What has been built
Thirty self-contained, offline lessons: five established LAUNCH ASDAN strands across the next six chronological weeks. The sequence is sourced from the supplied LAUNCH KS4 2026–27 workbook rather than invented from the filenames alone.
| Pack / SOW | PEQ | Careers | Independent Living | Vocational | Community |
|---|---|---|---|---|---|
| W7 Aut1·W7 | What Makes a Team Effective? Features, Advantages & Challenges | Careers Self-Audit: What Has Changed and What Comes Next? | Independence Evidence Check: Show, Explain & Improve | Vocational Skills Review: Task, Support & Next Skill | Community Project Evidence Check: Claim, Proof & Gap |
| W8 Aut2·W1 | Agree the Team Contract: Goals, Roles & Ground Rules | Write & Refine a CV: Evidence, Not Adjectives | Food Hygiene: Ready Before We Cook | Hospitality Basics: Map the Service | Run the Project: Need Before Activity |
| W9 Aut2·W2 | Plan the Team Activity: Barriers, Support & Review | Complete an Application: Claim, Example, Relevance | Prepare a Balanced Meal: Safe, Timed & Low-Waste | Food Preparation & Presentation: Standard vs Waste | Solve a Delivery Problem: Cause, Options, Change |
| W10 Aut2·W3 | Use the Plan: Carry Out the Team Activity | Manage My Digital Footprint: Public, Private, Professional | Follow & Adapt a Recipe: One Change, No New Risk | Front of House: Inclusive Customer Service | Gather Useful Feedback: Accessible, Honest, Safe |
| W11 Aut2·W4 | Adapt Under Pressure: Manage Barriers & Own My Role | Mock Interview: Answer, Evidence, Improve | Plan a Healthy Week: Balance, Time, Culture & Routine | Run the Service: Standards Under Pressure | Mid-Point Review: Keep, Change or Stop |
| W12 Aut2·W5 | Review My Teamwork: Progress, Evidence & Next Action | Telephone & Email Enquiries: Professional, Safe, Clear | Budget the Food Shop: Price, Portions & Best Value | Evaluate the Service & My Role: System, Skill or Luck? | Partnership Proposal: Reciprocity & Boundaries |
PEQ Team Working spine
The screen pages teach and create authentic evidence opportunities. They do not award a unit or qualification.
- A team/group has at least three members.
- The team collaboratively decides goals, roles, responsibilities, tasks and ground rules.
- At Level 1, the plan contains at least two SMART team goals.
- Any mapped plan must be used for at least 10 hours of genuine activity; scheduled lesson time does not automatically prove this.
- The review should include at least two positive outcomes, difficulty management, something done differently, at least two development areas and future use.
Week 12 is an interim review / prepare-for-assessor-review point. It must not be presented as automatic sign-off. Continue authentic activity into the later W13–W14 evidence/IQA block whenever the minimum or evidence sufficiency has not been met.
Controlled cross-strand evidence
Careers, food preparation, hospitality and the community project can provide authentic teamwork contexts only when the centre’s current assessment plan maps them, the learner genuinely follows the agreed team plan, actual duration is logged and the learner’s individual contribution is traceable. Work used for another framework does not automatically become PEQ evidence.
| Status | Meaning |
|---|---|
| Teaching | The concept/process is being introduced. |
| Rehearsal | The learner practises with scaffolds; not assessed evidence. |
| Evidence candidate | Route through the current assessment plan and evidence locator. |
| Assessed | Only an authorised assessor records the judgement against every current criterion. |
| Needs addition | Record the gap and plan another authentic opportunity; never fabricate. |
Assessment and authenticity boundary
- Initial assessment selects the learner’s appropriate level and qualification size before registration. LAUNCH branding does not establish PEQ level.
- Use the current ASDAN PEQ specification, current unit booklet, centre assessment plan, assessor records and IQA/EQA processes.
- Registration must occur before assessment.
- Evidence must be valid, current, sufficient, authentic and traceable by criterion and evidence location.
- Record reasonable adjustments/support separately. They may preserve access but must not supply the assessed response.
- The learner must not present another person’s or generative AI output as their own assessed work.
- Interactive lesson choices are rehearsal and are not qualification evidence by themselves.
SEMH delivery
- Stable space, familiar adult and clear time boundary.
- Least Prompt First: wait → self-prompt → visual/source cue → general verbal → specific verbal → model → direct support.
- No forced public performance or public grading.
- Access remains while cognitive demand increases through evidence, comparison, limitation, trade-off and transfer.
- Use fictional/non-sensitive personal data for CVs, applications, digital footprint, money and contact details.
- Local risk assessment, food hygiene, allergen controls, supervision and safeguarding always override the screen.
Source basis
Supplied LAUNCH KS4 2026–27 scheme of work: LAUNCH - Autumn and LAUNCH Weekly - Autumn. Supplied ASDAN Personal Effectiveness Qualifications specification, Version 1.2 October 2025, especially Team working skills Level 1 pp.44–45. Supplied Qualification-Readiness Audit dated 17 August 2026. Official PEQ course/status page rechecked 28 August 2026: https://www.asdan.org.uk/courses/personal-effectiveness-qualifications/
Before using centre-devised pages for assessment, recheck the live ASDAN course page and freshly download the current unit booklet.