A small guide with a useful job
Choose a guide to make. What should it help someone do? Keep or change a detail and tell why.
Pick a way to have a go
- A lending guide: Make a useful borrow-or-return guide from the supplied pretend picture. Choose words or marks.
- An exhibition guide: Help someone understand a pretend display picture. Keep the source and any missing detail clear.
- A wider-area guide: Use the checked cards to show a place inside bigger areas or explain the named railway link. No trip needed.
Picture · Complete words or paper route · Make your own labels/key
Grown-up help
A small start. Selected source/key/perspective/unknown components actually taught in prior sessions, or use short ordinary models first. The product can be one purposeful part; it is not evidence of every Year 2 outcome.
Keep contributions clear. S01–S06 selected components can contribute at actual observed scope. Real K03 only via checked facts/model/connection and child contribution; actual guide-use evidence requires a willing actual reader and recorded reply, not a planned scenario. Use the supplied complete ordinary source window, familiar support and adult local selection. Local fields send/save nothing and reset on reload; keep desired work through the usual private process. No actual reader, physical task or disclosure is compulsory.
Components may be offered across suitable sittings with usual communication/neutral reading and faithful scribing identified. Keep the child’s contribution distinct from an adult’s supplied answer. Response length is not quality; these are original formative components, not a complete folio or Year 2 reporting grade.
Modified from Years 1–2 HASS assessment techniques and conditions, October 2023, © State of Queensland (QCAA) 2023, CC BY 4.0. Original SubjectNest task/criterion/next teaching is separate; source exceptions remain.