Purpose: Capture a child's contribution on one unused complete A-first or C-first source before feedback. Select the component to observe; no four-response completion quota or calibrated equivalence is implied.
Actually taught prerequisite: Purpose/question/key/source practice from Days 11–14 or earlier actual teaching. If the component has not been taught, teach using an ordinary unrelated source and defer this invitation. Record previous exposure to the case/key.
Prepare: One assigned A-first or C-first source and its matching own blank response, usual supports, staff source-specific key kept separate. No later case, ordinary answer demo or teacher key in the child copy.
Complete ordinary sources · Worked contexts · Selected original aid · Complete terms · Complete alternative
Genuinely empty own aid · Complete terms · Complete empty-aid words
Full teacher script
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Prepare the invitation. Privately inspect the whole chosen source, own sheet and matched staff criteria. Choose which components the child has had an opportunity to learn and retain actual access/neutral-reading supports. A/C are alternative contexts sampling these components, not calibrated equally difficult tests. If earlier public exposure could supply the answer, select an unused source or label familiarity honestly.
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Give a short start. Say, ‘Here is a new pretend place. You can hear the card, look at it, point, speak, sign, draw or write.’ Show only the selected first source/own page. Explain the response route without locating the answer, interpreting the legend or rehearsing either fictional speaker's preference.
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Allow the child's own contribution. Read exact supplied text neutrally when needed; a faithful scribe records the child's words/choices, not an improved answer. Child may choose one worthwhile component, continue later, decline or work privately. Source/model interpretation is useful HASS work but does not establish actual geographical K03 knowledge. Do not treat a blank as an incorrect geographical claim.
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Capture before feedback. Keep the actual first contribution with source/stage/support information through the school-approved private process if desired. Empty local fields do not send/save anything. Note what the child selected or explained and what an adult operated; shared construction does not establish every individual's contribution. Do not fill the own sheet with staff example answers.
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Discuss on a different source. After capture, choose a precise gap from the matching key and use C09/C10 or another complete ordinary source for teaching. If the child misread a mark, compare that ordinary plan with its key; if a claim exceeded the card, separate stated/unknown. Do not turn the held later source into a worked answer.
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Choose whether to return. A matched unused later source is available after useful teaching when appropriate, not required today or after a fixed number of sittings. Keep first and later contributions distinct. The staff key guides next teaching; it does not assign a Year 2 grade, diagnose a learner or prove a whole standard.
Three selectable routes
Puppet-exhibit source
Assign complete A-first with its own page if unseen. The fictional source/picture/speaker text is sufficient without puppet handling or knowledge. Select pointing/read-aloud/large labels as useful, while retaining the source-specific component.
Borrowing-kiosk source
Assign complete C-first and matching own page if unseen. The fictional equipment/material details are provided; no purchase, tablet, live borrowing system or household account. Capture the child's source interpretation before feedback.
Private or split contribution
Use the selected source with a familiar communication method and faithful scribe, or spread selected components across suitable sittings. Record source/stage/neutral prompts. This is an access/administration option, not a new source answer, a learning-style category or a quota.
What to notice and teach next
Four source-specific formative components per chosen case. First/later own evidence and supports distinct; fiction cannot fill actual K03, and no unused case or blank field is a completed learner result.
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.
Choose a complete assigned source and matching own page · Staff-only source-specific keys.