# Teacher preparation and evidence decisions

The starts suggest 20–35 minutes, with optional pauses or components across several Science lessons. These are planning allowances, not tested pace. Ten starts can run under the school's normal Science timetable; no daily Science requirement or forced finish is implied. The separate 5–10-minute day cards and family invitations are optional. Choose enough evidence to decide the next teaching move rather than require every product.

A familiar adult prepares and inspects clean, large, smooth card pieces and short wide clean cloth rectangles with known provenance. Plain paper/card and cloth labels, pencils and large equal paper unit strips are sufficient. No printing or device is required. Generic “cloth” is valid when fibre content is unknown; do not infer cotton or composition from appearance. Fresh matched pieces need the same source, starting size and relevant action history, with spares for repeats.

For the optional stretch, use a short wide cotton jersey offcut only if the adult has checked its condition and rehearsed a gentle tabletop extension. The teacher decides local suitability and current school safety procedures. There are no elastic bands, latex, cords, long ribbons, tying, body/head wrapping or pulls toward the face. Stop at resistance, fraying or anyone's request. There is no required extension, force comparison or strength ranking. A source-only alternative can teach interpretation while leaving actual stretch procedure/observation unsampled.

Breaking into smaller pieces means an optional gentle tear of safe large paper/card into a few large pieces. If it resists, stop and use adult-prepared large pieces whose origin is documented. No child cutting tools, crushing, powders, brittle/sharp material, glass, heated material, food, water or electricity are required. Short wide adult-prepared cloth pieces need not be torn. No object is put in the mouth or near eyes; contact and sound are optional. No disability or fixed learning-style label determines the route.

## Evidence and teacher action

The child chooses a question, prediction, safe action/plan, observation to retain or way to communicate. The record separately names: actual child physical action; learner direction/adult operation; actual observation; supplied fictional report; drawn/physical/digital model; operator; unit/viewpoint; neutral access support; scientific prompting; and unknown result. Neutral reading, signing, pointing or exact scribing can preserve meaningful reasoning. Scientific prompts are recorded, and the I05 guidance stated in the descriptor is expected where applicable.

Appearance alone does not chemically prove composition. The teaching follows a known source-labelled material through an ordinary physical action, names visible form/dimension changes and explains that this action does not turn that material into another material. Returning to the initial form is not the definition of physical change. Do not generalise the introduction into “every measurable property stays constant”, or equate a reduced projected tabletop span with lost material or a shorter full strip. Real outcomes remain open; supplied values never become compulsory practical results.

The separate offline staff key `teacher/KEY-AND-NEXT.md` specifies all ten checks, descriptive decisions, unfamiliar E/F sources, exact keys and ten reserved rechecks. If a component was unavailable or only modelled, record it as unobserved and plan an appropriate next opportunity. Keep first evidence before teaching, then use the genuinely different recheck. No total score, speed mark, writing-mode penalty, compulsory sensory task or end-of-Year 2 grade is produced.

## Optional digital record

No custom interactive simulator/editor is supplied: the useful work is learner-chosen physical inquiry and honest recording. If locally approved blank digital drawing/table software is available, a learner may create/edit their own observation record or direct an adult to enter it, with operator and actions recorded. Otherwise draw, arrange labels, dictate or use the blank paper headings. No device, camera, microphone, names, photos, recordings, network, storage service, preset answer or assistant is needed. A digital model does not perform or verify a physical material change; “using digital tools as appropriate” does not require inventing digital control evidence.



## Comparison questions

A fair question may change the action while matching material/source, size, relevant history and viewpoint. A different-material question is also valid: name the two materials as the intended difference, match relevant starting size, action, history and view, and keep each source known. Do not demand one material for every fair test; do not attribute a result to material when other relevant conditions also differ.

## Fresh staging

For E and RE source routes, show only the before/planned-action stage first. Capture and retain prediction and its reason BEFORE the adult releases the outcome stage. Use literal text in the same order when no sheet is used. The fictional adult actively arranges/lays the cloth flat; release alone is not the keyed cause. Cover the lower outcome panel before showing an E sheet; if that cannot be done, use the separate literal Stage 1 file first. Prior exposure is recorded, never asserted absent. F includes every literal record fact, including after spans; withhold computed changes, interpretations and the separate key only. All actual-route results are open.

## Normal sequence and continuation

S01–S08 build provenance, questions, action/results, safe informal measurements, pieces, record tables, contrary repeats and useful predictions. S09/10 are separate fresh first-capture opportunities; not a daily Science mandate. This approved material slice departs from the old sound-map theme without editing that map. Earlier integrated paper and supplementary sound/sky work remains real prior provision; no repeated paper bridge task is added. Ten reserved rechecks follow named reteaching in the staff key. Pick the next opportunity from observed gaps, not a total mark.

[Ten starts](README.md) · [Family cards](HOME-OFFERS.md) · [Ordinary solved contexts](WORKED-CONTEXTS.md)

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