Optional Science start, 20–35 planning minutes; split or pause under the usual timetable. Select one route. Physical outcomes remain open.
Child invitation · Give a careful message
Choose words, a drawing, pointing or a spoken message. What do the two new records show? What cannot they tell? Make one clearer safe plan for a question you choose.
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
Interpret a new flawed comparison, propose a fairer useful question and communicate a supported claim and limit; plan the next learning opportunity from component evidence.
Selected components: AC9S2U03, AC9S2H01, AC9S2I01, AC9S2I04, AC9S2I05, AC9S2I06; whole-year attainment is not claimed.
Teacher-held fresh F two-record source, complete alternative, neutral prompt and separate descriptive key; no physical action required to interpret it. A blank plan permits a later locally approved comparison. Keep reserved RF distinct and unseen until after feedback; fresh source values are absent from the ordinary aids/home/day cards.
Sequence
Give the new original fictional records without a worked answer. Collect one supported comparison, one limit on the proposed general claim and a revised plan/question. Read neutrally and record any content help. After first evidence, give component feedback and a different reserved recheck. Suggested 20–35 minutes or two timetable starts; no end-of-Year2 grade is produced.
Route 1 · Own source interpretation and plan
The learner reads the new two-record source, labels it invented, states what actually differs and identifies at least one changed condition that prevents the strong claim. They create a clearer comparison plan using a safe action and matched conditions. They may later conduct an approved physical comparison, but that later actual outcome is recorded separately from the fresh source response. 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.
Route 2 · Communicated interpretation with adult reader
A familiar adult reads both source records exactly, without signalling a preferred material or supplying the fairness answer. The learner points, speaks, signs, draws or dictates the supported comparison and revised plan. The adult reads back the response for correction. Neutral reading/scribing and scientific prompts are logged separately; no practical material operation or child device use is invented.
Route 3 · Large physical representation of supplied data
Represent fresh F's exact stated spans with large paper unit strips and action/material labels, all explicitly models of invented records. The learner compares the strips, identifies different starting conditions and arranges a better plan. Moving these paper models is actual data representation; it is not a real twist/bend comparison of cloth and card, and it cannot establish their physical performance.
First noticing and next teaching
Fresh F first response labels fiction, states a supported span/form comparison, identifies relevant confounds, makes a safe clearer plan and communicates an unknown. It does not infer material strength/composition from a span or confer whole-year attainment.
If the learner endorses the strong claim, mark source differences and teach one-variable comparison using an ordinary new example; retain the first answer. Use RF only afterwards. Handover names evidenced components, support/source and the next actual opportunity, rather than a total score or finished-standard claim.
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. Fresh F has one complete literal alternative with all source facts and after-spans available for the first response, matching its sheet. Withhold only computed changes, interpretation and the separate worked key. 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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