{ "id": "grow_community_cakesale_a2w5", "subject": "Community Project", "pathway": "GROW", "term": "Autumn 2", "week": "W05", "week_number": 5, "lesson_number": 10, "calendar_week": 13, "lesson_code": "COMM-GROW-A2-W05", "title": "Production and sale day", "edition": "public", "default_edition": "public", "revision": "2026-10-25 calendar correction", "objective_verbatim": "Prepare/finish products safely, set up the stall, welcome staff, sell cakes, manage stock and money/tallies, explain the charity and capture evidence. Staff supervise finance and food-safety controls.", "sow_cell": "06_SOW_EXTRACT_Cake_Sale.md · Aut2 W5 · Student task / practical", "sow_row": { "student_task": "Prepare/finish products safely, set up the stall, welcome staff, sell cakes, manage stock and money/tallies, explain the charity and capture evidence. Staff supervise finance and food-safety controls.", "evidence": "Photos; observation notes; stock/tally sheet; customer feedback; sales total; personal role evidence.", "skills": "Community contribution; enterprise; hospitality/retail; teamwork; functional maths; communication.", "adaptations": "Clear workstation/role zones; visual scripts; planned breaks; supported money handling; alternative non-customer-facing roles.", "exit": "What did you personally do that helped the sale succeed?" }, "lesson_objective": "Complete a safe production or stall role and explain how one personal action helped the sale.", "success_criteria": [ "I can follow my safe steps.", "I can ask for a check.", "I can show how my job helped." ], "sale_event": { "date": "2026-12-03", "start": "13:30", "end": "14:10", "audience": "staff customers", "edition": "both" }, "teaching_datetime": [ { "part": "L10a", "date": "2026-12-03", "period": "P5", "start": "12:50", "end": "13:30", "minutes": 40 }, { "part": "L10b", "date": "2026-12-03", "period": "P6", "start": "13:30", "end": "14:10", "minutes": 40 } ], "stages": [ { "key": "l10_1", "name": "Production and final checks", "slide_number": 1, "minutes": 0, "time_window": null, "edition": "both", "hidden": false, "shape_text": { "stage-title": "Production and final checks", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10a", "label": "Public edition · Year A", "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", "big-question": "How will my job help our sale?", "purpose": "Finish, check and set up for the charity.", "date": "Thursday 3 December 2026 · P5 12:50–13:30" }, "adult_text": "Use the approved L6 menu, quantities and price list, L7 checked ingredients and labels, and L9 readiness record. No replacement recipe or price is supplied here.", "ta_brief": "Use the approved L6 menu, quantities and price list, L7 checked ingredients and labels, and L9 readiness record. No replacement recipe or price is supplied here.", "cold_call": { "q": "", "a": "" }, "routes": {}, "table": null, "content": [ "Production and final checks", "How will my job help our sale?", "Finish, check and set up for the charity.", "Thursday 3 December 2026 · P5 12:50–13:30" ], "pupil_text": "Production and final checks\nHow will my job help our sale?\nFinish, check and set up for the charity.\nThursday 3 December 2026 · P5 12:50–13:30", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: Production and final checks\nTiming: 0 minutes\nTA brief: Use the approved L6 menu, quantities and price list, L7 checked ingredients and labels, and L9 readiness record. No replacement recipe or price is supplied here.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "Title + big question" }, { "key": "l10_2", "name": "Arrival and regulation check", "slide_number": 2, "minutes": 2, "time_window": null, "edition": "both", "hidden": false, "shape_text": { "stage-title": "Arrival and regulation check", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10a", "label": "Public edition · Year A", "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", "check-prompt": "Check how you feel.", "reset": "Reset: water, stretch, quiet seat or adult.\nI feel __. I can start with __.", "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" }, "adult_text": "Check regulation and readiness before food work. Offer the quiet stock or tally role and scheduled breaks. Agree who covers each break. Handwashing and safe entry are part of practical preparation.", "ta_brief": "Check regulation and readiness before food work. Offer the quiet stock or tally role and scheduled breaks. Agree who covers each break. Handwashing and safe entry are part of practical preparation.", "cold_call": { "q": "", "a": "" }, "routes": {}, "table": null, "content": [ "Arrival and regulation check", "Check how you feel.", "Reset: water, stretch, quiet seat or adult.\nI feel __. I can start with __.", "BLUE", "Low energy", "GREEN", "Ready", "AMBER", "Pause", "RED", "Adult help" ], "pupil_text": "Arrival and regulation check\nCheck how you feel.\nReset: water, stretch, quiet seat or adult.\nI feel __. I can start with __.\nBLUE\nLow energy\nGREEN\nReady\nAMBER\nPause\nRED\nAdult help", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: Arrival and regulation check\nTiming: 2 minutes\nTA brief: Check regulation and readiness before food work. Offer the quiet stock or tally role and scheduled breaks. Agree who covers each break. Handwashing and safe entry are part of practical preparation.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "Arrival and regulation check" }, { "key": "l10_3", "name": "Retrieval", "slide_number": 3, "minutes": 2, "time_window": null, "edition": "both", "hidden": false, "shape_text": { "stage-title": "Retrieval", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10a", "label": "Public edition · Year A", "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", "pupil-body": "What is your sale job?\nShow one check from last week.\nWhat if a food label is not right?\nWho can help you?" }, "adult_text": "Retrieve the real L9 responsibility. Accept a point to the record. Food with an unchecked or wrong label stays off the stall. Close gaps before opening.", "ta_brief": "Retrieve the real L9 responsibility. Accept a point to the record. Food with an unchecked or wrong label stays off the stall. Close gaps before opening.", "cold_call": { "q": "What do we do with a label we cannot trust?", "a": "Keep the food off the stall and ask the food lead to check it." }, "routes": {}, "table": null, "content": [ "Retrieval", "What is your sale job?\nShow one check from last week.\nWhat if a food label is not right?\nWho can help you?" ], "pupil_text": "Retrieval\nWhat is your sale job?\nShow one check from last week.\nWhat if a food label is not right?\nWho can help you?", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: Retrieval\nTiming: 2 minutes\nTA brief: Retrieve the real L9 responsibility. Accept a point to the record. Food with an unchecked or wrong label stays off the stall. Close gaps before opening.\nCold Call: What do we do with a label we cannot trust?\nExpected answer: Keep the food off the stall and ask the food lead to check it.\nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "Retrieval" }, { "key": "l10_4", "name": "Today", "slide_number": 4, "minutes": 1, "time_window": null, "edition": "both", "hidden": false, "shape_text": { "stage-title": "Today", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10a", "label": "Public edition · Year A", "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", "pupil-body": "Finish one safe job for the sale.\nI can follow my safe steps.\nI can ask for a check.\nI can show how my job helped.\nL10-E1 · My own part in our sale\nMy own work and community role" }, "adult_text": "These are evidence opportunities, not a statement that any award unit is complete. Match the observed action to the learner’s registered course and current unit requirements locally.", "ta_brief": "These are evidence opportunities, not a statement that any award unit is complete. Match the observed action to the learner’s registered course and current unit requirements locally.", "cold_call": { "q": "", "a": "" }, "routes": {}, "table": null, "content": [ "Today", "Finish one safe job for the sale.\nI can follow my safe steps.\nI can ask for a check.\nI can show how my job helped.\nL10-E1 · My own part in our sale\nMy own work and community role" ], "pupil_text": "Today\nFinish one safe job for the sale.\nI can follow my safe steps.\nI can ask for a check.\nI can show how my job helped.\nL10-E1 · My own part in our sale\nMy own work and community role", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: Today\nTiming: 1 minutes\nTA brief: These are evidence opportunities, not a statement that any award unit is complete. Match the observed action to the learner’s registered course and current unit requirements locally.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "Today" }, { "key": "l10_5", "name": "I DO", "slide_number": 5, "minutes": 3, "time_window": null, "edition": "both", "hidden": false, "shape_text": { "stage-title": "I DO", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10a", "label": "Public edition · Year A", "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", "pupil-body": "Wash hands. Clean the work space.\nFollow the agreed food steps.\nPortion, label and box the food.\nAsk the adult to check it.\nCount only the stock we can sell." }, "adult_text": "Model the actual safe sequence with the approved product. Use ready-cooled products if cooking and cooling cannot safely fit. Hot equipment is adult controlled. Check every ingredient and topping against its original pack. Do not claim food is free from an allergen.", "ta_brief": "Model the actual safe sequence with the approved product. Use ready-cooled products if cooking and cooling cannot safely fit. Hot equipment is adult controlled. Check every ingredient and topping against its original pack. Do not claim food is free from an allergen.", "cold_call": { "q": "Can we sell an item before its check?", "a": "No. It stays separate until the food lead releases it." }, "routes": {}, "table": null, "content": [ "I DO", "Wash hands. Clean the work space.\nFollow the agreed food steps.\nPortion, label and box the food.\nAsk the adult to check it.\nCount only the stock we can sell." ], "pupil_text": "I DO\nWash hands. Clean the work space.\nFollow the agreed food steps.\nPortion, label and box the food.\nAsk the adult to check it.\nCount only the stock we can sell.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: I DO\nTiming: 3 minutes\nTA brief: Model the actual safe sequence with the approved product. Use ready-cooled products if cooking and cooling cannot safely fit. Hot equipment is adult controlled. Check every ingredient and topping against its original pack. Do not claim food is free from an allergen.\nCold Call: Can we sell an item before its check?\nExpected answer: No. It stays separate until the food lead releases it.\nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\nFood-safety source checked 2026-10-24: the retained source record source: the retained source record", "routine_stage": "I DO" }, { "key": "l10_6", "name": "WE DO", "slide_number": 6, "minutes": 4, "time_window": null, "edition": "both", "hidden": false, "shape_text": { "stage-title": "WE DO", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10a", "label": "Public edition · Year A", "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", "practice-label": "Use our real food and labels.", "hinge": "New topping. Old label.\nWhat next?\nA Put it out.\nB Stop. Ask an adult.\nC Guess it is safe.\nI choose __ because __.", "model-assumption": "B. Keep the food off the stall until the adult checks it." }, "adult_text": "Hinge answer B. A confuses a neat label with a correct label. C treats a guess as evidence. Return to the actual packs and checked recipe before releasing the item. The table is a checking sequence, not a finished ingredient label.", "ta_brief": "Hinge answer B. A confuses a neat label with a correct label. C treats a guess as evidence. Return to the actual packs and checked recipe before releasing the item. The table is a checking sequence, not a finished ingredient label.", "cold_call": { "q": "Why is the old label not enough?", "a": "The topping can change the ingredients or allergens, so the adult must check the full label again." }, "routes": {}, "table": [ [ "Check", "What we do" ], [ "Food name", "Match this batch" ], [ "Ingredients", "Read all packs" ], [ "Toppings", "Add each one" ], [ "Allergens", "Adult checks" ], [ "Label", "Match this item" ], [ "Not clear?", "Stop. Ask an adult." ] ], "content": [ "WE DO", "Use our real food and labels.", "New topping. Old label.\nWhat next?\nA Put it out.\nB Stop. Ask an adult.\nC Guess it is safe.\nI choose __ because __.", "B. Keep the food off the stall until the adult checks it." ], "pupil_text": "WE DO\nUse our real food and labels.\nNew topping. Old label.\nWhat next?\nA Put it out.\nB Stop. Ask an adult.\nC Guess it is safe.\nI choose __ because __.\nB. Keep the food off the stall until the adult checks it.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: WE DO\nTiming: 4 minutes\nTA brief: Hinge answer B. A confuses a neat label with a correct label. C treats a guess as evidence. Return to the actual packs and checked recipe before releasing the item. The table is a checking sequence, not a finished ingredient label.\nCold Call: Why is the old label not enough?\nExpected answer: The topping can change the ingredients or allergens, so the adult must check the full label again.\nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\nFood-safety source checked 2026-10-24: the retained source record source: the retained source record", "routine_stage": "WE DO" }, { "key": "l10_7", "name": "YOU DO in your book", "slide_number": 7, "minutes": 2, "time_window": null, "edition": "both", "hidden": false, "shape_text": { "stage-title": "YOU DO in your book", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10a", "label": "Public edition · Year A", "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", "task-main": "Write, draw or tell your job and two steps.\nUse the real role card.\nMy job is __. First I __. Then I __.", "route-SUPPORTED": "SUPPORTED", "route-body-SUPPORTED": "Point to your job and two picture steps.\nFirst I __. Then I __.", "route-STANDARD": "STANDARD", "route-body-STANDARD": "Plan your job and a finish check.\nI will check __ with __.", "route-STRETCH": "STRETCH", "route-body-STRETCH": "Spot a risk to your job. Plan who can help.\nIf __ happens, I will __." }, "adult_text": "Book-first planning is brief and may be scribed verbatim. The learner supplies the idea. Do not spend production time copying instructions.", "ta_brief": "Book-first planning is brief and may be scribed verbatim. The learner supplies the idea. Do not spend production time copying instructions.", "cold_call": { "q": "", "a": "" }, "routes": { "SUPPORTED": [ "Point to your job and two picture steps.", "First I __. Then I __." ], "STANDARD": [ "Plan your job and a finish check.", "I will check __ with __." ], "STRETCH": [ "Spot a risk to your job. Plan who can help.", "If __ happens, I will __." ] }, "table": null, "content": [ "YOU DO in your book", "Write, draw or tell your job and two steps.\nUse the real role card.\nMy job is __. First I __. Then I __.", "SUPPORTED", "Point to your job and two picture steps.\nFirst I __. Then I __.", "STANDARD", "Plan your job and a finish check.\nI will check __ with __.", "STRETCH", "Spot a risk to your job. Plan who can help.\nIf __ happens, I will __." ], "pupil_text": "YOU DO in your book\nWrite, draw or tell your job and two steps.\nUse the real role card.\nMy job is __. First I __. Then I __.\nSUPPORTED\nPoint to your job and two picture steps.\nFirst I __. Then I __.\nSTANDARD\nPlan your job and a finish check.\nI will check __ with __.\nSTRETCH\nSpot a risk to your job. Plan who can help.\nIf __ happens, I will __.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: YOU DO in your book\nTiming: 2 minutes\nTA brief: Book-first planning is brief and may be scribed verbatim. The learner supplies the idea. Do not spend production time copying instructions.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "YOU DO in your book" }, { "key": "l10_8", "name": "YOU DO production", "slide_number": 8, "minutes": 18, "time_window": null, "edition": "both", "hidden": false, "shape_text": { "stage-title": "YOU DO production", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10a", "label": "Public edition · Year A", "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", "task-main": "Do your own job. Follow the safe steps.\nUse the real menu and checked labels.\nKeep one trace of your part for L10-E1.\nI did __. I had help with __.", "route-SUPPORTED": "SUPPORTED", "route-body-SUPPORTED": "Do one step at a time with help.\nShow the part you did.", "route-STANDARD": "STANDARD", "route-body-STANDARD": "Finish your job. Ask for the check.\nTell how your work helped.", "route-STRETCH": "STRETCH", "route-body-STRETCH": "Keep the size and finish the same.\nSpot a gap and ask for help." }, "adult_text": "13:04–13:22 practical work. Allow final baking only when the approved method, cooling time and remaining checks demonstrably fit. Otherwise finish ready-cooled stock. Adults handle heat and judge release. Capture a short observation or authorised product photo during work; no extra worksheet task at the bench.", "ta_brief": "13:04–13:22 practical work. Allow final baking only when the approved method, cooling time and remaining checks demonstrably fit. Otherwise finish ready-cooled stock. Adults handle heat and judge release. Capture a short observation or authorised product photo during work; no extra worksheet task at the bench.", "cold_call": { "q": "", "a": "" }, "routes": { "SUPPORTED": [ "Do one step at a time with help.", "Show the part you did." ], "STANDARD": [ "Finish your job. Ask for the check.", "Tell how your work helped." ], "STRETCH": [ "Keep the size and finish the same.", "Spot a gap and ask for help." ] }, "table": null, "content": [ "YOU DO production", "Do your own job. Follow the safe steps.\nUse the real menu and checked labels.\nKeep one trace of your part for L10-E1.\nI did __. I had help with __.", "SUPPORTED", "Do one step at a time with help.\nShow the part you did.", "STANDARD", "Finish your job. Ask for the check.\nTell how your work helped.", "STRETCH", "Keep the size and finish the same.\nSpot a gap and ask for help." ], "pupil_text": "YOU DO production\nDo your own job. Follow the safe steps.\nUse the real menu and checked labels.\nKeep one trace of your part for L10-E1.\nI did __. I had help with __.\nSUPPORTED\nDo one step at a time with help.\nShow the part you did.\nSTANDARD\nFinish your job. Ask for the check.\nTell how your work helped.\nSTRETCH\nKeep the size and finish the same.\nSpot a gap and ask for help.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: YOU DO production\nTiming: 18 minutes\nTA brief: 13:04–13:22 practical work. Allow final baking only when the approved method, cooling time and remaining checks demonstrably fit. Otherwise finish ready-cooled stock. Adults handle heat and judge release. Capture a short observation or authorised product photo during work; no extra worksheet task at the bench.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "YOU DO evidence capture" }, { "key": "l10_9", "name": "Evidence and stall checks", "slide_number": 9, "minutes": 4, "time_window": null, "edition": "both", "hidden": false, "shape_text": { "stage-title": "Evidence and stall checks", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10a", "label": "Public edition · Year A", "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", "pupil-body": "Show the part you did.\nAsk for the food and label check.\nCount the checked stock.\nAdults check the float and stall.\nKeep each role in its own space." }, "adult_text": "13:22–13:26. Finish L10-E1 P5 trace and move checked stock to the agreed display. Adults sign the production release and starting float. Keep money handling separate from ready-to-eat food. Set up food, money, stock and quiet break zones with a clear route.", "ta_brief": "13:22–13:26. Finish L10-E1 P5 trace and move checked stock to the agreed display. Adults sign the production release and starting float. Keep money handling separate from ready-to-eat food. Set up food, money, stock and quiet break zones with a clear route.", "cold_call": { "q": "", "a": "" }, "routes": {}, "table": null, "content": [ "Evidence and stall checks", "Show the part you did.\nAsk for the food and label check.\nCount the checked stock.\nAdults check the float and stall.\nKeep each role in its own space." ], "pupil_text": "Evidence and stall checks\nShow the part you did.\nAsk for the food and label check.\nCount the checked stock.\nAdults check the float and stall.\nKeep each role in its own space.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: Evidence and stall checks\nTiming: 4 minutes\nTA brief: 13:22–13:26. Finish L10-E1 P5 trace and move checked stock to the agreed display. Adults sign the production release and starting float. Keep money handling separate from ready-to-eat food. Set up food, money, stock and quiet break zones with a clear route.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "Evidence check" }, { "key": "l10_10", "name": "P5 handover", "slide_number": 10, "minutes": 4, "time_window": null, "edition": "both", "hidden": false, "shape_text": { "stage-title": "P5 handover", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10a", "label": "Public edition · Year A", "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", "pupil-body": "Is your part ready for the sale?\nI helped by __. We still need __.\nTell the adult about any gap.\nThe sale starts at 13:30.\nWait for the adult’s go-ahead." }, "adult_text": "13:26–13:30. Recheck L9 approvals and today’s opening checklist. Confirm roles, breaks and adult cover after 14:10. Do not open with unresolved safety gaps. Record any delayed opening honestly; never shorten safe preparation to meet the clock.", "ta_brief": "13:26–13:30. Recheck L9 approvals and today’s opening checklist. Confirm roles, breaks and adult cover after 14:10. Do not open with unresolved safety gaps. Record any delayed opening honestly; never shorten safe preparation to meet the clock.", "cold_call": { "q": "What if a check is not done at 13:30?", "a": "Tell the lead. Hold the affected item or delay opening until the necessary controls are in place." }, "routes": {}, "table": null, "content": [ "P5 handover", "Is your part ready for the sale?\nI helped by __. We still need __.\nTell the adult about any gap.\nThe sale starts at 13:30.\nWait for the adult’s go-ahead." ], "pupil_text": "P5 handover\nIs your part ready for the sale?\nI helped by __. We still need __.\nTell the adult about any gap.\nThe sale starts at 13:30.\nWait for the adult’s go-ahead.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: P5 handover\nTiming: 4 minutes\nTA brief: 13:26–13:30. Recheck L9 approvals and today’s opening checklist. Confirm roles, breaks and adult cover after 14:10. Do not open with unresolved safety gaps. Record any delayed opening honestly; never shorten safe preparation to meet the clock.\nCold Call: What if a check is not done at 13:30?\nExpected answer: Tell the lead. Hold the affected item or delay opening until the necessary controls are in place.\nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "Exit ticket" }, { "key": "l10_11", "name": "Key vocabulary mat", "slide_number": 11, "minutes": 0, "time_window": null, "edition": "both", "hidden": false, "shape_text": { "stage-title": "Key vocabulary mat", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10a", "label": "Public edition · Year A", "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", "word-0": "batch", "definition-0": "Food made in one go.", "word-1": "portion", "definition-1": "One piece to serve.", "word-2": "label", "definition-2": "Words on a pack that tell us about food.", "word-3": "allergen", "definition-3": "A thing in food that can make some people very ill.", "word-4": "stock", "definition-4": "Items we have for sale.", "word-5": "float", "definition-5": "Money we start with to give change.", "word-6": "tally", "definition-6": "A mark we make to count a sale.", "word-7": "restock", "definition-7": "Put out more checked items." }, "adult_text": "Use as a reference during work, with picture cues. Read and point as needed.", "ta_brief": "Use as a reference during work, with picture cues. Read and point as needed.", "cold_call": { "q": "", "a": "" }, "routes": {}, "table": null, "content": [ "Key vocabulary mat", "batch", "Food made in one go.", "portion", "One piece to serve.", "label", "Words on a pack that tell us about food.", "allergen", "A thing in food that can make some people very ill.", "stock", "Items we have for sale.", "float", "Money we start with to give change.", "tally", "A mark we make to count a sale.", "restock", "Put out more checked items." ], "pupil_text": "Key vocabulary mat\nbatch\nFood made in one go.\nportion\nOne piece to serve.\nlabel\nWords on a pack that tell us about food.\nallergen\nA thing in food that can make some people very ill.\nstock\nItems we have for sale.\nfloat\nMoney we start with to give change.\ntally\nA mark we make to count a sale.\nrestock\nPut out more checked items.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: Key vocabulary mat\nTiming: 0 minutes\nTA brief: Use as a reference during work, with picture cues. Read and point as needed.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "Key vocabulary mat" }, { "key": "l10_12", "name": "TA and staff brief", "slide_number": 12, "minutes": 0, "time_window": null, "edition": "both", "hidden": true, "shape_text": { "stage-title": "TA and staff brief", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10a", "label": "Public edition · Year A", "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", "staff-main": "Observe each learner’s own job.\nScribe their words, not your idea.\nAdults approve food and float checks.\nPupil voice: Space, Voice, Audience, Influence.\nVF · WS · I · NS · E · R\nCapture in the evidence record.", "cold-call-detail": "1. What if a label is wrong?\n2. Which step needs an adult check?\n3. How did your own job help?" }, "adult_text": "Hidden staff slide. Cold calls are optional, supportive checks during a safe pause. Expected answers: withhold food and ask the food lead; point to their actual safety/check step; explain their personal action and effect. Support and prompting must be recorded. Never use assessment questions to distract a pupil handling heat or tools.", "ta_brief": "Hidden staff slide. Cold calls are optional, supportive checks during a safe pause. Expected answers: withhold food and ask the food lead; point to their actual safety/check step; explain their personal action and effect. Support and prompting must be recorded. Never use assessment questions to distract a pupil handling heat or tools.", "cold_call": { "q": "", "a": "" }, "routes": {}, "table": null, "content": [ "TA and staff brief", "Observe each learner’s own job.\nScribe their words, not your idea.\nAdults approve food and float checks.\nPupil voice: Space, Voice, Audience, Influence.\nVF · WS · I · NS · E · R\nCapture in the evidence record.", "1. What if a label is wrong?\n2. Which step needs an adult check?\n3. How did your own job help?" ], "pupil_text": "TA and staff brief\nObserve each learner’s own job.\nScribe their words, not your idea.\nAdults approve food and float checks.\nPupil voice: Space, Voice, Audience, Influence.\nVF · WS · I · NS · E · R\nCapture in the evidence record.\n1. What if a label is wrong?\n2. Which step needs an adult check?\n3. How did your own job help?", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: TA and staff brief\nTiming: 0 minutes\nTA brief: Hidden staff slide. Cold calls are optional, supportive checks during a safe pause. Expected answers: withhold food and ask the food lead; point to their actual safety/check step; explain their personal action and effect. Support and prompting must be recorded. Never use assessment questions to distract a pupil handling heat or tools.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "TA and staff brief" }, { "key": "l10_13", "name": "Sale day run sheet", "slide_number": 13, "minutes": 0, "time_window": "13:30–14:10 live service", "edition": "both", "hidden": false, "shape_text": { "stage-title": "Sale day run sheet", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "page-number": "13", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "big-question": "How will I help our sale run well?", "purpose": "Use your role card. Ask for help when you need it.", "date": "Thursday 3 December 2026 · P6 13:30–14:10" }, "adult_text": "The P6 deck is an operational reference. Keep a useful cue visible and move only when it helps the live stall. No lecture or whole-group tasks during service. The sale window is the full 13:30–14:10.", "ta_brief": "The P6 deck is an operational reference. Keep a useful cue visible and move only when it helps the live stall. No lecture or whole-group tasks during service. The sale window is the full 13:30–14:10.", "cold_call": { "q": "", "a": "" }, "routes": {}, "table": null, "content": [ "Sale day run sheet", "How will I help our sale run well?", "Use your role card. Ask for help when you need it.", "Thursday 3 December 2026 · P6 13:30–14:10" ], "pupil_text": "Sale day run sheet\nHow will I help our sale run well?\nUse your role card. Ask for help when you need it.\nThursday 3 December 2026 · P6 13:30–14:10", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Sale day run sheet\nTiming: 13:30–14:10 live service\nTA brief: The P6 deck is an operational reference. Keep a useful cue visible and move only when it helps the live stall. No lecture or whole-group tasks during service. The sale window is the full 13:30–14:10.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "Live sale run-sheet reference" }, { "key": "l10_14", "name": "Set up before opening", "slide_number": 14, "minutes": 0, "time_window": "P5 handover, checked by 13:30", "edition": "both", "hidden": false, "shape_text": { "stage-title": "Set up before opening", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "page-number": "14", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "pupil-body": "Food: checked items and clean tools.\nMoney: adult and float record.\nStock: boxes, count and tally sheet.\nBreak: a quiet seat and cover.\nKeep the route clear." }, "adult_text": "Complete this setup in P5. Confirm safe capacity, adult positions, the food record, agreed prices, secure float and breaks. Separate ready-to-eat food from money. This is a checklist to revisit if the layout changes, not extra time taken from P6.", "ta_brief": "Complete this setup in P5. Confirm safe capacity, adult positions, the food record, agreed prices, secure float and breaks. Separate ready-to-eat food from money. This is a checklist to revisit if the layout changes, not extra time taken from P6.", "cold_call": { "q": "", "a": "" }, "routes": {}, "table": null, "content": [ "Set up before opening", "Food: checked items and clean tools.\nMoney: adult and float record.\nStock: boxes, count and tally sheet.\nBreak: a quiet seat and cover.\nKeep the route clear." ], "pupil_text": "Set up before opening\nFood: checked items and clean tools.\nMoney: adult and float record.\nStock: boxes, count and tally sheet.\nBreak: a quiet seat and cover.\nKeep the route clear.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Set up before opening\nTiming: P5 handover, checked by 13:30\nTA brief: Complete this setup in P5. Confirm safe capacity, adult positions, the food record, agreed prices, secure float and breaks. Separate ready-to-eat food from money. This is a checklist to revisit if the layout changes, not extra time taken from P6.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\nFood-safety source checked 2026-10-24: the retained source record source: the retained source record", "routine_stage": "Live sale run-sheet reference" }, { "key": "l10_15", "name": "Open at 13:30", "slide_number": 15, "minutes": 0, "time_window": "13:30 opening, subject to checks", "edition": "both", "hidden": false, "shape_text": { "stage-title": "Open at 13:30", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "page-number": "15", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "pupil-body": "Wait for the adult’s go-ahead.\nHello. Welcome to our cake sale.\nWe are raising funds for the charity.\nIt is our local hospice.\nWould you like to see the menu?" }, "adult_text": "Food and money leads must be in place. Use the agreed charity fact record and prices. Do not add health claims, statistics or unapproved venue details. If the lead cannot release the stall, record the delay and resolve the gap.", "ta_brief": "Food and money leads must be in place. Use the agreed charity fact record and prices. Do not add health claims, statistics or unapproved venue details. If the lead cannot release the stall, record the delay and resolve the gap.", "cold_call": { "q": "", "a": "" }, "routes": {}, "table": null, "content": [ "Open at 13:30", "Wait for the adult’s go-ahead.\nHello. Welcome to our cake sale.\nWe are raising funds for the charity.\nIt is our local hospice.\nWould you like to see the menu?" ], "pupil_text": "Open at 13:30\nWait for the adult’s go-ahead.\nHello. Welcome to our cake sale.\nWe are raising funds for the charity.\nIt is our local hospice.\nWould you like to see the menu?", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Open at 13:30\nTiming: 13:30 opening, subject to checks\nTA brief: Food and money leads must be in place. Use the agreed charity fact record and prices. Do not add health claims, statistics or unapproved venue details. If the lead cannot release the stall, record the delay and resolve the gap.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\nCharity source checked 2026-10-24: the retained source record", "routine_stage": "Live sale run-sheet reference" }, { "key": "l10_16", "name": "Serve with your role card", "slide_number": 16, "minutes": 0, "time_window": "13:30–14:10, as needed", "edition": "both", "hidden": false, "shape_text": { "stage-title": "Serve with your role card", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "page-number": "16", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "pupil-body": "Hello. What would you like?\nLet me check that order.\nPlease ask our adult about food needs.\nThe price is __.\nThank you." }, "adult_text": "An adult handles ingredient and allergen enquiries using the written record. Learners do not guess or promise that food is safe for a particular person. Offer a paired greeting or a stock/tally role with equal evidence value. Read the approved price card; no model price is used for the real sale.", "ta_brief": "An adult handles ingredient and allergen enquiries using the written record. Learners do not guess or promise that food is safe for a particular person. Offer a paired greeting or a stock/tally role with equal evidence value. Read the approved price card; no model price is used for the real sale.", "cold_call": { "q": "What if a customer asks about an allergy?", "a": "Ask the food lead to use the checked written food information." }, "routes": {}, "table": null, "content": [ "Serve with your role card", "Hello. What would you like?\nLet me check that order.\nPlease ask our adult about food needs.\nThe price is __.\nThank you." ], "pupil_text": "Serve with your role card\nHello. What would you like?\nLet me check that order.\nPlease ask our adult about food needs.\nThe price is __.\nThank you.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Serve with your role card\nTiming: 13:30–14:10, as needed\nTA brief: An adult handles ingredient and allergen enquiries using the written record. Learners do not guess or promise that food is safe for a particular person. Offer a paired greeting or a stock/tally role with equal evidence value. Read the approved price card; no model price is used for the real sale.\nCold Call: What if a customer asks about an allergy?\nExpected answer: Ask the food lead to use the checked written food information.\nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\nFood-safety source checked 2026-10-24: the retained source record source: the retained source record", "routine_stage": "Live sale run-sheet reference" }, { "key": "l10_17", "name": "Money and the sale record", "slide_number": 17, "minutes": 0, "time_window": "13:30–14:10, as needed", "edition": "both", "hidden": false, "shape_text": { "stage-title": "Money and the sale record", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "page-number": "17", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "pupil-body": "Check the real price card.\nCount the payment with the adult.\nCount back the right change.\nMark the sale once it is paid.\nAsk the adult if the totals do not match." }, "adult_text": "Finance supervision is continuous. Use only the school-approved cashless method, if available. A tally is a record of an item, not proof of payment. Confirm any cashless payment separately. Keep gifts separate from cake sales. All cash movements need an entry. Staff retain custody.", "ta_brief": "Finance supervision is continuous. Use only the school-approved cashless method, if available. A tally is a record of an item, not proof of payment. Confirm any cashless payment separately. Keep gifts separate from cake sales. All cash movements need an entry. Staff retain custody.", "cold_call": { "q": "", "a": "" }, "routes": {}, "table": null, "content": [ "Money and the sale record", "Check the real price card.\nCount the payment with the adult.\nCount back the right change.\nMark the sale once it is paid.\nAsk the adult if the totals do not match." ], "pupil_text": "Money and the sale record\nCheck the real price card.\nCount the payment with the adult.\nCount back the right change.\nMark the sale once it is paid.\nAsk the adult if the totals do not match.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Money and the sale record\nTiming: 13:30–14:10, as needed\nTA brief: Finance supervision is continuous. Use only the school-approved cashless method, if available. A tally is a record of an item, not proof of payment. Confirm any cashless payment separately. Keep gifts separate from cake sales. All cash movements need an entry. Staff retain custody.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "Live sale run-sheet reference" }, { "key": "l10_18", "name": "Money check cue", "slide_number": 18, "minutes": 0, "time_window": "13:30–14:10, only if useful", "edition": "both", "hidden": false, "shape_text": { "stage-title": "Money check cue", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "page-number": "18", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "practice-label": "Example only. Use our real prices at the stall.", "hinge": "One cake costs £1.\nA customer gives £2.\nChange is £1.\nAsk for a check\nif you are not sure.", "model-assumption": "£1 price + £1 change = £2 paid. An adult checks the money." }, "adult_text": "This familiar rehearsal model is a reference cue only and does not set sale prices. No whole-class hinge during service. If a learner needs a check, use the actual transaction quietly with the finance adult; never leave the till unattended.", "ta_brief": "This familiar rehearsal model is a reference cue only and does not set sale prices. No whole-class hinge during service. If a learner needs a check, use the actual transaction quietly with the finance adult; never leave the till unattended.", "cold_call": { "q": "", "a": "" }, "routes": {}, "table": [ [ "Example step", "Amount" ], [ "Price", "£1" ], [ "Paid", "£2" ], [ "Change", "£1" ], [ "Check", "£1 + £1 = £2" ], [ "Sale tally", "One cake" ], [ "Cash sale", "£1" ] ], "content": [ "Money check cue", "Example only. Use our real prices at the stall.", "One cake costs £1.\nA customer gives £2.\nChange is £1.\nAsk for a check\nif you are not sure.", "£1 price + £1 change = £2 paid. An adult checks the money." ], "pupil_text": "Money check cue\nExample only. Use our real prices at the stall.\nOne cake costs £1.\nA customer gives £2.\nChange is £1.\nAsk for a check\nif you are not sure.\n£1 price + £1 change = £2 paid. An adult checks the money.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Money check cue\nTiming: 13:30–14:10, only if useful\nTA brief: This familiar rehearsal model is a reference cue only and does not set sale prices. No whole-class hinge during service. If a learner needs a check, use the actual transaction quietly with the finance adult; never leave the till unattended.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "Live sale run-sheet reference" }, { "key": "l10_19", "name": "Restock", "slide_number": 19, "minutes": 0, "time_window": "13:30–14:10, as needed", "edition": "both", "hidden": false, "shape_text": { "stage-title": "Restock", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "page-number": "19", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "task-main": "Use only checked stock.\nCount what you add to the stall.\nKeep the right label with each item.\nTell the adult if stock runs low.", "route-SUPPORTED": "SUPPORTED", "route-body-SUPPORTED": "Move one checked box with help.\nCount or point with the adult.", "route-STANDARD": "STANDARD", "route-body-STANDARD": "Count what you add. Record it.\nCheck the item and label match.", "route-STRETCH": "STRETCH", "route-body-STRETCH": "Compare the stock and tally.\nFlag a gap. Ask for a check." }, "adult_text": "Use the opening count plus additions record. Do not substitute a recipe or topping to meet demand. Log waste and authorised samples separately. Adults decide safe storage and what can remain on sale. A non-customer-facing stock role is always available.", "ta_brief": "Use the opening count plus additions record. Do not substitute a recipe or topping to meet demand. Log waste and authorised samples separately. Adults decide safe storage and what can remain on sale. A non-customer-facing stock role is always available.", "cold_call": { "q": "", "a": "" }, "routes": { "SUPPORTED": [ "Move one checked box with help.", "Count or point with the adult." ], "STANDARD": [ "Count what you add. Record it.", "Check the item and label match." ], "STRETCH": [ "Compare the stock and tally.", "Flag a gap. Ask for a check." ] }, "table": null, "content": [ "Restock", "Use only checked stock.\nCount what you add to the stall.\nKeep the right label with each item.\nTell the adult if stock runs low.", "SUPPORTED", "Move one checked box with help.\nCount or point with the adult.", "STANDARD", "Count what you add. Record it.\nCheck the item and label match.", "STRETCH", "Compare the stock and tally.\nFlag a gap. Ask for a check." ], "pupil_text": "Restock\nUse only checked stock.\nCount what you add to the stall.\nKeep the right label with each item.\nTell the adult if stock runs low.\nSUPPORTED\nMove one checked box with help.\nCount or point with the adult.\nSTANDARD\nCount what you add. Record it.\nCheck the item and label match.\nSTRETCH\nCompare the stock and tally.\nFlag a gap. Ask for a check.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Restock\nTiming: 13:30–14:10, as needed\nTA brief: Use the opening count plus additions record. Do not substitute a recipe or topping to meet demand. Log waste and authorised samples separately. Adults decide safe storage and what can remain on sale. A non-customer-facing stock role is always available.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\nFood-safety source checked 2026-10-24: the retained source record source: the retained source record", "routine_stage": "Live sale run-sheet reference" }, { "key": "l10_20", "name": "Break and evidence cue", "slide_number": 20, "minutes": 0, "time_window": "Staggered breaks during 13:30–14:10", "edition": "both", "hidden": false, "shape_text": { "stage-title": "Break and evidence cue", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "page-number": "20", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "task-main": "Tell the adult before your break.\nWait for your cover. Use the quiet seat.\nIn a safe pause, tell what you did.\nMy job helped because __.", "route-SUPPORTED": "SUPPORTED", "route-body-SUPPORTED": "Point to your job or a photo.\nAn adult can write your words.", "route-STANDARD": "STANDARD", "route-body-STANDARD": "Name your job and its effect.\nShow one trace of your work.", "route-STRETCH": "STRETCH", "route-body-STRETCH": "Explain a change you made.\nShow how it helped the team." }, "adult_text": "Use the agreed rota and immediate regulation needs. There must be adult cover for food and money. Capture L10-E1 during a safe break or from the adult’s live observation. Do not call all learners away from the stall or require a device at the food bench.", "ta_brief": "Use the agreed rota and immediate regulation needs. There must be adult cover for food and money. Capture L10-E1 during a safe break or from the adult’s live observation. Do not call all learners away from the stall or require a device at the food bench.", "cold_call": { "q": "", "a": "" }, "routes": { "SUPPORTED": [ "Point to your job or a photo.", "An adult can write your words." ], "STANDARD": [ "Name your job and its effect.", "Show one trace of your work." ], "STRETCH": [ "Explain a change you made.", "Show how it helped the team." ] }, "table": null, "content": [ "Break and evidence cue", "Tell the adult before your break.\nWait for your cover. Use the quiet seat.\nIn a safe pause, tell what you did.\nMy job helped because __.", "SUPPORTED", "Point to your job or a photo.\nAn adult can write your words.", "STANDARD", "Name your job and its effect.\nShow one trace of your work.", "STRETCH", "Explain a change you made.\nShow how it helped the team." ], "pupil_text": "Break and evidence cue\nTell the adult before your break.\nWait for your cover. Use the quiet seat.\nIn a safe pause, tell what you did.\nMy job helped because __.\nSUPPORTED\nPoint to your job or a photo.\nAn adult can write your words.\nSTANDARD\nName your job and its effect.\nShow one trace of your work.\nSTRETCH\nExplain a change you made.\nShow how it helped the team.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Break and evidence cue\nTiming: Staggered breaks during 13:30–14:10\nTA brief: Use the agreed rota and immediate regulation needs. There must be adult cover for food and money. Capture L10-E1 during a safe break or from the adult’s live observation. Do not call all learners away from the stall or require a device at the food bench.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "Live sale run-sheet reference" }, { "key": "l10_21", "name": "Close at 14:10", "slide_number": 21, "minutes": 0, "time_window": "14:10 close and pupil handover", "edition": "both", "hidden": false, "shape_text": { "stage-title": "Close at 14:10", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "page-number": "21", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "pupil-body": "Thank you. Our sale is now closed.\nHand over your role to the adult.\nGive the adult the tally and stock notes.\nWhat did you personally do that helped?\nI helped the sale by __." }, "adult_text": "Keep service open until 14:10 when controls permit. Close at 14:10. Adults take custody of money, food and records. Use an existing observation if the learner must leave promptly. No assumed extra pupil period. Preserve the full advertised window; do not insert an early close.", "ta_brief": "Keep service open until 14:10 when controls permit. Close at 14:10. Adults take custody of money, food and records. Use an existing observation if the learner must leave promptly. No assumed extra pupil period. Preserve the full advertised window; do not insert an early close.", "cold_call": { "q": "", "a": "" }, "routes": {}, "table": null, "content": [ "Close at 14:10", "Thank you. Our sale is now closed.\nHand over your role to the adult.\nGive the adult the tally and stock notes.\nWhat did you personally do that helped?\nI helped the sale by __." ], "pupil_text": "Close at 14:10\nThank you. Our sale is now closed.\nHand over your role to the adult.\nGive the adult the tally and stock notes.\nWhat did you personally do that helped?\nI helped the sale by __.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Close at 14:10\nTiming: 14:10 close and pupil handover\nTA brief: Keep service open until 14:10 when controls permit. Close at 14:10. Adults take custody of money, food and records. Use an existing observation if the learner must leave promptly. No assumed extra pupil period. Preserve the full advertised window; do not insert an early close.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "Live sale run-sheet reference" }, { "key": "l10_22", "name": "Count and clear after close", "slide_number": 22, "minutes": 0, "time_window": "After 14:10, adult follow-up outside P6", "edition": "both", "hidden": false, "shape_text": { "stage-title": "Count and clear after close", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "page-number": "22", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "pupil-body": "Adults secure and count the money.\nAdults check the stock and sale notes.\nAdults store or clear food safely.\nAdults clean and close the space.\nWe check the figures in Lesson 11." }, "adult_text": "After 14:10: the pre-assigned adult team completes counting, discrepancy recording, safe food decisions, cleaning and custody. Two adults verify the count according to local arrangements. Record cash sales, cashless sales and gifts separately, exclude the float, and retain receipts/costs for L11. No donation or final total is announced from an unchecked tally.", "ta_brief": "After 14:10: the pre-assigned adult team completes counting, discrepancy recording, safe food decisions, cleaning and custody. Two adults verify the count according to local arrangements. Record cash sales, cashless sales and gifts separately, exclude the float, and retain receipts/costs for L11. No donation or final total is announced from an unchecked tally.", "cold_call": { "q": "", "a": "" }, "routes": {}, "table": null, "content": [ "Count and clear after close", "Adults secure and count the money.\nAdults check the stock and sale notes.\nAdults store or clear food safely.\nAdults clean and close the space.\nWe check the figures in Lesson 11." ], "pupil_text": "Count and clear after close\nAdults secure and count the money.\nAdults check the stock and sale notes.\nAdults store or clear food safely.\nAdults clean and close the space.\nWe check the figures in Lesson 11.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Count and clear after close\nTiming: After 14:10, adult follow-up outside P6\nTA brief: After 14:10: the pre-assigned adult team completes counting, discrepancy recording, safe food decisions, cleaning and custody. Two adults verify the count according to local arrangements. Record cash sales, cashless sales and gifts separately, exclude the float, and retain receipts/costs for L11. No donation or final total is announced from an unchecked tally.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\nFood-safety source checked 2026-10-24: the retained source record source: the retained source record", "routine_stage": "Live sale run-sheet reference" }, { "key": "l10_23", "name": "Key vocabulary mat", "slide_number": 23, "minutes": 0, "time_window": null, "edition": "both", "hidden": false, "shape_text": { "stage-title": "Key vocabulary mat", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "page-number": "23", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "word-0": "batch", "definition-0": "Food made in one go.", "word-1": "portion", "definition-1": "One piece to serve.", "word-2": "label", "definition-2": "Words on a pack that tell us about food.", "word-3": "allergen", "definition-3": "A thing in food that can make some people very ill.", "word-4": "stock", "definition-4": "Items we have for sale.", "word-5": "float", "definition-5": "Money we start with to give change.", "word-6": "tally", "definition-6": "A mark we make to count a sale.", "word-7": "restock", "definition-7": "Put out more checked items." }, "adult_text": "Reference only; no separate vocabulary teaching block in the live sale.", "ta_brief": "Reference only; no separate vocabulary teaching block in the live sale.", "cold_call": { "q": "", "a": "" }, "routes": {}, "table": null, "content": [ "Key vocabulary mat", "batch", "Food made in one go.", "portion", "One piece to serve.", "label", "Words on a pack that tell us about food.", "allergen", "A thing in food that can make some people very ill.", "stock", "Items we have for sale.", "float", "Money we start with to give change.", "tally", "A mark we make to count a sale.", "restock", "Put out more checked items." ], "pupil_text": "Key vocabulary mat\nbatch\nFood made in one go.\nportion\nOne piece to serve.\nlabel\nWords on a pack that tell us about food.\nallergen\nA thing in food that can make some people very ill.\nstock\nItems we have for sale.\nfloat\nMoney we start with to give change.\ntally\nA mark we make to count a sale.\nrestock\nPut out more checked items.", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Key vocabulary mat\nTiming: Reference only\nTA brief: Reference only; no separate vocabulary teaching block in the live sale.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "Live sale run-sheet reference" }, { "key": "l10_24", "name": "TA and staff brief", "slide_number": 24, "minutes": 0, "time_window": null, "edition": "both", "hidden": true, "shape_text": { "stage-title": "TA and staff brief", "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "page-number": "24", "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "staff-main": "Keep food and money checks with adults.\nUse role cues during the live sale.\nPlan breaks and quiet roles.\nPupil voice: Space, Voice, Audience, Influence.\nVF · WS · I · NS · E · R\nCapture in the evidence record.", "cold-call-detail": "1. Who checks food questions?\n2. When can you mark a paid sale?\n3. How did your own job help?" }, "adult_text": "Hidden staff slide. Answers: food lead using the checked record; after the adult confirms payment; the learner’s own action and its effect. Use only safe pauses. Adult count/clear cover must be agreed before opening. After-close work is not part of the 40-minute pupil period.", "ta_brief": "Hidden staff slide. Answers: food lead using the checked record; after the adult confirms payment; the learner’s own action and its effect. Use only safe pauses. Adult count/clear cover must be agreed before opening. After-close work is not part of the 40-minute pupil period.", "cold_call": { "q": "", "a": "" }, "routes": {}, "table": null, "content": [ "TA and staff brief", "Keep food and money checks with adults.\nUse role cues during the live sale.\nPlan breaks and quiet roles.\nPupil voice: Space, Voice, Audience, Influence.\nVF · WS · I · NS · E · R\nCapture in the evidence record.", "1. Who checks food questions?\n2. When can you mark a paid sale?\n3. How did your own job help?" ], "pupil_text": "TA and staff brief\nKeep food and money checks with adults.\nUse role cues during the live sale.\nPlan breaks and quiet roles.\nPupil voice: Space, Voice, Audience, Influence.\nVF · WS · I · NS · E · R\nCapture in the evidence record.\n1. Who checks food questions?\n2. When can you mark a paid sale?\n3. How did your own job help?", "notes": "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: TA and staff brief\nTiming: Reference only\nTA brief: Hidden staff slide. Answers: food lead using the checked record; after the adult confirms payment; the learner’s own action and its effect. Use only safe pauses. Adult count/clear cover must be agreed before opening. After-close work is not part of the 40-minute pupil period.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "routine_stage": "Live sale run-sheet reference" } ], "route_labels": [ "SUPPORTED", "STANDARD", "STRETCH" ], "routes": { "7": { "SUPPORTED": [ "Point to your job and two picture steps.", "First I __. Then I __." ], "STANDARD": [ "Plan your job and a finish check.", "I will check __ with __." ], "STRETCH": [ "Spot a risk to your job. Plan who can help.", "If __ happens, I will __." ] }, "8": { "SUPPORTED": [ "Do one step at a time with help.", "Show the part you did." ], "STANDARD": [ "Finish your job. Ask for the check.", "Tell how your work helped." ], "STRETCH": [ "Keep the size and finish the same.", "Spot a gap and ask for help." ] }, "19": { "SUPPORTED": [ "Move one checked box with help.", "Count or point with the adult." ], "STANDARD": [ "Count what you add. Record it.", "Check the item and label match." ], "STRETCH": [ "Compare the stock and tally.", "Flag a gap. Ask for a check." ] }, "20": { "SUPPORTED": [ "Point to your job or a photo.", "An adult can write your words." ], "STANDARD": [ "Name your job and its effect.", "Show one trace of your work." ], "STRETCH": [ "Explain a change you made.", "Show how it helped the team." ] } }, "vocab": [ { "word": "batch", "term": "batch", "definition": "Food made in one go.", "asset": "../assets/clipboard-check.svg", "alt": "Flat clipboard check cue for batch.", "edition": "both", "tier": "Tier 2" }, { "word": "portion", "term": "portion", "definition": "One piece to serve.", "asset": "../assets/list-checks.svg", "alt": "Flat list checks cue for portion.", "edition": "both", "tier": "Tier 2" }, { "word": "label", "term": "label", "definition": "Words on a pack that tell us about food.", "asset": "../assets/tag.svg", "alt": "Flat tag cue for label.", "edition": "both", "tier": "Tier 2" }, { "word": "allergen", "term": "allergen", "definition": "A thing in food that can make some people very ill.", "asset": "../assets/shield-check.svg", "alt": "Flat shield check cue for allergen.", "edition": "both", "tier": "Tier 3" }, { "word": "stock", "term": "stock", "definition": "Items we have for sale.", "asset": "../assets/chart-no-axes-column.svg", "alt": "Flat chart no axes column cue for stock.", "edition": "both", "tier": "Tier 2" }, { "word": "float", "term": "float", "definition": "Money we start with to give change.", "asset": "../assets/hand.svg", "alt": "Flat hand cue for float.", "edition": "both", "tier": "Tier 2" }, { "word": "tally", "term": "tally", "definition": "A mark we make to count a sale.", "asset": "../assets/file-check.svg", "alt": "Flat file check cue for tally.", "edition": "both", "tier": "Tier 2" }, { "word": "restock", "term": "restock", "definition": "Put out more checked items.", "asset": "../assets/clipboard-check.svg", "alt": "Flat clipboard check cue for restock.", "edition": "both", "tier": "Tier 2" } ], "codes_line": "VF · WS · I · NS · E · R", "catch_up_record_note": "Lessons 1–2 were mapped by cover to a unit the learners are not registered on; their evidence is retained as project history.", "edition_text": [ { "key": "platform", "edition": "public", "text": "the evidence record" }, { "key": "label", "edition": "public", "text": "Public edition" }, { "key": "accreditation", "edition": "public", "text": "Evidence may support the accredited unit and the qualification." }, { "key": "award_titles", "edition": "public", "text": "My own work and community role" } ], "evidence": [ { "id": "L10-E1", "description": "What I personally did that helped the sale succeed. One individual two-page record, with dated observations or an output trace. Class stock, money and feedback records provide context; group totals alone do not show personal achievement.", "edition": "both" } ], "assessment": { "claim": "Evidence opportunity only. Check registration and full unit requirements before claiming achievement.", "public": "Evidence may support the accredited unit and the qualification.", "communication_offer": "An optional authentic greeting, enquiry response referred to an adult, or short explanation may be retained for the Communication portfolio if the registered unit allows it. No claim of completed criteria." }, "change_from_sow": "The Thursday-only timetable places production in P5 and the full sale in P6 on 3 December 2026. Setup and checks are in P5. The P6 deck is a live run-sheet. Adults count and clear after 14:10; pupils verify the figures in L11. Use ready-cooled products if safe cooking and cooling cannot fit.", "future_scope": "Year A. Autumn 2 Weeks 1–5: build-up; Week 6, w/c 7 December 2026: trip, subject to scheme fit and at least four weeks to organise it; Week 7, w/c 14 December: reflection and assessment. Sale: 3 December 2026. Reflection: 17 December 2026, P5 12:50–13:30. Begin trip organisation by 9 November at the latest. Exact visit date, duration, venue and travel are to be confirmed locally.", "source_provenance": [ { "path": "04_ORDER_GCS-1_A1_and_GCS-2.md", "revision": "2026-10-21", "scope": "H content; original dates superseded by owner correction" }, { "path": "06_SOW_EXTRACT_Cake_Sale.md", "revision": "2026-10-21", "scope": "Aut2 W5 row verbatim" }, { "path": "owner-calendar-and-accreditation-rulings", "revision": "2026-10-23", "scope": "Thursday P5/P6; full sale window; corrected evidence links" }, { "path": "../FACTS_LEDGER.md", "revision": "2026-10-24", "scope": "Official food and charity sources" }, { "path": "owner-calendar-instruction", "revision": "2026-10-25", "scope": "Week 6 trip; Week 7 reflection; sale and reflection dates retained; names rule" } ], "public_edition_rule": "Both editions use plain generic names and qualification wording. The owner brand is the only credit. No bracketed placeholders.", "source_schema": { "display_key": "label", "editions": [ "school", "public", "both" ], "rendering": "All display text is resolved, without edition placeholders. Source stage text drives both PPTX editions and matched print content.", "path_base": "This JSON file’s directory for assets and print resources; upstream source_provenance paths identify supplied originals by filename and revision." }, "credit": "Made by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale", "reading_band": "GROW: reading-age screen below 11, exclusive", "reading_measurement": { "path": "../../READING_CORPORA.json", "scope_count": 49, "maximum_scope": "SLIDES/school/01", "maximum": { "words": 22, "sentences": 4, "syllables": 32, "fk_grade": 3.7186363636363637, "reading_age": 8.718636363636364, "exact_grade_fraction": "8181/2200", "exact_age_fraction": "19181/2200" }, "ceiling_exclusive": 11 }, "print_resources": [ { "path": "GROW_Community_CakeSale_A2_W5_Lesson_10_Evidence_Sheet.docx", "edition": "public" }, { "path": "GROW_Community_CakeSale_A2_W5_Lesson_10_Planner.docx", "edition": "public" }, { "path": "../Shared_Resources/GROW_Community_CakeSale_A2_W5_Lesson_10_Customer_Feedback_Slips.docx", "edition": "both" }, { "path": "../Shared_Resources/GROW_Community_CakeSale_A2_W5_Lesson_10_Production_and_Release_Check.docx", "edition": "both" }, { "path": "../Shared_Resources/GROW_Community_CakeSale_A2_W5_Lesson_10_Role_and_Script_Cards.docx", "edition": "both" }, { "path": "../Shared_Resources/GROW_Community_CakeSale_A2_W5_Lesson_10_Stock_Tally_and_Money_Record.docx", "edition": "both" }, { "path": "../Shared_Resources/GROW_Community_CakeSale_A2_W5_Lesson_10_Vocabulary_Mat.docx", "edition": "both" } ], "assets": [], "rendering": { "font": "template font", "embedded": false, "native_desktop_tested": false, "layout_reference": "Lesson_07_A2_W2/GROW_Community_CakeSale_A2_W2_Lesson_7.pptx", "layout_reference_revision": "E issue-3", "authoring": "Imported native template objects, edited with the authoring tool; exported alt descriptions and privacy-safe metadata restored in OOXML.", "p5_routine": "Same twelve routine functions. Production, check and handover headings describe the practical action.", "p6_routine": "The H order expressly requests a run-sheet. Setup is in P5, service spans P6, and adult counting and clearing follow after 14:10." }, "year": "Year A", "calendar_of_record": "Year A. Autumn 2 Weeks 1–5: build-up; Week 6, w/c 7 December 2026: trip, subject to scheme fit and at least four weeks to organise it; Week 7, w/c 14 December: reflection and assessment. Sale: 3 December 2026. Reflection: 17 December 2026, P5 12:50–13:30. Begin trip organisation by 9 November at the latest. Exact visit date, duration, venue and travel are to be confirmed locally.", "pupil_voice": { "Space": "Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing.", "Voice": "Each learner chooses a suitable role and can report a safety concern or ask for a change.", "Audience": "The teacher hears the learner; the food or money lead responds to the relevant concern.", "Influence": "Act on the concern, change a role or support where needed, and record what changed." }, "rendered_shape_text": [ { "edition": "public", "slides": [ { "lesson-code": "COMM-GROW-A2-W05 · Lesson 10a", "label": "Public edition · Year A", "stage-title": "Production and final checks", "big-question": "How will my job help our sale?", "purpose": "Finish, check and set up for the charity.", "date": "Thursday 3 December 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-W05 · Lesson 10a", "label": "Public edition · Year A", "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.\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-W05 · Lesson 10a", "label": "Public edition · Year A", "stage-title": "Retrieval", "pupil-body": "What is your sale job?\nShow one check from last week.\nWhat if a food label is not right?\nWho can help you?", "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-W05 · Lesson 10a", "label": "Public edition · Year A", "stage-title": "Today", "pupil-body": "Finish one safe job for the sale.\nI can follow my safe steps.\nI can ask for a check.\nI can show how my job helped.\nL10-E1 · My own part in our sale\nMy own work and community role", "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-W05 · Lesson 10a", "label": "Public edition · Year A", "stage-title": "I DO", "pupil-body": "Wash hands. Clean the work space.\nFollow the agreed food steps.\nPortion, label and box the food.\nAsk the adult to check it.\nCount only the stock we can sell.", "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-W05 · Lesson 10a", "label": "Public edition · Year A", "stage-title": "WE DO", "practice-label": "Use our real food and labels.", "hinge": "New topping. Old label.\nWhat next?\nA Put it out.\nB Stop. Ask an adult.\nC Guess it is safe.\nI choose __ because __.", "model-assumption": "B. Keep the food off the stall until the adult checks 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": "06" }, { "lesson-code": "COMM-GROW-A2-W05 · Lesson 10a", "label": "Public edition · Year A", "stage-title": "YOU DO in your book", "task-main": "Write, draw or tell your job and two steps.\nUse the real role card.\nMy job is __. First I __. Then I __.", "route-SUPPORTED": "SUPPORTED", "route-rule-SUPPORTED": "", "route-body-SUPPORTED": "Point to your job and two picture steps.\nFirst I __. Then I __.", "route-STANDARD": "STANDARD", "route-rule-STANDARD": "", "route-body-STANDARD": "Plan your job and a finish check.\nI will check __ with __.", "route-STRETCH": "STRETCH", "route-rule-STRETCH": "", "route-body-STRETCH": "Spot a risk to your job. Plan who can help.\nIf __ happens, I will __.", "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-W05 · Lesson 10a", "label": "Public edition · Year A", "stage-title": "YOU DO production", "task-main": "Do your own job. Follow the safe steps.\nUse the real menu and checked labels.\nKeep one trace of your part for L10-E1.\nI did __. I had help with __.", "route-SUPPORTED": "SUPPORTED", "route-rule-SUPPORTED": "", "route-body-SUPPORTED": "Do one step at a time with help.\nShow the part you did.", "route-STANDARD": "STANDARD", "route-rule-STANDARD": "", "route-body-STANDARD": "Finish your job. Ask for the check.\nTell how your work helped.", "route-STRETCH": "STRETCH", "route-rule-STRETCH": "", "route-body-STRETCH": "Keep the size and finish the same.\nSpot a gap and ask for 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-W05 · Lesson 10a", "label": "Public edition · Year A", "stage-title": "Evidence and stall checks", "pupil-body": "Show the part you did.\nAsk for the food and label check.\nCount the checked stock.\nAdults check the float and stall.\nKeep each role in its own space.", "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-W05 · Lesson 10a", "label": "Public edition · Year A", "stage-title": "P5 handover", "pupil-body": "Is your part ready for the sale?\nI helped by __. We still need __.\nTell the adult about any gap.\nThe sale starts at 13:30.\nWait for the adult’s go-ahead.", "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-W05 · Lesson 10a", "label": "Public edition · Year A", "stage-title": "Key vocabulary mat", "word-0": "batch", "definition-0": "Food made in one go.", "word-1": "portion", "definition-1": "One piece to serve.", "word-2": "label", "definition-2": "Words on a pack that tell us about food.", "word-3": "allergen", "definition-3": "A thing in food that can make some people very ill.", "word-4": "stock", "definition-4": "Items we have for sale.", "word-5": "float", "definition-5": "Money we start with to give change.", "word-6": "tally", "definition-6": "A mark we make to count a sale.", "word-7": "restock", "definition-7": "Put out more checked items.", "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-W05 · Lesson 10a", "label": "Public edition · Year A", "stage-title": "TA and staff brief", "staff-main": "Observe each learner’s own job.\nScribe their words, not your idea.\nAdults approve food and float checks.\nPupil voice: Space, Voice, Audience, Influence.\nVF · WS · I · NS · E · R\nCapture in the evidence record.", "cold-call-detail": "1. What if a label is wrong?\n2. Which step needs an adult check?\n3. How did your own job 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": "12" }, { "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "stage-title": "Sale day run sheet", "big-question": "How will I help our sale run well?", "purpose": "Use your role card. Ask for help when you need it.", "date": "Thursday 3 December 2026 · P6 13:30–14:10", "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": "13" }, { "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "stage-title": "Set up before opening", "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": "14", "pupil-body": "Food: checked items and clean tools.\nMoney: adult and float record.\nStock: boxes, count and tally sheet.\nBreak: a quiet seat and cover.\nKeep the route clear." }, { "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "stage-title": "Open at 13:30", "pupil-body": "Wait for the adult’s go-ahead.\nHello. Welcome to our cake sale.\nWe are raising funds for the charity.\nIt is our local hospice.\nWould you like to see the menu?", "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": "15" }, { "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "stage-title": "Serve with your role card", "pupil-body": "Hello. What would you like?\nLet me check that order.\nPlease ask our adult about food needs.\nThe price is __.\nThank you.", "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": "16" }, { "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "stage-title": "Money and the sale record", "pupil-body": "Check the real price card.\nCount the payment with the adult.\nCount back the right change.\nMark the sale once it is paid.\nAsk the adult if the totals do not match.", "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": "17" }, { "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "stage-title": "Money check cue", "practice-label": "Example only. Use our real prices at the stall.", "hinge": "One cake costs £1.\nA customer gives £2.\nChange is £1.\nAsk for a check\nif you are not sure.", "model-assumption": "£1 price + £1 change = £2 paid. An adult checks the money.", "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": "18" }, { "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "stage-title": "Restock", "task-main": "Use only checked stock.\nCount what you add to the stall.\nKeep the right label with each item.\nTell the adult if stock runs low.", "route-SUPPORTED": "SUPPORTED", "route-rule-SUPPORTED": "", "route-body-SUPPORTED": "Move one checked box with help.\nCount or point with the adult.", "route-STANDARD": "STANDARD", "route-rule-STANDARD": "", "route-body-STANDARD": "Count what you add. Record it.\nCheck the item and label match.", "route-STRETCH": "STRETCH", "route-rule-STRETCH": "", "route-body-STRETCH": "Compare the stock and tally.\nFlag a gap. Ask for a check.", "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": "19" }, { "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "stage-title": "Break and evidence cue", "task-main": "Tell the adult before your break.\nWait for your cover. Use the quiet seat.\nIn a safe pause, tell what you did.\nMy job helped because __.", "route-SUPPORTED": "SUPPORTED", "route-rule-SUPPORTED": "", "route-body-SUPPORTED": "Point to your job or a photo.\nAn adult can write your words.", "route-STANDARD": "STANDARD", "route-rule-STANDARD": "", "route-body-STANDARD": "Name your job and its effect.\nShow one trace of your work.", "route-STRETCH": "STRETCH", "route-rule-STRETCH": "", "route-body-STRETCH": "Explain a change you made.\nShow how it helped the team.", "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": "20" }, { "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "stage-title": "Close at 14:10", "pupil-body": "Thank you. Our sale is now closed.\nHand over your role to the adult.\nGive the adult the tally and stock notes.\nWhat did you personally do that helped?\nI helped the sale by __.", "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": "21" }, { "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "stage-title": "Count and clear after close", "pupil-body": "Adults secure and count the money.\nAdults check the stock and sale notes.\nAdults store or clear food safely.\nAdults clean and close the space.\nWe check the figures in Lesson 11.", "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": "22" }, { "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "stage-title": "Key vocabulary mat", "word-0": "batch", "definition-0": "Food made in one go.", "word-1": "portion", "definition-1": "One piece to serve.", "word-2": "label", "definition-2": "Words on a pack that tell us about food.", "word-3": "allergen", "definition-3": "A thing in food that can make some people very ill.", "word-4": "stock", "definition-4": "Items we have for sale.", "word-5": "float", "definition-5": "Money we start with to give change.", "word-6": "tally", "definition-6": "A mark we make to count a sale.", "word-7": "restock", "definition-7": "Put out more checked items.", "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": "23" }, { "lesson-code": "COMM-GROW-A2-W05 · Lesson 10b", "label": "Public edition · Year A", "stage-title": "TA and staff brief", "staff-main": "Keep food and money checks with adults.\nUse role cues during the live sale.\nPlan breaks and quiet roles.\nPupil voice: Space, Voice, Audience, Influence.\nVF · WS · I · NS · E · R\nCapture in the evidence record.", "cold-call-detail": "1. Who checks food questions?\n2. When can you mark a paid sale?\n3. How did your own job 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": "24" } ] } ], "rendered_slide_text": [ { "edition": "public", "slides": [ [ "Production and final checks", "How will my job help our sale?", "Finish, check and set up for the charity.", "Thursday 3 December 2026 · P5 12:50–13:30" ], [ "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 __." ], [ "Retrieval", "What is your sale job?", "Show one check from last week.", "What if a food label is not right?", "Who can help you?" ], [ "Today", "Finish one safe job for the sale.", "I can follow my safe steps.", "I can ask for a check.", "I can show how my job helped.", "L10-E1 · My own part in our sale", "My own work and community role" ], [ "I DO", "Wash hands. Clean the work space.", "Follow the agreed food steps.", "Portion, label and box the food.", "Ask the adult to check it.", "Count only the stock we can sell." ], [ "WE DO", "Use our real food and labels.", "New topping. Old label.", "What next?", "A Put it out.", "B Stop. Ask an adult.", "C Guess it is safe.", "I choose __ because __.", "B. Keep the food off the stall until the adult checks it.", "Check", "What we do", "Food name", "Match this batch", "Ingredients", "Read all packs", "Toppings", "Add each one", "Allergens", "Adult checks", "Label", "Match this item", "Not clear?", "Stop. Ask an adult." ], [ "YOU DO in your book", "Write, draw or tell your job and two steps.", "Use the real role card.", "My job is __. First I __. Then I __.", "SUPPORTED", "Point to your job and two picture steps.", "First I __. Then I __.", "STANDARD", "Plan your job and a finish check.", "I will check __ with __.", "STRETCH", "Spot a risk to your job. Plan who can help.", "If __ happens, I will __." ], [ "YOU DO production", "Do your own job. Follow the safe steps.", "Use the real menu and checked labels.", "Keep one trace of your part for L10-E1.", "I did __. I had help with __.", "SUPPORTED", "Do one step at a time with help.", "Show the part you did.", "STANDARD", "Finish your job. Ask for the check.", "Tell how your work helped.", "STRETCH", "Keep the size and finish the same.", "Spot a gap and ask for help." ], [ "Evidence and stall checks", "Show the part you did.", "Ask for the food and label check.", "Count the checked stock.", "Adults check the float and stall.", "Keep each role in its own space." ], [ "P5 handover", "Is your part ready for the sale?", "I helped by __. We still need __.", "Tell the adult about any gap.", "The sale starts at 13:30.", "Wait for the adult’s go-ahead." ], [ "Key vocabulary mat", "batch", "Food made in one go.", "portion", "One piece to serve.", "label", "Words on a pack that tell us about food.", "allergen", "A thing in food that can make some people very ill.", "stock", "Items we have for sale.", "float", "Money we start with to give change.", "tally", "A mark we make to count a sale.", "restock", "Put out more checked items." ], [ "TA and staff brief", "Observe each learner’s own job.", "Scribe their words, not your idea.", "Adults approve food and float checks.", "Pupil voice: Space, Voice, Audience, Influence.", "VF · WS · I · NS · E · R", "Capture in the evidence record.", "1. What if a label is wrong?", "2. Which step needs an adult check?", "3. How did your own job help?" ], [ "Sale day run sheet", "How will I help our sale run well?", "Use your role card. Ask for help when you need it.", "Thursday 3 December 2026 · P6 13:30–14:10" ], [ "Set up before opening", "Food: checked items and clean tools.", "Money: adult and float record.", "Stock: boxes, count and tally sheet.", "Break: a quiet seat and cover.", "Keep the route clear." ], [ "Open at 13:30", "Wait for the adult’s go-ahead.", "Hello. Welcome to our cake sale.", "We are raising funds for the charity.", "It is our local hospice.", "Would you like to see the menu?" ], [ "Serve with your role card", "Hello. What would you like?", "Let me check that order.", "Please ask our adult about food needs.", "The price is __.", "Thank you." ], [ "Money and the sale record", "Check the real price card.", "Count the payment with the adult.", "Count back the right change.", "Mark the sale once it is paid.", "Ask the adult if the totals do not match." ], [ "Money check cue", "Example only. Use our real prices at the stall.", "One cake costs £1.", "A customer gives £2.", "Change is £1.", "Ask for a check", "if you are not sure.", "£1 price + £1 change = £2 paid. An adult checks the money.", "Example step", "Amount", "Price", "£1", "Paid", "£2", "Change", "£1", "Check", "£1 + £1 = £2", "Sale tally", "One cake", "Cash sale", "£1" ], [ "Restock", "Use only checked stock.", "Count what you add to the stall.", "Keep the right label with each item.", "Tell the adult if stock runs low.", "SUPPORTED", "Move one checked box with help.", "Count or point with the adult.", "STANDARD", "Count what you add. Record it.", "Check the item and label match.", "STRETCH", "Compare the stock and tally.", "Flag a gap. Ask for a check." ], [ "Break and evidence cue", "Tell the adult before your break.", "Wait for your cover. Use the quiet seat.", "In a safe pause, tell what you did.", "My job helped because __.", "SUPPORTED", "Point to your job or a photo.", "An adult can write your words.", "STANDARD", "Name your job and its effect.", "Show one trace of your work.", "STRETCH", "Explain a change you made.", "Show how it helped the team." ], [ "Close at 14:10", "Thank you. Our sale is now closed.", "Hand over your role to the adult.", "Give the adult the tally and stock notes.", "What did you personally do that helped?", "I helped the sale by __." ], [ "Count and clear after close", "Adults secure and count the money.", "Adults check the stock and sale notes.", "Adults store or clear food safely.", "Adults clean and close the space.", "We check the figures in Lesson 11." ], [ "Key vocabulary mat", "batch", "Food made in one go.", "portion", "One piece to serve.", "label", "Words on a pack that tell us about food.", "allergen", "A thing in food that can make some people very ill.", "stock", "Items we have for sale.", "float", "Money we start with to give change.", "tally", "A mark we make to count a sale.", "restock", "Put out more checked items." ], [ "TA and staff brief", "Keep food and money checks with adults.", "Use role cues during the live sale.", "Plan breaks and quiet roles.", "Pupil voice: Space, Voice, Audience, Influence.", "VF · WS · I · NS · E · R", "Capture in the evidence record.", "1. Who checks food questions?", "2. When can you mark a paid sale?", "3. How did your own job help?" ] ] } ], "rendered_slide_notes": [ { "edition": "public", "slides": [ "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: Production and final checks\nTiming: 0 minutes\nTA brief: Use the approved L6 menu, quantities and price list, L7 checked ingredients and labels, and L9 readiness record. No replacement recipe or price is supplied here.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: Arrival and regulation check\nTiming: 2 minutes\nTA brief: Check regulation and readiness before food work. Offer the quiet stock or tally role and scheduled breaks. Agree who covers each break. Handwashing and safe entry are part of practical preparation.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: Retrieval\nTiming: 2 minutes\nTA brief: Retrieve the real L9 responsibility. Accept a point to the record. Food with an unchecked or wrong label stays off the stall. Close gaps before opening.\nCold Call: What do we do with a label we cannot trust?\nExpected answer: Keep the food off the stall and ask the food lead to check it.\nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: Today\nTiming: 1 minutes\nTA brief: These are evidence opportunities, not a statement that any award unit is complete. Match the observed action to the learner’s registered course and current unit requirements locally.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: I DO\nTiming: 3 minutes\nTA brief: Model the actual safe sequence with the approved product. Use ready-cooled products if cooking and cooling cannot safely fit. Hot equipment is adult controlled. Check every ingredient and topping against its original pack. Do not claim food is free from an allergen.\nCold Call: Can we sell an item before its check?\nExpected answer: No. It stays separate until the food lead releases it.\nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\nFood-safety source checked 2026-10-24: the retained source record source: the retained source record\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: WE DO\nTiming: 4 minutes\nTA brief: Hinge answer B. A confuses a neat label with a correct label. C treats a guess as evidence. Return to the actual packs and checked recipe before releasing the item. The table is a checking sequence, not a finished ingredient label.\nCold Call: Why is the old label not enough?\nExpected answer: The topping can change the ingredients or allergens, so the adult must check the full label again.\nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\nFood-safety source checked 2026-10-24: the retained source record source: the retained source record\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: YOU DO in your book\nTiming: 2 minutes\nTA brief: Book-first planning is brief and may be scribed verbatim. The learner supplies the idea. Do not spend production time copying instructions.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: YOU DO production\nTiming: 18 minutes\nTA brief: 13:04–13:22 practical work. Allow final baking only when the approved method, cooling time and remaining checks demonstrably fit. Otherwise finish ready-cooled stock. Adults handle heat and judge release. Capture a short observation or authorised product photo during work; no extra worksheet task at the bench.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: Evidence and stall checks\nTiming: 4 minutes\nTA brief: 13:22–13:26. Finish L10-E1 P5 trace and move checked stock to the agreed display. Adults sign the production release and starting float. Keep money handling separate from ready-to-eat food. Set up food, money, stock and quiet break zones with a clear route.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: P5 handover\nTiming: 4 minutes\nTA brief: 13:26–13:30. Recheck L9 approvals and today’s opening checklist. Confirm roles, breaks and adult cover after 14:10. Do not open with unresolved safety gaps. Record any delayed opening honestly; never shorten safe preparation to meet the clock.\nCold Call: What if a check is not done at 13:30?\nExpected answer: Tell the lead. Hold the affected item or delay opening until the necessary controls are in place.\nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: Key vocabulary mat\nTiming: 0 minutes\nTA brief: Use as a reference during work, with picture cues. Read and point as needed.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P5 12:50–13:30\nStage: TA and staff brief\nTiming: 0 minutes\nTA brief: Hidden staff slide. Cold calls are optional, supportive checks during a safe pause. Expected answers: withhold food and ask the food lead; point to their actual safety/check step; explain their personal action and effect. Support and prompting must be recorded. Never use assessment questions to distract a pupil handling heat or tools.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Sale day run sheet\nTiming: 13:30–14:10 live service\nTA brief: The P6 deck is an operational reference. Keep a useful cue visible and move only when it helps the live stall. No lecture or whole-group tasks during service. The sale window is the full 13:30–14:10.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Set up before opening\nTiming: P5 handover, checked by 13:30\nTA brief: Complete this setup in P5. Confirm safe capacity, adult positions, the food record, agreed prices, secure float and breaks. Separate ready-to-eat food from money. This is a checklist to revisit if the layout changes, not extra time taken from P6.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\nFood-safety source checked 2026-10-24: the retained source record source: the retained source record\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Open at 13:30\nTiming: 13:30 opening, subject to checks\nTA brief: Food and money leads must be in place. Use the agreed charity fact record and prices. Do not add health claims, statistics or unapproved venue details. If the lead cannot release the stall, record the delay and resolve the gap.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\nCharity source checked 2026-10-24: the retained source record\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Serve with your role card\nTiming: 13:30–14:10, as needed\nTA brief: An adult handles ingredient and allergen enquiries using the written record. Learners do not guess or promise that food is safe for a particular person. Offer a paired greeting or a stock/tally role with equal evidence value. Read the approved price card; no model price is used for the real sale.\nCold Call: What if a customer asks about an allergy?\nExpected answer: Ask the food lead to use the checked written food information.\nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\nFood-safety source checked 2026-10-24: the retained source record source: the retained source record\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Money and the sale record\nTiming: 13:30–14:10, as needed\nTA brief: Finance supervision is continuous. Use only the school-approved cashless method, if available. A tally is a record of an item, not proof of payment. Confirm any cashless payment separately. Keep gifts separate from cake sales. All cash movements need an entry. Staff retain custody.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Money check cue\nTiming: 13:30–14:10, only if useful\nTA brief: This familiar rehearsal model is a reference cue only and does not set sale prices. No whole-class hinge during service. If a learner needs a check, use the actual transaction quietly with the finance adult; never leave the till unattended.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Restock\nTiming: 13:30–14:10, as needed\nTA brief: Use the opening count plus additions record. Do not substitute a recipe or topping to meet demand. Log waste and authorised samples separately. Adults decide safe storage and what can remain on sale. A non-customer-facing stock role is always available.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\nFood-safety source checked 2026-10-24: the retained source record source: the retained source record\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Break and evidence cue\nTiming: Staggered breaks during 13:30–14:10\nTA brief: Use the agreed rota and immediate regulation needs. There must be adult cover for food and money. Capture L10-E1 during a safe break or from the adult’s live observation. Do not call all learners away from the stall or require a device at the food bench.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Close at 14:10\nTiming: 14:10 close and pupil handover\nTA brief: Keep service open until 14:10 when controls permit. Close at 14:10. Adults take custody of money, food and records. Use an existing observation if the learner must leave promptly. No assumed extra pupil period. Preserve the full advertised window; do not insert an early close.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Count and clear after close\nTiming: After 14:10, adult follow-up outside P6\nTA brief: After 14:10: the pre-assigned adult team completes counting, discrepancy recording, safe food decisions, cleaning and custody. Two adults verify the count according to local arrangements. Record cash sales, cashless sales and gifts separately, exclude the float, and retain receipts/costs for L11. No donation or final total is announced from an unchecked tally.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\nFood-safety source checked 2026-10-24: the retained source record source: the retained source record\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: Key vocabulary mat\nTiming: Reference only\nTA brief: Reference only; no separate vocabulary teaching block in the live sale.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n", "Year A\nLesson 10 · Thursday 3 December 2026 · P6 13:30–14:10\nStage: TA and staff brief\nTiming: Reference only\nTA brief: Hidden staff slide. Answers: food lead using the checked record; after the adult confirms payment; the learner’s own action and its effect. Use only safe pauses. Adult count/clear cover must be agreed before opening. After-close work is not part of the 40-minute pupil period.\nCold Call: \nExpected answer: \nPupil voice: Space: Offer a quiet stock role, a planned break and a choice of speech, pointing, drawing or scribing. Voice: Each learner chooses a suitable role and can report a safety concern or ask for a change. Audience: The teacher hears the learner; the food or money lead responds to the relevant concern. Influence: Act on the concern, change a role or support where needed, and record what changed.\nSource: 04_ORDER_GCS-1_A1_and_GCS-2.md and 06_SOW_EXTRACT_Cake_Sale.md, Aut2 W5, revision 2026-10-21. Owner Thursday timetable correction, revision 2026-10-23.\nMade by Matt · © Matt Roper · CC BY-NC-SA 4.0: free for classroom use, share and adapt with credit, no resale\n" ] } ] }