Ten optional extras

Extra practice uses ordinary unrelated contexts, not held source outcomes. A small useful part can be enough.

X11 · Two views, two useful questions

Make two new question cards about an imaginary campsite-supplies picture: one about a visible label, one about an unknown opening time. Choose whether this picture can answer each and what a different source would need to provide.

X12 · A key that someone can use

Use a new imaginary lending-basket picture with an unnamed star. Decide what the star will mean and add matching words. Then propose one question a reader could answer from the finished key. Keep a proposed answer distinct from any actual reader reply.

X13 · One place, wider areas

Compare the labels ‘Rockhampton town’, ‘Rockhampton local government area’ and ‘Central and Western Queensland infrastructure-plan region’. Ask which source defines each relationship and what a different map would need before showing a boundary shape. Do not invent a broader region boundary.

X14 · What connects the places?

An imaginary poster says ‘This train runs every day and stops at our pretend kiosk’. The broad F03 statement supplies neither detail. Replace the sentence with one limited factual claim and keep a useful question for a different current source. Use this unrelated example before any fresh check.

X15 · A new map question

Use the exact observed component gap to pick an unrelated ordinary teaching example. For unsupported opening-hour claims, use C09's missing price contrast; for different user needs, use C10. An unseen later source remains a separate invitation when useful.

X16 · A new picture is not proof the place changed

Make a new invented café-supplies plan edition that changes a word only. Give a listener the two edition dates and ask what they can say about the pictures. They cannot infer a physical move unless your separate supplied fictional event note reports one.

X17 · Different people, different useful details

Write or dictate a complete third fictional voice for a pretend display: ‘I want to know which items are examples, not for borrowing.’ Mark it invented. Decide what new label could distinguish display from borrow, while keeping the first two voices' supplied wishes separate.

X18 · A claim, an idea or still a question?

For a new imaginary weather-notice card that says only ‘covered shelf’, sort ‘the shelf is labelled covered’, ‘we could add a sign’ and ‘does it keep rain out?’ Do not treat a map word as an engineering test. Give the missing question a suitable next source type.

X19 · A small guide with a useful job

Choose a different stated reader purpose and make an optional second version. Keep the first version/source, explain one changed detail, and say whether you used actual permitted feedback, the supplied fictional example or your own proposed idea. Do not count the versions as independent geographical evidence.

X20 · Another new source; a useful next step

Pick a next teaching move from the actual component gap using an unrelated ordinary source. If useful later, provide a genuinely unused later case separately. Do not turn a held later outcome into a rehearsed ordinary example or fill real geographical records from fictional scores.

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.