# HASS · teacher keys, rubric and later rechecks

Keep with the educator; learners receive [source cards](LEARNER.md) without model answers. A correct response stays inside **the named invented source**. A child's family story is neither requested nor assessed. All answer examples can be spoken, signed, pointed to, represented by date/object cards, drawn, typed or produced by AAC. Sample a few close explanations during each three-minute end; read the rest afterwards. Record evidence, independence and response mode locally.

| Day | Keyed evidence | Next move if the idea is not yet visible |
|---:|---|---|
| 1 | A is 1989, B is 2026. A reasonable question asks what care roles or shopping bags were similar/different **in these cards**. | If the dates are not ordered, put numbered date strips on a simple timeline; do not ask for a child's family history. |
| 2 | Both source households describe adults sharing cooking/care. B explicitly names school pickup and a different set of people; A does not say nobody picked Nia up. | If absence is called proof, teach “not mentioned” with a blank source box. |
| 3 | Books occur in both. Hand-drawn versus printed timetable differs. Two descriptions cannot prove what all children carried. | If “old children had no printed timetables” is claimed, return to **one** fictional bag per date. |
| 4 | Both have a chalk-grid game and turns. List medium differs: paper versus phone. Neither source proves every person used that tool. | If “everything changed,” circle the repeated game/turn words first. |
| 5 | G 1998 before H 2026. Both containers have lids and water bottles beside them; metal tin versus plastic box differs. Two invented descriptions cannot establish all household practices. | If material is missed, supply tactile/word **metal/plastic** cards, then ask for the shared lid. |
| 6 | Same doorway and two tall shelves; low shelf and reading corner added in L2. Actual local library access/design is unknown. | If a child reports a real local redesign, ask which source names that library. |
| 7 | Bench count changed one to two; path/planted area remain pictured. A proposal such as keeping the path clear is conditional; neither drawing says it is blocked. | If the proposal is stated as an observed defect, separate **what the source shows** from **what we suggest**. |
| 8 | Librarian values book organisation; visitor values a quiet seat. A real access judgement needs actual users and appropriate review, not these invented quotes. | If one view is “wrong,” ask what different purpose each speaker names. |
| 9 | Notice size and position change in the descriptions. Language, reach and other access are unknown; ask a responsible adult/user before a real change. | If large print is assumed to solve every barrier, point to missing language/reach information. |
| 10 | H1 2014 before H2 2026. Entrance sign and central path persist; table count changes from two to four. “Keep the central path clear” is a plausible fictional care proposal; a real venue authority checks any change. | If source and proposal blur, use two cards labelled **drawing shows** and **I propose**; try a new pair later. |

## Formative rubric

For each element mark `independent / prompted / not yet observed`, then write the exact evidence. **Source and time:** names a provided source/date and orders past/present correctly. **Continuity/change:** gives one supported same/different feature without generalising from a single fictional pair. **Perspective/proposal:** can name two possible viewpoints or connect a modest proposal to a source clue, while noting who would check a real change. **Communication:** shares an observation in the child's accessible mode. Do not score family structure, disclosure, voice volume, drawing neatness or English-only expression.

**Later unfamiliar recheck:** Invent a fresh pair explicitly labelled fiction: **2012 bus shelter** with one bench and a roof; **2026 bus shelter** with two benches and the same roof. Ask for an earlier date, a same/change pair, one question before a real access proposal, and the source limit. Key: roof persists, bench count changes 1→2; real access is unknown. An actual local history comparison must use attributable, rights-cleared evidence and appropriate cultural consultation rather than these invented cards.

**Reuse:** Original SubjectNest formative guidance © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit source/licence and mark changes.