Purpose: Compare source editions and keep a changed representation distinct from an actual place change. Distinguish fictional edition date, proposed event and today's source-check date without inventing a publication date.
Actually taught prerequisite: Recall opening date-order/source practice if taught. Otherwise show two unrelated dated cards and explain before/later in ordinary words. No calculation of time intervals is required.
Prepare: O07 delivery-desk editions, O08 garden-tools index editions, dated-editions illustration/full alternative, question-own aid (Your question and helpful detail). Dates refer to fictional source editions, not real events.
Complete ordinary sources · Worked contexts · Selected original aid · Complete terms · Complete alternative
Genuinely empty own aid · Complete terms · Complete empty-aid words
Full teacher script
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Inspect the dates · about 3 minutes. Read O07's two FICTIONAL edition dates: 4 March and 8 March in the same invented year. Point to the earlier/later date. The second edition's new label is a recorded representation change; do not say someone moved furniture or opened a real desk.
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Model a careful comparison · about 6 minutes. Use O08, whose later index omits a hook label. Say, ‘I can see that the label is missing on this picture. I don't know whether the hook was removed.’ Compare source absence with a statement that explicitly reports removal; that different statement would need its own source.
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Choose a route · about 10 minutes. Child finds one detail present in one edition and changed/omitted in the other. Record exact edition labels, the visible difference and one unknown. Large words or a faithful scribe can replace a drawn before/after. Actual class-plan comparison is optional and adult-approved; keep its own checked facts rather than assuming the supplied fiction applies.
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Order without changing meaning · about 5 minutes. Arrange edition cards earlier/later. A teacher checking them today adds a separate actual source-check date; it is not a new edition date. If dates only give an order, do not turn spacing on the page into a scale or duration. Retain any date not supplied as unknown.
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Ask the next useful question · about 3 minutes. Invite ‘Did the desk move, or only the label?’ or a child's own related question. This example question is supplied support if repeated. Choose what observation/source might answer it and what it would need to report. Do not answer from an empty map patch.
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Choose next teaching. If omission becomes a removal claim, give a new unrelated picture with one label missing and compare it with an explicit ‘removed’ note. If check/edition dates merge, use two labelled cards for those roles. If careful comparison is sound, extend to a missing detail whose absence matters to a stated reader.
Three selectable routes
Delivery desk
O07's earlier plan says ‘collection’ beside a star; later says ‘collection desk’ beside that star. Describe the label change and ask whether any physical desk change happened. Neither fictional plan reports that.
Garden-tools index
O08's earlier picture includes ‘hook’; later picture leaves the label out but makes no removal statement. Keep ‘label omitted’ distinct from ‘hook removed’. No garden/tool activity is performed.
Actual approved class plan, or fiction
If an adult has two appropriate dated classroom plans, compare visible representation details and retain separately checked actual facts. No plan of a home or personal workplace. Use complete O07 instead if no suitable real pair; imagined plan differences do not become observed site changes.
What to notice and teach next
S02 ordering/recording and S03/S05 source-limited interpretation; possible narratives S06. No actual place/technology change or K02 effect follows solely from a changed drawing.
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.