Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

Day 25 — Show what you foundYear 1 HASS · T1 W5–6 · Teacher · Teacher / Day 25

Resource Weeks 05–06 · flexible 25-minute offer; select a smaller part and fit the actual HASS allocation.

O1 complete card · O3 complete card

Child start · Home offer · Extra project.

Purpose/product: A preserved first response to one suitable fresh source, or a useful ordinary source-clue card. The same ordinary making invitation remains available without formal checks. Prepare the adult selection desk, one genuinely unexposed A/B/C/D-first plus its own matching four empty spaces only if the corresponding 21–24 components were actually taught, and unrelated O1/O3 alternative. Never put the held case next to ordinary model answers.

Invite 3: “Here is a new story. Which small part would you like to explore?” Read the selected complete story/questions neutrally if wanted. No explanation of the keyed inference. Model 5: For an ordinary route only, model a fresh unrelated source label or how to use a blank space. For selected assessment, demonstrate access mechanics with a neutral empty shape, not the story's answer. No assessment answer rehearsal.

Guide/own 10: Selected first: child answers the chosen component(s) in usual communication; preserve exact contribution, adult operation/access versus content prompts and source/exposure. Ordinary: choose O1/O3, make a source card with a clue and a question. Feedback/keys follow first capture, not before. Later forms remain held.

Three selectable mechanics:

1. Own paper source record: Use matching genuinely blank prompt spaces, broad/tactile scraps or draw the selected response; no prefilled model.
2. Exact oral/signed/AAC account: Adult supplies the whole source neutrally; child chooses answer words/marks. A wanted scribe records exactly, keeping supplied prompt/adult idea separate.
3. Ordinary clue studio: If checks are not suitable/wanted, use O1/O3 to make a clue card, direct a model or type into the ordinary blank bench. This is ordinary teaching, not an interchangeable fresh assessment or device score.

Compare 4: Adult privately reviews the actual component after capture; do not announce classmates' outcomes. Check 3: Record source, actual response/support and a specific next teaching from that question's criterion. If first/exposure conditions are missing, retain current ordinary work and schedule a suitable new first source; never backfill a baseline. No requirement that everyone uses every form today.

Whole practical aid · Complete terms · Complete alternative · Own blank aids · Care Story Bench/paper.

Preparation · Actual capture · Framework and criteria scope. Sources and reuse. Original activity; selected guidance Modified from linked © State of Queensland (QCAA) 2023 under CC BY 4.0 and document exceptions. No official rating or endorsement.