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Day 20 — Make a tiny change exhibitYear 3 HASS · T1 W3–4 · Teacher · Teacher / Day 20

Purpose/codes: Present an explanation using sources, then revise for a reason; K01/S02/S03/S04/S05/S06/S07 as encountered, never full attainment. Prepare: child's actual prior notes and blank exhibit sheet, optional Change Bench/paper contract. Child start: “Tell a small story of change. Show where your clues came from.”

1. Invite: Offer a three-part mini display: question/change; dated/source-backed explanation; one uncertainty or next question. A child can use a supplied ordinary invention or an adult-checked real source. Mark which it is.
2. Model: On unrelated O20 INVENTED cinema note: tickets changed from desk-only in 2008 to desk-plus-machine in 2016 because the organiser wanted another buying option; note gives no waiting-time result. Demonstrate one bounded sentence and an open effect question. Do not use a held assessment case.
3. Guide: Each child chooses relevant notes, verifies source labels and event/publication dates, names supported cause/person contribution if available, and withholds anything not supplied. The exhibit may be spoken/signed/AAC, dictated labelled drawing or small tactile/card arrangement.
4. Choose: Use one presentation mechanism; private source comparison or a willing reader both work. Keep first/revised words and actual feedback/self-check separate. Optional later fresh case samples taught components without using the finished ordinary exhibit as its answer.
5. Check: Ask “Which sentence comes from your source? What did you keep or change, and why?” Capture the child's explanation and revision reason, not a polished group product attributed to every child.
6. Next: Source confusion→new note/claim matching; date confusion→event/publication labels; unclear cause→explicit reason/action/effect; viewpoint confusion→new attributed voices. A sound source explanation can lead to a wider authorised local inquiry, not automatic year completion.

Routes: (a) Pocket museum: assemble a fold-out dated display with a removable source/unknown card. (b) Private curator: give a spoken/signed/AAC tour of cards to a willing listener or read it back privately, changing one misleading claim. (c) Version compare: type/dictate two versions in the temporary local Change Bench or on paper; compare words and explain one source-driven change without an automated grade.

Observation: The child's actual source-supported explanation and reason for keep/change. A fictional display is fictional reasoning; a genuine local historical source gives source-based local evidence, not child field observation or the voices of a whole community.

Short child start · Ordinary note · Home start · Extra project.

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