Give a useful component opportunity

Inspect the complete selected source/own/key and the actual opportunity to learn. A/C first are Day 15 choices; B/D first are Day 20 choices. Days are resource placement, not compulsory assessment appointments. Each later case has changed actual source meanings/details and remains separate until useful teaching has happened. All four families sample question/source/perspective-and-limit/proposal-communication components; there is no calibrated difficulty or secure-exam claim.

1. Choose an appropriately unused source/stage; record previous source/key exposure.

2. Provide only that source and matching own page, with its complete picture alternative/notice.

3. Use exact neutral reading and usual access support; separately identify answer-supplying explanation.

4. Capture the actual first child contribution before feedback through the usual approved private process.

5. Choose source-specific teaching from the matched key using unrelated ordinary complete sources.

6. Offer a genuinely unused later component opportunity when useful; keep stage/support/first history distinct.

No minimum completed-case, response-length, attendance or retake count; no automatic score or whole folio/standard grade. A blank or declined response is not child evidence supplied by an adult. Fictional cases cannot fill real-geography K03 records. Role doors are navigation, not authentication; this open standalone set is not secret or secure.

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.