Access boundary: this file is publicly reachable. Checks A and B are fresh relative to teaching texts, not secure exams or QCAA assessment instruments. Collect first responses before opening the key with learners. Mark for justified meaning and audience fit, not a single memorised sentence. A route with captured speech or labels can show the same understanding as prose.
Check A · Day 5
- Audience and actions: the briefing addresses the person staffing the fictional paper-orbit desk. Suitable evidence includes “Welcome visitors”, “show the labelled paper model on Table 3”, “Invite them to move the paper pointer”, or “return the pointer to the start mark” at 4:00 pm. Naming the visitors as the primary reader confuses the briefing's reader with the person it discusses.
- Boundary: the real-sky prediction question is outside this model-desk role. “The desk cannot verify that” prevents an unsupported claim; the referral to the published viewing guide offers a next step. A student may say the phrase “simplified” prepares the visitor for the same limit. Do not treat a claim about actual sky conditions as established by this fictional text.
- Example welcome: “Welcome to the paper-orbit display. You can move the paper pointer to the next mark; this simplified model does not predict tonight's real sky, so please use the published viewing guide for that question.” Example explanation: “I put the visitor's action first, then used ‘simplified’ and the guide referral so the welcome stays inviting and accurate.” A concise equivalent with the same boundary works.
Respond: If action is present but limit missing, ask the learner to underline “simplified” and “cannot verify” before revising. If the learner repeats a line without purpose, ask what the visitor would now do or understand. If both are secure, transfer to a new fictional display in Day 5 swaps.
Check B · Day 10
- Misleading draft claims: “different now” hides the actual location and time; “all the listening gear is ready” can suggest enough receivers for everyone or that all sessions are supplied. The organiser note instead gives west garden gate, 2:15 pm Sunday, twelve demonstration receivers for the first session only, and an unconfirmed second session. “Come along and find out” omits the useful printed-route option.
- Example announcement: “Sunday sound walk — first session. Meet at the west garden gate at 2:15 pm. Twelve demonstration receivers are available for this session; you can also follow the printed route without one. Ask the organiser for an update about later sessions.” The final sentence is a cautious suggestion, not an invented promise; it may be omitted. “First twelve people” is not supported: the note gives a quantity, not an allocation rule.
- Explanation: A heading naming Sunday and the first session helps a visitor scan; short lines make meeting and access options findable. “Available for this session” limits the claim to the confirmed scope; “also” makes the printed route an equal option. Source: the dated Friday organiser note, not the vague draft. Accept other defensible structural and language choices when their effects are explained.
Respond: If location/time are right but equipment scope is wrong, ask “Which words restrict the receivers to one session?” If a learner omits the no-receiver option, ask who would be excluded by that omission. If the text is correct but the explanation is generic, have the learner name one exact phrase and the reader action it supports. Transfer through Day 10 swaps.
What the checks do and do not show
These checks sample finding textual evidence, explaining an audience-facing boundary, and writing an accurate short public message. They do not assess all nine Unit 1 objectives, speaking performance, sustained study of a complete external text, Australian and Asia–Pacific text selection, or the school's required Unit 1/2 assessment programme. Do not turn these public examples into a security claim or an A–E judgment.