Purpose: Capture selected components on one unused B-first or D-first complete source after ordinary practice, with source-specific interpretation/criteria/next teaching. A different source context is not a calibrated equal-difficulty measure.
Actually taught prerequisite: Actual opportunities to learn the selected source/purpose/key/perspective/communication components. Inspect prior exposure and use only an appropriately unfamiliar case; nothing requires two assessments in the fortnight.
Prepare: One assigned B-first or D-first complete source/own page, matched private staff key, usual neutral reading/faithful scribe supports. Keep all later sources and answers separate from 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 a meaningful component. Choose B-first or D-first and the particular learned components to observe. Read source/own/key completely yourself, retaining support/exposure information privately. If a source or answer was already taught, use a genuinely unused context or accurately record familiarity; do not call a renamed ordinary picture new evidence.
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Invite without supplying the result. Say, ‘You can hear the card and choose how to show your ideas.’ Give only the selected source and matching genuinely empty own page. Explain the location of response spaces/communication choices, not the answer or which fictional speaker should win. No completion speed, handwriting or response-length threshold.
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Let the child interpret. Use exact neutral source reading, usual communication, pointing/directing and faithful scribe. Child may offer one selected component, return later, work privately or decline. Record the contribution actually made, not the source's availability or the adult's improved version. Fictional interpretations do not complete actual K03.
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Retain before teaching. Keep actual first words/choices and source/stage/support through the school-approved private process if wanted. Local fields reset on reload and send/save nothing; explain this before relying on them. Separate a shared product from each child's identifiable contribution. Do not backfill blank rows or overwrite a first response.
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Teach the actual observed gap. Use C19/C20 or another unrelated complete ordinary record. If a child invents a job/hour, compare the exact supplied statement with the invented detail. If a proposal ignores one speaker, read the two ordinary voices separately. Staff's matching key gives case-specific next teaching without exposing a held later source as the model.
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Choose a later opportunity, if useful. After appropriate teaching, offer a matched unused later source or another genuine component opportunity. Record actual source/stage rather than ‘passed the fortnight’. Look across evidence with professional judgment under current school requirements; this bank doesn't provide a whole reporting folio, official grade or full-year readiness.
Three selectable routes
Wheel-display source
Assign complete unused B-first/own page. All imaginary place/job/edition details are supplied; no actual repair, tools or site visit. Usual communication supports preserve the selected component and the child's contribution.
Noticeboard-guide source
Assign complete unused D-first/own page. Its distinct fictional map and speaker statements are sufficient; no live noticeboard publication or personal data. Retain source/unknown interpretation, not a presumed result.
Private or split response
Use the selected B/D case with neutral read-aloud, large labels, faithful scribe or usual AAC/signing. Spread selected components across suitable sittings if useful. This access option neither gives a new source answer nor sets a fixed number of completed responses.
What to notice and teach next
Source-specific first/later components and conditions, not full standard/folio/grade. An absent/declined contribution is not a completed task or adult-generated evidence.
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.