A new picture is not proof the place changed
Look at these two pretend pictures. What changed on the pictures? What do we still need to know about the place?
Pick a way to have a go
- Delivery-desk pictures: Compare the two pretend editions. Which words changed? Do the pictures tell us the desk moved?
- Garden index pictures: A word is missing on the later picture. Show what you can see; keep a question about what happened there.
- A checked class picture: Compare two pictures your grown-up has chosen, or use the pretend delivery desk. Keep picture changes separate from place changes.
Picture · Complete words or paper route · Make your own labels/key
Grown-up help
A small start. Recall opening date-order/source practice if taught. Otherwise show two unrelated dated cards and explain before/later in ordinary words. No calculation of time intervals is required.
Keep contributions clear. S02 ordering/recording and S03/S05 source-limited interpretation; possible narratives S06. No actual place/technology change or K02 effect follows solely from a changed drawing. 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.