Hass · teacher-only checks… | Year 3 Subjects · T1 W3–4 · Assessment

Keep this separate from learner cards. Capture exact action/words | source or actual mode | help offered | next move without identifiable child data in this public pack. These short checks are formative, not a full achievement-standard judgement. Score 2 for independent evidence with access available, 1 after a model/prompt, 0 for not yet evidenced; not assessed if access, approval or opportunity was unavailable. Do not mark planning as an actual experiment, bodily movement, shared drama, sounded music or media-tool use. Recheck with the fresh task below.

Day	Observable check / acceptable response	If not yet, teach and recheck	Evidence limit
11	The invented sign shows a return instruction in that fictional library. It does not prove our school has this rule or who authorised it.	Try a new fictional notice and sort ‘says’ from ‘we need to ask’.	Invented sign is rehearsal, not local policy evidence.
12	A current school-authorised policy or staff confirmation is needed. A pupil suggestion and invented poster do not establish current policy.	Swap in an old undated notice; ask how the learner would check currency.	Do not publish or infer local rules from an invented card.
13	The two fictional cards report different experiences. They do not establish intent or a penalty. Returning items could help finding them.	Offer an invented missing-pencil case; ask for effect versus assumed motive.	No real pupil or family behaviour is disclosed or judged.
14	Ari prioritises quick return; Bela needs a readable location cue. The two invented voices do not represent all users.	Use two new views on a fictional notice and ask for one missing perspective.	Fictional perspectives are practice, not testimony.
15	A clearer label is linked to the stated problem; it may improve locating, but needs testing and staff agreement before real use.	Give a new fictional missing-box problem; ask for a different action and possible downside.	A proposal is not a claim of measured effect.
16	People may enjoy sharing, help access or contribute skills; time or access barriers may matter. None is a claim about a real person's motive.	Try a new invented community garden role list and generate a consent/access question.	Real community motives require sourced or invited testimony.
17	The model places roles at named fictional points. It does not establish actual ramps, distances or availability.	Show a new unlabeled plan; ask learner to request title, date and source before using it.	A map model is not geospatial evidence for a real community.
18	Each option has trade-offs. A school or organiser would approve a real change after asking affected people; invented perspectives are not user research.	Use a new fictional queue problem and ask for a reversible trial and a feedback question.	Do not claim actual users prefer a solution without asking them.
19	A complete account attributes each fictional card and withholds whether a real school uses the rule.	Replace the visitor card with a different suggestion and ask learner to revise attribution.	Sourced language must not turn fictional notes into real facts.
20	A labelled return place could help locating; it might crowd an access route. Actual site facts, users and approval are still unknown.	Offer a fresh equipment case with a narrow doorway; reteach source versus assumption before revising.	The assessment is a fictional transfer, not a real community finding.

Fresh transfer: Day 20 uses a new situation within its subject. After a miss, use the named different scenario in the third column rather than rehearsing the same answer. Record support and a future teaching action. A specialist/local educator should review these prompts and each learner's current pathway before classroom use.