No actual K03 records have been collected; no child, family, place or speaker data in this repository. Eight ordinary scripts integrate R steps. Done stays blank unless observed. The complete P route remains useful if actual route unavailable. No event/family/First Nations content is manufactured to close a row. Source review is not proof of use; silence is not consent.
Educator preflight · before Day 191
- Select a safe familiar learning place children can genuinely recognise/belong to without requiring a home address or personal story. An indoor seated view through a closed pane, doorway view from a supervised inside point, or a familiar shelf/reading corner is sufficient. Choose one visible feature and fixed view cue; educator checks school risk/access/weather procedures. Stay inside; no opening panes, sun looking, outings, water contact, weather equipment, plant manipulation, dangerous weather exposure or collecting private images. Stop view immediately if locally unsafe/unavailable; use indoor feature or approved dated source image. Record exactly what is visible, including not visible; no clouds/rain asserted unless actually observed in that limited view/source.
- Obtain current owner/school approval for observation/source copies, private audience, blank leaf/folder use, exact low-risk care action, storage/return/retention/correction/withdrawal. Child can pass or choose oral/flat/no-touch/private record without explaining. Never film/photo a child or identifying place detail for this pack. Existing dated image may be used only with rights and scope; label capture date/time and viewing date/time separately; unknown stays unknown.
- Arrange one willing adult's short own account of this feature/place, why it matters to that particular person, and an appropriate care procedure. Ask: “May we use your own words privately? What may we record? Why does this feature matter to you? How may we look after this place?” No answer or withdrawal → account NOT AVAILABLE. Speaker chooses name/role/pseudonym/reference, wording, context/date precision and audience. Exact quotation only with permission; paraphrase labelled and confirmed. No inference of cultural authority, family/identity, all-person significance or causal weather knowledge from an ordinary adult account.
- Prepare two genuine observation opportunities (ordinary Days 192/196), fixed cue/feature; second is optional if unsafe/unavailable. Actual date/time precision may differ, including same date with different times; never prescribe change. A leaf records observer/source ID, place cue, actual time, view direction/anchor, visible/not visible, question and exact help. Only compare same-view supported visible evidence; changed view limits comparison. Two observations cannot establish seasonal pattern, climate, plant-growth cause or general conditions for the whole place.
- Locate optional genuinely available earlier HASS child work, e.g. earlier source question/map/care/event record. Confirm child selection and school source/privacy/retention scope, actual date precision, original first answer and recorded help. Missing → NOT AVAILABLE; unknown help → UNKNOWN HELP. Do not manufacture an earlier piece, replay a model as earlier work or require a better later answer. One chosen earlier piece plus today's evidence is a bounded portfolio, not full-year certification or growth proof.
- Prepare three useful pockets, private cover and return location. Blank K03 element decisions: familiar place/belonging source; feature observation; own/particular-person specialness account; sourced care understanding. Teacher records precisely which child response supports which element and gaps. Physical care action is optional for knowledge explanation; if a child chooses it, only do approved safe procedure, e.g. return a reading mat to its marked indoor storage position or keep the approved inside viewing area clear. Folder filing alone does not prove place care or specialness. Never move actual plants/source objects or change a significant feature without permission.
Day-by-day actual workflow
| Day | Source/preparation | Child action and prompt | First evidence / limit |
|---|---|---|---|
| 191 | Current approved place/feature/view cue; child-choice/private cover | Choose leaf/flat/oral folder; “Which place? What can we look at?” Label actual or NOT AVAILABLE, not model date | First place/source question/help; recognition/belonging only if genuinely supported; no weather/K03 row completion |
| 192 | Safe first view or authorised dated image | “Look from here. What can you see?” Draw/direct feature, date/time/view cue; record source capture versus viewing date if image | First observation/source/help, visible/not visible. No unobserved rain, growth, season or cause |
| 193 | Willing confirmed own place account and care procedure | “Whose words? What matters to them?” Add speaker flap; own reason optional, pass/private allowed | Exact/labelled paraphrase, permission/scope/date; particular-person significance, not all people/culture |
| 194 | Blank help/action fields; optional genuine earlier piece | “What did you do? Who helped?” Place today's first work/help in DID; earlier child-selected piece marked actual date/help or NOT AVAILABLE | Today's act differs from earlier source. No forged history/growth; K03 only precise existing element response |
| 195 | Hold real leaves/private work off-table | Fresh paper check A only; afterwards privately return unopened actual folder | No actual K03 inference from fictional check; no model response entered as real |
| 196 | Safe second view or authorised source; original first leaf retained | “Same spot? What can we tell?” Add actual date/time/view; compare bounded visible feature only, or second NOT AVAILABLE | Same/different view explicit; no forced change, cause, season, climate or forecast |
| 197 | Source copy and earlier piece, first draft retained | “Which words fit our leaf?” Repair one source/help/date/view claim; use NOT AVAILABLE for missing data | First/revised/help plus exact source; correction not erased first response or proof of growth |
| 198 | Current approved source/care/audience procedure | Choose private flat/spoken/folded handover; optional approved care action “Ask first. What may I do?” | Record actual actor/time/help/action/pass/not done; knowledge explanation may stand without action. No care effect/user outcome invented |
| 199 | Child-approved genuine available piece(s), cover/return scope | “Pick a piece. What does it show? What do we still need?” Close private cover, leave question, hand to agreed adult if willing | Exact selected piece/date/help/limited conclusion; actual recipient reply only if observed/consented, otherwise UNOBSERVED |
| 200 | Hold real folder off-table | Fresh paper check B; privately return/store genuine folder under current procedure | Fresh evidence separate; no annual grade/knowledge closure from folder or check |
Useful action / complete unavailable route
If real view/account/earlier work/audience is missing, child still makes/directs a folder using A/B drawings, C/D accounts, E unavailable-history fragment and F request. It has a useful paper archive job: keep source leaves together, find one source for a short spoken guide, preserve first/help fields, leave a next question, close/return copies to the envelope. No recipient needed; adult can listen only as teaching model, labelled MODEL REPLY, never real use. Pass/private/oral route stays complete. Missing actual account leaves specialness OPEN; missing second observation leaves comparison OPEN; missing earlier piece leaves earlier evidence NOT AVAILABLE. No source is replaced by guessed weather or a generic season.
Local record · blank expanded fields
Keep outside repository: source/owner/type/context/place cue/actual observer or approved image capture time/time precision/viewing time/view anchor/visibility; child-approved first words/action/exact help/response mode; willing speaker account/own or attributed reason/date/exact or paraphrase/current scope; care procedure/source/action permission/action actor/time/help/done/not done/pass; selected actual earlier piece/date precision/original help/selection permission/unavailable; source/copy/audience/retention/correction/withdrawal; first/revised wording; recipient response or UNOBSERVED; element decision for familiar/belonging, feature, specialness, care, response reference and OPEN gaps. Record source content separately from teacher interpretation. Actual fields unfilled in supplied print record.
K01 family origins/relations, K02 actual significant celebrations/commemorations/family-and-others sharing and K04 Country/Place remain separate holds. Available earlier work may retain its genuine previous evidence locally but this pack does not recertify those rows. No personal disclosure pressure or year-complete grade.
Recognised local Country/Place opportunity · hold unless separately authorised
K04 requires importance of Country/Place to First Nations Australians and actual school Country/Place. Local educator identifies recognised relevant Traditional Owner/cultural authority using school-approved channels, confirms scope/appropriate speaker/source/local group names and free, prior and informed consent/ICIP terms. Ask authority which approved material/words may be taught, to whom, attributed how, and how accuracy/withdrawal/benefit-sharing will be handled. Do not ask a child to act as cultural authority or identify themselves. An existing publicly accessible calendar does not grant local authority or permission to reproduce knowledge. If explicitly approved seasonal information is relevant to that authorised Country/Place account, attribute exact place/community/source/scope; do not infer it from generic observations or teach a universal four-season cycle. If authority/source unavailable, hold the relevant knowledge claim and use ordinary safe observation P/R route; no invented cultural source, map/name/meaning, worksheet answer or K04 outcome supplied. This pack's K04 remains held, not conditional evidence collected.