Public educator selection · preserve first work before criteria or later sources. These pages are public; record prior access.

Teach one useful partYear 4 HASS · T1 W3–4 · Teacher · Teacher / Start

Read today’s ordinary source and example. Use scrap paper/description/large labels; no purchase, outing, real waste handling, public alteration, account, compulsory audience or personal disclosure. Offer one concrete route, usual communication and pause/finish; switch/combine freely. These are choices, not fixed visual/auditory/kinaesthetic types or diagnosis assignments. Literacy/sensory/motor/mobility supports preserve the HASS reasoning target. Start one useful part, then expand only if helpful. Adult modelling/marks remain attributed; unmade plans stay unmade. Source nearby is not demonstrated understanding.

Select held A–D only when useful. First/later/key doors separate; record first response and support before feedback. Packaged/public stimuli are not secure or presumed unseen. Known exposure remains recorded. One sample/next move can be enough. No speed score, all-field rule, compulsory audience or ten-day test.

Each start offers 30 minutes: 3 to begin, 5 for modelling, 5 for guided enquiry, 10 for own work, 4 to inspect evidence and 3 to keep a useful part or choose a next step. Shorter sittings and omitted familiar modelling allowed. Ten starts are not all daily subjects or whole-day allocation. AAC/sign/pointing/dictation/neutral source reading available. No flashing/sound/autoplay needed. Printed narration is supplied separately; no generated audio is delivered.

Choose a next door

• First source choices
• Later source choices
• Separate educator criteria
• New follow-up teaching
• General facts
• Adult local check
• Full National/Queensland alignment
• Shared Place Desk