult to read. Staff may cut on the table lines.", "Cards", "Cards", "AJo cannot follow a long spoken task.", "BSam finds the busy room too much.", "CLee wants to join a game but cannot use its usual controls.", "DRae has a worry that keeps coming back.", "EKit likes a short calm drawing break.", "FAn adult chooses help without asking Jo.", "What fact matters? What help or safer step would fit?", "", "A date for taking part", "3 December is the International Day of Persons with Disabilities.", "People have different needs. Ask what helps them take part.", "A barrier can be in the room, task or way we share words.", "A small calm activity may help wellbeing. A lasting worry needs support.", "Words I can use", "It is hard to join because __.", "A change that could help is __.", "Please help me with __.", "We can check by asking __.", "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", "", "Listen to the person. Change the barrier. Check again.", "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_w05_Vocabulary_Mat.docx", "pdf_path": "../grow_pshe_a2_w05_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Wellbeing and taking part", "Word", "Meaning", "wellbeing", "How we feel and manage day to day.", "barrier", "Something that makes taking part harder.", "access", "Being able to use or join something.", "support", "Help that meets a need.", "choice", "An option we can select.", "include", "Make space for someone to take part.", "review", "Check what helped and what needs change.", "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." ] } ] }