# Another new source; a useful next step

Your grown-up has a different new pretend place. Ask, find a detail, and tell what you would keep or change.

## Pick a way to have a go

- **A wheel-display picture:** Ask your grown-up for the new display-station card. Hear or read it and choose how to respond.
- **A notice picture:** Ask your grown-up for the new notice-guide card. Find a detail and tell what you would keep or change.
- **A private response:** Use the chosen new card with your usual way to communicate. A helper can write your own words; you can continue later.

Your grown-up will provide the chosen new card. You can hear it, point, speak, sign, draw, write, type or use AAC. A small private idea is useful too; no address or family details needed.

<div class="response"><label for="idea20-1">Your idea, question or explanation — you can also show it another way</label><textarea id="idea20-1" rows="3" autocomplete="off"></textarea></div>

[Picture](../aids/source-own.svg) · [Complete words or paper route](../aids/source-own-alternative.md) · [Make your own labels/key](../workspace/index.md)

<details>
<summary>Grown-up help</summary>

**A small start.** Actual opportunities to learn the selected source/purpose/key/perspective/communication components. Inspect prior exposure and use only an appropriately unfamiliar case; nothing requires two assessments in the fortnight.

**Keep contributions clear.** Source-specific first/later components and conditions, not full standard/folio/grade. An absent/declined contribution is not a completed task or adult-generated evidence. 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](https://www.qcaa.qld.edu.au/downloads/aciqv9/humanities-and-social-sciences/assessment/ac9_hass_technique_cond_yr1-2.pdf), October 2023, © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Original SubjectNest task/criterion/next teaching is separate; source exceptions remain.
</details>

[Complete ordinary source cards](../ordinary/index.md) · [Other child starts](index.md)