Blank school planning prompts. These are not permission forms, legal agreements or completed local-source records. Use the school's established processes; keep any completed notes there, not in SubjectNest or a public contribution. Fill only fields that help the agreed activity.
Before teaching · adult preparation
| Useful field | Short note |
|---|---|
| School's relevant Country/Place context, confirmed through which appropriate source/process? | |
| Exact account/representation, creator or speaker, date/version and agreed credit | |
| Which short part teaches importance, and which supports the school context? What remains for later? | |
| Relevant authority/use scope, school preparation, audience, review/custody process | |
| Selected activity, actual child action, source-equivalent access/response options | |
| Any source/playback/material preparation and next local preparation step |
Where names, recordings, maps, translation or copying are proposed, record the agreed applicable scope through the normal process. Do not attach community material to this public blank. The generic print aids provide response space only; they authorise no content.
During teaching · brief sampled observation
Source/date/activity: ______
What the child actually encountered, chose, showed or asked; mode and help: ______
Next invitation / not yet observed component: ______
Keep a child identifier only if needed within the school's approved private records. Sampling a few responses now and revisiting others later is sufficient for running an invitation; a full class of completed forms is not required. A source was available does not mean the child encountered it. A child-directed adult record can preserve the child's ideas while attributing the adult contribution.
Keep these decisions separate
| Situation | Accurate note |
|---|---|
| Workflow and approved local source prepared, no teaching yet | Opportunity ready; not taught; no learner outcome claimed. |
| Blank plan prepared but exact local source/authority scope pending | Activity structures ready; K04 local content preparation pending. |
| Child encounters approved importance account; school-location source not offered | Record the actual importance response, if any; school-context component still open. |
| Child finds school cue; no account of importance offered | Record that locating/context response; importance component still open. |
| Child chooses an adult-offered question | Supported question selection; do not call it independently generated. |
| Child points/directs a record or uses a home-language/sign response | Record exact communicated content, mode and help; review interpretation as needed. |
| Familiar/imagined-place fallback only | Meaningful place concepts/skills; no K04 local-content teaching from that fallback. |
| Child pauses or a component runs later | Not yet observed; no zero, cultural-identity inference or cannot-do label. |
A body of locally appropriate dated opportunities and actual responses informs professional judgement. One cue, account or drawing is not exhaustive description coverage or whole-year certification.