# Public worked teacher key and next moves

**Public by URL:** This is openly accessible teacher support, not a secure marking guide or QCAA assessment instrument. Do not count it as a Unit 1 assessment or a real hazard conclusion. A learner's diagram, full-word tactile sequence, AAC/dictated explanation or prose can all show the same spatial evidence. Record substantive prompts. Use the first unprompted response to plan teaching; do not grade the chosen modality or invent a risk score.

## Day 5 · Junction Park File G worked response

1. **Process:** In the *invented scenario*, heavy rain and runoff could raise the creek beyond its banks. The file asserts a model scenario; it reports no real flood.
2. **Pattern:** North is at the top. H occupies A1–A3 on the west, M B1–B3 in the middle, L C1–C3 on the east. B2 is the middle-row, middle-column M cell, directly **west** of C2, the L cell. A category is relative to this scenario; M is **not** a metre of depth or probability.
3. **Count:** M has **4+9+5=18 structures**. L has **6+10+7=23 structures**. H has 0 *listed structures*. These are counts of located structures, not occupants, displacement, loss or safety. One cell has 50×50=2,500 m²; the grid has 9 cells or 22,500 m² = 0.0225 km², if a learner adds a correct optional scale calculation.
4. **Next information:** A planner would seek a current authoritative hazard layer/forecast, levels and road status from responsible local agencies, plus on-site access information. The synthetic grid has no verified geography, event, depth, building condition, population or road network. Accept a specific valid information check with a reason; do not treat “check social media” alone as authoritative.

**Diagnose and reteach:** If 18 is turned into “18 residents harmed,” return to “what is counted?” If B2 is called east of C2, rebuild columns A/B/C with labelled tiles before further inference. If the student knows the total but cannot describe the pattern, use the [grid reader](../print/grid-reader.svg) and ask for two cell references. If a scribe supplied direction or tally, log that and ask the learner to show it independently later.

## Day 10 · Quarry Edge File H worked response

1. **Process:** The brief posits loose material on an upper slope becoming saturated after sustained rain and moving down slope. Movement of surface material is a **geomorphic** process; rainfall is one possible interacting trigger in the scenario. Do not generalise that every slope fails after rain.
2. **Spatial relation:** The simplified cross section runs **west upper A → middle/down-slope corridor B → east flatter C**. B2 is the corridor cell containing an annex and an unverified path segment; C2 is the main clinic building beyond the labelled corridor. “Outside the labelled corridor” is not a real safety certification, and an unverified path is not a safe route.
3. **Count:** B1 2 + B2 1 + B3 3 = **6 model structures in the labelled movement corridor**. The six does not count people or damage and does not establish a probability or expected loss.
4. **Capacity/action:** The warning relay is untested and the B2→C2 path is unchecked. A defensible proposal is to ask the responsible local hazard/engineering and emergency/transport authorities to check the slope information and actual accessible routes, and to test warning reach through authorised planning. Do **not** direct travel on the sketched path. Accept a single specific, responsible authority check with a stated reason.
5. **Limit:** Missing real coordinates, geological/stability survey, rainfall/event record, local engineering, building exposure and official advice prevent any real site-risk conclusion.

**Diagnose and reteach:** If a learner calls rain itself the geomorphic movement, contrast atmospheric input with material moving down slope. If C2 is declared safe, distinguish “outside this cartoon corridor” from validated risk. If six becomes six injured people, ask them to point to the table heading. If a student names a route, withhold any travel advice and require current competent authority information.

## Daily quick answers and next moves

| Day | Expected first evidence | Next teaching move if absent |
| --- | --- | --- |
| 1 | B1 rain/runoff→A's relative zone→a counted asset; no observed harm. | Sort process/zone/exposure/impact cards; ask what A does *not* count. |
| 2 | B3 fault slip is geological; B2 movement geomorphic; B1 rain/runoff atmospheric/surface, with interaction. | Draw separate arrows for trigger/process/consequence. |
| 3 | B2 is west of C2; one cell 0.01 km²; A H→B M→C/D L west–east. | Rebuild north-up coordinate tiles and read the key aloud. |
| 4 | A H=0, M=29, L=52 *dwellings in supplied cells*; no loss probability. | Add 8+15+6 and 12+4+18+5+10+3 with cell labels. |
| 5 | G M=18, L=23 *structures*; B2 west of C2; no real impact. | Use the worked G response above; keep first attempt and access log. |
| 6 | Both E sites have 20 M dwellings; warning/crossing checks differ, outcomes unknown. | Label evidence as system condition, not a claim about residents. |
| 7 | D1 20 min/2 h versus D2 18 h/3 d; frequency/impact not supplied. | Use onset and duration as two separate axes. |
| 8 | B2 is the only supplied west–east crossing; C2 may be inaccessible from west in the scenario. | Trace network links, then list missing authority route information. |
| 9 | F: 30 of 52 on western route; propose verified and accessible communication, not guaranteed access. | Separate a route-use count from harmed people and action from result. |
| 10 | H: geomorphic movement, six B structures, untested warning/path, authority check. | Use worked H response above; ask for precise source and limit. |

**Case-study and fieldwork hold:** None of the fictional cards, counts or follow-up actions satisfy QCAA's real two-location Topic 1 case study. They also do not satisfy the mandated Unit 3 Topic 2 five-hour field study. If a school creates a formal assessment, it must use its own approved instrument and the current QCAA conditions. Current local warnings and competent authorities govern actual safety decisions.

SubjectNest original worked teaching guidance © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).