{ "schema_version": "lesson-content-1", "id": "grow_pshe_a2_w07", "lesson_code": "PSHE-GROW-A2-W07", "title": "Show how I keep safe and well", "subject": "PSHE", "pathway": "GROW", "term": "Autumn 2", "week": 7, "edition": "public", "label": "Public edition", "minutes": 40, "lessons_per_week": 1, "week_range": { "start": "2026-12-14", "end": "2026-12-18" }, "teaching_date": null, "teaching_date_inferred": false, "objective_verbatim": "Keeping-safe & wellbeing task; bank evidence.", "display_objective": "Keeping-safe & wellbeing task; bank evidence.", "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": [ "C87" ], "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-W7-E1", "description": "Individual December keeping-safe/wellbeing task: core A–C decisions with reasons, updated trusted-role network/access routes, wellbeing step and checked evidence references.", "accreditation": "PSHE Association programme of study; [AWARD] [QUAL], '[QUAL]', '[QUAL]'.", "status": "contribution to source assessment; no completion claim", "edition": "public" } ], "routes": { "Supported": "Supported: hear the cases and point or speak.", "Independent": "Independent: explain a clue and a safe step.", "Aspire": "Aspire: apply the skill to D, E or F." }, "vocab": [ { "word": "evidence", "definition": "Your own work that shows a skill.", "edition": "both" }, { "word": "clue", "definition": "A fact that helps us choose.", "edition": "both" }, { "word": "safe", "definition": "With risks checked and reduced.", "edition": "both" }, { "word": "network", "definition": "People or routes we can turn to.", "edition": "both" }, { "word": "wellbeing", "definition": "How we feel and manage day to day.", "edition": "both" }, { "word": "review", "definition": "Check what went well and what is next.", "edition": "both" }, { "word": "next step", "definition": "One thing to try or learn next.", "edition": "both" } ], "cases": [ { "id": "A", "text": "A stranger online asks Sam for a home address.", "judgement": "unsafe request", "fact": "The person asks for private information.", "next_step": "Do not share it; ask a trusted adult.", "staff_note": "Core assessment: accept a specific clue and safe action.", "edition": "both" }, { "id": "B", "text": "The first adult is away. Known staff are at the office.", "judgement": "backup route", "fact": "Another help route is available.", "next_step": "Ask the available staff member.", "staff_note": "Core assessment: name how the backup can be reached.", "edition": "both" }, { "id": "C", "text": "Jo feels overloaded and asks staff for a quiet pause.", "judgement": "helpful step", "fact": "Jo asks for agreed support.", "next_step": "Agree a calm pause and a return step.", "staff_note": "Core assessment: explain how the support could help wellbeing.", "edition": "both" }, { "id": "D", "text": "A person says being hurt must stay secret.", "judgement": "unsafe request", "fact": "A harmful secret blocks help.", "next_step": "Tell another trusted adult.", "staff_note": "Optional transfer case; do not invite personal accounts.", "edition": "both" }, { "id": "E", "text": "A task has too many spoken steps for Lee.", "judgement": "barrier", "fact": "The way instructions are given is hard to use.", "next_step": "Ask for short steps or a visual guide.", "staff_note": "Optional transfer; ask the person what helps.", "edition": "both" }, { "id": "F", "text": "An adult gives a reply that Rae does not understand.", "judgement": "clarify", "fact": "The next step is unclear.", "next_step": "Ask for a clear step or another help route.", "staff_note": "Optional transfer; retain the learner’s own phrasing.", "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-W07", "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": "Show how I keep safe and well", "edition": "public" }, { "name": "lesson-subtitle", "text": "Week 7 · 14–18 December 2026 · 40 minutes", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "What evidence shows my safe choices and help routes?", "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 evidence shows my safe choices and help routes?", "We use made-up cases. You can pass.", "Point, say, draw, write or show." ], "notes": "PSHE-GROW-A2-W07 · Monday 14–Friday 18 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-W7-E1; Individual December keeping-safe/wellbeing task: core A–C decisions with reasons, updated trusted-role network/access routes, wellbeing step and checked evidence references.\nScheme: GROW Weekly - Autumn!C87; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Keeping-safe & wellbeing task; bank evidence.\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-W07", "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-W07 · Monday 14–Friday 18 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-W7-E1; Individual December keeping-safe/wellbeing task: core A–C decisions with reasons, updated trusted-role network/access routes, wellbeing step and checked evidence references.\nScheme: GROW Weekly - Autumn!C87; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Keeping-safe & wellbeing task; bank evidence.\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-W07", "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": "A folder has a blank sheet.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Another has the learner’s own work.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Which one can show a skill?", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "We check the work and help used.", "edition": "public" } ], "pupil_text": [ "A folder has a blank sheet.", "Another has the learner’s own work.", "Which one can show a skill?", "We check the work and help used." ], "notes": "PSHE-GROW-A2-W07 · Monday 14–Friday 18 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-W7-E1; Individual December keeping-safe/wellbeing task: core A–C decisions with reasons, updated trusted-role network/access routes, wellbeing step and checked evidence references.\nScheme: GROW Weekly - Autumn!C87; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Keeping-safe & wellbeing task; bank evidence.\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-W07", "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": "Keeping-safe & wellbeing task; bank evidence.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "I can explain a safe choice using a clue.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "I can show a first help route and backup.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "I can keep my own wellbeing evidence.", "edition": "public" } ], "pupil_text": [ "Keeping-safe & wellbeing task; bank evidence.", "I can explain a safe choice using a clue.", "I can show a first help route and backup.", "I can keep my own wellbeing evidence." ], "notes": "PSHE-GROW-A2-W07 · Monday 14–Friday 18 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-W7-E1; Individual December keeping-safe/wellbeing task: core A–C decisions with reasons, updated trusted-role network/access routes, wellbeing step and checked evidence references.\nScheme: GROW Weekly - Autumn!C87; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Keeping-safe & wellbeing task; bank evidence.\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-W07", "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": "In our made-up case, Kit gets a prize link.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "The sender says: click now and keep it secret.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Kit spots pressure and does not click the link.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Kit tells the class adult; the office is a backup.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Kit asks for a quiet pause, then checks the next step.", "edition": "public" }, { "name": "body-5", "occurrence": 0, "text": "Kit keeps a choice and reason as their own work.", "edition": "public" }, { "name": "diagram-caption", "text": "Your own choices and reasons are the evidence.", "edition": "public" } ], "pupil_text": [ "In our made-up case, Kit gets a prize link.", "The sender says: click now and keep it secret.", "Kit spots pressure and does not click the link.", "Kit tells the class adult; the office is a backup.", "Kit asks for a quiet pause, then checks the next step.", "Kit keeps a choice and reason as their own work." ], "notes": "PSHE-GROW-A2-W07 · Monday 14–Friday 18 December 2026\nI Do: 5 minutes.\nTeacher: Model each line aloud and make the reasoning explicit. Require each core case A–C, a first adult and backup with access routes, and one wellbeing step/reason. Accept accessible response modes and record prompts. Reuse authentic W3/W5 work only after checking it remains current and adding the review. Label fictional network practice accurately. Bank actual work; leave gaps visible.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W7-E1; Individual December keeping-safe/wellbeing task: core A–C decisions with reasons, updated trusted-role network/access routes, wellbeing step and checked evidence references.\nScheme: GROW Weekly - Autumn!C87; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Keeping-safe & wellbeing task; bank evidence.\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. Require each core case A–C, a first adult and backup with access routes, and one wellbeing step/reason. Accept accessible response modes and record prompts. Reuse authentic W3/W5 work only after checking it remains current and adding the review. Label fictional network practice accurately. Bank actual work; leave gaps visible." }, { "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-W07", "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": "A blank sheet is in a folder. Is it evidence?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "A Yes, because it has a lesson title.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "B Yes, because an adult printed it.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "C No; keep the learner’s actual work.", "edition": "public" } ], "pupil_text": [ "A blank sheet is in a folder. Is it evidence?", "A Yes, because it has a lesson title.", "B Yes, because an adult printed it.", "C No; keep the learner’s actual work." ], "notes": "PSHE-GROW-A2-W07 · Monday 14–Friday 18 December 2026\nWe Do: 5 minutes.\nTeacher: Read the hinge aloud, ask for a choice and a reason. C. A blank form does not show a learner response. Retain real choices, reasons, help routes and the support given. Reteach using an adult example clearly labelled as a model, then collect a new learner-owned response.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W7-E1; Individual December keeping-safe/wellbeing task: core A–C decisions with reasons, updated trusted-role network/access routes, wellbeing step and checked evidence references.\nScheme: GROW Weekly - Autumn!C87; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Keeping-safe & wellbeing task; bank evidence.\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. C. A blank form does not show a learner response. Retain real choices, reasons, help routes and the support given. Reteach using an adult example clearly labelled as a model, then collect a new learner-owned response." }, { "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-W07", "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": "Complete core cases A, B and C.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Supported: hear the cases and point or speak.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Independent: explain a clue and a safe step.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Aspire: apply the skill to D, E or F.", "edition": "public" }, { "name": "body-4", "occurrence": 0, "text": "Update your role map and wellbeing step.", "edition": "public" } ], "pupil_text": [ "Complete core cases A, B and C.", "Supported: hear the cases and point or speak.", "Independent: explain a clue and a safe step.", "Aspire: apply the skill to D, E or F.", "Update your role map and wellbeing step." ], "notes": "PSHE-GROW-A2-W07 · Monday 14–Friday 18 December 2026\nYou Do practice: 12 minutes.\nTeacher: Use A–C as the core assessment. Read aloud or scribe without giving the answer; record support. Offer D–F only after core work. Review the network and wellbeing step, then identify the exact work to bank.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W7-E1; Individual December keeping-safe/wellbeing task: core A–C decisions with reasons, updated trusted-role network/access routes, wellbeing step and checked evidence references.\nScheme: GROW Weekly - Autumn!C87; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Keeping-safe & wellbeing task; bank evidence.\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–C as the core assessment. Read aloud or scribe without giving the answer; record support. Offer D–F only after core work. Review the network and wellbeing step, then identify the exact work to bank." }, { "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-W07", "edition": "public" }, { "name": "edition-label", "text": "Public edition", "label": "Public edition", "edition": "public" }, { "name": "licence-credit", "text": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition": "public" }, { "name": "slide-title", "text": "My evidence", "edition": "public" }, { "name": "body-0", "occurrence": 0, "text": "Keep your own choices and reasons.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Check your first adult and backup route.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Record support and any missing evidence.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Respond to feedback before staff bank work.", "edition": "public" } ], "pupil_text": [ "Keep your own choices and reasons.", "Check your first adult and backup route.", "Record support and any missing evidence.", "Respond to feedback before staff bank work." ], "notes": "PSHE-GROW-A2-W07 · Monday 14–Friday 18 December 2026\nYou Do evidence: 6 minutes.\nTeacher: Complete both Evidence Sheet pages. Require each core case A–C, a first adult and backup with access routes, and one wellbeing step/reason. Accept accessible response modes and record prompts. Reuse authentic W3/W5 work only after checking it remains current and adding the review. Label fictional network practice accurately. Bank actual work; leave gaps visible.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W7-E1; Individual December keeping-safe/wellbeing task: core A–C decisions with reasons, updated trusted-role network/access routes, wellbeing step and checked evidence references.\nScheme: GROW Weekly - Autumn!C87; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Keeping-safe & wellbeing task; bank evidence.\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. Require each core case A–C, a first adult and backup with access routes, and one wellbeing step/reason. Accept accessible response modes and record prompts. Reuse authentic W3/W5 work only after checking it remains current and adding the review. Label fictional network practice accurately. Bank actual work; leave gaps visible." }, { "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-W07", "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-W07 · Monday 14–Friday 18 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-W7-E1; Individual December keeping-safe/wellbeing task: core A–C decisions with reasons, updated trusted-role network/access routes, wellbeing step and checked evidence references.\nScheme: GROW Weekly - Autumn!C87; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Keeping-safe & wellbeing task; bank evidence.\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-W07", "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": "Which piece of work is yours?", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "What could you do if help is not there?", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "What is one next step for you?", "edition": "public" } ], "pupil_text": [ "Which piece of work is yours?", "What could you do if help is not there?", "What is one next step for you?" ], "notes": "PSHE-GROW-A2-W07 · Monday 14–Friday 18 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-W7-E1; Individual December keeping-safe/wellbeing task: core A–C decisions with reasons, updated trusted-role network/access routes, wellbeing step and checked evidence references.\nScheme: GROW Weekly - Autumn!C87; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Keeping-safe & wellbeing task; bank evidence.\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-W07", "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": "Evidence: Work that shows a skill.", "edition": "public" }, { "name": "body-1", "occurrence": 0, "text": "Clue: A useful fact.", "edition": "public" }, { "name": "body-2", "occurrence": 0, "text": "Safe: Risks checked and reduced.", "edition": "public" }, { "name": "body-3", "occurrence": 0, "text": "Network: Routes to help.", "edition": "public" }, { "name": "body-0", "occurrence": 1, "text": "Wellbeing: How we feel and manage.", "edition": "public" }, { "name": "body-1", "occurrence": 1, "text": "Review: Check and plan next.", "edition": "public" }, { "name": "body-2", "occurrence": 1, "text": "Next step: What to try next.", "edition": "public" } ], "pupil_text": [ "Evidence: Work that shows a skill.", "Clue: A useful fact.", "Safe: Risks checked and reduced.", "Network: Routes to help.", "Wellbeing: How we feel and manage.", "Review: Check and plan next.", "Next step: What to try next." ], "notes": "PSHE-GROW-A2-W07 · Monday 14–Friday 18 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-W7-E1; Individual December keeping-safe/wellbeing task: core A–C decisions with reasons, updated trusted-role network/access routes, wellbeing step and checked evidence references.\nScheme: GROW Weekly - Autumn!C87; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Keeping-safe & wellbeing task; bank evidence.\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-W07", "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-W07 · Monday 14–Friday 18 December 2026\nStaff brief: 0 minutes.\nTeacher: Hidden staff reference. No forced disclosure. Personal networks use roles and are checked privately. Assess choices and reasoning, not personal experiences. Separate safeguarding information from learning evidence.\nTA: offer processing time, read or scribe exact words, record physical help and avoid supplying the assessed answer.\nEvidence: GROW-PSHE-W7-E1; Individual December keeping-safe/wellbeing task: core A–C decisions with reasons, updated trusted-role network/access routes, wellbeing step and checked evidence references.\nScheme: GROW Weekly - Autumn!C87; GROW - Autumn!D13, I13, J13; revision 9ed44bdf.\nSource objective: Keeping-safe & wellbeing task; bank evidence.\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. No forced disclosure. Personal networks use roles and are checked privately. Assess choices and reasoning, not personal experiences. Separate safeguarding information from learning evidence." } ], "asset": { "path": "../../assets/grow_pshe_a2_w07.jpg", "alt": "An evidence check moves from real learner work to reasons, help routes and a next step, then staff confirm storage. A blank sheet is not completed evidence.", "synthetic": false, "creation": "Authored SVG diagram with JPEG rendering", "visible_text": [ "My keeping-safe evidence", "Real work", "My own choice", "and reason", "Help routes", "First adult", "and backup", "Wellbeing step", "What could help", "and why", "Review and bank", "Check support.", "Staff record storage.", "Blank sheets and adult models are not completed learner evidence." ], "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_w07_Planner.docx", "pdf_path": "grow_pshe_a2_w07_Planner.pdf", "edition": "public", "paragraphs_in_document_order": [ "Teacher and cover planner", "Show how I keep safe and well", "Monday 14–Friday 18 December 2026 · one 40-minute lesson", "Teaching date: __________________ Teacher: __________________", "Exact scheme cells", "GROW Weekly - Autumn!C87Keeping-safe & wellbeing task; bank evidence.", "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 evidence shows my safe choices and help routes?", "I can explain a safe choice using a clue. I can show a first help route and backup. I can keep my own wellbeing evidence.", "GROW-PSHE-W7-E1: Individual December keeping-safe/wellbeing task: core A–C decisions with reasons, updated trusted-role network/access routes, wellbeing step and checked evidence references.", "Before pupils arrive", "Retrieve authentic W3–W6 evidence and the role map. Provide fresh A–C cases, sheets and usual support. Identify the available first and backup adult; have the normal evidence-storage route ready.", "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 14–Friday 18 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", "C. A blank form does not show a learner response. Retain real choices, reasons, help routes and the support given. Reteach using an adult example clearly labelled as a model, then collect a new learner-owned response.", "Access and practice", "Supported: hear the cases and point or speak. Independent: explain a clue and a safe step. Aspire: apply the skill to D, E or F.", "Use A–C as the core assessment. Read aloud or scribe without giving the answer; record support. Offer D–F only after core work. Review the network and wellbeing step, then identify the exact work to bank.", "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", "No forced disclosure. Personal networks use roles and are checked privately. Assess choices and reasoning, not personal experiences. Separate safeguarding information from learning evidence.", "Assessment and feedback", "Require each core case A–C, a first adult and backup with access routes, and one wellbeing step/reason. Accept accessible response modes and record prompts. Reuse authentic W3/W5 work only after checking it remains current and adding the review. Label fictional network practice accurately. Bank actual work; leave gaps visible.", "Retain actual work, response mode and support. Use VF · WS · I · NS+ · // (self-edit) · ? (read back) · R (responded) · E (evidence in the school's evidence record). R requires Voice, Audience, an NS+ prompt and the learner’s response in the same colour, on the same page or usual mode. Record E only after evidence is banked. Blank forms and adult models are not completed learner evidence.", "Lundy moments", "Space: calm, accessible participation. Voice: a choice, reason or help request. Audience: the adult listens or reads and replies. Influence: record the support or next-step change made in response.", "Speaking listening and writing", "Explain a choice, confirm an adult route and state a personal 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_w07_Evidence_Sheet.docx", "pdf_path": "../grow_pshe_a2_w07_Evidence_Sheet.pdf", "edition": "both", "paragraphs_in_document_order": [ "My evidence: Show how I keep safe and well", "GROW-PSHE-W7-E1", "Name or ID ____________________ Date ______________", "Point, say, draw or write. An adult may write your own words. Record the help you use.", "Use core cases A, B and C. Show your own answer. Staff record any help.", "Case", "Clue and safer step", "Why it could help", "A", "____________________________________", "____________________________________", "B", "____________________________________", "____________________________________", "C", "____________________________________", "____________________________________", "One wellbeing step I choose is", "__________________________________________________________________", "It could help because", "__________________________________________________________________", "Check your trusted adult routes on page 2. Use roles, not names or private contact details.", "", "My review next step and response", "Name or ID ____________________", "My private role map / fictional practice map (circle one). Staff check a real help route privately.", "Adult role", "How I can reach help", "First: ______________", "________________________", "Backup: ____________", "________________________", "I chose these routes because", "__________________________________________________________________", "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 ______", "Banking status: banked / part banked / not yet bankedActual work references and storage location: _________________________Gap and follow-up: ________________________ Date: _______________", "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_w07_Staff_Answers.docx", "pdf_path": "../grow_pshe_a2_w07_Staff_Answers.pdf", "edition": "both", "paragraphs_in_document_order": [ "Staff answers and response guide", "Show how I keep safe and well", "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", "Unsafe request. The person asks for private information.", "Do not share it; ask a trusted adult.", "B", "Backup route. Another help route is available.", "Ask the available staff member.", "C", "Helpful step. Jo asks for agreed support.", "Agree a calm pause and a return step.", "D", "Unsafe request. A harmful secret blocks help.", "Tell another trusted adult.", "E", "Barrier. The way instructions are given is hard to use.", "Ask for short steps or a visual guide.", "F", "Clarify. The next step is unclear.", "Ask for a clear step or another help route.", "Model and hinge", "In our made-up case, Kit gets a prize link. The sender says: click now and keep it secret. Kit spots pressure and does not click the link. Kit tells the class adult; the office is a backup. Kit asks for a quiet pause, then checks the next step. Kit keeps a choice and reason as their own work.", "C. A blank form does not show a learner response. Retain real choices, reasons, help routes and the support given. Reteach using an adult example clearly labelled as a model, then collect a new learner-owned response.", "Individual evidence key", "Require each core case A–C, a first adult and backup with access routes, and one wellbeing step/reason. Accept accessible response modes and record prompts. Reuse authentic W3/W5 work only after checking it remains current and adding the review. Label fictional network practice accurately. Bank actual work; leave gaps visible.", "", "Feedback boundaries and next teaching", "Card A: Core assessment: accept a specific clue and safe action.", "Card B: Core assessment: name how the backup can be reached.", "Card C: Core assessment: explain how the support could help wellbeing.", "Card D: Optional transfer case; do not invite personal accounts.", "Card E: Optional transfer; ask the person what helps.", "Card F: Optional transfer; retain the learner’s own phrasing.", "Common misunderstandings", "A completed adult model is not pupil evidence. E means actually banked. A safe choice reduces risk; it does not make harm the learner’s fault. Do not infer an award or completed criterion from this task.", "Teaching boundary", "No forced disclosure. Personal networks use roles and are checked privately. Assess choices and reasoning, not personal experiences. Separate safeguarding information from learning evidence.", "Feedback", "If a reason is missing, return to the fact or actual work. Re-model a different example, then keep the learner’s own revision. Use NS+ and the learner response, in the same colour, on the same page or usual mode, before R. E means evidence actually banked. Keep safeguarding records separate.", "Assessment boundary", "GROW-PSHE-W7-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_w07_Support_Cards.docx", "pdf_path": "../grow_pshe_a2_w07_Support_Cards.pdf", "edition": "both", "paragraphs_in_document_order": [ "Keeping-safe review cases", "Read or ask an adult to read. Staff may cut on the table lines.", "Cards", "Cards", "AA stranger online asks Sam for a home address.", "BThe first adult is away. Known staff are at the office.", "CJo feels overloaded and asks staff for a quiet pause.", "DA person says being hurt must stay secret.", "EA task has too many spoken steps for Lee.", "FAn adult gives a reply that Rae does not understand.", "What fact matters? What help or safer step would fit?", "", "My evidence check", "Use your own words, signs or drawings.", "Explain the clue and a safer step.", "Check your first adult and a backup.", "Say how to reach help.", "Keep one wellbeing step and a reason.", "Staff record what is banked and what is still missing.", "Words I can use", "The clue is __.", "I would __ because __.", "My first route is __.", "My next step is __.", "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", "", "Your own choices and reasons are the evidence.", "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_w07_Vocabulary_Mat.docx", "pdf_path": "../grow_pshe_a2_w07_Vocabulary_Mat.pdf", "edition": "both", "paragraphs_in_document_order": [ "Words that help", "Show how I keep safe and well", "Word", "Meaning", "evidence", "Your own work that shows a skill.", "clue", "A fact that helps us choose.", "safe", "With risks checked and reduced.", "network", "People or routes we can turn to.", "wellbeing", "How we feel and manage day to day.", "review", "Check what went well and what is next.", "next step", "One thing to try or learn next.", "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." ] } ] }