{ "id": "grow_community_cakesale_a2w3", "subject": "Community Project", "pathway": "GROW", "term": "Autumn 2", "week": "W03", "week_number": 3, "lesson_number": 8, "calendar_week": 11, "lesson_code": "COMM-GROW-A2-W03", "project_title": "GROW Community Project · Charity Cake Sale for Zoe's Place", "title": "Careers behind the project", "edition": "public", "objective_verbatim": "Match project tasks to jobs: baker/chef, food production, retail assistant, marketing designer, event organiser, accountant/bookkeeper, fundraiser/charity worker. Students choose one role and identify skills it needs.", "sow_cell": "06_SOW_EXTRACT_Cake_Sale.md · Aut2 W3 · Student task / practical", "lesson_objective": "Match our sale tasks to jobs, name two skills for one job, and link one of those skills to genuine project work.", "success_criteria": [ "I can name two skills for one job.", "I can show one skill I have used.", "I can say how my work shows it." ], "reading_band": "GROW 8–11; screening ceiling below 11", "reading_age_est": "Maximum 7.158657; FK grade 2.158657; see ../READING_CORPORA.json", "pupil_words": "481", "vocab": [ { "word": "job", "term": "job", "definition": "Work a person does.", "cue": "hand", "asset": "../assets/hand.svg", "alt": "Flat hand cue for job.", "tier": "Tier 2", "edition": "both" }, { "word": "task", "term": "task", "definition": "One piece of work to do.", "cue": "clipboard-check", "asset": "../assets/clipboard-check.svg", "alt": "Flat clipboard check cue for task.", "tier": "Tier 2", "edition": "both" }, { "word": "skill", "term": "skill", "definition": "Something you learn how to do.", "cue": "target", "asset": "../assets/target.svg", "alt": "Flat target cue for skill.", "tier": "Tier 2", "edition": "both" }, { "word": "proof", "term": "proof", "definition": "Work that shows what you did.", "cue": "file-check", "asset": "../assets/file-check.svg", "alt": "Flat file check cue for proof.", "tier": "Tier 2", "edition": "both" }, { "word": "team", "term": "team", "definition": "People who work together.", "cue": "hand", "asset": "../assets/hand.svg", "alt": "Flat hand cue for team.", "tier": "Tier 2", "edition": "both" }, { "word": "detail", "term": "detail", "definition": "A small part that may need a check.", "cue": "list-checks", "asset": "../assets/list-checks.svg", "alt": "Flat list checks cue for detail.", "tier": "Tier 2", "edition": "both" }, { "word": "profile", "term": "profile", "definition": "Short facts about one job.", "cue": "tag", "asset": "../assets/tag.svg", "alt": "Flat tag cue for profile.", "tier": "Tier 2", "edition": "both" }, { "word": "next step", "term": "next step", "definition": "One thing you will try or learn.", "cue": "target", "asset": "../assets/target.svg", "alt": "Flat target cue for next step.", "tier": "Tier 2", "edition": "both" } ], "stages": [ { "key": "l8_1", "name": "Title + big question", "slide_number": 1, "minutes": 0, "edition": "both", "pupil_text": "Which job uses a skill I have used?\nJobs and skills from our sale for Zoe’s Place.", "content": [ "Which job uses a skill I have used?", "Jobs and skills from our sale for Zoe’s Place." ], "shape_text": { "stage-title": "Careers behind the project", "big-question": "Which job uses a skill I have used?", "purpose": "Jobs and skills from our sale for Zoe’s Place.", "date": "Thursday 19 November 2026 · P5 12:50–13:30", "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "page-number": "01", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale" }, "adult_text": "Open Lesson 8 on the ordered date. Bring actual project records, especially L7-E1, a checked pack/label sample, costing or tally work, and any completed project publicity. The lesson is a desk-based careers activity. No cooking, food handling or real payment is needed.", "ta_brief": "Open Lesson 8 on the ordered date. Bring actual project records, especially L7-E1, a checked pack/label sample, costing or tally work, and any completed project publicity. The lesson is a desk-based careers activity. No cooking, food handling or real payment is needed.", "cold_call": { "q": "What is a task, and what is a skill?", "a": "A task is a piece of work. A skill is something learned and used to do it." }, "hidden": false, "routes": {}, "notes": "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: Title + big question\nTiming: 0 minutes\nTA brief: Open Lesson 8 on the ordered date. Bring actual project records, especially L7-E1, a checked pack/label sample, costing or tally work, and any completed project publicity. The lesson is a desk-based careers activity. No cooking, food handling or real payment is needed.\nCold Call: What is a task, and what is a skill?\nExpected answer: A task is a piece of work. A skill is something learned and used to do it.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition_variants": [ { "edition": "public", "text": [ "Careers behind the project", "Which job uses a skill I have used?", "Jobs and skills from our sale for Zoe’s Place.", "Thursday 19 November 2026 · P5 12:50–13:30" ] } ] }, { "key": "l8_2", "name": "Arrival & regulation check", "slide_number": 2, "minutes": 3, "edition": "both", "pupil_text": "Check how you feel.\nBLUE\nLow energy\nGREEN\nReady\nAMBER\nPause\nRED\nAdult help\nReset: water, stretch, quiet seat or adult.\n\nI feel __. I can start with __.", "content": [ "Check how you feel.", "BLUE", "Low energy", "GREEN", "Ready", "AMBER", "Pause", "RED", "Adult help", "Reset: water, stretch, quiet seat or adult.\n\nI feel __. I can start with __." ], "shape_text": { "check-prompt": "Check how you feel.", "label-BLUE": "BLUE", "meaning-BLUE": "Low energy", "label-GREEN": "GREEN", "meaning-GREEN": "Ready", "label-AMBER": "AMBER", "meaning-AMBER": "Pause", "label-RED": "RED", "meaning-RED": "Adult help", "reset": "Reset: water, stretch, quiet seat or adult.\n\nI feel __. I can start with __.", "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "page-number": "02", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "stage-title": "Arrival and regulation check" }, "adult_text": "Take a private colour check. Offer a quiet partner, a seated sorting space and a short movement pause within task time. The adult handles any capture device. No learner phone or public performance is required.", "ta_brief": "Take a private colour check. Offer a quiet partner, a seated sorting space and a short movement pause within task time. The adult handles any capture device. No learner phone or public performance is required.", "cold_call": { "q": "Which two skills does your chosen job need?", "a": "Two distinct, source-backed skills from the chosen job card, expressed in the learner’s own response mode." }, "hidden": false, "routes": {}, "notes": "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: Arrival & regulation check\nTiming: 3 minutes\nTA brief: Take a private colour check. Offer a quiet partner, a seated sorting space and a short movement pause within task time. The adult handles any capture device. No learner phone or public performance is required.\nCold Call: Which two skills does your chosen job need?\nExpected answer: Two distinct, source-backed skills from the chosen job card, expressed in the learner’s own response mode.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition_variants": [ { "edition": "public", "text": [ "Arrival and regulation check", "Check how you feel.", "BLUE", "Low energy", "GREEN", "Ready", "AMBER", "Pause", "RED", "Adult help", "Reset: water, stretch, quiet seat or adult.", "I feel __. I can start with __." ] } ] }, { "key": "l8_3", "name": "Retrieval", "slide_number": 3, "minutes": 4, "edition": "both", "pupil_text": "What was your job at the bench or mock stall?\n\nShow one piece of your own project work.\n\nWhat did you do? What helped you do it?\n\nA task is a piece of work. A skill helps us do it.", "content": [ "What was your job at the bench or mock stall?\n\nShow one piece of your own project work.\n\nWhat did you do? What helped you do it?\n\nA task is a piece of work. A skill helps us do it." ], "shape_text": { "pupil-body": "What was your job at the bench or mock stall?\n\nShow one piece of your own project work.\n\nWhat did you do? What helped you do it?\n\nA task is a piece of work. A skill helps us do it.", "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "page-number": "03", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "stage-title": "Retrieval" }, "adult_text": "Use actual earlier work. Pre-teach job, task, skill and proof with the picture vocabulary mat. Ask for a concrete action before naming a skill. A preferred role or enjoyment alone is not an example of a skill used. Where a learner has missed previous work, use a genuine earlier project action if available; leave the evidence link pending if no example can yet be found.", "ta_brief": "Use actual earlier work. Pre-teach job, task, skill and proof with the picture vocabulary mat. Ask for a concrete action before naming a skill. A preferred role or enjoyment alone is not an example of a skill used. Where a learner has missed previous work, use a genuine earlier project action if available; leave the evidence link pending if no example can yet be found.", "cold_call": { "q": "What did you personally do that shows one of those skills?", "a": "A genuine project action, its date or work reference, and how it shows one of the two named skills. Support can be recorded." }, "hidden": false, "routes": {}, "notes": "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: Retrieval\nTiming: 4 minutes\nTA brief: Use actual earlier work. Pre-teach job, task, skill and proof with the picture vocabulary mat. Ask for a concrete action before naming a skill. A preferred role or enjoyment alone is not an example of a skill used. Where a learner has missed previous work, use a genuine earlier project action if available; leave the evidence link pending if no example can yet be found.\nCold Call: What did you personally do that shows one of those skills?\nExpected answer: A genuine project action, its date or work reference, and how it shows one of the two named skills. Support can be recorded.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition_variants": [ { "edition": "public", "text": [ "Retrieval", "What was your job at the bench or mock stall?", "Show one piece of your own project work.", "What did you do? What helped you do it?", "A task is a piece of work. A skill helps us do it." ] } ] }, { "key": "l8_4", "name": "Today: objective + \"I can\" statements with evidence links", "slide_number": 4, "minutes": 2, "edition": "both", "pupil_text": "Match our sale tasks to jobs.\n\nI can name two skills for one job.\n\nI can show one skill I have used.\n\nI can say how my work shows it.\n\nL8-E1 · My job profile\n\n[AWARD] unit awards: [QUAL]; [QUAL].", "content": [ "Match our sale tasks to jobs.\n\nI can name two skills for one job.\n\nI can show one skill I have used.\n\nI can say how my work shows it.\n\nL8-E1 · My job profile\n\n[AWARD] unit awards: [QUAL]; [QUAL]." ], "shape_text": { "pupil-body": "Match our sale tasks to jobs.\n\nI can name two skills for one job.\n\nI can show one skill I have used.\n\nI can say how my work shows it.\n\nL8-E1 · My job profile\n\n[AWARD] unit awards: [QUAL]; [QUAL].", "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "page-number": "04", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "stage-title": "Today" }, "adult_text": "The evidence link is Project learning link: [QUAL]; [AWARD] unit awards: [QUAL]; [QUAL].. Learners choose one job, identify two distinct skills for it, and link one of those skills to an action they have actually taken in this project. A spoken, pointed or scribed profile is valid when the individual response and support are recorded. No award completion is claimed.", "ta_brief": "The evidence link is Project learning link: [QUAL]; [AWARD] unit awards: [QUAL]; [QUAL].. Learners choose one job, identify two distinct skills for it, and link one of those skills to an action they have actually taken in this project. A spoken, pointed or scribed profile is valid when the individual response and support are recorded. No award completion is claimed.", "cold_call": { "q": "What is a task, and what is a skill?", "a": "A task is a piece of work. A skill is something learned and used to do it." }, "hidden": false, "routes": {}, "notes": "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: Today: objective + \"I can\" statements with evidence links\nTiming: 2 minutes\nTA brief: The evidence link is Project learning link: [QUAL]; [AWARD] unit awards: [QUAL]; [QUAL].. Learners choose one job, identify two distinct skills for it, and link one of those skills to an action they have actually taken in this project. A spoken, pointed or scribed profile is valid when the individual response and support are recorded. No award completion is claimed.\nCold Call: What is a task, and what is a skill?\nExpected answer: A task is a piece of work. A skill is something learned and used to do it.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition_variants": [ { "edition": "public", "text": [ "Today", "Match our sale tasks to jobs.", "I can name two skills for one job.", "I can show one skill I have used.", "I can say how my work shows it.", "L8-E1 · My job profile", "[AWARD] unit awards: [QUAL]; [QUAL]." ] } ] }, { "key": "l8_5", "name": "I DO", "slide_number": 5, "minutes": 5, "edition": "both", "pupil_text": "Model job: sales assistant.\n\nTwo skills: clear talk and maths.\n\nModel action: I checked the change at a mock stall.\n\nThis shows maths. Use your own real work.\n\nI used __ when I __.", "content": [ "Model job: sales assistant.\n\nTwo skills: clear talk and maths.\n\nModel action: I checked the change at a mock stall.\n\nThis shows maths. Use your own real work.\n\nI used __ when I __." ], "shape_text": { "pupil-body": "Model job: sales assistant.\n\nTwo skills: clear talk and maths.\n\nModel action: I checked the change at a mock stall.\n\nThis shows maths. Use your own real work.\n\nI used __ when I __.", "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "page-number": "05", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "stage-title": "I DO" }, "adult_text": "Use the National Careers Service sales-assistant profile to model the distinction between a task and a skill. The action on the slide is an author-created model, not a claim about any learner. Point to a model money record and explain how a checked sum can show maths. Do not supply the learner’s personal example. Model source-backed facts briefly, without careers salary or entry-route information.", "ta_brief": "Use the National Careers Service sales-assistant profile to model the distinction between a task and a skill. The action on the slide is an author-created model, not a claim about any learner. Point to a model money record and explain how a checked sum can show maths. Do not supply the learner’s personal example. Model source-backed facts briefly, without careers salary or entry-route information.", "cold_call": { "q": "Which two skills does your chosen job need?", "a": "Two distinct, source-backed skills from the chosen job card, expressed in the learner’s own response mode." }, "hidden": false, "routes": {}, "notes": "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: I DO\nTiming: 5 minutes\nTA brief: Use the National Careers Service sales-assistant profile to model the distinction between a task and a skill. The action on the slide is an author-created model, not a claim about any learner. Point to a model money record and explain how a checked sum can show maths. Do not supply the learner’s personal example. Model source-backed facts briefly, without careers salary or entry-route information.\nCold Call: Which two skills does your chosen job need?\nExpected answer: Two distinct, source-backed skills from the chosen job card, expressed in the learner’s own response mode.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nSource: National Careers Service Baker — https://nationalcareers.service.gov.uk/job-profiles/baker\nSource: National Careers Service Food factory worker — https://nationalcareers.service.gov.uk/job-profiles/food-factory-worker\nSource: National Careers Service Sales assistant — https://nationalcareers.service.gov.uk/job-profiles/sales-assistant\nSource: National Careers Service Graphic designer — https://nationalcareers.service.gov.uk/job-profiles/graphic-designer\nSource: National Careers Service Events manager — https://nationalcareers.service.gov.uk/job-profiles/events-manager\nSource: National Careers Service Bookkeeper — https://nationalcareers.service.gov.uk/job-profiles/bookkeeper\nSource: National Careers Service Charity fundraiser — https://nationalcareers.service.gov.uk/job-profiles/charity-fundraiser\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition_variants": [ { "edition": "public", "text": [ "I DO", "Model job: sales assistant.", "Two skills: clear talk and maths.", "Model action: I checked the change at a mock stall.", "This shows maths. Use your own real work.", "I used __ when I __." ] } ] }, { "key": "l8_6", "name": "WE DO", "slide_number": 6, "minutes": 6, "edition": "both", "pupil_text": "Match a task to a job. Some tasks fit more than one job.\nWhich line shows a skill used?\n\nA I like cakes.\nB I checked the change.\nC I like this job.\n\nI choose __ because __.\nChoose B. It tells us what the person did. Find the real work too.", "content": [ "Match a task to a job. Some tasks fit more than one job.", "Which line shows a skill used?\n\nA I like cakes.\nB I checked the change.\nC I like this job.\n\nI choose __ because __.", "Choose B. It tells us what the person did. Find the real work too." ], "shape_text": { "practice-label": "Match a task to a job. Some tasks fit more than one job.", "hinge": "Which line shows a skill used?\n\nA I like cakes.\nB I checked the change.\nC I like this job.\n\nI choose __ because __.", "model-assumption": "Choose B. It tells us what the person did. Find the real work too.", "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "page-number": "06", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "stage-title": "WE DO" }, "adult_text": "Sort project task cards against all seven picture job cards. The native table shows six possible matches; model the seventh with explaining the sale and asking for support, linked to charity fundraising. These are curriculum links, not a claim of professional competence. Accept another plausible match when the learner can justify it using the checked job facts. Hinge B describes an action; A and C state preferences. A spoken statement still needs the learner’s genuine project record or observation. Re-model if a learner confuses liking a job with using a skill.", "ta_brief": "Sort project task cards against all seven picture job cards. The native table shows six possible matches; model the seventh with explaining the sale and asking for support, linked to charity fundraising. These are curriculum links, not a claim of professional competence. Accept another plausible match when the learner can justify it using the checked job facts. Hinge B describes an action; A and C state preferences. A spoken statement still needs the learner’s genuine project record or observation. Re-model if a learner confuses liking a job with using a skill.", "cold_call": { "q": "What did you personally do that shows one of those skills?", "a": "A genuine project action, its date or work reference, and how it shows one of the two named skills. Support can be recorded." }, "hidden": false, "routes": {}, "table": [ [ "Project task", "One job link" ], [ "Mix a cake", "Baker" ], [ "Check a batch", "Food worker" ], [ "Serve at the till", "Sales assistant" ], [ "Make a poster", "Graphic designer" ], [ "Plan the rota", "Events manager" ], [ "Check money notes", "Bookkeeper" ] ], "notes": "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: WE DO\nTiming: 6 minutes\nTA brief: Sort project task cards against all seven picture job cards. The native table shows six possible matches; model the seventh with explaining the sale and asking for support, linked to charity fundraising. These are curriculum links, not a claim of professional competence. Accept another plausible match when the learner can justify it using the checked job facts. Hinge B describes an action; A and C state preferences. A spoken statement still needs the learner’s genuine project record or observation. Re-model if a learner confuses liking a job with using a skill.\nCold Call: What did you personally do that shows one of those skills?\nExpected answer: A genuine project action, its date or work reference, and how it shows one of the two named skills. Support can be recorded.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nSource: National Careers Service Baker — https://nationalcareers.service.gov.uk/job-profiles/baker\nSource: National Careers Service Food factory worker — https://nationalcareers.service.gov.uk/job-profiles/food-factory-worker\nSource: National Careers Service Sales assistant — https://nationalcareers.service.gov.uk/job-profiles/sales-assistant\nSource: National Careers Service Graphic designer — https://nationalcareers.service.gov.uk/job-profiles/graphic-designer\nSource: National Careers Service Events manager — https://nationalcareers.service.gov.uk/job-profiles/events-manager\nSource: National Careers Service Bookkeeper — https://nationalcareers.service.gov.uk/job-profiles/bookkeeper\nSource: National Careers Service Charity fundraiser — https://nationalcareers.service.gov.uk/job-profiles/charity-fundraiser\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition_variants": [ { "edition": "public", "text": [ "WE DO", "Match a task to a job. Some tasks fit more than one job.", "Project task", "One job link", "Mix a cake", "Baker", "Check a batch", "Food worker", "Serve at the till", "Sales assistant", "Make a poster", "Graphic designer", "Plan the rota", "Events manager", "Check money notes", "Bookkeeper", "Which line shows a skill used?", "A I like cakes.", "B I checked the change.", "C I like this job.", "I choose __ because __.", "Choose B. It tells us what the person did. Find the real work too." ] } ] }, { "key": "l8_7", "name": "YOU DO — in your book", "slide_number": 7, "minutes": 7, "edition": "both", "pupil_text": "Match task cards to job cards.\nPick one job. Find two skills it needs.\nPlan your profile in your book.\nThis job needs __ and __.\nChoose from two job cards. Point or tell your two skills.\n\nThis job needs __ and __.\nChoose a job. Note two skills and one task.\n\nA person in this job __.\nCompare two jobs that share a skill. Give a reason.\n\nBoth need __ because __.", "content": [ "Match task cards to job cards.\nPick one job. Find two skills it needs.\nPlan your profile in your book.\nThis job needs __ and __.", "Choose from two job cards. Point or tell your two skills.\n\nThis job needs __ and __.", "Choose a job. Note two skills and one task.\n\nA person in this job __.", "Compare two jobs that share a skill. Give a reason.\n\nBoth need __ because __." ], "shape_text": { "task-main": "Match task cards to job cards.\nPick one job. Find two skills it needs.\nPlan your profile in your book.\nThis job needs __ and __.", "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "page-number": "07", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "stage-title": "YOU DO in your book", "route-body-SUPPORTED": "Choose from two job cards. Point or tell your two skills.\n\nThis job needs __ and __.", "route-body-STANDARD": "Choose a job. Note two skills and one task.\n\nA person in this job __.", "route-body-STRETCH": "Compare two jobs that share a skill. Give a reason.\n\nBoth need __ because __." }, "adult_text": "Allow a short card sort followed by book-first notes. Learners may sort with a partner but keep their chosen job and response individual. Supported route: offer two job cards initially, then read their facts aloud. The learner selects and gives their own project link. A skill can be used in several jobs.", "ta_brief": "Allow a short card sort followed by book-first notes. Learners may sort with a partner but keep their chosen job and response individual. Supported route: offer two job cards initially, then read their facts aloud. The learner selects and gives their own project link. A skill can be used in several jobs.", "cold_call": { "q": "What is a task, and what is a skill?", "a": "A task is a piece of work. A skill is something learned and used to do it." }, "hidden": false, "routes": { "SUPPORTED": [ "Choose from two job cards. Point or tell your two skills.", "This job needs __ and __." ], "STANDARD": [ "Choose a job. Note two skills and one task.", "A person in this job __." ], "STRETCH": [ "Compare two jobs that share a skill. Give a reason.", "Both need __ because __." ] }, "notes": "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: YOU DO — in your book\nTiming: 7 minutes\nTA brief: Allow a short card sort followed by book-first notes. Learners may sort with a partner but keep their chosen job and response individual. Supported route: offer two job cards initially, then read their facts aloud. The learner selects and gives their own project link. A skill can be used in several jobs.\nCold Call: What is a task, and what is a skill?\nExpected answer: A task is a piece of work. A skill is something learned and used to do it.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nSource: National Careers Service Baker — https://nationalcareers.service.gov.uk/job-profiles/baker\nSource: National Careers Service Food factory worker — https://nationalcareers.service.gov.uk/job-profiles/food-factory-worker\nSource: National Careers Service Sales assistant — https://nationalcareers.service.gov.uk/job-profiles/sales-assistant\nSource: National Careers Service Graphic designer — https://nationalcareers.service.gov.uk/job-profiles/graphic-designer\nSource: National Careers Service Events manager — https://nationalcareers.service.gov.uk/job-profiles/events-manager\nSource: National Careers Service Bookkeeper — https://nationalcareers.service.gov.uk/job-profiles/bookkeeper\nSource: National Careers Service Charity fundraiser — https://nationalcareers.service.gov.uk/job-profiles/charity-fundraiser\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition_variants": [ { "edition": "public", "text": [ "YOU DO in your book", "Match task cards to job cards.", "Pick one job. Find two skills it needs.", "Plan your profile in your book.", "This job needs __ and __.", "SUPPORTED", "Choose from two job cards. Point or tell your two skills.", "This job needs __ and __.", "STANDARD", "Choose a job. Note two skills and one task.", "A person in this job __.", "STRETCH", "Compare two jobs that share a skill. Give a reason.", "Both need __ because __." ] } ] }, { "key": "l8_8", "name": "YOU DO — evidence capture", "slide_number": 8, "minutes": 8, "edition": "both", "pupil_text": "Complete your own L8-E1 job profile.\nName the job and two skills it needs.\nShow one of those skills in your own project work.\nI used __ when I __.\nUse the cards and a scribe or voice note. Keep the example yours.\n\nI used __ when I __.\nLink two job skills to one real piece of your work.\n\nMy work shows __ because __.\nExplain the link. Choose a step to improve that skill.\n\nNext I will __. This will help __.", "content": [ "Complete your own L8-E1 job profile.\nName the job and two skills it needs.\nShow one of those skills in your own project work.\nI used __ when I __.", "Use the cards and a scribe or voice note. Keep the example yours.\n\nI used __ when I __.", "Link two job skills to one real piece of your work.\n\nMy work shows __ because __.", "Explain the link. Choose a step to improve that skill.\n\nNext I will __. This will help __." ], "shape_text": { "task-main": "Complete your own L8-E1 job profile.\nName the job and two skills it needs.\nShow one of those skills in your own project work.\nI used __ when I __.", "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "page-number": "08", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "stage-title": "YOU DO evidence capture", "route-body-SUPPORTED": "Use the cards and a scribe or voice note. Keep the example yours.\n\nI used __ when I __.", "route-body-STANDARD": "Link two job skills to one real piece of your work.\n\nMy work shows __ because __.", "route-body-STRETCH": "Explain the link. Choose a step to improve that skill.\n\nNext I will __. This will help __." }, "adult_text": "Complete the one-page individual profile. Retain the job-card reference, two distinct relevant skills, and one genuine project example linked to one of those two skills. Identify the actual work or observation and date. Written, spoken, pointed or adult-scribed responses are accepted. Use the evidence app for permitted capture and record exact words or selected items, adult support, feedback and a next step. Do not invent a past contribution.", "ta_brief": "Complete the one-page individual profile. Retain the job-card reference, two distinct relevant skills, and one genuine project example linked to one of those two skills. Identify the actual work or observation and date. Written, spoken, pointed or adult-scribed responses are accepted. Use the evidence app for permitted capture and record exact words or selected items, adult support, feedback and a next step. Do not invent a past contribution.", "cold_call": { "q": "Which two skills does your chosen job need?", "a": "Two distinct, source-backed skills from the chosen job card, expressed in the learner’s own response mode." }, "hidden": false, "routes": { "SUPPORTED": [ "Use the cards and a scribe or voice note. Keep the example yours.", "I used __ when I __." ], "STANDARD": [ "Link two job skills to one real piece of your work.", "My work shows __ because __." ], "STRETCH": [ "Explain the link. Choose a step to improve that skill.", "Next I will __. This will help __." ] }, "notes": "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: YOU DO — evidence capture\nTiming: 8 minutes\nTA brief: Complete the one-page individual profile. Retain the job-card reference, two distinct relevant skills, and one genuine project example linked to one of those two skills. Identify the actual work or observation and date. Written, spoken, pointed or adult-scribed responses are accepted. Use the evidence app for permitted capture and record exact words or selected items, adult support, feedback and a next step. Do not invent a past contribution.\nCold Call: Which two skills does your chosen job need?\nExpected answer: Two distinct, source-backed skills from the chosen job card, expressed in the learner’s own response mode.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nSource: National Careers Service Baker — https://nationalcareers.service.gov.uk/job-profiles/baker\nSource: National Careers Service Food factory worker — https://nationalcareers.service.gov.uk/job-profiles/food-factory-worker\nSource: National Careers Service Sales assistant — https://nationalcareers.service.gov.uk/job-profiles/sales-assistant\nSource: National Careers Service Graphic designer — https://nationalcareers.service.gov.uk/job-profiles/graphic-designer\nSource: National Careers Service Events manager — https://nationalcareers.service.gov.uk/job-profiles/events-manager\nSource: National Careers Service Bookkeeper — https://nationalcareers.service.gov.uk/job-profiles/bookkeeper\nSource: National Careers Service Charity fundraiser — https://nationalcareers.service.gov.uk/job-profiles/charity-fundraiser\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition_variants": [ { "edition": "public", "text": [ "YOU DO evidence capture", "Complete your own L8-E1 job profile.", "Name the job and two skills it needs.", "Show one of those skills in your own project work.", "I used __ when I __.", "SUPPORTED", "Use the cards and a scribe or voice note. Keep the example yours.", "I used __ when I __.", "STANDARD", "Link two job skills to one real piece of your work.", "My work shows __ because __.", "STRETCH", "Explain the link. Choose a step to improve that skill.", "Next I will __. This will help __." ] } ] }, { "key": "l8_9", "name": "Evidence check before hand-in", "slide_number": 9, "minutes": 2, "edition": "both", "pupil_text": "My name or ID and date.\n\nOne job and two different skills.\n\nOne of those skills linked to my own work.\n\nMy help, work reference and next step are clear.\n\nI can tell or show how my work fits.", "content": [ "My name or ID and date.\n\nOne job and two different skills.\n\nOne of those skills linked to my own work.\n\nMy help, work reference and next step are clear.\n\nI can tell or show how my work fits." ], "shape_text": { "pupil-body": "My name or ID and date.\n\nOne job and two different skills.\n\nOne of those skills linked to my own work.\n\nMy help, work reference and next step are clear.\n\nI can tell or show how my work fits.", "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "page-number": "09", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "stage-title": "Evidence check before hand-in" }, "adult_text": "Check each individual L8-E1 for the chosen job, two distinct source-backed skills, and a genuine action demonstrating one of them. Record any gap as a next practice need. A class card sort, copied model or blank profile is not personal evidence. Keep the spoken/pointed response traceable to the learner and date.", "ta_brief": "Check each individual L8-E1 for the chosen job, two distinct source-backed skills, and a genuine action demonstrating one of them. Record any gap as a next practice need. A class card sort, copied model or blank profile is not personal evidence. Keep the spoken/pointed response traceable to the learner and date.", "cold_call": { "q": "What did you personally do that shows one of those skills?", "a": "A genuine project action, its date or work reference, and how it shows one of the two named skills. Support can be recorded." }, "hidden": false, "routes": {}, "notes": "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: Evidence check before hand-in\nTiming: 2 minutes\nTA brief: Check each individual L8-E1 for the chosen job, two distinct source-backed skills, and a genuine action demonstrating one of them. Record any gap as a next practice need. A class card sort, copied model or blank profile is not personal evidence. Keep the spoken/pointed response traceable to the learner and date.\nCold Call: What did you personally do that shows one of those skills?\nExpected answer: A genuine project action, its date or work reference, and how it shows one of the two named skills. Support can be recorded.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition_variants": [ { "edition": "public", "text": [ "Evidence check before hand-in", "My name or ID and date.", "One job and two different skills.", "One of those skills linked to my own work.", "My help, work reference and next step are clear.", "I can tell or show how my work fits." ] } ] }, { "key": "l8_10", "name": "Exit ticket", "slide_number": 10, "minutes": 3, "edition": "both", "pupil_text": "Which job uses a skill you have used in this project?\n\nI used __ when I __.\n\nThis links to the job __.\n\nMy next practice step is __.", "content": [ "Which job uses a skill you have used in this project?\n\nI used __ when I __.\n\nThis links to the job __.\n\nMy next practice step is __." ], "shape_text": { "pupil-body": "Which job uses a skill you have used in this project?\n\nI used __ when I __.\n\nThis links to the job __.\n\nMy next practice step is __.", "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "page-number": "10", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "stage-title": "Exit ticket" }, "adult_text": "Take a brief spoken, pointed or written exit. Hear the learner’s chosen next practice step and record a change to the next task or sale role where appropriate. Keep a check of the link, rather than treating a career preference as a demonstrated skill.", "ta_brief": "Take a brief spoken, pointed or written exit. Hear the learner’s chosen next practice step and record a change to the next task or sale role where appropriate. Keep a check of the link, rather than treating a career preference as a demonstrated skill.", "cold_call": { "q": "What is a task, and what is a skill?", "a": "A task is a piece of work. A skill is something learned and used to do it." }, "hidden": false, "routes": {}, "notes": "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: Exit ticket\nTiming: 3 minutes\nTA brief: Take a brief spoken, pointed or written exit. Hear the learner’s chosen next practice step and record a change to the next task or sale role where appropriate. Keep a check of the link, rather than treating a career preference as a demonstrated skill.\nCold Call: What is a task, and what is a skill?\nExpected answer: A task is a piece of work. A skill is something learned and used to do it.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition_variants": [ { "edition": "public", "text": [ "Exit ticket", "Which job uses a skill you have used in this project?", "I used __ when I __.", "This links to the job __.", "My next practice step is __." ] } ] }, { "key": "l8_11", "name": "Key vocabulary mat (EAL)", "slide_number": 11, "minutes": 0, "edition": "both", "pupil_text": "job\nWork a person does.\ntask\nOne piece of work to do.\nskill\nSomething you learn how to do.\nproof\nWork that shows what you did.\nteam\nPeople who work together.\ndetail\nA small part that may need a check.\nprofile\nShort facts about one job.\nnext step\nOne thing you will try or learn.", "content": [ "job", "Work a person does.", "task", "One piece of work to do.", "skill", "Something you learn how to do.", "proof", "Work that shows what you did.", "team", "People who work together.", "detail", "A small part that may need a check.", "profile", "Short facts about one job.", "next step", "One thing you will try or learn." ], "shape_text": { "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "page-number": "11", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "stage-title": "Key vocabulary mat", "word-0": "job", "definition-0": "Work a person does.", "word-1": "task", "definition-1": "One piece of work to do.", "word-2": "skill", "definition-2": "Something you learn how to do.", "word-3": "proof", "definition-3": "Work that shows what you did.", "word-4": "team", "definition-4": "People who work together.", "word-5": "detail", "definition-5": "A small part that may need a check.", "word-6": "profile", "definition-6": "Short facts about one job.", "word-7": "next step", "definition-7": "One thing you will try or learn." }, "adult_text": "Keep the picture vocabulary mat available during retrieval, sorting and profile work. Read technical job names aloud. Show the object or record that illustrates each word. Reuse the same sentence frames.", "ta_brief": "Keep the picture vocabulary mat available during retrieval, sorting and profile work. Read technical job names aloud. Show the object or record that illustrates each word. Reuse the same sentence frames.", "cold_call": { "q": "Which two skills does your chosen job need?", "a": "Two distinct, source-backed skills from the chosen job card, expressed in the learner’s own response mode." }, "hidden": false, "routes": {}, "notes": "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: Key vocabulary mat (EAL)\nTiming: 0 minutes\nTA brief: Keep the picture vocabulary mat available during retrieval, sorting and profile work. Read technical job names aloud. Show the object or record that illustrates each word. Reuse the same sentence frames.\nCold Call: Which two skills does your chosen job need?\nExpected answer: Two distinct, source-backed skills from the chosen job card, expressed in the learner’s own response mode.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition_variants": [ { "edition": "public", "text": [ "Key vocabulary mat", "job", "Work a person does.", "task", "One piece of work to do.", "skill", "Something you learn how to do.", "proof", "Work that shows what you did.", "team", "People who work together.", "detail", "A small part that may need a check.", "profile", "Short facts about one job.", "next step", "One thing you will try or learn." ] } ] }, { "key": "l8_12", "name": "TA / staff brief", "slide_number": 12, "minutes": 0, "edition": "both", "pupil_text": "", "content": [], "shape_text": { "staff-main": "TA: read, rephrase or scribe their own words.\nRecord the actual project example and support.\nPfA employment: skills and a next practice step.\nGatsby Benchmark 4: curriculum learning to careers.\nLundy: Space, Voice, Audience, Influence.\nVF · WS · I · NS · E · R · Capture in the evidence app.", "cold-call-detail": "1. What is a task? What is a skill?\n\n2. Which two skills does your chosen job need?\n\n3. What did you do that shows one of those skills?", "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "page-number": "12", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "stage-title": "TA and staff brief" }, "adult_text": "Hidden staff reference. Gatsby Benchmark 4, Linking curriculum learning to careers, is addressed through connecting taught project tasks with job knowledge and transferable skills. PfA employment is the SoW link to recognising a personal work skill and choosing a next practice step. No employer encounter or award completion is claimed. Use the three Cold Call questions and expected answers, and the planner’s Communication offer and project-history line.", "ta_brief": "Hidden staff reference. Gatsby Benchmark 4, Linking curriculum learning to careers, is addressed through connecting taught project tasks with job knowledge and transferable skills. PfA employment is the SoW link to recognising a personal work skill and choosing a next practice step. No employer encounter or award completion is claimed. Use the three Cold Call questions and expected answers, and the planner’s Communication offer and project-history line.", "cold_call": { "q": "What did you personally do that shows one of those skills?", "a": "A genuine project action, its date or work reference, and how it shows one of the two named skills. Support can be recorded." }, "hidden": true, "routes": {}, "notes": "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: TA / staff brief\nTiming: 0 minutes\nTA brief: Hidden staff reference. Gatsby Benchmark 4, Linking curriculum learning to careers, is addressed through connecting taught project tasks with job knowledge and transferable skills. PfA employment is the SoW link to recognising a personal work skill and choosing a next practice step. No employer encounter or award completion is claimed. Use the three Cold Call questions and expected answers, and the planner’s Communication offer and project-history line.\nCold Call: What did you personally do that shows one of those skills?\nExpected answer: A genuine project action, its date or work reference, and how it shows one of the two named skills. Support can be recorded.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nSource: National Careers Service Baker — https://nationalcareers.service.gov.uk/job-profiles/baker\nSource: National Careers Service Food factory worker — https://nationalcareers.service.gov.uk/job-profiles/food-factory-worker\nSource: National Careers Service Sales assistant — https://nationalcareers.service.gov.uk/job-profiles/sales-assistant\nSource: National Careers Service Graphic designer — https://nationalcareers.service.gov.uk/job-profiles/graphic-designer\nSource: National Careers Service Events manager — https://nationalcareers.service.gov.uk/job-profiles/events-manager\nSource: National Careers Service Bookkeeper — https://nationalcareers.service.gov.uk/job-profiles/bookkeeper\nSource: National Careers Service Charity fundraiser — https://nationalcareers.service.gov.uk/job-profiles/charity-fundraiser\nSource: Gatsby Benchmark 4 — https://www.gatsbybenchmarks.org.uk/guide-to-gatsby-benchmark-4/\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "edition_variants": [ { "edition": "public", "text": [ "TA and staff brief", "TA: read, rephrase or scribe their own words.", "Record the actual project example and support.", "PfA employment: skills and a next practice step.", "Gatsby Benchmark 4: curriculum learning to careers.", "Lundy: Space, Voice, Audience, Influence.", "VF · WS · I · NS · E · R · Capture in the evidence app.", "1. What is a task? What is a skill?", "2. Which two skills does your chosen job need?", "3. What did you do that shows one of those skills?" ] } ] } ], "route_labels": [ "SUPPORTED", "STANDARD", "STRETCH" ], "routes": { "7": { "SUPPORTED": [ "Choose from two job cards. Point or tell your two skills.", "This job needs __ and __." ], "STANDARD": [ "Choose a job. Note two skills and one task.", "A person in this job __." ], "STRETCH": [ "Compare two jobs that share a skill. Give a reason.", "Both need __ because __." ] }, "8": { "SUPPORTED": [ "Use the cards and a scribe or voice note. Keep the example yours.", "I used __ when I __." ], "STANDARD": [ "Link two job skills to one real piece of your work.", "My work shows __ because __." ], "STRETCH": [ "Explain the link. Choose a step to improve that skill.", "Next I will __. This will help __." ] } }, "rendered_slide_text": [ { "edition": "public", "slides": [ [ "COMM-GROW-A2-W03 · Lesson 8", "Public edition", "Careers behind the project", "Which job uses a skill I have used?", "Jobs and skills from our sale for Zoe’s Place.", "Thursday 19 November 2026 · P5 12:50–13:30", "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "01" ], [ "COMM-GROW-A2-W03 · Lesson 8", "Public edition", "Arrival and regulation check", "Check how you feel.", "BLUE", "Low energy", "GREEN", "Ready", "AMBER", "Pause", "RED", "Adult help", "Reset: water, stretch, quiet seat or adult.", "I feel __. I can start with __.", "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "02" ], [ "COMM-GROW-A2-W03 · Lesson 8", "Public edition", "Retrieval", "What was your job at the bench or mock stall?", "Show one piece of your own project work.", "What did you do? What helped you do it?", "A task is a piece of work. A skill helps us do it.", "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "03" ], [ "COMM-GROW-A2-W03 · Lesson 8", "Public edition", "Today", "Match our sale tasks to jobs.", "I can name two skills for one job.", "I can show one skill I have used.", "I can say how my work shows it.", "L8-E1 · My job profile", "[AWARD] unit awards: [QUAL]; [QUAL].", "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "04" ], [ "COMM-GROW-A2-W03 · Lesson 8", "Public edition", "I DO", "Model job: sales assistant.", "Two skills: clear talk and maths.", "Model action: I checked the change at a mock stall.", "This shows maths. Use your own real work.", "I used __ when I __.", "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "05" ], [ "COMM-GROW-A2-W03 · Lesson 8", "Public edition", "WE DO", "Match a task to a job. Some tasks fit more than one job.", "Project task", "One job link", "Mix a cake", "Baker", "Check a batch", "Food worker", "Serve at the till", "Sales assistant", "Make a poster", "Graphic designer", "Plan the rota", "Events manager", "Check money notes", "Bookkeeper", "Which line shows a skill used?", "A I like cakes.", "B I checked the change.", "C I like this job.", "I choose __ because __.", "Choose B. It tells us what the person did. Find the real work too.", "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "06" ], [ "COMM-GROW-A2-W03 · Lesson 8", "Public edition", "YOU DO in your book", "Match task cards to job cards.", "Pick one job. Find two skills it needs.", "Plan your profile in your book.", "This job needs __ and __.", "SUPPORTED", "Choose from two job cards. Point or tell your two skills.", "This job needs __ and __.", "STANDARD", "Choose a job. Note two skills and one task.", "A person in this job __.", "STRETCH", "Compare two jobs that share a skill. Give a reason.", "Both need __ because __.", "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "07" ], [ "COMM-GROW-A2-W03 · Lesson 8", "Public edition", "YOU DO evidence capture", "Complete your own L8-E1 job profile.", "Name the job and two skills it needs.", "Show one of those skills in your own project work.", "I used __ when I __.", "SUPPORTED", "Use the cards and a scribe or voice note. Keep the example yours.", "I used __ when I __.", "STANDARD", "Link two job skills to one real piece of your work.", "My work shows __ because __.", "STRETCH", "Explain the link. Choose a step to improve that skill.", "Next I will __. This will help __.", "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "08" ], [ "COMM-GROW-A2-W03 · Lesson 8", "Public edition", "Evidence check before hand-in", "My name or ID and date.", "One job and two different skills.", "One of those skills linked to my own work.", "My help, work reference and next step are clear.", "I can tell or show how my work fits.", "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "09" ], [ "COMM-GROW-A2-W03 · Lesson 8", "Public edition", "Exit ticket", "Which job uses a skill you have used in this project?", "I used __ when I __.", "This links to the job __.", "My next practice step is __.", "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "10" ], [ "COMM-GROW-A2-W03 · Lesson 8", "Public edition", "Key vocabulary mat", "job", "Work a person does.", "task", "One piece of work to do.", "skill", "Something you learn how to do.", "proof", "Work that shows what you did.", "team", "People who work together.", "detail", "A small part that may need a check.", "profile", "Short facts about one job.", "next step", "One thing you will try or learn.", "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "11" ], [ "COMM-GROW-A2-W03 · Lesson 8", "Public edition", "TA and staff brief", "TA: read, rephrase or scribe their own words.", "Record the actual project example and support.", "PfA employment: skills and a next practice step.", "Gatsby Benchmark 4: curriculum learning to careers.", "Lundy: Space, Voice, Audience, Influence.", "VF · WS · I · NS · E · R · Capture in the evidence app.", "1. What is a task? What is a skill?", "2. Which two skills does your chosen job need?", "3. What did you do that shows one of those skills?", "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "12" ] ] } ], "edition_text": [ { "key": "platform", "edition": "public", "text": "the evidence app" }, { "key": "edition_label", "edition": "public", "text": "Public edition" }, { "key": "accreditation", "edition": "public", "text": "Project learning link: [QUAL]; [AWARD] unit awards: [QUAL]; [QUAL]." }, { "key": "award_titles", "edition": "public", "text": "[AWARD] unit awards: [QUAL]; [QUAL]." } ], "default_edition": "public", "sale_event": "Thursday 3 December 2026, 13:30–14:10", "teaching_datetime": { "date": "2026-11-19", "start": "12:50", "end": "13:30", "timezone": "Europe/London", "edition": "both" }, "calendar": [ { "period": "L8", "date": "2026-11-19", "start": "12:50", "end": "13:30", "minutes": 40 } ], "jobs": [ { "id": "baker", "title": "Baker", "brief_role": "baker/chef", "task": "Make bread and cakes. Weigh, mix and finish food.", "skills": [ "Using hands", "Careful checks" ], "project_task": "Weigh and mix a small cake batch.", "project_link": "Mix a cake", "cue": "baker", "source": "https://nationalcareers.service.gov.uk/job-profiles/baker", "source_sections": [ "Skills and knowledge", "Day-to-day tasks" ], "alt": "Flat drawing of a mixing bowl, whisk and a baked loaf." }, { "id": "food-factory-worker", "title": "Food factory worker", "brief_role": "food production", "task": "Use tools and machines to make food. Check each batch.", "skills": [ "Teamwork", "Careful checks" ], "project_task": "Check the size and finish of each piece.", "project_link": "Check a batch", "cue": "food-worker", "source": "https://nationalcareers.service.gov.uk/job-profiles/food-factory-worker", "source_sections": [ "Skills and knowledge", "Day-to-day tasks" ], "alt": "Flat drawing of a factory line with three food packs and a check mark." }, { "id": "sales-assistant", "title": "Sales assistant", "brief_role": "retail assistant", "task": "Serve people at the till. Help with their questions.", "skills": [ "Clear talk", "Maths" ], "project_task": "Greet staff and check their order.", "project_link": "Serve at the till", "cue": "sales", "source": "https://nationalcareers.service.gov.uk/job-profiles/sales-assistant", "source_sections": [ "Skills and knowledge", "Day-to-day tasks" ], "alt": "Flat drawing of a shop till, coin and shopping bag." }, { "id": "graphic-designer", "title": "Graphic designer", "brief_role": "marketing designer", "task": "Make print and screen designs with words and pictures.", "skills": [ "Design", "Careful checks" ], "project_task": "Set out words and pictures for a poster.", "project_link": "Make a poster", "cue": "designer", "source": "https://nationalcareers.service.gov.uk/job-profiles/graphic-designer", "source_sections": [ "Skills and knowledge", "Day-to-day tasks" ], "alt": "Flat drawing of a poster layout, coloured shapes and a pencil." }, { "id": "events-manager", "title": "Events manager", "brief_role": "event organiser", "task": "Plan and run events. Agree the time, costs and kit.", "skills": [ "Teamwork", "Clear talk" ], "project_task": "Agree jobs and the time to set up.", "project_link": "Plan the rota", "cue": "events", "source": "https://nationalcareers.service.gov.uk/job-profiles/events-manager", "source_sections": [ "Skills and knowledge", "Day-to-day tasks" ], "alt": "Flat drawing of a calendar, clock and event checklist." }, { "id": "bookkeeper", "title": "Bookkeeper", "brief_role": "accountant/bookkeeper", "task": "Keep money records. Check money in and money out.", "skills": [ "Maths", "Careful checks" ], "project_task": "Check the costs and sales record.", "project_link": "Check money notes", "cue": "bookkeeper", "source": "https://nationalcareers.service.gov.uk/job-profiles/bookkeeper", "source_sections": [ "Skills and knowledge", "Day-to-day tasks" ], "alt": "Flat drawing of a calculator beside a money record book." }, { "id": "charity-fundraiser", "title": "Charity fundraiser", "brief_role": "fundraiser/charity worker", "task": "Plan ways to raise money. Ask people to support a charity.", "skills": [ "Teamwork", "Customer care" ], "project_task": "Explain our sale and ask for support.", "project_link": "Ask for support", "cue": "fundraiser", "source": "https://nationalcareers.service.gov.uk/job-profiles/charity-fundraiser", "source_sections": [ "Skills and knowledge", "Day-to-day tasks" ], "alt": "Flat drawing of a charity collection box, a heart and two supporting hands." } ], "cfu": { "retrieval": true, "hinge": true, "evidence_check": true, "exit": true }, "cold_call": { "questions": [ { "q": "What is a task, and what is a skill?", "a": "A task is a piece of work. A skill is something learned and used to do it." }, { "q": "Which two skills does your chosen job need?", "a": "Two distinct, source-backed skills from the chosen job card, expressed in the learner’s own response mode." }, { "q": "What did you personally do that shows one of those skills?", "a": "A genuine project action, its date or work reference, and how it shows one of the two named skills. Support can be recorded." } ], "F": "What is a task, and what is a skill?", "M": "Which two skills does your chosen job need?", "H": "What did you personally do that shows one of those skills?", "edition": "both" }, "lundy": { "Space": "Private colour check, quiet pair, pointing, drawing, speech or adult scribe.", "Voice": "The learner chooses a job and their own genuine project example.", "Audience": "The project teacher hears each link and responds; the Communication teacher may select relevant evidence.", "Influence": "Record a requested practice step or support, and how the next task or sale role changes.", "edition": "both" }, "codes_line": "VF · WS · I · NS · E · R", "regulation_line": "BLUE low energy · GREEN ready · AMBER pause · RED adult help", "criteria": [ { "edition": "public", "learning_link": "[QUAL]", "awarding_body": "[AWARD]", "unit_award_titles": [ "[QUAL]", "[QUAL]" ] } ], "evidence": [ { "id": "L8-E1", "description": "Short individual job profile with two relevant job skills and one genuine project example showing one of them, linked to actual dated work or observation.", "edition": "both", "edition_variants": [ { "edition": "public", "accreditation": "Project learning link: [QUAL]; [AWARD] unit awards: [QUAL]; [QUAL]." } ] } ], "assessment": { "task_job_choices": 1, "distinct_job_skills": 2, "genuine_project_skill_examples": 1, "evidence_review": "Retain the individual response, date, actual work/observation reference, support, feedback and next step.", "support_boundary": "Read job facts, rephrase or scribe exact words. The learner chooses the job and supplies their own genuine project action. Do not invent or supply personal evidence.", "award_completion_claimed": false, "edition": "both" }, "planning_entry": { "objective": "Name two skills for one job and link one to genuine project work.", "minutes": 40, "calendar_date": "2026-11-19", "sale": "{{sale_event}}", "change_from_sow_and_why": "The Aut2 W3 careers row is taught on Thursday 19 November 2026 in P5, 12:50–13:30, under the new Thursday timetable in calendar W11. The order specifies two job skills and one already used in the project. Seven National Careers Service profiles represent the seven occupational groups in the SoW.", "communication_portfolio_offer": "Speaking: name a job, explain two skills and describe a genuine project action. Listening: hear a partner’s match and ask or answer a short question. Writing: make a short job profile and a next-step statement. Presenting: share the job-to-skill-to-project link with a trusted adult or the group. The Communication teacher selects evidence and maps it against her own booklet.", "edition": "both" }, "book_header": { "code": "COMM-GROW-A2-W03", "date": "19 November 2026", "title": "Careers behind the project", "evidence": "L8-E1 · My job profile", "edition": "both", "edition_variants": [ { "edition": "public", "accreditation": "Project learning link: [QUAL]; [AWARD] unit awards: [QUAL]; [QUAL]." } ] }, "sow_row": { "task": "Match project tasks to jobs: baker/chef, food production, retail assistant, marketing designer, event organiser, accountant/bookkeeper, fundraiser/charity worker. Students choose one role and identify skills it needs.", "evidence": "Career matching task; short job profile; link between personal project role and work skill.", "skills": "[QUAL]; PfA employment.", "adaptations": "Picture/job cards; reduced text; verbal profile accepted; link to roles students have already tried.", "exit": "Which job uses a skill you have used in this project?", "edition": "both" }, "worked_example": { "task": "Sales assistant: separate the task from the two job skills, then link maths to a model checked-change action.", "model": "Sales assistant; clear talk and maths. Model project action: checking change at a mock stall. This is an author-created example, not a learner outcome.", "ownership": "The learner supplies a genuine action from their own project work, with a date or work reference." }, "hinge": { "q": "Which line shows a skill used?", "question": "Which line shows a skill used?", "options": [ "A I like cakes.", "B I checked the change.", "C I like this job." ], "answer": "B", "correct": "B", "reason": "B names an action. A and C name preferences. Check the actual work as well.", "wrong_answers": { "A": "Confuses liking a product with using a skill.", "C": "Confuses career interest with evidence of a skill used." }, "response": "Show a concrete project record, name the action and then the skill." }, "misconceptions": [ "A task is a piece of work; a skill helps a person do it.", "A skill may be used in more than one job.", "Liking a job does not show that a skill has been used.", "A group match or teacher model is not individual project evidence.", "Using a skill with recorded support can be genuine; it does not imply professional competence." ], "tiers": { "SUPPORTED": "Choose from two job cards, read or hear the facts, and point, tell or dictate.", "STANDARD": "Choose one job and two skills; link one to personal project work.", "STRETCH": "Compare shared skills across jobs and explain a next practice step." }, "adaptations": { "sow_verbatim": "Picture/job cards; reduced text; verbal profile accepted; link to roles students have already tried.", "delivery": [ "Seven picture job cards, with two initially offered where useful", "Short task cards and a plain skill mat", "Verbal, pointed, drawn or adult-scribed profile", "Actual project work as the prompt", "Quiet pair, seated work and short pause" ] }, "eal": { "vocabulary": [ { "word": "job", "term": "job", "definition": "Work a person does.", "cue": "hand", "asset": "../assets/hand.svg", "alt": "Flat hand cue for job.", "tier": "Tier 2", "edition": "both" }, { "word": "task", "term": "task", "definition": "One piece of work to do.", "cue": "clipboard-check", "asset": "../assets/clipboard-check.svg", "alt": "Flat clipboard check cue for task.", "tier": "Tier 2", "edition": "both" }, { "word": "skill", "term": "skill", "definition": "Something you learn how to do.", "cue": "target", "asset": "../assets/target.svg", "alt": "Flat target cue for skill.", "tier": "Tier 2", "edition": "both" }, { "word": "proof", "term": "proof", "definition": "Work that shows what you did.", "cue": "file-check", "asset": "../assets/file-check.svg", "alt": "Flat file check cue for proof.", "tier": "Tier 2", "edition": "both" }, { "word": "team", "term": "team", "definition": "People who work together.", "cue": "hand", "asset": "../assets/hand.svg", "alt": "Flat hand cue for team.", "tier": "Tier 2", "edition": "both" }, { "word": "detail", "term": "detail", "definition": "A small part that may need a check.", "cue": "list-checks", "asset": "../assets/list-checks.svg", "alt": "Flat list checks cue for detail.", "tier": "Tier 2", "edition": "both" }, { "word": "profile", "term": "profile", "definition": "Short facts about one job.", "cue": "tag", "asset": "../assets/tag.svg", "alt": "Flat tag cue for profile.", "tier": "Tier 2", "edition": "both" }, { "word": "next step", "term": "next step", "definition": "One thing you will try or learn.", "cue": "target", "asset": "../assets/target.svg", "alt": "Flat target cue for next step.", "tier": "Tier 2", "edition": "both" } ], "sentence_frames": [ "This job needs __ and __.", "I used __ when I __.", "My work shows __ because __.", "Next I will __." ], "edition": "both" }, "ta_focus": { "ownership": "Read factual job information, rephrase or scribe exact words. Do not invent or supply the learner’s own project example.", "regulation": "Offer a private check-in, quiet partner and choice of response mode.", "edition": "both" }, "prompt_ladder": [ "Read the instruction.", "Rephrase without giving a personal example.", "Point to the relevant job card or real work.", "Offer a response mode.", "Scribe exact words and read back." ], "interactions": [ "Task-to-job card sort", "Hinge with reason", "Individual job profile and exit" ], "diagrams": [ { "stage": 6, "type": "native editable task-to-job table", "edition": "both" } ], "practical": { "type": "Desk-based card sort and careers reflection", "resources": [ "Actual project records and L7-E1", "Seven picture job cards", "Task cards and skill mat", "Vocabulary mat", "Books and individual L8-E1", "Permitted adult capture device" ], "edition": "both" }, "facts": [ { "claim": "Baker task and two skills, simplified from the NCS profile", "source": "https://nationalcareers.service.gov.uk/job-profiles/baker", "edition": "both" }, { "claim": "Food factory worker task and two skills, simplified from the NCS profile", "source": "https://nationalcareers.service.gov.uk/job-profiles/food-factory-worker", "edition": "both" }, { "claim": "Sales assistant task and two skills, simplified from the NCS profile", "source": "https://nationalcareers.service.gov.uk/job-profiles/sales-assistant", "edition": "both" }, { "claim": "Graphic designer task and two skills, simplified from the NCS profile", "source": "https://nationalcareers.service.gov.uk/job-profiles/graphic-designer", "edition": "both" }, { "claim": "Events manager task and two skills, simplified from the NCS profile", "source": "https://nationalcareers.service.gov.uk/job-profiles/events-manager", "edition": "both" }, { "claim": "Bookkeeper task and two skills, simplified from the NCS profile", "source": "https://nationalcareers.service.gov.uk/job-profiles/bookkeeper", "edition": "both" }, { "claim": "Charity fundraiser task and two skills, simplified from the NCS profile", "source": "https://nationalcareers.service.gov.uk/job-profiles/charity-fundraiser", "edition": "both" } ], "gatsby": "Gatsby Benchmark 4: Linking curriculum learning to careers. Project tasks are linked to job knowledge and transferable skills.", "qr_poster_id": "", "job2_row": "Aut2 W3 careers behind the project", "catch_up_record_note": { "text": "Lessons 1–2 were mapped by cover to a unit the learners are not registered on; their evidence is retained as project history.", "edition": "both" }, "public_edition_rule": { "charity": "Name Zoe’s Place and use our local hospice for place. No town, street or postcode in public/shared content.", "qualifications": "Use [AWARD]/[QUAL] for accreditation labels.", "platform": "the evidence app", "edition": "public" }, "source_schema": { "basis": "Accepted Segment E issue-1 LESSON_SOURCE.json; fixed twelve-stage routine from accepted Segment D issue-2", "core": "Retains JOB16 core field names/types and explicit GCS edition, evidence, route and rendering records.", "schema_version": "JOB16-core+GCS-1/1", "landing_status": "Content authoring only. Code chassis ingestion not tested. No HTML.", "revision": "Segment F issue-1", "edition": "both" }, "rendering": { "dimensions_emu": [ 12192000, 6858000 ], "font_family": "Segoe UI", "font_embedding": false, "font_note": "Assigned as in accepted template; licensed embedding files unavailable. Local previews use available substitutes.", "binding_policy": "sale_event is the single editable sale arrangement. Edition strings resolve through edition_text.", "edition": "both" }, "future_scope": "Continue G, H, I and J in order after Downloaded for each preceding bundle.", "continuation": [ { "segment": "G", "lesson": 9, "date": "2026-11-26" }, { "segment": "H", "lesson": 10, "dates": [ "2026-12-03", "2026-12-03" ], "periods": 2, "slides": 24 }, { "segment": "I", "lesson": 11, "date": "2026-12-10" }, { "segment": "J", "lesson": 12, "date": "2026-12-17" } ], "source_provenance": [ { "path": "03_ORDER_GCS-1.md", "revision": "2026-10-21 supplied source; current owner continuation rules override accreditation/place wording", "sha256": "52323c74b415b66f622c2e8bb9a4566fe7c17cdde6f066fb5574ba4ae3de348b" }, { "path": "04_ORDER_GCS-1_A1_and_GCS-2.md", "revision": "2026-10-21 supplied source; current owner continuation rules override accreditation/place wording", "sha256": "11122fa61544c70f519e4ce0d0ab17016865e742baeb9e88bbd3033aad728032" }, { "path": "06_SOW_EXTRACT_Cake_Sale.md", "revision": "2026-10-21 supplied source; current owner continuation rules override accreditation/place wording", "sha256": "22b657deb980f99a6b5129d699c3621953039266ff4ed3075ec61031d6bf9684" }, { "path": "GCS-2_SEGMENT_E.zip", "revision": "accepted issue-1", "sha256": "174879bfb9e6c2723c9e031e23eba068763cac0a85981133c18d292b0bd333bd" }, { "path": "GCS-2_SEGMENT_D_issue2.zip", "revision": "accepted issue-2 native slide template", "sha256": "b3896b859a1686e451422e76c6f9189218835c610661d6be485de868f3f01af9" }, { "path": "current_chat/owner_continuation_ruling", "revision": "23 October 2026", "note": "F–J ordered; corrected accreditation, Communication offer, project history, public-place rule, edition shape and dates." } ], "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "retrieval": [ { "question": "What was your job at the bench or mock stall?", "answer": "Use the learner’s actual project records or observed action, without supplying a personal contribution.", "edition": "both" }, { "question": "What did you do? What helped you do it?", "answer": "Name a genuine personal task and a skill used in that task.", "edition": "both" } ], "afl_details": { "retrieval": "Recall actual work and distinguish task from skill.", "hinge": "Action versus preference, with model response and expected wrong answers.", "evidence_check": "One job, two distinct relevant skills and one genuine project example showing one of them.", "exit": "Which job uses a skill you have used in this project?", "edition": "both" }, "interaction_details": { "book_first": "Card sort and book notes before the individual profile.", "personal_link": "Choose a job, identify two skills, and explain a genuine project action showing one of them.", "edition": "both" }, "catch_up_record": { "text": "Lessons 1–2 were mapped by cover to a unit the learners are not registered on; their evidence is retained as project history.", "edition": "both", "current_coverage": "Aut2 W3 careers behind the project, taught on the ordered date in calendar W11. Record actual attendance and genuine personal project work." }, "public_edition_rules": { "charity": "Name Zoe’s Place and use our local hospice for place. No town, street or postcode in public/shared content.", "qualifications": "Use [AWARD]/[QUAL] for accreditation labels.", "platform": "the evidence app", "edition": "public" }, "delivery_contract": { "artifact_scope": "Content authoring only; Code lands the chassis. No HTML or repository write.", "lesson": "L8", "periods": 1, "slides_per_edition": 12, "edition": "both", "html": false, "slides_per_period": 12, "total_slides": 12, "hidden_slides": [ 12 ], "bindings": [ "{{sale_event}} resolves from sale_event", "the evidence app, Public edition, Project learning link: [QUAL]; [AWARD] unit awards: [QUAL]; [QUAL]., [AWARD] unit awards: [QUAL]; [QUAL]. resolve from edition_text" ], "feedback_codes": [ "VF", "WS", "I", "NS", "E", "R" ], "font": "Segoe UI assigned; no embedding claim" }, "provenance": { "source_refs": [ { "path": "03_ORDER_GCS-1.md", "revision": "2026-10-21 supplied source; current owner continuation rules override accreditation/place wording", "sha256": "52323c74b415b66f622c2e8bb9a4566fe7c17cdde6f066fb5574ba4ae3de348b" }, { "path": "04_ORDER_GCS-1_A1_and_GCS-2.md", "revision": "2026-10-21 supplied source; current owner continuation rules override accreditation/place wording", "sha256": "11122fa61544c70f519e4ce0d0ab17016865e742baeb9e88bbd3033aad728032" }, { "path": "06_SOW_EXTRACT_Cake_Sale.md", "revision": "2026-10-21 supplied source; current owner continuation rules override accreditation/place wording", "sha256": "22b657deb980f99a6b5129d699c3621953039266ff4ed3075ec61031d6bf9684" }, { "path": "GCS-2_SEGMENT_E.zip", "revision": "accepted issue-1", "sha256": "174879bfb9e6c2723c9e031e23eba068763cac0a85981133c18d292b0bd333bd" }, { "path": "GCS-2_SEGMENT_D_issue2.zip", "revision": "accepted issue-2 native slide template", "sha256": "b3896b859a1686e451422e76c6f9189218835c610661d6be485de868f3f01af9" }, { "path": "current_chat/owner_continuation_ruling", "revision": "23 October 2026", "note": "F–J ordered; corrected accreditation, Communication offer, project history, public-place rule, edition shape and dates." } ], "template": "GCS-2_SEGMENT_D_issue2/Lesson_06_A2_W1", "revision": "Segment F issue-1; accepted D geometry and E metadata pattern", "edition": "both" }, "reading_measurement": { "policy": "Native semantic pupil paragraphs and table-body prompts per slide, printed page and route. Excludes titles, route/column headings, blank response lines, name/date fields, evidence and accreditation labels, legal credit, staff-only directions and calendar metadata. Logical paragraph and explicit line breaks are retained; visual wrapping does not add sentences. English word tokens exclude numbers. FK grade = 0.39 words/fragments + 11.8 syllables/words − 15.59; screening age = FK grade + 5. This is a heuristic screen, not a learner assessment. Technical terms are pre-taught and read aloud.", "maximum_scope": "DOCX_PDF/both/Job_Cards/02", "maximum": { "words": 83, "sentences": 21, "syllables": 114, "fk_grade": 2.158657487091222, "reading_age": 7.158657487091222, "exact_grade_fraction": "62709/29050", "exact_age_fraction": "207959/29050" }, "scope_count": 41, "edition": "both" }, "rendered_shape_text": [ { "edition": "public", "slides": [ { "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "stage-title": "Careers behind the project", "big-question": "Which job uses a skill I have used?", "purpose": "Jobs and skills from our sale for Zoe’s Place.", "date": "Thursday 19 November 2026 · P5 12:50–13:30", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "page-number": "01" }, { "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "stage-title": "Arrival and regulation check", "check-prompt": "Check how you feel.", "colour-BLUE": "", "label-BLUE": "BLUE", "meaning-BLUE": "Low energy", "colour-GREEN": "", "label-GREEN": "GREEN", "meaning-GREEN": "Ready", "colour-AMBER": "", "label-AMBER": "AMBER", "meaning-AMBER": "Pause", "colour-RED": "", "label-RED": "RED", "meaning-RED": "Adult help", "reset": "Reset: water, stretch, quiet seat or adult.\n\nI feel __. I can start with __.", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "page-number": "02" }, { "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "stage-title": "Retrieval", "pupil-body": "What was your job at the bench or mock stall?\n\nShow one piece of your own project work.\n\nWhat did you do? What helped you do it?\n\nA task is a piece of work. A skill helps us do it.", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "page-number": "03" }, { "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "stage-title": "Today", "pupil-body": "Match our sale tasks to jobs.\n\nI can name two skills for one job.\n\nI can show one skill I have used.\n\nI can say how my work shows it.\n\nL8-E1 · My job profile\n\n[AWARD] unit awards: [QUAL]; [QUAL].", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "page-number": "04" }, { "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "stage-title": "I DO", "pupil-body": "Model job: sales assistant.\n\nTwo skills: clear talk and maths.\n\nModel action: I checked the change at a mock stall.\n\nThis shows maths. Use your own real work.\n\nI used __ when I __.", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "page-number": "05" }, { "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "stage-title": "WE DO", "practice-label": "Match a task to a job. Some tasks fit more than one job.", "hinge": "Which line shows a skill used?\n\nA I like cakes.\nB I checked the change.\nC I like this job.\n\nI choose __ because __.", "model-assumption": "Choose B. It tells us what the person did. Find the real work too.", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "page-number": "06" }, { "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "stage-title": "YOU DO in your book", "task-main": "Match task cards to job cards.\nPick one job. Find two skills it needs.\nPlan your profile in your book.\nThis job needs __ and __.", "route-SUPPORTED": "SUPPORTED", "route-rule-SUPPORTED": "", "route-body-SUPPORTED": "Choose from two job cards. Point or tell your two skills.\n\nThis job needs __ and __.", "route-STANDARD": "STANDARD", "route-rule-STANDARD": "", "route-body-STANDARD": "Choose a job. Note two skills and one task.\n\nA person in this job __.", "route-STRETCH": "STRETCH", "route-rule-STRETCH": "", "route-body-STRETCH": "Compare two jobs that share a skill. Give a reason.\n\nBoth need __ because __.", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "page-number": "07" }, { "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "stage-title": "YOU DO evidence capture", "task-main": "Complete your own L8-E1 job profile.\nName the job and two skills it needs.\nShow one of those skills in your own project work.\nI used __ when I __.", "route-SUPPORTED": "SUPPORTED", "route-rule-SUPPORTED": "", "route-body-SUPPORTED": "Use the cards and a scribe or voice note. Keep the example yours.\n\nI used __ when I __.", "route-STANDARD": "STANDARD", "route-rule-STANDARD": "", "route-body-STANDARD": "Link two job skills to one real piece of your work.\n\nMy work shows __ because __.", "route-STRETCH": "STRETCH", "route-rule-STRETCH": "", "route-body-STRETCH": "Explain the link. Choose a step to improve that skill.\n\nNext I will __. This will help __.", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "page-number": "08" }, { "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "stage-title": "Evidence check before hand-in", "pupil-body": "My name or ID and date.\n\nOne job and two different skills.\n\nOne of those skills linked to my own work.\n\nMy help, work reference and next step are clear.\n\nI can tell or show how my work fits.", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "page-number": "09" }, { "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "stage-title": "Exit ticket", "pupil-body": "Which job uses a skill you have used in this project?\n\nI used __ when I __.\n\nThis links to the job __.\n\nMy next practice step is __.", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "page-number": "10" }, { "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "stage-title": "Key vocabulary mat", "word-0": "job", "definition-0": "Work a person does.", "word-1": "task", "definition-1": "One piece of work to do.", "word-2": "skill", "definition-2": "Something you learn how to do.", "word-3": "proof", "definition-3": "Work that shows what you did.", "word-4": "team", "definition-4": "People who work together.", "word-5": "detail", "definition-5": "A small part that may need a check.", "word-6": "profile", "definition-6": "Short facts about one job.", "word-7": "next step", "definition-7": "One thing you will try or learn.", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "page-number": "11" }, { "lesson-code": "COMM-GROW-A2-W03 · Lesson 8", "label": "Public edition", "stage-title": "TA and staff brief", "staff-main": "TA: read, rephrase or scribe their own words.\nRecord the actual project example and support.\nPfA employment: skills and a next practice step.\nGatsby Benchmark 4: curriculum learning to careers.\nLundy: Space, Voice, Audience, Influence.\nVF · WS · I · NS · E · R · Capture in the evidence app.", "cold-call-detail": "1. What is a task? What is a skill?\n\n2. Which two skills does your chosen job need?\n\n3. What did you do that shows one of those skills?", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "page-number": "12" } ] } ], "rendered_slide_notes": [ { "edition": "public", "notes": [ "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: Title + big question\nTiming: 0 minutes\nTA brief: Open Lesson 8 on the ordered date. Bring actual project records, especially L7-E1, a checked pack/label sample, costing or tally work, and any completed project publicity. The lesson is a desk-based careers activity. No cooking, food handling or real payment is needed.\nCold Call: What is a task, and what is a skill?\nExpected answer: A task is a piece of work. A skill is something learned and used to do it.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: Arrival & regulation check\nTiming: 3 minutes\nTA brief: Take a private colour check. Offer a quiet partner, a seated sorting space and a short movement pause within task time. The adult handles any capture device. No learner phone or public performance is required.\nCold Call: Which two skills does your chosen job need?\nExpected answer: Two distinct, source-backed skills from the chosen job card, expressed in the learner’s own response mode.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: Retrieval\nTiming: 4 minutes\nTA brief: Use actual earlier work. Pre-teach job, task, skill and proof with the picture vocabulary mat. Ask for a concrete action before naming a skill. A preferred role or enjoyment alone is not an example of a skill used. Where a learner has missed previous work, use a genuine earlier project action if available; leave the evidence link pending if no example can yet be found.\nCold Call: What did you personally do that shows one of those skills?\nExpected answer: A genuine project action, its date or work reference, and how it shows one of the two named skills. Support can be recorded.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: Today: objective + \"I can\" statements with evidence links\nTiming: 2 minutes\nTA brief: The evidence link is Project learning link: [QUAL]; [AWARD] unit awards: [QUAL]; [QUAL].. Learners choose one job, identify two distinct skills for it, and link one of those skills to an action they have actually taken in this project. A spoken, pointed or scribed profile is valid when the individual response and support are recorded. No award completion is claimed.\nCold Call: What is a task, and what is a skill?\nExpected answer: A task is a piece of work. A skill is something learned and used to do it.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: I DO\nTiming: 5 minutes\nTA brief: Use the National Careers Service sales-assistant profile to model the distinction between a task and a skill. The action on the slide is an author-created model, not a claim about any learner. Point to a model money record and explain how a checked sum can show maths. Do not supply the learner’s personal example. Model source-backed facts briefly, without careers salary or entry-route information.\nCold Call: Which two skills does your chosen job need?\nExpected answer: Two distinct, source-backed skills from the chosen job card, expressed in the learner’s own response mode.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nSource: National Careers Service Baker — https://nationalcareers.service.gov.uk/job-profiles/baker\nSource: National Careers Service Food factory worker — https://nationalcareers.service.gov.uk/job-profiles/food-factory-worker\nSource: National Careers Service Sales assistant — https://nationalcareers.service.gov.uk/job-profiles/sales-assistant\nSource: National Careers Service Graphic designer — https://nationalcareers.service.gov.uk/job-profiles/graphic-designer\nSource: National Careers Service Events manager — https://nationalcareers.service.gov.uk/job-profiles/events-manager\nSource: National Careers Service Bookkeeper — https://nationalcareers.service.gov.uk/job-profiles/bookkeeper\nSource: National Careers Service Charity fundraiser — https://nationalcareers.service.gov.uk/job-profiles/charity-fundraiser\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: WE DO\nTiming: 6 minutes\nTA brief: Sort project task cards against all seven picture job cards. The native table shows six possible matches; model the seventh with explaining the sale and asking for support, linked to charity fundraising. These are curriculum links, not a claim of professional competence. Accept another plausible match when the learner can justify it using the checked job facts. Hinge B describes an action; A and C state preferences. A spoken statement still needs the learner’s genuine project record or observation. Re-model if a learner confuses liking a job with using a skill.\nCold Call: What did you personally do that shows one of those skills?\nExpected answer: A genuine project action, its date or work reference, and how it shows one of the two named skills. Support can be recorded.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nSource: National Careers Service Baker — https://nationalcareers.service.gov.uk/job-profiles/baker\nSource: National Careers Service Food factory worker — https://nationalcareers.service.gov.uk/job-profiles/food-factory-worker\nSource: National Careers Service Sales assistant — https://nationalcareers.service.gov.uk/job-profiles/sales-assistant\nSource: National Careers Service Graphic designer — https://nationalcareers.service.gov.uk/job-profiles/graphic-designer\nSource: National Careers Service Events manager — https://nationalcareers.service.gov.uk/job-profiles/events-manager\nSource: National Careers Service Bookkeeper — https://nationalcareers.service.gov.uk/job-profiles/bookkeeper\nSource: National Careers Service Charity fundraiser — https://nationalcareers.service.gov.uk/job-profiles/charity-fundraiser\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: YOU DO — in your book\nTiming: 7 minutes\nTA brief: Allow a short card sort followed by book-first notes. Learners may sort with a partner but keep their chosen job and response individual. Supported route: offer two job cards initially, then read their facts aloud. The learner selects and gives their own project link. A skill can be used in several jobs.\nCold Call: What is a task, and what is a skill?\nExpected answer: A task is a piece of work. A skill is something learned and used to do it.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nSource: National Careers Service Baker — https://nationalcareers.service.gov.uk/job-profiles/baker\nSource: National Careers Service Food factory worker — https://nationalcareers.service.gov.uk/job-profiles/food-factory-worker\nSource: National Careers Service Sales assistant — https://nationalcareers.service.gov.uk/job-profiles/sales-assistant\nSource: National Careers Service Graphic designer — https://nationalcareers.service.gov.uk/job-profiles/graphic-designer\nSource: National Careers Service Events manager — https://nationalcareers.service.gov.uk/job-profiles/events-manager\nSource: National Careers Service Bookkeeper — https://nationalcareers.service.gov.uk/job-profiles/bookkeeper\nSource: National Careers Service Charity fundraiser — https://nationalcareers.service.gov.uk/job-profiles/charity-fundraiser\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: YOU DO — evidence capture\nTiming: 8 minutes\nTA brief: Complete the one-page individual profile. Retain the job-card reference, two distinct relevant skills, and one genuine project example linked to one of those two skills. Identify the actual work or observation and date. Written, spoken, pointed or adult-scribed responses are accepted. Use the evidence app for permitted capture and record exact words or selected items, adult support, feedback and a next step. Do not invent a past contribution.\nCold Call: Which two skills does your chosen job need?\nExpected answer: Two distinct, source-backed skills from the chosen job card, expressed in the learner’s own response mode.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nSource: National Careers Service Baker — https://nationalcareers.service.gov.uk/job-profiles/baker\nSource: National Careers Service Food factory worker — https://nationalcareers.service.gov.uk/job-profiles/food-factory-worker\nSource: National Careers Service Sales assistant — https://nationalcareers.service.gov.uk/job-profiles/sales-assistant\nSource: National Careers Service Graphic designer — https://nationalcareers.service.gov.uk/job-profiles/graphic-designer\nSource: National Careers Service Events manager — https://nationalcareers.service.gov.uk/job-profiles/events-manager\nSource: National Careers Service Bookkeeper — https://nationalcareers.service.gov.uk/job-profiles/bookkeeper\nSource: National Careers Service Charity fundraiser — https://nationalcareers.service.gov.uk/job-profiles/charity-fundraiser\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: Evidence check before hand-in\nTiming: 2 minutes\nTA brief: Check each individual L8-E1 for the chosen job, two distinct source-backed skills, and a genuine action demonstrating one of them. Record any gap as a next practice need. A class card sort, copied model or blank profile is not personal evidence. Keep the spoken/pointed response traceable to the learner and date.\nCold Call: What did you personally do that shows one of those skills?\nExpected answer: A genuine project action, its date or work reference, and how it shows one of the two named skills. Support can be recorded.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: Exit ticket\nTiming: 3 minutes\nTA brief: Take a brief spoken, pointed or written exit. Hear the learner’s chosen next practice step and record a change to the next task or sale role where appropriate. Keep a check of the link, rather than treating a career preference as a demonstrated skill.\nCold Call: What is a task, and what is a skill?\nExpected answer: A task is a piece of work. A skill is something learned and used to do it.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: Key vocabulary mat (EAL)\nTiming: 0 minutes\nTA brief: Keep the picture vocabulary mat available during retrieval, sorting and profile work. Read technical job names aloud. Show the object or record that illustrates each word. Reuse the same sentence frames.\nCold Call: Which two skills does your chosen job need?\nExpected answer: Two distinct, source-backed skills from the chosen job card, expressed in the learner’s own response mode.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "Lesson 8 · Thursday 19 November 2026 · P5 12:50–13:30\nStage: TA / staff brief\nTiming: 0 minutes\nTA brief: Hidden staff reference. Gatsby Benchmark 4, Linking curriculum learning to careers, is addressed through connecting taught project tasks with job knowledge and transferable skills. PfA employment is the SoW link to recognising a personal work skill and choosing a next practice step. No employer encounter or award completion is claimed. Use the three Cold Call questions and expected answers, and the planner’s Communication offer and project-history line.\nCold Call: What did you personally do that shows one of those skills?\nExpected answer: A genuine project action, its date or work reference, and how it shows one of the two named skills. Support can be recorded.\nSentence frames: This job needs __ and __. I used __ when I __. Next I will __.\nLundy: Space: Private colour check, quiet pair, pointing, drawing, speech or adult scribe. Voice: The learner chooses a job and their own genuine project example. Audience: The project teacher hears each link and responds; the Communication teacher may select relevant evidence. Influence: Record a requested practice step or support, and how the next task or sale role changes.\nSource: Supplied order and SoW Aut2 W3 — 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, revision 2026-10-21.\nSource: Current-chat owner continuation ruling — 23 October 2026.\nSource: National Careers Service Baker — https://nationalcareers.service.gov.uk/job-profiles/baker\nSource: National Careers Service Food factory worker — https://nationalcareers.service.gov.uk/job-profiles/food-factory-worker\nSource: National Careers Service Sales assistant — https://nationalcareers.service.gov.uk/job-profiles/sales-assistant\nSource: National Careers Service Graphic designer — https://nationalcareers.service.gov.uk/job-profiles/graphic-designer\nSource: National Careers Service Events manager — https://nationalcareers.service.gov.uk/job-profiles/events-manager\nSource: National Careers Service Bookkeeper — https://nationalcareers.service.gov.uk/job-profiles/bookkeeper\nSource: National Careers Service Charity fundraiser — https://nationalcareers.service.gov.uk/job-profiles/charity-fundraiser\nSource: Gatsby Benchmark 4 — https://www.gatsbybenchmarks.org.uk/guide-to-gatsby-benchmark-4/\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale" ] } ], "print_resources": [ { "file": "Lesson_08_A2_W3/Public/GROW_Community_CakeSale_A2_W3_Lesson_8_Evidence_Sheet.docx", "pdf": "Lesson_08_A2_W3/Public/GROW_Community_CakeSale_A2_W3_Lesson_8_Evidence_Sheet.pdf", "pages": 1, "edition": "public", "native_text_parity": "PASS", "sha256": "ff5f2c30a1fb32560854883ca048dfec8f2fcbc61e11a465b40aa91f5cbe2d65", "pdf_sha256": "751e1ccd2171d7ea7bbe58a562cd698bf332409204ed9c47ba648d593a9d0af6" }, { "file": "Lesson_08_A2_W3/Public/GROW_Community_CakeSale_A2_W3_Lesson_8_Planner.docx", "pdf": "Lesson_08_A2_W3/Public/GROW_Community_CakeSale_A2_W3_Lesson_8_Planner.pdf", "pages": 4, "edition": "public", "native_text_parity": "PASS", "sha256": "4fc54982616a4614a3b5ea860a29a6b7fd511f1c6863d3a0009dd52fa7a9c011", "pdf_sha256": "9a91c99d19e55420c9d570b11fcb8c08b91a11c95d3b3302a767a41469f33e31" }, { "file": "Lesson_08_A2_W3/Shared_Resources/GROW_Community_CakeSale_A2_W3_Lesson_8_Job_Cards.docx", "pdf": "Lesson_08_A2_W3/Shared_Resources/GROW_Community_CakeSale_A2_W3_Lesson_8_Job_Cards.pdf", "pages": 2, "edition": "both", "native_text_parity": "PASS", "sha256": "a5fc90c61cf9fe3bdf4589c8b6988e091e5ac4de2ba40bb585b11b44c3f55798", "pdf_sha256": "ec968e04fd45001de0a821fd3ea5cdd0b221e06e5a3f7d823b8e1701d113d671" }, { "file": "Lesson_08_A2_W3/Shared_Resources/GROW_Community_CakeSale_A2_W3_Lesson_8_Task_and_Skill_Cards.docx", "pdf": "Lesson_08_A2_W3/Shared_Resources/GROW_Community_CakeSale_A2_W3_Lesson_8_Task_and_Skill_Cards.pdf", "pages": 2, "edition": "both", "native_text_parity": "PASS", "sha256": "158949b29fc4b37d0ddfb1825c44c9898b888df4c3c1e19927dafee8afa00b61", "pdf_sha256": "fde57c90d1297a357d4b6e8f800245cfc8cc1d5d2db38529c49b950e83067b8a" }, { "file": "Lesson_08_A2_W3/Shared_Resources/GROW_Community_CakeSale_A2_W3_Lesson_8_Vocabulary_Mat.docx", "pdf": "Lesson_08_A2_W3/Shared_Resources/GROW_Community_CakeSale_A2_W3_Lesson_8_Vocabulary_Mat.pdf", "pages": 1, "edition": "both", "native_text_parity": "PASS", "sha256": "eaa9e6a21daa0bda95ae63e41091fac281c42bcd7d23cb7d2108e11c0cab7075", "pdf_sha256": "08964874d4db86b3b58217fea214851bab6fc5fa3516df94c985604e5dde1f04" } ], "assets": [ { "path": "../assets/calculator.svg", "png": "../assets/calculator.png", "alt": "Flat calculator reference icon.", "source": "GCS-2_SEGMENT_E/Lesson_07_A2_W2/assets/calculator.svg", "licence": "Lucide ISC; 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