Dated accepted design snapshot
The full accepted proposal body below preserves its12October2026 authoring chronology. Its future-output status describes that proposal. The current source has individual resource pages and actual SVGs; independent source critique and Root Browser review remain separate.
Make a little game that works for you
Year 1 Science · Resource Weeks11–12 · Ten selectable starts51–60. Original proposal12October2026; complete source generation, whole different review, actual assets/interface and classroom use are separate later gates. These resource labels are not a daily Science quota or a mandated Queensland timetable.
A useful little job
“Want to make a little game—or improve one idea?” A broad paper piece can slide toward a drawn goal, become a folded stand, or carry a picture rule. Let the child choose the purpose, usual communication and amount of work. A quiet private game idea is as welcome as a playful announcer. Keep/change/ask/finish are all useful choices. No fastest/farthest competition, purchase, account, returned homework, public sharing, compulsory friend or correct prediction is required.
This block returns to forces after the earlier21–30 paper-message/cloth investigations and31–50 living-place/environment/weather work. Its new useful context is a wanted game’s rules, action instructions, goal-dependent choices, combined motion/shape records and player/source questions. It extends selected AC9S1U03/H01/I01–I06 opportunities; the integrated annual draft’s game/material-change suggestions are possibilities, not a Science timetable or a Year1 chemical-science description. Earlier examples and held keys are not recycled as new first evidence.
Prepare once
Choose a stable reachable horizontal surface, a short bounded clear area and broad intact paper/card or a familiar clean cloth only after adult local review. Drawn stars, parking places, cups and stage cues are pictures, not obstacles, real drinks or places to visit. No scissors, tiny pieces, balloons, magnets, elastic launchers, cords, pins, heat, powders, thrown/dropped objects, body pushing/pulling, furniture/door movement or tensioned material is needed. Do not make a piece fly or leave the surface. Stop if a piece catches, flicks, tears, leaves the agreed area or anyone wants to stop. Adult setup/operation stays named. These author-designed modest options are not tested safety approval; current school requirements and individual arrangements govern actual offers.
Offer “try it, direct a helper, or use the complete paper story”. They are changeable routes for the same selected idea, not fixed learning styles or diagnoses. Speech, sign, AAC, pointing, drawing, dictation and child-directed marking are welcome. Read all source/count/date words neutrally. Record content cues separately from access help. A child-directed adult action can offer genuine child observation if actually perceived, but it does not show child motor operation. Adult-only description is report. Fictional source reasoning cannot award an unperformed practical procedure or observation. Declined/unavailable/not elicited are different from an incorrect scientific relation.
Suggested25minutes can be3 for purpose/question,4 for before idea/setup,10 for one route,5 for comparison and3 for next/finish. A5minute start or several sittings may work better. Select one route and one useful component; do not demand every organiser or a whole journal. Keep an actual wanted prediction before action/result and the actual source/actor/help with the record. Later results remain unknown unless actually available. No auto answers or formal grade.
Ten complete starts
Day51 · Choose what your game should do
Useful job: Make a small game invitation with a clear purpose and a question about a push or pull.
Target opportunity: AC9S1U03 / AC9S1H01 / AC9S1I01 / AC9S1I06. Complete ordinary sources: C01/C02; their full original fictional bodies and separate worked/next accounts are in ORDINARY.md. Use the full curriculum/reference module for scope; code labels are not attained criteria.
Six teaching moves
1. Offer a choice: bring a paper picture to a drawn parking space, make a turn-taking picture game, invent another modest paper job, or pass. Ask what would make the game useful or enjoyable for this child. There is no fastest or farthest prize.
2. Read C01 in full. Invite an own question about its movement before any worked explanation. Name that this is invented information, not our own trial.
3. Use different C02 to model action and purpose: a pull can bring a paper menu nearer a drawn reading place, but the finish alone does not tell us the action. Keep the contacting hand and direction words together.
4. Choose one route below. If actual paper work is wanted, the adult checks the material and short movement space, agrees the action/stop, and preserves the child’s prediction before the first attempt. The source-only route is complete without materials.
5. Invite one simple game invitation: “Our job is ___; I wonder ___.” A drawing, sign, AAC selection, dictated sentence or private spoken idea is enough. Attribute adult marks and operation.
6. Listen for an action–purpose link and a question that the source or an appropriate future try could address. If only a destination is named, return to C02’s contact/action words. Finish or keep the question without promising a trial.
Three engagement choices
Route51.1 · Pick a purpose. Child chooses a drawn destination on broad paper and explains what a piece should do. Offer a reviewed gentle actual move only after a saved prediction; otherwise use C01’s full fictional move. Ask “What would you like this piece to do?” A change of purpose is welcome.
Route51.2 · Game announcer. Read C01. Child becomes a quiet imaginary announcer and gives one useful movement question, spoken/signed/AAC or dictated. The adult answers only from the source, leaving an unsupplied next result unknown. No performance or recording is required.
Route51.3 · Picture director. Child directs a willing adult to draw a start and a wanted finish for a new imagined paper game, then chooses push/pull/question wording. Mark the imagined outcome as a plan; the adult drawing does not establish a real motion result.
Small check: A useful question names the wanted motion or shape and a source-supported action/purpose relation. No complete rulebook, long answer, physical operation or correct prediction is required.
Targeted next teaching: Use C02’s menu source to separate contact action from a shared destination; use C18’s untried plan when a proposed game is claimed as already successful.
Finish invitation: “Would you keep this, change something, ask a question, or finish?”
Day52 · Two ways to arrive
Useful job: Give a player an action instruction that keeps direction and contact clear.
Target opportunity: AC9S1U03 / AC9S1I01 / AC9S1I03 / AC9S1I06. Complete ordinary sources: C03/C04; their full original fictional bodies and separate worked/next accounts are in ORDINARY.md. Use the full curriculum/reference module for scope; code labels are not attained criteria.
Six teaching moves
1. Read C03’s two complete actions. Ask the child what each contacting hand does; do not ask them to infer action from the shared finish.
2. Offer one stable drawing reference: toward the star or toward the square. Point to the source’s contacting edge. Turning the paper does not silently change these named landmarks.
3. Model C04’s changed direction with a finger on the drawing only: a slow card was already moving, then a different contact changed its direction in the fiction. The drawn arrow is labelled action or travel, not measured force.
4. Choose a source-role conversation, an instruction repair, or an appropriate small actual/director move. For real movement agree a gentle short action first, preserve prediction, and record any difference between instruction and operation.
5. Invite a short instruction for the chosen game. Read back dictated words. Ask a willing listener what they understood only if one actually takes part; otherwise label the listener imaginary.
6. Check the action/contact/direction relation. If “bring it here” leaves contact unknown, add which edge and which action. Keep an unsupplied full path unknown. Stop rather than make a stronger or quicker move.
Three engagement choices
Route52.1 · Contact-side storyteller. Using C03, child points/directs the imagined hand at each side and describes push or pull. Both can bring the piece nearer the star; there is no requirement to make the child physically reach either edge.
Route52.2 · Fix the instruction. Read C04 and the new incomplete instruction “Make it go that way.” Child adds a named landmark and source-supported contact action. A helper may scribe exactly; the source’s actual change is not a child demonstration.
Route52.3 · One tiny directed move. After local review, child chooses a near paper landmark and owns a prediction, then performs or directs one gentle move. Record operator and actual start/end. Compare the actual move with the wanted instruction without judging motor precision.
Small check: Names the supplied action and relevant direction using a clear reference; shared finish does not automatically mean same force type.
Targeted next teaching: Use C03’s two contacts for destination/action confusion, or C11’s fixed star/square labels when a rotated viewpoint changes left/right wording.
Finish invitation: “Would you keep this, change something, ask a question, or finish?”
Day53 · Further is not always more useful
Useful job: Choose an action for the game’s purpose using a small complete record.
Target opportunity: AC9S1U03 / AC9S1H01 / AC9S1I04 / AC9S1I05 / AC9S1I06. Complete ordinary sources: C05/C06; their full original fictional bodies and separate worked/next accounts are in ORDINARY.md. Use the full curriculum/reference module for scope; code labels are not attained criteria.
Six teaching moves
1. Read C05’s purpose and all four fictional resting records. The useful job is stopping inside a broad marked area, not travelling as far as possible.
2. Ask the child to make or direct a simple inside/outside grouping before showing a worked message. The adult can read all attempt labels; no number decoding is assessed.
3. Model C06 as a different purpose: a short movement can bring a paper stage cue to its wanted reading place in the story; no reader result is supplied. A useful finish depends on the stated job.
4. Offer a chooser, a spoken coach note, or an own-paper/source game rehearsal. Keep labels “intended gentler” and “intended firmer” separate from measured force; no force measurement is supplied.
5. Invite a bounded choice: keep one action, try a modest change later, or ask for more evidence. A successful shorter finish is welcome; an untried change stays untried.
6. Listen for a choice justified by the source purpose and recorded result. If every farther finish is called better, reread the parking area. These four attempts do not guarantee the next one; retain variation and missing results.
Three engagement choices
Route53.1 · Goal-zone chooser. Child uses C05’s four full records and selects which attempt description fits the wanted resting area. Explain one placement rather than fill every box. Sorting may be spoken, pointed or child-directed.
Route53.2 · Quiet coach note. Using C06, child gives an imaginary player one useful short message about the movement and purpose. No race, public voice or real player response is required.
Route53.3 · Keep or change. Choose a genuinely available own paper-game record or C05. Child states a reason to keep an action or suggests one later change. If no own trial was performed, keep the source label and do not turn the choice into evidence of actual play.
Small check: Relates the selected outcome to a stated purpose, preserving the scope of the few attempts rather than ranking force or people.
Targeted next teaching: Use different C06’s reading-place goal if farther is treated as always better; use C19’s explicitly limited pair when a useful choice becomes a guarantee.
Finish invitation: “Would you keep this, change something, ask a question, or finish?”
Day54 · A push label is not a measurement
Useful job: Make a comparison more useful without pretending “little” means exactly the same force.
Target opportunity: AC9S1U03 / AC9S1I01 / AC9S1I04 / AC9S1I05 / AC9S1I06. Complete ordinary sources: C07/C08; their full original fictional bodies and separate worked/next accounts are in ORDINARY.md. Use the full curriculum/reference module for scope; code labels are not attained criteria.
Six teaching moves
1. Read C07’s complete four labelled attempts with one operator and matched relevant conditions. Invite a pattern in the supplied results, including variation.
2. Ask what the words gentle/firmer actually tell us: intended action labels. There is no instrument reading. The child need not estimate a force number.
3. Read different C08’s two operators and changed starts. Ask which information would help the chosen strength-comparison question; never require a compulsory fault in an already matched record.
4. Choose a comparison card, a record editor, or a locally reviewed small repeat. For a real option keep the short bounded space, same piece/start/direction and one willing operator where appropriate; small variation is expected and recorded.
5. Invite one useful matching step and one honest limit. Preserve all original results, including the least convenient one. A further attempt is an offer, not a way to make the prediction look right.
6. If a result becomes a universal stronger-farther rule, ask what these few tries support and what remains open. If fair means identical everything, name the intended change and match details relevant to that question.
Three engagement choices
Route54.1 · Comparison planner. Use C08. Child chooses one question about attempted strength and gives a matching step for a new comparison. It stays a plan; no promised distance or actual procedure credit.
Route54.2 · Record editor. Using C07, child keeps all four attempt labels and organises one relation with equal drawn-space units or spoken grouping. Adult reads the counts; force strength is not numerically measured.
Route54.3 · Small repeat, if wanted. After adult review, use one broad paper piece and a single chosen gentle action twice from the same start. Save an own prediction first. Child may operate or direct an adult; keep both actual records and who did what. Never increase force to force a pattern.
Small check: Describes a limited relation and a question-relevant matching step, distinguishes intended labels from measured force, and keeps variation.
Targeted next teaching: Use C16’s two equal-unit records to teach result versus strength, or C08’s changed start if an endpoint is mistaken for travelled distance.
Finish invitation: “Would you keep this, change something, ask a question, or finish?”
Day55 · A rule can help a player
Useful job: Make one source-supported movement rule and keep a separate question about how the game is experienced.
Target opportunity: AC9S1U03 / AC9S1H01 / AC9S1I01 / AC9S1I06. Complete ordinary sources: C09/C10; their full original fictional bodies and separate worked/next accounts are in ORDINARY.md. Use the full curriculum/reference module for scope; code labels are not attained criteria.
Six teaching moves
1. Ask what a player would need to understand: where a piece starts, which action is allowed, what resting place matters, or when to pause. The child may choose one rule rather than a whole game.
2. Read C09’s complete board record, action and stopping rule. Ask what happened in that supplied try. Turn-taking fairness and an experiment’s fair comparison are different questions.
3. Model C10’s actually written invitation and missing player response: making a rule is an action in the fiction, but its usefulness for a new reader has not been tested.
4. Choose a rule repair, a role-play or a tiny private rule card. Use a different ordinary source for teaching; held sources and staff models stay separate.
5. Invite a useful rule and an honest next question. If an actual willing player tries to understand it, record their actual response/support. If none joins, leave the response unknown rather than invent praise.
6. Check the source-action-purpose link and the kept unknown. A child can keep a rule, change it, ask, or finish. If explanation turns into a guaranteed score or universal access claim, return to what the record actually supplies.
Three engagement choices
Route55.1 · Repair the rule. Read C09 and the new wrong rule “Every push earns a point, whatever happens.” Child repairs it to the stated resting-area purpose or proposes another clearly labelled rule. A new rule is not a source fact.
Route55.2 · Imaginary player desk. Read C10. Child takes an imaginary help-desk turn and answers a question about the written rule with the source. Adult gives only supplied information; reader understanding stays unknown.
Route55.3 · One-rule maker. Child chooses one own or fictional game purpose and communicates one rule with a drawing, sign, AAC, dictated words or spoken message. A private rule is a complete product; no shared document or public audience is required.
Small check: Gives a force/motion-related rule supported by a chosen purpose and separates made/planned/tried and missing reader evidence.
Targeted next teaching: Use unrelated C18’s untried fold-game plan for status, or C10’s missing reply to avoid treating a finished caption as tested understanding.
Finish invitation: “Would you keep this, change something, ask a question, or finish?”
Day56 · A fold gives the game a new shape
Useful job: Describe before/during/after shape without deleting an extra adult act.
Target opportunity: AC9S1U03 / AC9S1I01 / AC9S1I03 / AC9S1I04 / AC9S1I06. Complete ordinary sources: C11/C12; their full original fictional bodies and separate worked/next accounts are in ORDINARY.md. Use the full curriculum/reference module for scope; code labels are not attained criteria.
Six teaching moves
1. Read C11’s three complete shape moments and its game purpose. Invite a prediction about a separate wanted ordinary piece before an actual gentle action, if that option is suitable.
2. Point or describe before, while pressing and after release. The source’s resting bend is a given about that piece; not every paper has the same history or response.
3. Read different C12’s cloth story with its extra arranging act. Model how “released” and “someone laid it flat” name different events.
4. Offer a shape-sequence editor, a before/after caption or a locally reviewed gentle fold/press. An adult can prepare a familiar broad piece; no tearing, tension, scissors, attachments or force near the body is needed.
5. Invite one supported shape description and a useful next question about the piece’s history or another appropriate action. Record the actual operator and any rearrangement separately.
6. If a resting shape is attributed to release despite a later arranging act, return to C12. If “all paper stays bent” appears, keep C11’s source/piece limit. A declined or unavailable action leaves practical evidence unelicited.
Three engagement choices
Route56.1 · Shape-moment editor. Use full C11. Child orders/directs its three broad moment labels and gives one shape-change relation. Number or date reading is unnecessary; no physical manipulation is required.
Route56.2 · Catch the extra action. Using C12, child keeps the fourth arranging frame instead of hiding it. Repair the invented caption “It became flat by itself.” Support exact source reading without supplying the correction first.
Route56.3 · Gentle shape job. After local review, child chooses one modest crease/bend purpose on broad familiar paper, predicts, and makes or directs a gentle action. Record before/during/released and any extra adult arranging. A source-only route is equally available.
Small check: Describes the supplied shape change with correct moment/operator attribution; no compulsory spring-back or desired bend result.
Targeted next teaching: Use C12’s fourth act for release/arranging confusion; use C14’s changed prior fold if the piece’s history is ignored.
Finish invitation: “Would you keep this, change something, ask a question, or finish?”
Day57 · One action, more than one clue
Useful job: Record motion and shape separately when one action has both kinds of result.
Target opportunity: AC9S1U03 / AC9S1I03 / AC9S1I04 / AC9S1I05 / AC9S1I06. Complete ordinary sources: C13/C14; their full original fictional bodies and separate worked/next accounts are in ORDINARY.md. Use the full curriculum/reference module for scope; code labels are not attained criteria.
Six teaching moves
1. Read C13’s complete simultaneous movement/shape record. Invite two useful clue labels, not a forced choice of only motion or only shape.
2. Ask where the piece began and ended, then what its edge looked like before/during/at rest. A stationary finish does not erase earlier movement.
3. Model C14’s different piece/history contrast. Its different resting shape is observed in the fiction, but the source does not isolate history as the cause.
4. Choose a two-window organiser, an announcer repair or an own ordinary record review. Use full supplied facts and retain an absent clue as unknown.
5. Invite a concise explanation linking action to the actually supplied effects, then one further question. Adult writing/moving supports are attributed. No cause beyond the given action/change relation is demanded.
6. If motion is reported as an exact whole path from endpoints, name the limit. If one feature is missing, leave its cell empty/unknown rather than borrow the other feature’s answer. Stop before adding unasked extra trials.
Three engagement choices
Route57.1 · Two clue windows. Use C13. Child places/directs or speaks one motion clue and one shape clue into two separate broad spaces. Each has its own source sentence; one label cannot manufacture the other.
Route57.2 · Fix the announcer. Read C13 and the new wrong line “It ended still, so it never moved.” Child repairs it using the start/action/end record. Silence, AAC or a helper’s exact scribing can carry the explanation.
Route57.3 · Review one ordinary try. Select an available wanted actual paper-game record or full C14. Child asks whether both motion and shape were recorded. Unrecorded feature stays unknown; do not perform a new action merely to fill every space.
Small check: Keeps motion and shape as distinct supported observations and preserves missing data or history limits.
Targeted next teaching: Use C13’s separate start/end and shape moments if a single label replaces both; use C20’s missing result when an empty record is filled by guess.
Finish invitation: “Would you keep this, change something, ask a question, or finish?”
Day58 · What are we trying to compare?
Useful job: Choose relevant matching details for a material or action question.
Target opportunity: AC9S1U03 / AC9S1I01 / AC9S1I04 / AC9S1I05 / AC9S1I06. Complete ordinary sources: C15/C16; their full original fictional bodies and separate worked/next accounts are in ORDINARY.md. Use the full curriculum/reference module for scope; code labels are not attained criteria.
Six teaching moves
1. Read C15’s material-comparison question and all its matched/changed details. Ask what was deliberately different before deciding whether the comparison fits.
2. Let the child explain one relevant match and one observed difference. Material need not be identical when material is the question; exact force was not measured.
3. Model different C16’s strength question with equal drawn-space units. The same count alone does not establish measured force or all future movement.
4. Choose a question-switch, a caption workshop or a wanted future comparison plan. No two-material purchase or actual experiment is required.
5. Invite one fitting next comparison that names its intended change and at least one relevant match. A paper card or spoken plan helps memory without becoming a compulsory checklist.
6. If several changes are attributed to one material, ask what more would separate them. If no extra difference is reported, keep that honest result. Never demand a fault merely because the exercise asks about fairness.
Three engagement choices
Route58.1 · Switch the question. Using C15, first ask about paper versus cloth resting shape, then ask about push strength. Child says why the same supplied record is useful for the first and insufficient for the second. Both source records remain intact.
Route58.2 · Caption workshop. Read C16 and the new overclaim “The equal finishes prove the pushes had exactly equal strength.” Child narrows it to recorded finishes under stated conditions; exact strength remains unknown.
Route58.3 · Plan a useful pair. Child chooses material or action as a question for a future small game. Name the intended change, a relevant match and an honest remaining limit. Adult checks any later actual option; no performed-investigation evidence is inferred.
Small check: Explains why matches serve the chosen question, retaining the intended change and unmeasured/unsupplied limits.
Targeted next teaching: Use C15’s stated material difference when “fair means same material” appears, or C07’s labelled action variation for strength-label confusion.
Finish invitation: “Would you keep this, change something, ask a question, or finish?”
Day59 · Two players, two kinds of statement
Useful job: Compare what was observed with what a game rule asks for, without inventing a player’s experience.
Target opportunity: AC9S1U03 / AC9S1H01 / AC9S1I01 / AC9S1I05 / AC9S1I06. Complete ordinary sources: C17/C18; their full original fictional bodies and separate worked/next accounts are in ORDINARY.md. Use the full curriculum/reference module for scope; code labels are not attained criteria.
Six teaching moves
1. Read C17’s two complete descriptions of the same resting card and the written boundary rule. Ask whether the observations agree and whether the rule settles the score.
2. Keep observing position, interpreting a rule and preferring a game separate. Both supplied descriptions can be true without proving how a real child feels.
3. Model C18’s untried invitation. The proposed spoken rule and paper stand are next ideas, not an observation or guaranteed improvement.
4. Choose a clue interview, a boundary-rule designer or a private player question. An actual willing reader/player is optional; no fabricated peer comparison or mandatory social performance.
5. Invite a question that would make the record or rule clearer. Let the child choose a new proposed rule, while preserving the original one as original information.
6. Check agreement, ambiguity and status. If a learner invents a winner or universal preference, return to the source’s missing rule detail or response. A useful question can finish the activity.
Three engagement choices
Route59.1 · Ask the clue-makers. Using C17, child asks imaginary note-makers one question about their shared observation. Adult answers from the source only. No real disagreement, dishonesty or social deficit is inferred.
Route59.2 · Boundary-rule designer. Read C17. Child proposes whether touching the boundary counts and gives a reason linked to the wanted game. Mark this as a new rule; the old source had not decided it.
Route59.3 · Private player question. Use C18 or a genuinely available own invitation. Child makes a useful question about instructions or experience. Keep any reply empty until an actual reply exists; no account, contact or public sharing is required.
Small check: Distinguishes agreeing position reports from an unresolved rule/experience question and labels a new proposal honestly.
Targeted next teaching: Use C17 for observation-versus-rule confusion; use C18 for proposed-versus-tried claims. Missing reply is unknown, not proof the game failed.
Finish invitation: “Would you keep this, change something, ask a question, or finish?”
Day60 · Keep a game, keep a question
Useful job: Make a bounded useful science message for the game and choose keep/change/ask/finish.
Target opportunity: AC9S1U03 / AC9S1H01 / AC9S1I01 / AC9S1I04 / AC9S1I05 / AC9S1I06. Complete ordinary sources: C19/C20; their full original fictional bodies and separate worked/next accounts are in ORDINARY.md. Use the full curriculum/reference module for scope; code labels are not attained criteria.
Six teaching moves
1. Invite the child to choose one useful finish: a rule, a movement/shape explanation, a question or a private conversation. An unfinished game can still hold useful learning.
2. Read C19 or C20 completely, or use an actually available wanted ordinary own record. Keep source kind and operator visible; no held case or worked key is used as an ordinary preset.
3. Ask for an own idea before a model. Use the other ordinary source to show a supported limited choice or an honest missing result. Keep first thoughts rather than rewriting them after feedback.
4. Offer a tiny game guide, an imaginary help desk or the empty optional notebook/paper version. Only one useful contribution need be recorded; every field is optional.
5. If a willing actual reader/player responds, keep their actual words with support/consent. Otherwise finish privately and leave trial/feedback unknown. Do not manufacture celebration or evidence.
6. Check the chosen force/change/purpose relation and one relevant uncertainty. Use targeted unrelated next teaching; optional first/later formative sources require the separate full administration/exposure protocol. Day60 is not an annual grade or a mandatory test date.
Three engagement choices
Route60.1 · Tiny game guide. Child gives one supported action/effect/purpose message from C19 or a genuine wanted record, then chooses keep/change/ask/finish. A spoken/sign/AAC guide is complete; decoration and printing are optional.
Route60.2 · Imaginary help desk. Use full C20. Child answers an imaginary player’s question about what has actually been tried. Adult reads only source information; no absent result or player understanding is invented.
Route60.3 · My little notebook. Child chooses the empty optional digital notebook or full paper/spoken equivalent for an ordinary source or wanted actual record. Open neutral source help on the same page; add only the words wanted. Explain leaving/reload may lose the temporary digital words. No grading, model fill or saved-work promise.
Small check: Communicates a source-supported force/motion/shape relation for the chosen job, retaining limits and a genuine next question or finish.
Targeted next teaching: Use C06 for purpose/farther confusion, C12 for an extra act, C17 for rule versus observation, or C20 for unknown-result invention; teach only the selected missed relation with a fresh ordinary account.
Finish invitation: “Would you keep this, change something, ask a question, or finish?”
Educator handover
A short private note can hold selected source/stage or actual setup, child’s own before idea, actually observed/interpreted clue, child contribution, actual operator/access/content help and wanted next teaching. Do not invent evidence from a calendar day, a model or a complete worksheet. The32 source-specific component checks are original formative descriptions, not the official AP/MC/WW/EX/BA bands or a whole-year grade. Full Queensland indexed alignment/SE/conditions were read12October2026; full authority/raw relationships and separate grants are in CURRICULUM-RIGHTS.md. Original lesson prose,30 engagement mechanisms and criteria © NeuroForgeIO Pty Ltd2026, CC BY4.0, with Codex assistance. Linked authority/provider/cultural and learner rights remain distinct; no endorsement.