Remind the class that this is where ALT 1 formally starts producing evidence. Reassure anyone anxious that this is a first draft, not the final version. They get five more lessons to refine it.

Quick check: every student should have S1.1/ALT1_source_material.md from Lesson 24 in front of them. This is the single combined file that gathers all five sections (values, skills, achievements, interests, feedback). Anyone who is missing it can rebuild a quick bullet list of their key portfolio files before starting the activity.

Keep this brief. The load-bearing term is draft. Head off perfectionism before it stalls anyone in the activity.

Walk the class through beats 1 to 6 in order on the IWB using Next. Pause on each beat and ask the class to spot why the phrase works before you reveal the explanation.

The key move to name repeatedly is evidence over adjectives: Aoife never just says she is hardworking, she shows it. This is exactly what students will be judged on when they draft their own next.

Circulate as students draft. The two most common stalls are (1) writing a CV list instead of reflective prose, and (2) vague adjectives with no evidence. When you see either, point the student back to a specific section of their source-material file (achievements, strong-skills evidence, feedback) and ask 'what's your proof for that?'

Anyone who finishes early moves straight to Take It Further. Do not let them idle. Anyone struggling to start can draft the four paragraph headings first, then fill one sentence under each.

This is the formal start of ALT 1 producing evidence. By the end of the lesson every student must have a complete draft saved, however rough.

Run this as a 90-second paired share, then take two or three voices from the room. The hardest paragraph is very often paragraph 1 (identity) or paragraph 4 (direction). Naming that out loud reassures students it's normal.

Reflection is display-only. Students add a portfolio note in their own time if they wish. They do not type on the page.