Optional Science start, 20–35 planning minutes; split or pause under the usual timetable. Select one route. Physical outcomes remain open.
Child invitation · Predict, then find out
Look at the first source part, or choose an approved real route. Say what you predict before the action or next source part. Keep your prediction. Later tell what you found and where it came from.
You may stop, watch, point, speak, sign, draw or direct a familiar adult. Choose the question, label, arrangement or way to show your finding.
Teacher purpose and setup
Gather a first response on an unfamiliar action/source without coaching its outcome; distinguish actual investigation from interpretation of the optional fictional source.
Selected components: AC9S2U03, AC9S2I01, AC9S2I02, AC9S2I03, AC9S2I05, AC9S2I06; whole-year attainment is not claimed.
Teacher-held fresh E source/key; a new inspected short wide cloth piece and clear table if a real action is chosen. New action is gathering loosely into a mound, with no tying, covering faces or forced contact. The separate invented three-frame source is released only for its source route; no earlier home/day/ordinary aid exposes its exact arrangement or values.
Sequence
For an actual route, capture the prediction before anyone gathers the cloth. For the supplied-source route, release Stage 1 only (known flat cloth and the planned gathering action); retain prediction and its source BEFORE revealing Stage 2 outcome facts. Then collect the observation/source interpretation and comparison without coaching. Keep first evidence before feedback; use reserved RE only after relevant teaching. Suggested 20–35 minutes, separable under the normal timetable.
Route 1 · Own fresh physical investigation
The learner sees an unfamiliar clean cloth piece, predicts what loose gathering may change and suggests a safe step. If the adult approves, they gather it gently on the table, record the actual form and compare it with their prediction. Any actual result is accepted when accurately described; the teacher does not substitute the fictional source's span values or score a preferred shape.
Route 2 · Fresh learner direction; adult operation
The learner first states a prediction, then tells a familiar adult how to gather the approved cloth on the table. If a later release and active arranging-flat step is chosen, name both actions explicitly; do not assume release alone restores flatness. The learner observes where available and communicates their finding and prediction comparison. Record exact adult operation and support. Child-chosen planning and observed explanation may be evidenced while learner physical manipulation remains unsampled; a described-only outcome is a supplied report.
Route 3 · Fresh provided-source response
Show only the before/planned-action part of the staff-controlled Fresh E source. Ask the learner to predict before the outcome is disclosed and retain that first statement. Then release its exact gathered and final-resting facts, naming the fictional adult’s active arranging-flat action. The learner explains material/action/form/source, compares the kept prediction and asks a new question. Neutral reading or exact scribing is recorded. This is source reasoning; no actual cloth operation or observation is claimed. The separate exact literal staged alternative has the same release order and complete facts; values are not copied into ordinary teaching.
First noticing and next teaching
Fresh E first evidence is kept before feedback: known material/source, question/prediction, safe suggested step if applicable, exact result/source, prediction comparison and one next question. Practical components are judged only when actually observed. For the supplied E route retain the prediction BEFORE Stage 2 disclosure; record if prior outcome exposure prevented a genuine prediction capture.
Teach only the missing distinction after retaining the first response: material/form, source/observation, prediction/finding or safe planning. Then offer reserved RE, not E again; an unavailable practical component stays unobserved until a suitable opportunity occurs.
Retain first evidence before scientific feedback. Unused rechecks are named only in the separate staff key, not ordinary practice. Record learner decision, actual operator, evidence/source and neutral versus scientific support.
Staff-controlled fresh source files and print pairs are offline held members pending role/exposure review, named in the rights ledger. The literal staged source has the same release order as the sheet. Do not reveal key, reserved recheck or a completed answer before capture.
Preparation and evidence guidance · Child choices · Ordinary paper alternatives
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