assessment/B-later-own | Year 2 HASS · T1 W3–4

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

Read or hear your chosen source. You can point, speak, sign, draw, write, type, use AAC or direct a helper to write your words.

Ask something you want to find out from this picture or card.
Show one helpful detail. Say which picture or card it came from.
What does Fia want? What does Tom want? Name one thing this card does not tell us.
What would you keep or change to help one of them? Give a reason from a card.

Empty paper response aid · Complete terms · Complete empty-aid words

Grown-up help

Keep the actual child contribution and exact support/source/stage privately before feedback. Blank/declined work remains not yet offered, not a manufactured result. Local fields reset on reload and send/save nothing. Give selected components when useful; no response count is required. Fictional source interpretation is separate from real K03. Components may be offered across suitable sittings with usual communication/neutral reading and faithful scribing identified. Keep the child’s contribution distinct from an adult’s supplied answer. Response length is not quality; these are original formative components, not a complete folio or Year 2 reporting grade. Modified from [Years 1–2 HASS assessment techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/humanities-and-social-sciences/assessment/ac9_hass_technique_cond_yr1-2.pdf), October 2023, © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Original SubjectNest task/criterion/next teaching is separate; source exceptions remain.