One place, wider areasYear 2 HASS · T1 W3–4 · Child / Day 13

A small start. Hear/read F01/F02 before interpretation. A child need not know their address or the geography vocabulary already; compare ‘this place’ with ‘a bigger area containing it’. Day 11/12 view/key practice is helpful, not assumed taught.

Keep contributions clear. Partial AC9HS2K03 real division identification and S02/S03/S06 if actually contributed using checked facts/model. This session does not establish the separate interconnection component; Day 14 offers it. No K01 significance or K04 cultural knowledge is inferred from geographical membership. Use the supplied complete ordinary source window, familiar support and adult local selection. Local fields send/save nothing and reset on reload; keep desired work through the usual private process. No actual reader, physical task or disclosure is compulsory.

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, October 2023, © State of Queensland (QCAA) 2023, CC BY 4.0. Original SubjectNest task/criterion/next teaching is separate; source exceptions remain.