# Public teacher key · model reasoning and next moves

**Public by URL.** These are formative teaching notes, not a secure marking scheme or QCAA grade. Keep students' first responses before sharing a key; do not reproduce a model response as a supposedly independent assessment. Accept a different defensible answer that cites the file and states uncertainty. Record read-aloud, scribe, AAC or prompts without treating a route as a deficit. Never infer guilt or provide individual legal advice.

## Day 5 · Horizon Skate Hall (File J)

| Prompt | What a strong first response establishes | Next teaching move if missing |
|---|---|---|
| 1 | The lane instruction is a membership/venue rule on this file. The *Bill* was only introduced. No passage, assent, commencement, offence or penalty is supplied. The file cannot establish a Queensland crime. | Put `rule`, `bill`, `Act`, `operative offence` on four separate full-word cards. Ask which are evidenced. |
| 2 | Check an **authorised current Queensland legal instrument** and the relevant provision, then commencement/current status and application to the alleged conduct. Staff speech is not an enacted legal source. | Model finding the current Queensland legislation site; do not search a fabricated bill as if real. |
| 3 | Queensland Legislative Assembly makes the statute through the bill process with assent; executive bodies may administer; independent courts decide legal meaning/cases. Ministers may be Assembly members, so separation is not absolute. | Use the three-arm chart and ask the learner to replace “police make the statute.” |
| 4 | The venue may seek timely closing and safe flow; a visitor may need the notice in a reachable and usable form. Hidden/high-counter print can make notice less predictable. This is a fairness/access concern, **not proof that a named law was breached**. | Ask who can and cannot access the sign, without requiring disability disclosure. |
| 5 | Put closure times at reachable height and in usable formats; tell staff the same rule and verify the governing source before calling anything criminal. This improves notice but cannot prove compliance with an unspecified Act or establish a crime. | Ask for a reason, an affected viewpoint, and one explicit limit. |

**Evidence to retain:** source classification, two cited File J facts, viewpoint/consequence, and the learner's unsupported-claim audit. An answer that merely says “the venue is unfair” needs a legal-status distinction and evidence.

## Day 10 · South Quay (File K)

| Prompt | What a strong first response establishes | Next teaching move if missing |
|---|---|---|
| 1 | The desk instruction is a club rule. Assent is reported in the *simulation*, but the notice provision starts **next month**; the extract contains **no offence or penalty**. It cannot itself establish a present criminal breach. | Sequence passage, assent and commencement using full words. |
| 2 | Ari's proximity is not proof of damage; the invoice proves a cost, not causation; the camera does not show the cable. In a criminal prosecution, the prosecution generally bears the onus and must prove guilt **beyond reasonable doubt**. The facts and actual charge are missing. | Sort `who proves`, `how sure`, `what this item proves`; do not turn school discipline into a criminal trial. |
| 3 | Magistrates Court is the usual first Queensland criminal level. Jurisdiction for a particular charge needs checking. A higher-court decision could guide a binding legal point/interpretation in the hierarchy; it cannot identify who damaged this cable. | Ask the learner to separate a legal rule from an observed fact. |
| 4 | An ALRC report from **1986** is a historic government source; its existence cannot support “every living community today”. Seek appropriately authorised, contemporary community material for a particular community and current legislation/judgment for any specified recognition question. Do not invent a community's law. | Use the source-limits card. If no community partnership exists, keep the knowledge gap explicit. |
| 5 | Example: “Provide clear, usable notice and preserve the available evidence while checking the current legal source; do not label Ari guilty from a still and invoice. The studio values safety/property; Ari has an interest in fair fact-finding. A better notice may reduce confusion, but neither it nor the current file resolves the alleged damage.” | Prompt for two file details, two viewpoints, a possible consequence and one unknown; different defensible recommendations welcome. |

**Do not score as a QCAA instrument.** A teacher may note which of four moves is present: (1) correct source/status, (2) relevant file evidence, (3) viewpoint and consequence, (4) bounded conclusion or next verification. Use the pattern to plan Day 11, not to award an A–E unit result. The public check cannot evidence all Unit 1 objectives in a school assessment program.

## Daily exit answers and next instruction

| Day | Expected first idea | If it is not yet secure |
|---|---|---|
| 1 | Need valid current legal instrument and facts before a criminal claim. | Contrast school/club discipline with legal enforcement. |
| 2 | Known, accessible and fairly applied rules; evidence and response matter. | Ask whose viewpoint and what consequence were omitted. |
| 3 | A bill is a proposal; authorised current Acts and relevant judgments have different legal roles. | Re-sort source authority and then factual proof. |
| 4 | Queensland bill needs passage, assent and operative provision; courts do not pass bills. | Rebuild the pathway and three-arm chart. |
| 5 | File J remains a public diagnostic; no crime is established. | Use Check A row with weakest distinction. |
| 6 | Arms and federal/state power allocation are two axes. | Classify one sentence on both axes separately. |
| 7 | Precedent supplies a legal point; jurisdiction and facts need other sources. Adversarial is broadly party-led; inquisitorial is broadly judicial-officer-led. Real systems vary. | Distinguish “where heard” from “what happened”; re-sort two procedure models. |
| 8 | Prosecution generally carries criminal burden; beyond reasonable doubt is standard; Card H creates no offence. | Match “who / how sure” and locate missing offence. |
| 9 | Historic report cannot speak for all living communities; partnership/current law needed. | Date the source and name missing authority to speak. |
| 10 | File K supports conditional, sourced conclusions only. | Choose one of status, proof, court, source limit to reteach. |

Original worked responses © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).