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Staff meaning — Orchard picture setYear 1 HASS · T1 W7–8 · Staff · Staff / A later

Complete supplied source

Original fiction, notes written 2026. PictureRed is cardboard with a drawn apple; the note says it marked a pretend shop stall. PictureBlue is paper with a drawn apple; no use is given. PictureGreen shows a drawn apple and was used in a story game; no material is recorded. No maker or making period is named. The colour names identify cards, not material or age evidence.

1. Develop a question this set could help you investigate. Name a useful clue and a remaining gap.

Own heading: Develop a question this set could help you investigate. Name a useful clue and a remaining gap.

Look for: A fitting child-developed material/use question with a specific PictureRed/Blue/Green detail and missing-maker/use/material scope. A teacher-supplied question remains supplied help. Next teaching: Use complete N04 · Ask the garden labels a useful question. Invite a child-chosen material or use question before offering examples. Let them point, speak, sign, use AAC or direct a helper to the relevant source words. Ask what another source would need to add. Keep the account’s worked possibilities closed until wanted; record actual response/support and specific next step. This is different ordinary teaching, not rehearsal of this held source/key.

2. Record two relevant details with their picture-note names.

Own heading: Record two relevant details with their picture-note names.

Look for: Two source-correct named details, e.g. Red cardboard/stall, Blue paper/use unknown, Green story-game/material unknown. Drawn apples do not show all the same use/material. Next teaching: Use new ordinary C02 kitchen descriptions to attach one material detail to each source. Record actual response/support; do not rehearse this held source/key as next teaching.

3. Choose a material question/rule. Sort the three descriptions and explain a source-supported placement, including missing information.

Own heading: Choose a material question/rule. Sort the three descriptions and explain a source-supported placement, including missing information.

Look for: Cardboard:Red; paper:Blue; unknown-material:Green. A broader paper-based category may group cardboard/paper only if child states that rule explicitly; Green still unknown. Next teaching: Use complete N05 · Pack by a rule you can explain. Keep each entry beside its source name. Invite explicit headings, then one reason for a placement. A child may choose separate cardboard/paper groups or a stated broader paper-based group; the helper does not silently change the rule. Keep the account’s worked possibilities closed until wanted; record actual response/support and specific next step. This is different ordinary teaching, not rehearsal of this held source/key.

4. What is known about who made these pictures? Give a sensible follow-up question.

Own heading: What is known about who made these pictures? Give a sensible follow-up question.

Look for: Makers not supplied; choose a who-made question/source search without guessing from colour. Missing maker is not a record of no maker. Next teaching: Use complete N06 · Who wrote the concert ticket?. Read the words and roles without guessing from the ticket’s appearance. Invite one known source detail and a question that would need another record. Keep the account’s worked possibilities closed until wanted; record actual response/support and specific next step. This is different ordinary teaching, not rehearsal of this held source/key.

Selection

Eligibility: Full matching-later gate above plus this family's actually taught component, preserved first and unexposed later source.

Complete actual eligibility/first/later/support conditions. Preserve exact child evidence before feedback; use unrelated component teaching, not this key rehearsal. Source-supported alternatives need not use model wording. No score-to-A–E conversion.

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