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Criteria, examples and next teaching — staff onlyYear 2 Science · T1 W1–2 · Teacher · Teacher / Key and next

Original unpiloted formative material. Preserve first response before feedback. Descriptive states: meaning demonstrated in this response; meaning shown after named scientific guidance; unclear/not yet evidenced; unobserved for this route. Neutral reading/signing/exact scribing does not itself lower meaning. Comparison with guidance is part of I05. No total score, speed/writing mark, required log/repeat count, QCAA five-point classification or whole Year 2 attainment.

Component criteria

• Material/action/form: follows known provenance and distinguishes physical action from visible result; not appearance-as-chemical-proof.
• Question/prediction: testable modest question and a reason tied to experience or labelled source; outcome still untested before action/reveal.
• Procedure/observation: safe suggested steps and actual conduct/channels only where observed; accurate stopped/contrary/unknown result accepted.
• Organisation/evaluation: source-labelled entries remain attached to their action, equal units/view where used, unknown retained, guided comparison/fair next question.
• Sound: source vibration versus incoming sound causing receiver vibration is explicit; tiny vibrations not seen/not heard are not automatically absent.
• Useful communication: daily-use prediction names the record/source and a limit; plan/fiction/actual feedback stay different.

Day 1 — A new shape, the same paper

Look for: Names known paper and the actual or supplied fold/form; keeps prediction separate from finding, with the evidence route named by the adult.

Next teaching: Reconnect one same labelled piece before/after; contrast “paper” with “creased”. Recheck with an unfamiliar gentle bend after teaching, with its actual result open.

Worked interpretation — Creature corner: Make a pretend creature’s paper ear bend on the table; no wearing or body attachment. Choose which edge to fold. Invented account: a maker folds one edge of known paper and sees a crease when opening it. The account gives no strength, hearing or real animal fact. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Parcel message: Make a pretend parcel message fit on a drawn tray, without wrapping a person or real package. Choose a fold line. Invented account: a flat known paper note is folded once; its tabletop outline takes less space in one direction. No actual delivery or secure-packaging claim follows. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Board-game sign: Make a sign for an invented game station. Choose the label or fold direction. Invented account: a helper folds a paper rectangle into a tent; it falls when hands are removed. Record that result rather than pretending every tent stands. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Day 2 — One change makes a clearer comparison

Look for: Question identifies intended difference and relevant kept conditions; actual conduct is recorded only when seen; same informal unit/view is retained if measured.

Next teaching: Lay two setup sketches beside each other and mark every difference; reteach matching for the named question. Recheck with a new paper display, not another loaded bridge.

Worked interpretation — Mini gallery label: Choose the reader position for a fictional drawing-gallery label. Invented matched-paper account: flat A lies on the table; tent-fold B stands after removal of hands. Both began as equal fresh paper on the same table. Whether a distant reader can read it was not tested. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Game-turn marker: Choose a symbol for an invented tabletop game. Invented account: matched flat and folded signs both slip on a smooth board. A helper wants to replace that with “the fold worked”. Keep both slips and ask about the surface; do not erase them. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Reading-corner title: Choose a book title invented by you. Invented account: A is fresh small paper left flat; B is a larger previously creased sheet folded upright. B stands. That account varies size/history as well as action; propose matched fresh sheets before attributing the difference to folding. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Day 3 — Bend, twist and follow the pieces

Look for: Correctly associates action/form and known material; retains source of prepared pieces, distinguishes viewed span from full length and does not claim all U03 actions were tested.

Next teaching: Trace pieces to their same labelled whole or show a curve from two viewpoints. Recheck an unfamiliar roll after feedback; appearance alone is not a composition test.

Worked interpretation — Paper sculpture: Choose a curve or a gentle tabletop twist for an imaginary sculpture. Invented account: a known paper strip is twisted; a crease remains when laid flat. It remains the paper identified at the start. No force or strength measurement is supplied. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Ticket tray: Arrange large paper tickets for a pretend puppet show. Invented account: a helper tears one known large paper rectangle into two unequal large pieces and keeps both. Both originate from that sheet; no equal-size or mass record exists. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Puzzle maker: Choose a bent-paper clue for an invented puzzle. Invented account: a helper curves a strip and sees a shorter left-to-right tabletop outline. The account does not report the full straightened length. Ask what another view or suitable measure could tell. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Day 4 — A useful table keeps surprising results

Look for: Table retains record/action/finding/source and unknown; guided comparison is bounded; prediction names evidence rather than guarantee.

Next teaching: Place one complete note beneath the matching headings. Contrast missing with a measured no-change. Recheck on a new two-note example with one genuine unknown.

Worked interpretation — Art shelf planner: Invented records: paper label A was folded and stood on a level table; matched B was folded and fell. Force/crease details were not measured. Keep both outcomes; a cause is unknown. Predict cautiously for a third comparable label rather than announce success. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Sorting-game organiser: Invented record A: same-source paper changed from flat to a folded pocket, tabletop width 6 to 3 equal paper units. Record B: same starting width 6, planned fold, no after note. Keep B unknown. Choose a next observation without copying A’s 3. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Puppet-ticket helper: Invented records: known paper sheet A was torn into two large pieces; sheet B was left untouched. Neither mass was measured. Sort by action and known origin; two pieces are not evidence of doubled material mass or two new materials. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Day 5 — A fresh paper question

Look for: Later response distinguishes known material, action/form, prediction/result/source and safe next question. Practical components require actual observations; accurate contrary results are accepted.

Next teaching: After retaining first response, reteach only the missing distinction. Use the separate reserved material recheck, not a coached repeat of the same staged outcome.

Day 6 — Small sounds, useful noticing

Look for: Names source/action and distinguishes vibration model, actual visible back-and-forth movement, optional sound report and unavailable evidence; first source is kept before teaching.

Next teaching: Show a slow sound-free back-and-forth model, then separate actual observations from that model. Recheck a new suitable source by consent or with a labelled account.

Worked interpretation — Puppet foley desk: Choose a gentle paper rub for an imaginary walking puppet, not a loud stage show. Invented note: the operator rubbed one known paper card; a listener reported a soft rustle, and fine vibration was not visible. The source reports a sound, not a measurement of pitch or force. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Page-turn mystery: Choose an invented detective clue made with a gentle page movement. Invented note: an adult moved a loose paper flap back and forth; one listener wrote not heard. The note says movement was visible, not that every movement is audible sound. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Quiet signal lab: Choose a paper edge for a pretend game signal. Invented note: one gentle flick led to visible brief back-and-forth movement and a soft sound reported by the adult. Whether another person notices it was not checked; add a visible card rather than increase volume. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Day 7 — Change the action, keep a clear question

Look for: Question, intended action change and relevant kept conditions are clear; table ties each report to its action; limitations and guided next question are preserved.

Next teaching: Return to one complete note and matching heading. Recheck with two new gentle actions or an unfamiliar labelled plan; no force/volume increase.

Worked interpretation — Animation sound planner: Invented same-card notes for a cartoon: gentle tap, adult reports tick; gentle rub, adult reports rustle. Force was not measured and no pitch value was recorded. Decide which action might suit a pretend scene without announcing a universal result. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Game cue planner: Invented same-card notes: adult reports soft tap after tapping, learner’s note is not heard; rub has no sound report recorded. Keep the missing rub report unknown. An absent report is not silence and differing people’s reports are not a hearing competition. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Exhibition clue: Invented plan changes from small card tapped on a table to large folded card rubbed in the hand. Action, starting size, shape and support differ. No results exist. Choose a clearer single-question plan before predicting an effect. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Day 8 — Sound can make a receiver vibrate

Look for: Explains incoming sound energy can cause a receiver to vibrate, distinguishes source vibration/contact/model from receiver effect, with sourced general fact separate from actual observation.

Next teaching: Model the causal sequence again with labelled cards and a new context. Do not assess sensory access; offer later suitable actual observation for unobserved practical components.

Worked interpretation — Sound-travel comic: Make an original factual three-frame comic: vibrating source, transfer through air, receiving membrane. Keep the comic labelled model; no numbers, travel speed or measured receiver result is supplied. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Museum explainer: For an invented museum visitor, explain the sourced eardrum example in everyday words. A visitor is fictional, but the general incoming-sound/vibration fact is primary-source checked. Do not ask a real child to test their own ears. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Cause detective: Use original invented cards: “a hand lifts a card”; “a report says incoming sound moved a membrane”; “an arrow is drawn”. Choose which shows direct contact, a supplied sound-effect account, or a model. The supplied account is not your own experiment. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Day 9 — A useful signal has more than one route

Look for: Useful prediction names a prior pattern/source and limit; explains daily use without fabricated local claims; distinguishes chosen plan from actual feedback/test.

Next teaching: Point to the earlier note before prediction; replace always with a condition. Recheck with an unfamiliar quiet cue question and a different source, retaining untested status.

Worked interpretation — Game pause card: Choose a symbol to show a pretend board game is paused. A soft paper cue may be proposed from a named note; no hearing test is needed. Whether a real partner understood the visible symbol is unknown until they willingly give feedback. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Reading display ready: Choose a quiet tabletop ready sign for an invented reading display. Use a named prior paper-label stand finding to predict placement; no library rule or real worker testimony is invented. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Worked interpretation — Maker gallery turn: Choose a visual turn card plus optional gentle tap for an invented maker gallery. The general Queensland noise-planning fact is sourced, but this gallery/noise level is fictional. Leave actual reach, volume, hearing and safety performance unknown. An actual route accepts its own accurately recorded outcome; the supplied account is not a target result.

Day 10 — A fresh sound finding and a next question

Look for: Later response accurately ties new action/source/record to a bounded explanation; receiver-energy knowledge is distinguished from source movement, and guided fair next question is supported.

Next teaching: Use the descriptive component rubric, retain first response, teach only missing meaning and offer the reserved new sound recheck. No whole-standard score or compulsory sensorimotor participation.

Material First — a new paper label — after first capture

Source interpretation: Known paper / gentle bend / retained curved end. A prediction may agree or differ; accurate comparison to the retained idea is the criterion, not guessing that curve. The account supplies material provenance and form, not actual conduct/observation or a chemical test.

Before page captures question/prediction/reason; after page captures finding/source, retained-prediction comparison, material/form or sound/receiver meaning and safe further question. Actual variants use their own results. If unavailable, practical evidence remains unobserved.

Material Later — the scrunched message — after first capture

Source interpretation: Known paper / loose scrunch, then active opening / lumpy creased form, later opened with retained creases. Opening is a separate action; it is not spontaneous return or a condition for physical change. Compare the kept prediction honestly; no predetermined actual result. This arrangement is not exposed in the ordinary contextual accounts.

Before page captures question/prediction/reason; after page captures finding/source, retained-prediction comparison, material/form or sound/receiver meaning and safe further question. Actual variants use their own results. If unavailable, practical evidence remains unobserved.

Sound First — a cardboard cover — after first capture

Source interpretation: Gentle tap / cardboard source / soft tick supplied report, fine vibration not visible. Not visible does not mean no vibration; the general sound-source explanation is taught after first capture. This note does not show incoming sound caused a separate receiver to move. Real findings may differ.

Before page captures question/prediction/reason; after page captures finding/source, retained-prediction comparison, material/form or sound/receiver meaning and safe further question. Actual variants use their own results. If unavailable, practical evidence remains unobserved.

Sound Later — two card actions — after first capture

Source interpretation: Action-linked reports tick versus rustle in this invented account; no measured loudness/force or every-case evidence, so the universal louder claim is not supported. Same card/support/position match relevant conditions, while action is intended difference and force remains uncontrolled. A fair next question names action/source/support/stop; accurate actual outcomes remain open. Source movement/report alone does not establish separate receiver vibration; taught sound energy can make a receiving object vibrate through air, as a sourced concept, not this trial result.

Before page captures question/prediction/reason; after page captures finding/source, retained-prediction comparison, material/form or sound/receiver meaning and safe further question. Actual variants use their own results. If unavailable, practical evidence remains unobserved.

Reserved different rechecks — after teaching

Material recheck

Complete held source: Invented new source: a known paper rectangle is loosely rolled on a table by a helper, then actively unrolled. It lies with a small curl at one edge. No force or mass measurement is supplied. Ask material/action/form/source, one prediction for a comparable new piece and a safe next question.

Separate key: Known paper; loose rolling then active unrolling; retained small curl in supplied account. Returning perfectly flat is not required for physical change. A new outcome is untested, and real operation stays unobserved on the source route.

Sound recheck

Complete held source: Invented new record: a helper gently flicks the loose edge of one clean card; brief back-and-forth movement is visible, but the listener writes not heard. No other receiver was observed. Ask source/action/evidence, what remains unknown and one fair next question; separately explain what sound energy can do to a receiver.

Separate key: Flick/card/visible source vibration; not heard is a valid report, not proof of no sound or no vibration. No separate receiver evidence. The taught source–air–receiver relationship is knowledge reasoning, not a new observation. A next approved repeat/other gentle action matches relevant conditions and stops on request.

Two useful teacher decisions

A child chooses a quiet model: retain their labelled causal explanation/table work, mark actual hearing and sound-making procedure unobserved, and offer later suitable access if needed. Do not invent an observed outcome or diagnose a learner.

First/later differ in support: compare shared meaning with the actual help and evidence routes visible; do not claim gain from scores or erase the first response. Choose a precise next invitation from the observed distinction.

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