LAUNCH · ASDAN Studio · Living Independently · Banks: ASDAN Living Independently routines; AQA UAS
| Key Word | Definition |
|---|---|
| ROUTINE | A regular order to your day. |
| SELF-CARE | Looking after your own wellbeing and needs. |
| ORGANISE | Arrange things so you can find and do them. |
| ANCHOR | A fixed part of the day the routine holds. |
Name: ____________________ Class: __________ Date:
A steady routine is a quiet superpower.
Documentarian photo + annotation + witness tick — ASDAN Living Independently — self-care and routines; AQA UAS ‘Personal organisation’.
1) Name one thing you do every morning.
2) Name one way you remember things.
3) Point to something that helps you stay tidy.
1) Why does a routine make daily life easier?
2) What is the difference between self-care and chores?
3) By the end you plan a routine. What should a good one include?
1) Why does a routine help most on the hardest days?
2) ‘I’m organised.’ Describe the evidence.
3) Should a routine be rigid or flexible? Argue it.
Key Question: What does a good routine look like — and how do I stay organised?
ROUTINE, ORGANISE, REMINDER, PLANNER, SELFCARE, HABIT, PRIORITY, BALANCE
Draw lines to match:
LIST · ALARM · PLANNER · ROUTINE · REMINDER · PRIORITY
Holds tasks so you do not forget them · Gets you up or moving on time · Shows what is happening across the week · Orders the day so decisions are fewer · Nudges you before something is due · Tells you which task to do first
A part of my routine is ______.
I stay organised by ______.
An anchor I want to protect is ______.
routine · organise · reminder · planner · self-care · habit · priority · balance
1) List your daily anchors. 2) Order them into a routine. 3) Choose one organising tool and explain why.
Which anchor is hardest to keep, and how will you protect it? Where does your routine flex?
Task: Order the routine cards into a morning and evening, then pick one organising tool, with an adult.
Work here (an adult can scribe):
Task: Plan a simple daily routine and choose one tool to stay organised, then explain your choice.
Evidence check: photo ☐ annotation ☐ witness ☐
Task: Plan a weekly routine that keeps anchors steady and flexes around real events, with your tools named.
Stretch (L2 standard): build a weekly routine that flexes around real life to a strong standard.
1) You can describe a self-care routine — true? Say one part.
2) You can name an organising tool — true? Say one.
3) You planned a routine — true? Say one anchor.
1) Describe two parts of a good daily routine.
2) Which organising tool will you use, and why?
3) Where does today’s evidence bank?
1) Which anchor is hardest to keep, and how will you protect it?
2) Why does a routine help most on hard days?
3) Describe how your routine flexes around a busy day.
LAUNCH ASDAN W1 · Self-Care Routines and Organisation
LAUNCH · ASDAN Studio · Living Independently · Banks: ASDAN Living Independently routines; AQA UAS
| Candidate name | |
| Date of activity | |
| Activity witnessed | Self-Care Routines and Organisation |
1 · What I actually saw this candidate do
Name the observable action, not the worksheet. Write what a stranger would have seen from the doorway.
2 · Level the candidate worked at — ring ONE
| SUPPORTED Order the routine cards into a morning and evening, then pick one organising tool, with an adult. | STANDARD Plan a simple daily routine and choose one tool to stay organised, then explain your choice. | STRETCH Plan a weekly routine that keeps anchors steady and flexes around real events, with your tools named. |
Prompts given (if any):
3 · Evidence attached
☐ Dated photograph ☐ Candidate’s written annotation ☐ Completed sheet ☐ Other:
4 · Assessor declaration
I confirm the work described above was produced by the named candidate, and that the level ringed reflects the support actually given on the day.
| Assessor name (print) | Role |
| Signature | Date |
5 · Learner confirmation
I confirm this is my own work.
| Learner name (print) | Signature |
| Date |
One statement per candidate per session. File it with the photo, not instead of it.
Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.
| Space | The Independence Board tracks progress, never rankings — ‘pass’ is always allowed. |
| Voice | Say one part of your routine you want to protect. Your words. |
| Audience | Your routine is yours — the board shows only the headline you choose. |
| Influence | What the room flags shapes the independence skills we practise next. |
Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Pass is always allowed.
What I said, and what it changed:
Keep with your ASDAN portfolio.
| Pupil name: | Date: |
| WWW (What Went Well): | |
| EBI (Even Better If): | |
| Level worked at: Supported / Standard / Stretch | ASDAN evidence filed: Yes / Not yet |
| Pupil response — my next step: | |