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Staff-only source-specific criteria, examples and next teachingYear 2 HASS · T1 W3–4 · Teacher · Teacher / Keys

Original criteria are formative interpretations, not QCAA rubric rows or reporting grades. Do not supply these example responses before first capture. A sourced fictional contribution does not fill real K03.

A-first · Cloud Puppet Room

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Component 1

Child prompt: Ask something you want to find out from this picture or card.

Criterion: Purposeful own question related to this supplied source/purpose; preserve whether independently formulated, refined after neutral support or a supplied question repeated.

Example/limits: A child may ask where Nuna can return a puppet or which mark shows the story mat. A question about price is useful too if the child recognises the source does not answer it. No single rehearsed question required.

Next teaching on an unrelated complete ordinary source: On unrelated O01, hear a pretend borrower asking about the return shelf. Let the child make a related new question and connect its words with that plan's visible labels; do not rehearse A-later.

Component 2

Child prompt: Show one helpful detail. Say which picture or card it came from.

Criterion: Select/record a related labelled detail and identify this picture/key or speaker card as its supplied source. An adult locating the detail is separately identified.

Example/limits: The triangle/key links to puppet-return tray; the square/key links to story mat. A child can point between mark and words or name the matching card. A circle does not mean return in this key.

Next teaching on an unrelated complete ordinary source: Use unrelated O04's circle-borrow/triangle-return relation. Have the child point from one ordinary mark to its matching words before adding a new key; keep fresh case details absent.

Component 3

Child prompt: What does Nuna want? What does Pip want? Name one thing this card does not tell us.

Criterion: Identify/discuss both stated fictional purposes, distinguish them, and retain a source limit rather than inventing a result or everyone's preference.

Example/limits: Nuna wants to return a borrowed puppet; Pip wants the story mat. Hours/price/actual reader success are not supplied. No need to infer feelings or personal needs.

Next teaching on an unrelated complete ordinary source: Read O09's separate visitor-borrow/helper-return statements beside their own ordinary job labels. Sort who said what, then identify O09's missing opening times; do not supply A-later speaker outcomes.

Component 4

Child prompt: What would you keep or change to help one of them? Give a reason from a card.

Criterion: Make a keep/change proposal or conclusion using a relevant detail/stated purpose, communicate the reason, and keep intended usefulness distinct from an actual trial.

Example/limits: Keep the triangle with its return words for Nuna, or add a larger story-mat word for Pip with a related reason. A sensible different proposal is acceptable if tied to this source. No actual successful use is given.

Next teaching on an unrelated complete ordinary source: Use unrelated O11's request for large word labels and a return mark. Invite one proposed label choice with its source-linked reason; call an untried benefit a proposal, not reader feedback.

A-later · Paper Animal Display

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Component 1

Child prompt: Ask something you want to find out from this picture or card.

Criterion: Own purposeful question related to this new display/return source or a related unanswered detail, with support stated.

Example/limits: A question about which animals stay on display, the empty-box return or unknown opening time is relevant. The note does not offer borrowing; do not accept an invented borrow price as a given fact.

Next teaching on an unrelated complete ordinary source: Use unrelated O02's care-supplies picture. Connect a new find/return question to its collection-desk or cupboard words without using this source as the teaching model.

Component 2

Child prompt: Show one helpful detail. Say which picture or card it came from.

Criterion: Select a relevant source-backed detail and correctly associate this new key/word label/note with it.

Example/limits: Star identifies display-only shelf; circle identifies empty-box return; the printed note says animals are not for borrowing here. This circle's meaning differs from A-first and must be read from its own key.

Next teaching on an unrelated complete ordinary source: Use O03's ambiguous two-square key and C04's ordinary consistent repair. Ask what the new chosen key actually says, rather than assigning a universal symbol meaning.

Component 3

Child prompt: What does Tavi want? What does Miro want? Name one thing this card does not tell us.

Criterion: Discuss the distinct stated display-versus-box-return purposes and one honest missing detail, without equating all visitors' needs or a drawing with physical access evidence.

Example/limits: Tavi wants display-only identification; Miro wants empty-box return. Opening time/path width/actual guide success are unknown. The animals' species or real biology are not supplied.

Next teaching on an unrelated complete ordinary source: Use O10's collection versus unopened-box-return voices. Separate their exact statements, then name a fact those voices do not supply; keep this fresh source separate.

Component 4

Child prompt: What would you keep or change to help one of them? Give a reason from a card.

Criterion: Source-grounded keep/change proposal communicated for a stated fictional purpose, with intended and actual usefulness distinct.

Example/limits: Keep a clear ‘display-only’ word beside the star for Tavi or add ‘empty boxes’ beside the circle for Miro. Do not replace the note with an unsupported borrow offer.

Next teaching on an unrelated complete ordinary source: On unrelated O01, choose a labelled detail for the pretend return-shelf job and explain a keep/change reason. Optional actual reader reply is recorded only if it happens.

C-first · Colour-Kit Kiosk

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Component 1

Child prompt: Ask something you want to find out from this picture or card.

Criterion: Develop a purposeful related question rather than being required to repeat a fixed example; distinguish any adult-supplied formulation.

Example/limits: A question about collection/return location fits the source. Asking whether a kit is available is relevant if it remains unknown from this job/label guide.

Next teaching on an unrelated complete ordinary source: On unrelated O04, create a question about its borrow/return jobs and show the label that could help. Keep Colour-Kit and its later case out of the demonstration.

Component 2

Child prompt: Show one helpful detail. Say which picture or card it came from.

Criterion: Select/record a related detail and identify the specific picture/key/note that supplies it; use this case's meanings.

Example/limits: Square relates to kit-collection desk; star relates to closed-kit return drawer. The printed note says live availability is not given. A star is not automatically a shelf in this key.

Next teaching on an unrelated complete ordinary source: Use O01's ordinary word/shape labels to practise pointing between picture and key, then ask what a new unknown symbol's key would need. Do not reuse the held later answer.

Component 3

Child prompt: What does Rin want? What does Luca want? Name one thing this card does not tell us.

Criterion: Identify/discuss collection versus unopened-return purposes and retain a source limit; do not treat the fictional voices as actual class users.

Example/limits: Rin wants kit collection; Luca wants the unopened-return drawer. Live kit availability/hours/prices/actual test are absent. Do not infer which person is a better helper.

Next teaching on an unrelated complete ordinary source: Use O10's separate caller/helper statements with ordinary collection/return labels. Link each voice to a job and identify that ordinary source's unknown hours.

Component 4

Child prompt: What would you keep or change to help one of them? Give a reason from a card.

Criterion: Reasoned keep/change proposal or conclusion using this supplied detail/perspective, with communication and no invented actual result.

Example/limits: Keep the square plus collection words for Rin or add a clearer unopened-return label for Luca. ‘It definitely works for everyone’ is not established by these cards.

Next teaching on an unrelated complete ordinary source: Use O09's borrow/return jobs to propose one ordinary label choice with a reason. Ask what a willing reader might check later without supplying an imagined reply as actual feedback.

C-later · Story-Box Counter

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Component 1

Child prompt: Ask something you want to find out from this picture or card.

Criterion: Purposeful own question tied to this distinct asking/return source or its relevant unknown, with prompted/repeated formulation identified.

Example/limits: Asking where to enquire about borrowing or where to return an unopened box fits. A waiting-time question is related but cannot be answered here; a queue label does not promise availability.

Next teaching on an unrelated complete ordinary source: Use unrelated O05's message source to make a related question and identify which reply/delivery details it leaves open. Do not use this case's note as a rehearsed answer.

Component 2

Child prompt: Show one helpful detail. Say which picture or card it came from.

Criterion: Select a correct related label/key/note detail and identify its source, using this later case's specific meanings.

Example/limits: Triangle marks the borrowing queue point; square marks unopened-box return. The note distinguishes asking from availability. C-first square-collection is not the meaning here.

Next teaching on an unrelated complete ordinary source: On O04, point between that ordinary key and its picture. Then change an unrelated invented symbol's meaning with matching words to show why each new key must be read.

Component 3

Child prompt: What does Suri want? What does Ken want? Name one thing this card does not tell us.

Criterion: Discuss enquiry versus unopened-return purposes and a specific missing detail without converting a queue/model into an actual wait or available stock.

Example/limits: Suri wants a place to ask about borrowing; Ken wants an unopened-box return. Waiting time/box availability/hours/reader result are unknown.

Next teaching on an unrelated complete ordinary source: Use O09's different visitor/helper jobs and its missing-hours limit. Invite two ordinary purpose labels and one unknown before another unused source opportunity.

Component 4

Child prompt: What would you keep or change to help one of them? Give a reason from a card.

Criterion: Source-grounded keep/change decision communicated with reason, distinguishing asking/return from unreported stock or actual usability.

Example/limits: Keep or add ‘ask about borrowing’ at the triangle for Suri; keep ‘unopened-box return’ at the square for Ken. A proposal that removes the asking/availability distinction needs narrower wording.

Next teaching on an unrelated complete ordinary source: Use O11 to choose a word label addressing its stated reader preference. Explain what the proposed label could help and what actual feedback is still unknown.

B-first · Wheel-Display Station

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Component 1

Child prompt: Ask something you want to find out from this picture or card.

Criterion: Own purposeful question related to this model/collection/return source or a related missing detail; supports explicit.

Example/limits: Where the model table is, which mark is for wrappers, or an unanswered opening-time question fits. A repair-instruction answer is not supplied.

Next teaching on an unrelated complete ordinary source: Use unrelated O02 to connect a find question with its bowls/towels/collection labels. Let the child formulate the question before modelling an answer.

Component 2

Child prompt: Show one helpful detail. Say which picture or card it came from.

Criterion: Related detail selected/recorded and specific picture/key/note identified without adult answer substitution.

Example/limits: The wheel-model table has a word label; triangle/key identifies empty-wrapper return; the note limits models to display. Circle is collection, not wrapper return.

Next teaching on an unrelated complete ordinary source: Use O04's ordinary circle/triangle key to match mark and words. If the child invents actual tool operation, point to O04's no-operation limit and keep the model separate.

Component 3

Child prompt: What does Jo want? What does Eli want? Name one thing this card does not tell us.

Criterion: Interpret distinct model-table and wrapper-return wishes plus a source-specific unknown, without inferring real repair/reader results.

Example/limits: Jo wants the model table; Eli wants empty-wrapper return. Hours/route length/actual successful use are absent. Their stated wishes do not establish a real station's operation.

Next teaching on an unrelated complete ordinary source: Use O09's borrow/return voices and source limit. Separate each supplied purpose and a missing detail using that ordinary source, not B-later.

Component 4

Child prompt: What would you keep or change to help one of them? Give a reason from a card.

Criterion: Reasoned source-based proposal/conclusion communicated for a stated person, with planned/actual distinction.

Example/limits: Keep a large model-table word for Jo or add ‘empty wrappers’ beside the triangle for Eli. Actual reader success would require an actual permitted reply.

Next teaching on an unrelated complete ordinary source: Use O11's supplied large-word preference to propose a useful label and its reason, then distinguish intention from C17's explicitly invented feedback model.

B-later · Lantern-Paper Display

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Component 1

Child prompt: Ask something you want to find out from this picture or card.

Criterion: Related purposeful own question or relevant unanswered question using this new source, with support distinguished.

Example/limits: Where finished paper models are or where unused pieces return fits. Asking about hours is related but unanswered. No live lantern activity is supplied.

Next teaching on an unrelated complete ordinary source: Use unrelated O08's two index editions to formulate a source-linked question about a missing label, without guessing a physical removal. Keep this fresh source out of teaching.

Component 2

Child prompt: Show one helpful detail. Say which picture or card it came from.

Criterion: Select/record a relevant particular key/label/note detail and its source; do not carry old B-first symbol meanings.

Example/limits: Star maps to completed-paper-model shelf; square maps to offcut return. The source note excludes actual lantern operation. Paper quantities are not supplied.

Next teaching on an unrelated complete ordinary source: Use O03/C04's ordinary key repair to match a new chosen symbol with its words. Keep operation/quantity guesses apart from labelled information.

Component 3

Child prompt: What does Fia want? What does Tom want? Name one thing this card does not tell us.

Criterion: Discuss finished-model viewing versus unused-piece return, and a relevant unknown without imagined actual feedback/safety conclusions.

Example/limits: Fia wants finished paper models; Tom wants unused pieces returned. Event hours/quantities/actual visitor test are unknown. A paper illustration is not a safety approval.

Next teaching on an unrelated complete ordinary source: Use O10's separate collection/return voices and one unsupplied opening-time question. Preserve exact ordinary statements before any additional unused source.

Component 4

Child prompt: What would you keep or change to help one of them? Give a reason from a card.

Criterion: Source-linked keep/change proposal communicated for a stated job, with intentions and actual effects separate.

Example/limits: Keep or clarify the finished-model shelf word for Fia, or add ‘unused paper pieces’ at square/offcut return for Tom. No new required craft, candle or outcome is implied.

Next teaching on an unrelated complete ordinary source: On O01, propose a clearer return-shelf word for its supplied borrower purpose. Describe intended help and what an actual willing reader would need to demonstrate.

D-first · Garden-Notice Guide

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Component 1

Child prompt: Ask something you want to find out from this picture or card.

Criterion: Purposeful own question related to this supplied notice/message/return source or its missing information, with source exposure/support explicit.

Example/limits: Where the notice board/old-paper return is fits. Whether a message arrived is a relevant question not answered by this place-label guide.

Next teaching on an unrelated complete ordinary source: Use unrelated O05's message-sent record. Form a new question about delivery/reply and identify precisely which part remains unknown there.

Component 2

Child prompt: Show one helpful detail. Say which picture or card it came from.

Criterion: Select a related source-backed word/key/note detail and identify its particular source; no assumed actual message arrival.

Example/limits: Notice-viewing board is a word label; circle identifies old-paper return; the note says places do not prove message arrival. Triangle means collection pocket here.

Next teaching on an unrelated complete ordinary source: Use O01's ordinary key/word labels to match a selected mark and its meaning, then contrast O05's sent message with unreported delivery.

Component 3

Child prompt: What does Ari want? What does Mei want? Name one thing this card does not tell us.

Criterion: Discuss notice-viewing versus old-paper-return wishes and a specific missing detail, without inventing real messages/visits/needs.

Example/limits: Ari wants the notice board; Mei wants old-paper return. Current notices/message arrival/opening time are absent. The voices are supplied fiction.

Next teaching on an unrelated complete ordinary source: Use O09's separate borrower/helper jobs to identify two stated purposes and one unknown; keep Garden-Notice's later source separate.

Component 4

Child prompt: What would you keep or change to help one of them? Give a reason from a card.

Criterion: Source-grounded keep/change proposal/conclusion communicated with reason and intended-versus-actual distinction.

Example/limits: Keep or enlarge the notice-board word for Ari or add ‘old paper’ beside the circle for Mei. A label does not prove a message was received or a reader succeeded.

Next teaching on an unrelated complete ordinary source: Use O11's large-word/return-mark wishes to propose a source-backed label choice. Ask what actual reader feedback would need, without creating a fictional success as evidence.

D-later · Window-Display Message Guide

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Component 1

Child prompt: Ask something you want to find out from this picture or card.

Criterion: Related purposeful own question about this distinct display/reply/return source or a meaningful missing detail, supports recorded.

Example/limits: Where the displayed message is or where empty cards return fits. Asking who replied is related but not answered by the picture/note.

Next teaching on an unrelated complete ordinary source: Use unrelated O06's planned-delivery record to make a new question about arrival; identify its missing result without using this later source as practice.

Component 2

Child prompt: Show one helpful detail. Say which picture or card it came from.

Criterion: Correctly select/record a particular label/key/note detail and its source; do not infer reading/reply from display.

Example/limits: Square identifies display-message panel; star identifies empty-card return. The note does not state who read/replied. D-first circle-return is not this key's meaning.

Next teaching on an unrelated complete ordinary source: Use O04's ordinary marks/words and O05's sent-versus-arrived distinction. Match an unrelated key before deciding what a source actually reports.

Component 3

Child prompt: What does Nia want? What does Bo want? Name one thing this card does not tell us.

Criterion: Discuss displayed-message finding versus unused-card return and a source-specific unknown, with fictional/actual distinction maintained.

Example/limits: Nia wants the displayed message; Bo wants unused empty cards returned. Actual reading/reply/collection time/reader feedback are absent.

Next teaching on an unrelated complete ordinary source: Use O10's two ordinary statements to identify their separate jobs, then use O05's unreported reply as an unknown. Do not require a personal message or workplace account.

Component 4

Child prompt: What would you keep or change to help one of them? Give a reason from a card.

Criterion: Communicate a relevant keep/change decision using the supplied source/perspective, not a guaranteed effect or invented actual reply.

Example/limits: Keep a clear displayed-message word beside square for Nia or add ‘unused cards’ beside star for Bo. Any different proposal can work if its reason matches a stated detail and remains untried unless actual use occurs.

Next teaching on an unrelated complete ordinary source: Use O01's ordinary return-shelf purpose to propose one guide change and its reason. Keep intention, permitted actual reader reply and invented example feedback separately labelled.

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.