# Different people, different useful details · a small home offer

Choose one of the supplied fictional speakers. Say what they asked for and what could help. You may keep the response private; nobody has to explain their own needs or act out a role.

[Supplied complete source pictures](../ordinary/index.md) · [Picture/paper alternatives](../aids/index.md)

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<summary>Grown-up help</summary>

**Useful and small.** S04 provided perspectives, S05 source-grounded proposal, S06 subject-specific communication. Actual reader feedback, personal identity, accessibility or approval is not inferred from fictional voices. Retain whether a contribution is sourced, fictional, intended or actually observed. Let the child choose usual communication; a helper records their choice/words without supplying a result. No address, account, printer, purchase, required log or actual reader needed.

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.
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