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Staff criteria — The Birch Pool noticeYear 3 HASS · T1 W3–4 · Staff · Staff / C later

Complete supplied source

Made-up pool foyer, no actual swimming task. Table B: 2018 notice board beside front door; 2024 notice board beside reception. A staff note says it was moved so a staff member could answer questions about the notices. Invented visitor Faye says “I like being able to ask someone to explain a notice.” Invented visitor Omar says “I liked reading the notices before going inside the foyer.” No visitor numbers, current opening times, full visitor survey or record of Omar's later use is supplied.

Question-specific criteria, examples and next teaching

1. Describe the notice-board change and the reason in the staff note.

Door→reception position; access to staff explanations is the stated reason. Next: invented garden information board moved beside ranger desk so staff could answer questions; connect table positions with written reason.

2. What does Faye value? What does Omar value? Keep their views with their names.

Faye values explanations by a person; Omar values reading the notices before going inside the foyer. No invented Omar later response. Next: fictional two-voice desk notes—Kira values quick collection, Eli values asking about the item—match source wording/priority without adding action.

3. What does this tell us about these two views? What does it leave unknown about other visitors?

Selected priorities differ; other visitors/views unknown; no unanimous judgement. Next: invented sports-hall two feedback slips favour differing sign formats; describe the supplied pair and leave broader preference unanswered.

4. What would you ask next to find out about the change's effects?

A fitting question about finding/reading/asking, or whose response is missing. Next: made-up community-room sign changed; record reports a staff aim but no visitors; ask for relevant permission-based feedback or an actual later observation, without fabricating it.

Eligibility

Same taught components with a table/text format change; not a calibrated equivalent. Local-current information would need new checking.

These are formative original component criteria, not automatic A–E conversions. Accept justified source-bound alternatives without requiring model wording. Preserve the actual response, support and first/later interval/exposure.

Source · Empty own work · Capture and next teaching.

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