Day 5 — Dates tell us when a source said somethingYear 1 HASS · T1 W1–2 · Complete day 05
Source review complete · local suitability still needs review.
Year 1 HASS · flexible 20-minute start: 3 choose + 4 model + 8 make/try + 3 compare + 2 notice next. Spread or shorten for actual access, interest and class context; the clock is not a learner criterion.
Useful job: Make a careful two-record time strip for a real park without inventing its completion date.
Prepare: D1/D2 factual cards, two large paper strips with dates, a third 'unknown' strip; adult reviews both original links first. No visit, photos or personal family story.
Source: D1 and D2 — complete council-record cards. Complete ordinary sources · Dated factual cards.
Partial national opportunities: AC9HS1S01, AC9HS1S02, AC9HS1S03; whole national scope. Actual evidence governs each component.
A runnable start
1. Read both complete records and their provider/period labels. D1 was published 24 June 2016 and reported construction starting; D2 is a council facility listing checked 7 October 2026, not published on that day.
2. Model the difference between a source's expectation and an observed completion on an unrelated imaginary tunnel notice: 'expected in May' cannot be written as 'opened in May'. D1's expected mid-August finish is not proof of the actual date.
3. The child puts D1 earlier and D2 later on an unscaled strip and adds a supported detail: earlier construction was reported; the checked listing includes a skate park. Keep provider/date and 'source reports' wording.
4. Add one unknown question, such as actual opening date or what happened in between. These records do not show every change or today's on-site condition. A missing feature in a short card does not prove it was absent.
5. If checked date is mistaken for event date, teach three separate cards event/publication/check with an unrelated school-made fictional record. If planned is treated as done, revisit explicit reported versus expected words.
Choose or switch a response route
No fixed learner types. Usual speech, sign, gesture, AAC, tactile/large marks, exact description, wanted scribe and neutral child-directed operation remain available in every route. Rest, private, pass or finish are valid. Record who chose, made and operated; a supplied plan or adult's choice stays attributed.
- P — paper/object: Arrange two source/date strips and a separate unknown card. Record supported earlier/later statements by object placement and usual communication.
- D — draw, mark or direct: Draw an unscaled two-record strip or direct the exact two-record statement and missing date. Unequal spacing is fine; no arithmetic age calculation is required.
- T — optional local device: Use an approved offline text/drawing tool or Place Board labels to place the two date records. Call the result a time-record model, not a geographically accurate map. Enter no exact opening date not supplied by evidence.
Observe and choose next: Actual source ordering and interpretation can contribute to S02/S03. These are place records, not family-childhood K01/K02 evidence or a conducted site investigation.
Two worked contexts C09/C10 · H05 home invitation · X05 extra choice · Actual work/try record.
For a selected formative first stage, capture its own response before exposing keys/models/feedback. Later stages require actual unrelated targeted teaching and dated interval/exposure/support records; ordinary lessons offered are not teaching evidence. Educator stage chooser.
Free reuse: Original SubjectNest teaching text © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit, link the licence and mark changes. Whole notice; authority, outside sources and learner work have separate rights.