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Day 20 · Fresh check B: a new place sourceFoundation HASS · T1 W3–4 · Day 20 lesson

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Foundation / Hass / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

Target/codes: Map earlier/later positions, attribute opposed views and give a source-limited narrative/conclusion; AC9HSFK03 partial and AC9HSFS02, AC9HSFS03, AC9HSFS04, AC9HSFS05.

  1. Settle/purpose · 3 min. Explain a second fresh public formative check. Collect each child's first response before feedback.
  2. Read source · 4 min. Hand out Check B and its A4 source. Read exact names, labels and positions without interpreting them.
  3. Model access only · 5 min. Use an unrelated blank two-frame sheet to show pointing, speech/AAC, drawing or adult transcription; do not point out the held change.
  4. Independent response · 7 min. Children identify moved/stayed features, attribute both opinions, tell an earlier/later story, and separate a supported conclusion from an unknown effect.
  5. Check/respond · 4 min. Collect first work, then use the public teacher key. If a child says the changed drawing caused better access, ask what real observation exists; none is on the card.
  6. Exit · 2 min. Child says one kind of real place evidence a school could gather, if appropriately approved.

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