{ "schema_version": "lesson-content-1", "id": "grow_pshe_a2_w06", "lesson_code": "PSHE-GROW-A2-W06", "title": "Help that gets heard", "subject": "PSHE", "pathway": "GROW", "term": "Autumn 2", "week": 6, "edition": "public", "label": "Public edition", "minutes": 40, "lessons_per_week": 1, "week_range": { "start": "2026-12-07", "end": "2026-12-11" }, "teaching_date": null, "teaching_date_inferred": false, "objective_verbatim": "Practise help-seeking through scenarios.", "display_objective": "Practise help-seeking through scenarios.", "calendar_note": "No teaching day or clock slot is inferred.", "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": [ "C86" ], "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." } ], "evidence": [ { "id": "GROW-PSHE-W6-E1", "description": "A scenario-based help request, actual classroom adult reply, clarification or backup, and the learner’s next step with mode/support recorded.", "accreditation": "PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.", "status": "contribution to source assessment; no completion claim", "edition": "public" } ], "routes": { "Supported": "Supported: point to a help phrase.", "Independent": "Independent: choose who, how and when.", "Aspire": "Aspire: check a vague reply or a delay." }, "vocab": [ { "word": "request", "definition": "Words or a sign used to ask for help.", "edition": "both" }, { "word": "reply", "definition": "What someone says or does in response.", "edition": "both" }, { "word": "clarify", "definition": "Make the meaning clear.", "edition": "both" }, { "word": "promptly", "definition": "Without an unneeded delay.", "edition": "both" }, { "word": "private", "definition": "For people who need to know.", "edition": "both" }, { "word": "backup", "definition": "Another person or route to try.", "edition": "both" }, { "word": "practise", "definition": "Try a skill so we can improve it.", "edition": "both" } ], "cases": [ { "id": "A", "text": "Kit cannot read the first task instruction.", "judgement": "task help", "fact": "One instruction is unclear.", "next_step": "Point to it and ask the adult to show the first step.", "staff_note": "A short agreed wait can suit an ordinary task.", "edition": "both" }, { "id": "B", "text": "Jo needs a private talk but finds speaking hard.", "judgement": "communication", "fact": "Spoken words feel hard.", "next_step": "Write or point to a private-talk request.", "staff_note": "Use usual AAC and record the mode.", "edition": "both" }, { "id": "C", "text": "The adult says later but gives no time or step.", "judgement": "clarify", "fact": "The reply is vague.", "next_step": "Ask when and what will happen next.", "staff_note": "Do not accept a vague reply as a completed support plan.", "edition": "both" }, { "id": "D", "text": "A person sends repeated messages that make Sam feel unsafe.", "judgement": "safety help", "fact": "The messages cause a safety concern.", "next_step": "Tell a trusted adult promptly and privately.", "staff_note": "Do not show or collect real messages as class evidence.", "edition": "both" }, { "id": "E", "text": "The first adult is away and Lee still needs help.", "judgement": "backup", "fact": "The first route is unavailable.", "next_step": "Ask another available trusted adult.", "staff_note": "Staff confirm the available route before teaching.", "edition": "both" }, { "id": "F", "text": "An adult ignores Rae’s concern about being hurt.", "judgement": "keep seeking help", "fact": "The safety concern has not been addressed.", "next_step": "Tell another trusted adult and say help is still needed.", "staff_note": "Never blame the learner for an adult’s poor response; follow safeguarding procedures.", "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-W06", "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": "Help that gets heard", "edition": "public" }, { "name": "lesson-subtitle", "text": "Week 6 · 7–11 December 2026 · 40 minutes", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "How can I make a clear request and check the reply?", "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 make a clear request and check the reply?", "We use made-up cases. You can pass.", "Point, say, draw, write or show." ], "notes": "PSHE-GROW-A2-W06 · Monday 7–Friday 11 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-W6-E1; A scenario-based help request, actual classroom adult reply, clarification or backup, and the learner’s next step with mode/support recorded.\nScheme: GROW Weekly - Autumn!C86; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Practise help-seeking through scenarios.\nCalendar: No teaching day or clock slot is inferred.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Open the big question without requiring personal disclosure. Staff enter the actual date in the planner." }, { "number": 2, "stage": "Arrival and regulation", "minutes": 4, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "ARRIVAL AND REGULATION", "edition": "public" }, { "name": "slide-number-time", "text": "2 / 12 · 4 min", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W06", "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-W06 · Monday 7–Friday 11 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-W6-E1; A scenario-based help request, actual classroom adult reply, clarification or backup, and the learner’s next step with mode/support recorded.\nScheme: GROW Weekly - Autumn!C86; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Practise help-seeking through scenarios.\nCalendar: No teaching day or clock slot is inferred.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Use a private check-in, quiet start and processing time. Identify the available adult and backup support route." }, { "number": 3, "stage": "Starter", "minutes": 2, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "STARTER", "edition": "public" }, { "name": "slide-number-time", "text": "3 / 12 · 2 min", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W06", "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": "Kit has asked for help.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The reply is not clear.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What could Kit ask next?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "A clear reply gives a next step.", "edition": "public" } ], "pupil_text": [ "Kit has asked for help.", "The reply is not clear.", "What could Kit ask next?", "A clear reply gives a next step." ], "notes": "PSHE-GROW-A2-W06 · Monday 7–Friday 11 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-W6-E1; A scenario-based help request, actual classroom adult reply, clarification or backup, and the learner’s next step with mode/support recorded.\nScheme: GROW Weekly - Autumn!C86; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Practise help-seeking through scenarios.\nCalendar: No teaching day or clock slot is inferred.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read all diagram labels aloud. Accept a pointed clue. Diagrams are authored examples, not learner evidence or measuring templates." }, { "number": 4, "stage": "Today", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "TODAY", "edition": "public" }, { "name": "slide-number-time", "text": "4 / 12", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W06", "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": "Practise help-seeking through scenarios.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "I can choose who, how and when to ask.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I can practise a clear help request.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I can check the reply or use a backup.", "edition": "public" } ], "pupil_text": [ "Practise help-seeking through scenarios.", "I can choose who, how and when to ask.", "I can practise a clear help request.", "I can check the reply or use a backup." ], "notes": "PSHE-GROW-A2-W06 · Monday 7–Friday 11 December 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-W6-E1; A scenario-based help request, actual classroom adult reply, clarification or backup, and the learner’s next step with mode/support recorded.\nScheme: GROW Weekly - Autumn!C86; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Practise help-seeking through scenarios.\nCalendar: No teaching day or clock slot is inferred.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read the exact scheme objective and the success checks. Explain today’s contribution without claiming award completion." }, { "number": 5, "stage": "I Do", "minutes": 5, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "I DO", "edition": "public" }, { "name": "slide-number-time", "text": "5 / 12 · 5 min", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W06", "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": "Kit cannot read a task instruction.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Kit points to the line and asks for help.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "The adult says they will help soon.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Kit asks: When can we do the first step?", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "The adult gives a clear time and step.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "Kit checks the step or asks another adult.", "edition": "public" }, { "name": "diagram-caption", "text": "Ask, listen, check the next step. Keep trying if needed.", "edition": "public" } ], "pupil_text": [ "Kit cannot read a task instruction.", "Kit points to the line and asks for help.", "The adult says they will help soon.", "Kit asks: When can we do the first step?", "The adult gives a clear time and step.", "Kit checks the step or asks another adult." ], "notes": "PSHE-GROW-A2-W06 · Monday 7–Friday 11 December 2026\nI Do: 5 minutes.\nTeacher: Model each line aloud and make the reasoning explicit. Record the learner’s own words or signs, the adult’s real practice reply and a workable next step. Ordinary task help may wait for an agreed time; a safety concern needs prompt support. A scripted example is not evidence that an actual safeguarding event occurred.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W6-E1; A scenario-based help request, actual classroom adult reply, clarification or backup, and the learner’s next step with mode/support recorded.\nScheme: GROW Weekly - Autumn!C86; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Practise help-seeking through scenarios.\nCalendar: No teaching day or clock slot is inferred.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Model each line aloud and make the reasoning explicit. Record the learner’s own words or signs, the adult’s real practice reply and a workable next step. Ordinary task help may wait for an agreed time; a safety concern needs prompt support. A scripted example is not evidence that an actual safeguarding event 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-W06", "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": "The reply is unclear. What could Kit do?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Pretend to understand and give up.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Ask when and what the next step is.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C Post the private worry to a public group.", "edition": "public" } ], "pupil_text": [ "The reply is unclear. What could Kit do?", "A Pretend to understand and give up.", "B Ask when and what the next step is.", "C Post the private worry to a public group." ], "notes": "PSHE-GROW-A2-W06 · Monday 7–Friday 11 December 2026\nWe Do: 5 minutes.\nTeacher: Read the hinge aloud, ask for a choice and a reason. B. Ask for a clear next step or time. A hides the unmet need; C shares private information too widely. If the case is a safety concern, seek help promptly; immediate danger needs emergency help, not a delayed appointment. Reteach with “Please show me what to do next.”\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W6-E1; A scenario-based help request, actual classroom adult reply, clarification or backup, and the learner’s next step with mode/support recorded.\nScheme: GROW Weekly - Autumn!C86; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Practise help-seeking through scenarios.\nCalendar: No teaching day or clock slot is inferred.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Read the hinge aloud, ask for a choice and a reason. B. Ask for a clear next step or time. A hides the unmet need; C shares private information too widely. If the case is a safety concern, seek help promptly; immediate danger needs emergency help, not a delayed appointment. Reteach with “Please show me what to do next.”" }, { "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-W06", "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": "Use a made-up case to practise asking.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: point to a help phrase.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: choose who, how and when.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: check a vague reply or a delay.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Keep the actual reply from your practice.", "edition": "public" } ], "pupil_text": [ "Use a made-up case to practise asking.", "Supported: point to a help phrase.", "Independent: choose who, how and when.", "Aspire: check a vague reply or a delay.", "Keep the actual reply from your practice." ], "notes": "PSHE-GROW-A2-W06 · Monday 7–Friday 11 December 2026\nYou Do practice: 12 minutes.\nTeacher: Model a vague reply with case A, then a helpful clarification. Each pupil makes a request and receives a real classroom reply. The adult records the response without supplying the learner’s reason.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W6-E1; A scenario-based help request, actual classroom adult reply, clarification or backup, and the learner’s next step with mode/support recorded.\nScheme: GROW Weekly - Autumn!C86; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Practise help-seeking through scenarios.\nCalendar: No teaching day or clock slot is inferred.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Model a vague reply with case A, then a helpful clarification. Each pupil makes a request and receives a real classroom reply. The adult records the response without supplying the learner’s reason." }, { "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-W06", "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 the case and your own request.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Record who you asked and their reply.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Show the next step or backup you chose.", "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 the case and your own request.", "Record who you asked and their reply.", "Show the next step or backup you chose.", "Respond to feedback in the same colour, on the same page or usual mode." ], "notes": "PSHE-GROW-A2-W06 · Monday 7–Friday 11 December 2026\nYou Do evidence: 6 minutes.\nTeacher: Complete both Evidence Sheet pages. Record the learner’s own words or signs, the adult’s real practice reply and a workable next step. Ordinary task help may wait for an agreed time; a safety concern needs prompt support. A scripted example is not evidence that an actual safeguarding event occurred.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W6-E1; A scenario-based help request, actual classroom adult reply, clarification or backup, and the learner’s next step with mode/support recorded.\nScheme: GROW Weekly - Autumn!C86; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Practise help-seeking through scenarios.\nCalendar: No teaching day or clock slot is inferred.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Complete both Evidence Sheet pages. Record the learner’s own words or signs, the adult’s real practice reply and a workable next step. Ordinary task help may wait for an agreed time; a safety concern needs prompt support. A scripted example is not evidence that an actual safeguarding event 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-W06", "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-W06 · Monday 7–Friday 11 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-W6-E1; A scenario-based help request, actual classroom adult reply, clarification or backup, and the learner’s next step with mode/support recorded.\nScheme: GROW Weekly - Autumn!C86; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Practise help-seeking through scenarios.\nCalendar: No teaching day or clock slot is inferred.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Check actual support, ownership and response. Use VF, WS, I, NS+, //, ?, R and E appropriately. R needs Voice, Audience, NS+ and a response in the same colour, on the same page or usual mode. E requires actual banking." }, { "number": 10, "stage": "Exit ticket", "minutes": 2, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "EXIT TICKET", "edition": "public" }, { "name": "slide-number-time", "text": "10 / 12 · 2 min", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W06", "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 make a request clear?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "What can you ask after a vague reply?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "When must a safety worry get help?", "edition": "public" } ], "pupil_text": [ "How can you make a request clear?", "What can you ask after a vague reply?", "When must a safety worry get help?" ], "notes": "PSHE-GROW-A2-W06 · Monday 7–Friday 11 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-W6-E1; A scenario-based help request, actual classroom adult reply, clarification or backup, and the learner’s next step with mode/support recorded.\nScheme: GROW Weekly - Autumn!C86; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Practise help-seeking through scenarios.\nCalendar: No teaching day or clock slot is inferred.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Take a quiet exit response and note the next teaching need. Use the Staff Answers to assess the reason rather than just a letter." }, { "number": 11, "stage": "Vocabulary", "minutes": 0, "hidden": false, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "VOCABULARY", "edition": "public" }, { "name": "slide-number-time", "text": "11 / 12", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W06", "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": "Request: Ask for help.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Reply: A response.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Clarify: Make it clear.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Promptly: Without needless delay.", "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.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Practise: Try a skill.", "edition": "public" } ], "pupil_text": [ "Request: Ask for help.", "Reply: A response.", "Clarify: Make it clear.", "Promptly: Without needless delay.", "Private: For those who need to know.", "Backup: Another route.", "Practise: Try a skill." ], "notes": "PSHE-GROW-A2-W06 · Monday 7–Friday 11 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-W6-E1; A scenario-based help request, actual classroom adult reply, clarification or backup, and the learner’s next step with mode/support recorded.\nScheme: GROW Weekly - Autumn!C86; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Practise help-seeking through scenarios.\nCalendar: No teaching day or clock slot is inferred.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Keep the Vocabulary Mat available. Link each word to a case or actual task. Allow a home-language first response." }, { "number": 12, "stage": "Staff brief", "minutes": 0, "hidden": true, "edition": "public", "shape_text": [ { "name": "stage-label", "text": "STAFF BRIEF", "edition": "public" }, { "name": "slide-number-time", "text": "12 / 12", "edition": "public" }, { "name": "printed-id", "text": "PSHE-GROW-A2-W06", "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-W06 · Monday 7–Friday 11 December 2026\nStaff brief: 0 minutes.\nTeacher: Hidden staff reference. Fictional cases only in group discussion. No acted threats, disclosure demand or live emergency call. Keep any real concern in the separate safeguarding process.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W6-E1; A scenario-based help request, actual classroom adult reply, clarification or backup, and the learner’s next step with mode/support recorded.\nScheme: GROW Weekly - Autumn!C86; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Practise help-seeking through scenarios.\nCalendar: No teaching day or clock slot is inferred.\nUnit: Keeping safe, healthy & well\nAccreditation: PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.\nAssessment: F: scenario sorting. S: 'my trusted network' + safe/unsafe task (Dec).\nSources: https://www.childline.org.uk/info-advice/bullying-abuse-safety/getting-help/asking-adult-help/; https://pshe-association.org.uk/guidance/ks1-5/handling-complex-issues-safely-classroom\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "teacher_action": "Hidden staff reference. Fictional cases only in group discussion. No acted threats, disclosure demand or live emergency call. Keep any real concern in the separate safeguarding process." } ], "asset": { "path": "../../assets/grow_pshe_a2_w06.jpg", "alt": "A help request receives a vague reply; the learner asks for a clear time and step, then checks or uses a backup.", "synthetic": false, "creation": "Authored SVG diagram with JPEG rendering", "visible_text": [ "A reply needs a clear next step", "Ask", "Please help me", "read this step.", "A vague reply", "Later.", "When is later?", "Clarify", "When can we", "do the first step?", "Check or try a backup", "Is the step clear?", "Who else can help?", "Fictional practice. Safety worries need prompt adult help." ], "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_w06_Planner.docx", "pdf_path": "grow_pshe_a2_w06_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "Help that gets heard", "Monday 7–Friday 11 December 2026 · one 40-minute lesson", "Teaching date: __________________ Teacher: __________________", "Exact scheme cells", "GROW Weekly - Autumn!C86Practise help-seeking through scenarios.", "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 make a clear request and check the reply?", "I can choose who, how and when to ask. I can practise a clear help request. I can check the reply or use a backup.", "GROW-PSHE-W6-E1: A scenario-based help request, actual classroom adult reply, clarification or backup, and the learner’s next step with mode/support recorded.", "Before pupils arrive", "Identify available staff and backup support. Print scenario cards and a help card. Provide pens and usual AAC; agree a private-talk route.", "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 7–Friday 11 December 2026. One lesson per week on this line. No teaching day or clock slot is inferred.", "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 exact objective and success checks.", "5", "5", "Model the six lines; explain the reason for each.", "6", "5", "Ask for a hinge answer and reason; reteach if needed.", "7", "12", "Use the six cards and the Supported/Independent/Aspire routes.", "8", "6", "Complete the individual two-page evidence record.", "9", "4", "Check ownership, support, response and next step.", "10", "2", "Take a short quiet exit response.", "11", "0", "Use the vocabulary mat throughout.", "12", "0", "Hidden reference for adults.", "Hinge and reteach", "B. Ask for a clear next step or time. A hides the unmet need; C shares private information too widely. If the case is a safety concern, seek help promptly; immediate danger needs emergency help, not a delayed appointment. Reteach with “Please show me what to do next.”", "Access and practice", "Supported: point to a help phrase. Independent: choose who, how and when. Aspire: check a vague reply or a delay.", "Model a vague reply with case A, then a helpful clarification. Each pupil makes a request and receives a real classroom reply. The adult records the response without supplying the learner’s reason.", "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", "Fictional cases only in group discussion. No acted threats, disclosure demand or live emergency call. Keep any real concern in the separate safeguarding process.", "Assessment and feedback", "Record the learner’s own words or signs, the adult’s real practice reply and a workable next step. Ordinary task help may wait for an agreed time; a safety concern needs prompt support. A scripted example is not evidence that an actual safeguarding event 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 request, listen, ask a clarifying question and record a 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_w06_Evidence_Sheet.docx", "pdf_path": "../grow_pshe_a2_w06_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My evidence: Help that gets heard", "GROW-PSHE-W6-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 A–F. Practise with an adult; keep the actual reply.", "Case letter and the help needed", "__________________________________________________________________", "Who I will ask, and how", "__________________________________________________________________", "When I need help, and why", "__________________________________________________________________", "My exact request or the sign I used", "__________________________________________________________________", "The adult’s actual reply", "__________________________________________________________________", "", "My review next step and response", "Name or ID ____________________", "I asked or checked this next", "__________________________________________________________________", "If help was still needed, my backup 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_w06_Staff_Answers.docx", "pdf_path": "../grow_pshe_a2_w06_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and response guide", "Help that gets heard", "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. One instruction is unclear.", "Point to it and ask the adult to show the first step.", "B", "Communication. Spoken words feel hard.", "Write or point to a private-talk request.", "C", "Clarify. The reply is vague.", "Ask when and what will happen next.", "D", "Safety help. The messages cause a safety concern.", "Tell a trusted adult promptly and privately.", "E", "Backup. The first route is unavailable.", "Ask another available trusted adult.", "F", "Keep seeking help. The safety concern has not been addressed.", "Tell another trusted adult and say help is still needed.", "Model and hinge", "Kit cannot read a task instruction. Kit points to the line and asks for help. The adult says they will help soon. Kit asks: When can we do the first step? The adult gives a clear time and step. Kit checks the step or asks another adult.", "B. Ask for a clear next step or time. A hides the unmet need; C shares private information too widely. If the case is a safety concern, seek help promptly; immediate danger needs emergency help, not a delayed appointment. Reteach with “Please show me what to do next.”", "Individual evidence key", "Record the learner’s own words or signs, the adult’s real practice reply and a workable next step. Ordinary task help may wait for an agreed time; a safety concern needs prompt support. A scripted example is not evidence that an actual safeguarding event occurred.", "", "Feedback boundaries and next teaching", "Card A: A short agreed wait can suit an ordinary task.", "Card B: Use usual AAC and record the mode.", "Card C: Do not accept a vague reply as a completed support plan.", "Card D: Do not show or collect real messages as class evidence.", "Card E: Staff confirm the available route before teaching.", "Card F: Never blame the learner for an adult’s poor response; follow safeguarding procedures.", "Common misunderstandings", "A reply is not always a clear plan. Asking again or using another adult is allowed. A learner may communicate by pointing, note or AAC without speaking publicly.", "Teaching boundary", "Fictional cases only in group discussion. No acted threats, disclosure demand or live emergency call. Keep any real concern in the separate safeguarding process.", "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-W6-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_w06_Support_Cards.docx", "pdf_path": "../grow_pshe_a2_w06_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Help practice cards", "Read or ask an adult to read. Staff may cut on the table lines.", "Cards", "Cards", "AKit cannot read the first task instruction.", "BJo needs a private talk but finds speaking hard.", "CThe adult says later but gives no time or step.", "DA person sends repeated messages that make Sam feel unsafe.", "EThe first adult is away and Lee still needs help.", "FAn adult ignores Rae’s concern about being hurt.", "What fact matters? What help or safer step would fit?", "", "Check that the reply helps", "Say what you need.", "Use a note, point or usual aid if speaking is hard.", "Ask what will happen next and when.", "If help is not available, use another trusted adult.", "Get prompt adult help for a safety concern.", "Words I can use", "Please help me with __.", "When can we __?", "Please show me the next step.", "Who else can help?", "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", "", "Ask, listen, check the next step. Keep trying if needed.", "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_w06_Vocabulary_Mat.docx", "pdf_path": "../grow_pshe_a2_w06_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Help that gets heard", "Word", "Meaning", "request", "Words or a sign used to ask for help.", "reply", "What someone says or does in response.", "clarify", "Make the meaning clear.", "promptly", "Without an unneeded delay.", "private", "For people who need to know.", "backup", "Another person or route to try.", "practise", "Try a skill so we can improve it.", "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." ] } ] }