# Day 14 · What connects the places?

**Purpose:** Identify a source-supported interconnection and distinguish it from a drawn track or completed journey. Offer K03 connection evidence only from the checked real route fact; fictional message/delivery work remains source-interpretation practice.

**Actually taught prerequisite:** Hear F03 and recall Day 13's named divisions if taught. If not, reread the short wider-area/source labels. A broad route fact does not supply service dates, particular stops, fares or current operation.

**Prepare:** F03 original Queensland Rail factual card, connection-vs-track illustration, O05 seed-message and O06 repaired-toy delivery fictional records, wider-own aid (Your place and wider-area explanation), teacher K03-CONTRIBUTION. No travel/booking/site interaction.

[Complete ordinary sources](../ordinary/index.md) · [Worked contexts](../ordinary/CONTEXTS.md) · [Selected original aid](../aids/connection-limit.svg) · [Complete alternative](../aids/connection-limit-alternative.md)

[Genuinely empty own aid](../aids/wider-own.svg) · [Complete empty-aid words](../aids/wider-own-alternative.md)

## Full teacher script

1. **Read what is actually supplied · about 4 minutes.** F03's linked provider page states broad Brisbane–Rockhampton and Brisbane–Bundaberg routes. Today use only Brisbane–Rockhampton. Name the provider and actual check date. There is no publication date in the selected statement and this is not a current timetable check. Do not add Archer Park as a boarding stop.

2. **Show link versus geometry · about 6 minutes.** Compare our two-name connection diagram with a deliberately fictional track sketch. The first arrow means ‘a route statement links these named places’; it is not the train's actual path or direction. Read the original explanatory labels aloud. Two place names alone would not establish a connection; the provider's route statement is the supporting relation.

3. **Choose and explain · about 10 minutes.** A child chooses the real route source or one complete fictional message/delivery context. Ask, ‘What travels or communicates in this source?’ and ‘What is still unknown?’ The child may point at name cards while a partner draws the link at their direction. A picture of a parcel is not evidence an actual parcel travelled.

4. **Connect to wider areas · about 5 minutes.** For the real route, put Rockhampton with its checked Day 13 wider-area relation and label Brisbane separately in Queensland. Do not put Brisbane inside the Central and Western grouping. Record a child's actual source-backed travel connection separately from their division interpretation. The teacher's explanation/operation is not the child's contribution.

5. **Keep a careful claim · about 3 minutes.** Invite a short statement or indication: source, named connection, limit. For example only after ordinary response: ‘This page describes a route between Brisbane and Rockhampton; I do not have today's train times.’ This is a worked factual statement, not an account of the child's experience.

6. **Choose next teaching.** If a child invents a stop/time, underline the exact detail the source does provide and ask what different current source would be needed. If a fictional record is attributed to Queensland Rail, compare source labels. If connection and limits are sound, extend to explaining a different kind of link from a supplied new fictional record.

## Three selectable routes

### Checked railway relation

Use F03 and the original route-versus-track contrast. Show which named places its statement links, identify the link as travel, and name one unanswered timetable/stop question. Record this real K03 interconnection contribution if actually offered; no completed trip claim.

### Seed message

O05 says pretend Garden Desk sent a request message to pretend Seed Shelf. Tell what information links those two invented places and why names alone are insufficient. Keep FICTIONAL visible; no actual seed shipping, communication log or cultural seed knowledge.

### Repaired toy delivery

O06 says a pretend Repair Bench packed an already-repaired toy for pretend Play Corner; its delivery is only planned. Explain the proposed movement and identify that no arrival is reported. This is a purposeful S03/S05 source interpretation, not actual travel or repair.

## What to notice and teach next

Partial AC9HS2K03 actual named interconnection if child contribution uses F03; combine with actually observed division component only at its own scope. Fictional connections are S03/S05/S06 opportunities, not real geographical knowledge, delivered-message evidence or a completed journey.

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.

[Record an actual checked real-geography contribution only if offered](K03-CONTRIBUTION.md).