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

Day 35 — Keep a first clue before helpYear 1 HASS · T1 W7–8 · Teacher · Teacher / Day 35

Useful outcome: Preserve a suitable own first response or ordinary collection record.

Prepare: O1/O4 for ordinary work; separate staff-gated A/B-first if actually eligible and unexposed; empty own spaces.

Partial opportunities: AC9HS1S01, AC9HS1S02, AC9HS1S03; selected K02 only for B. Refer to whole authority and explicit limits in the linked curriculum scope; opportunity is not observed mastery.

1. Start ·3: Read child invitation I05 in the ordinary source menu. Invite a wanted useful product. Offer private work, rest, pass, stop or another route.

2. Source/model ·5: No model of the held task precedes a first response. Use only neutral navigation/access; ordinary practice may use a separate scarf source. Adult demonstration stays separate from child evidence.

3. Guided source work ·part of 10: Adults choose a few relevant components after actually teaching their prerequisites. Supply the entire selected source and exact neutral reading. Do not show a held key/model/example before the first response. If exposure or readiness is unsuitable, use ordinary O1/O4 work.

4. Own useful work ·rest of 10: Child answers a selected source-related question in chosen communication or makes an ordinary collection label/sort. Preserve the exact response before feedback. Record source, component, date, access, content help and child/helper contributions; blank remains not observed.

5. Compare ·5: After preservation, compare only relevant actual meaning with the separate staff criterion. Say one useful specific thing the source supports and one next question. A selected first form is not a whole-year test or secure/calibrated instrument.

6. Notice and teach next ·2: Select the actual component's unrelated next teaching from the linked assessment selection guidance. For ordinary maker guessing, use a new fictional scarf label with material stated and maker missing; for sorting drift, use fresh postcard/envelope descriptions and a chosen material rule.

Three ways to take part

(a) Private collector page: Answer one or more suitable components privately on a blank paper page, with full source nearby.

(b) Exact guided recording: Speak/sign/AAC/direct marks while a wanted helper records exact child choices; label adult operation.

(c) Ordinary mini challenge: Use O4 to make a useful two-item sort and an unknown field; do this when a held first is unsuitable.

All routes retain the access/attribution/stop choices above. Observe: The actual preserved first or ordinary response and support conditions, without baseline backfill.

Extra contexts: C09/C10; home: H05; optional larger making: X05; written read-aloud: N05. Full source/own/staff separation follows the linked assessment selection guidance.

Complete selected sources

O1 — The play-clue tray

Original fiction, three description cards recorded 2026. ItemP is a rectangular paper path with four broad spaces; its card says players choose a space in turns. ItemQ is a cloth square with a stitched star; its card does not describe how it was used. ItemR is a wooden wheel-shaped piece; its card says it was part of a toy cart. No card names a maker, owner or making date. The descriptions are supplied text, not a child's observation or an image of a real collection. These items can help a material question; the maker is unknown.

Short child start · Home · Larger project · Capture/support · Curriculum scope.

Sources and reuse · Original educational work © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Linked authority/provider exceptions and learner ownership stay separate.