# Educator desk · A-later · A new provider detail

Hold until first response capture; public sources are not presumed unseen. Record actual support and known exposure. Component notes are not QCAA grades.

## Whole source and exact prompts

Original invented A2 later edition, dated 10 May 2027. Lantern Borough Council notice still says it provides Lantern Model Park and games desk. A new Oak Cooperative notice says it provides the formerly unnamed path. Cedar Toy Room remains provided by Cedar Association. No ownership/funding/opening/repair facts supplied. The later notices are new fiction, not learner enquiry replies or a real service change.

1. What provider information has been added for the path? Use A1 and A2 if available.
2. Which provider information stayed the same?
3. Does the new path notice prove that every path is a council service? Explain.
4. Revise a useful enquiry or response now that a provider is named. What is still unknown?

## Component criteria and matched next teaching

**Component A-later-1: What provider information has been added for the path? Use A1 and A2 if available.**

Original criterion/acceptable meaning: A1 path provider absent; A2 names Oak Cooperative; if A1 unavailable describe later and comparison limit.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

**Matching next entrance A-later-1:** Compare same path entries; added information is not evidence of changed ownership. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

**Unrelated next teaching A-later-1 — after first capture.**

**New supplied account.** Two fictional model-library entries concern the same story cupboard. Entry N, 2 August 2028: provider not listed. Entry P, 5 August 2028: Elm Reading Circle provides the story cupboard. Ownership and earlier provision are not stated.

**Teacher move.** Read both complete entries and match the same cupboard before comparing. Point out that a later record can add information without proving that the service or provider changed then.

**Learner invitation.** What information is newly supplied? What change does the pair fail to establish?

**Staff worked possibility.** The later entry names Elm Reading Circle. The earlier absence does not show a different earlier provider or a transfer on 5 August.

**Next help if useful.** If absence is treated as a different provider, try a new pair in which an earlier note simply omits a maker name and a later note supplies it.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

**Component A-later-2: Which provider information stayed the same?**

Original criterion/acceptable meaning: Council park/games desk and association toy room retained. One accurately supported continuity suffices.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

**Matching next entrance A-later-2:** Match the same named services across editions, rather than comparing only dates. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

**Unrelated next teaching A-later-2 — after first capture.**

**New supplied account.** Fictional model-room list U: Moss Club provides the seed-sorting table; Pebble Group provides the drawing corner. List V repeats those same two entries and adds that Cloud Cooperative provides the model reading nook. No use is recorded.

**Teacher move.** Use removable cards or a spoken side-by-side comparison. Match the same named place and provider across the two complete lists.

**Learner invitation.** Name one provider detail that stayed the same and show its source in both lists.

**Staff worked possibility.** Moss Club and the seed-sorting table appear together in both lists; so do Pebble Group and the drawing corner. Either exact continuity is useful.

**Next help if useful.** If only the new entry is discussed, cover it temporarily with a plain blank card after capture and compare the retained entries. This is teaching support, not a reconstructed first response.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

**Component A-later-3: Does the new path notice prove that every path is a council service? Explain.**

Original criterion/acceptable meaning: No; names a cooperative for this fictional path, not all paths; F3 general role is not universal ownership.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

**Matching next entrance A-later-3:** Read exact provider/scope; separate one supplied case from universal claim. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

**Unrelated next teaching A-later-3 — after first capture.**

**New supplied account.** A fictional model-path notice names Wren Cooperative as its provider. Another fictional model-path notice names Bracken Council. No other paths or ownership records are described.

**Teacher move.** Keep each statement attached to its exact path. Try ONE NAMED CASE and ALL CASES cards through speech, marks or placement.

**Learner invitation.** Does either notice tell us who provides every path? Explain what it actually covers.

**Staff worked possibility.** Each notice names the provider of its own model path. Neither supports an all-paths claim, and provision alone does not establish ownership.

**Next help if useful.** If the council example is generalised, offer a new pair of fictional providers for model sports rooms and practise keeping each statement within its stated scope.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

**Component A-later-4: Revise a useful enquiry or response now that a provider is named. What is still unknown?**

Original criterion/acceptable meaning: Own updated response may ask cooperative for conditions, preserve source/status and missing opening/maintenance/funding. No actual enquiry sent.

Mark only actual observed component: supported / developing with stated support / not yet observed. These are descriptive task notes, not QCAA grades. Alternative justified proposals welcome.

**Matching next entrance A-later-4:** Ask how named provider changes source lead and which specific missing detail remains. Give after first capture; preserve first response and later help separately. Missing reply/actual event stays missing.

**Unrelated next teaching A-later-4 — after first capture.**

**New supplied account.** An earlier fictional model-museum note omitted the story-desk provider. A new note says Birch Learning Circle provides the desk. Opening hours, enquiries contact and maintenance arrangements remain absent.

**Teacher move.** Ask what the added role changes about a possible source lead. Keep the proposed enquiry separate from a sent message or reply.

**Learner invitation.** Revise an enquiry using the new name. Choose one detail that is still missing.

**Staff worked possibility.** A private draft could ask Birch Learning Circle who can confirm the desk's opening hours. Naming the provider gives a lead; it does not supply hours or prove an enquiry occurred.

**Next help if useful.** If all details are declared known, underline only the newly supplied provider phrase and keep separate unknown cards for the absent details.

Use usual communication and one meaningful part. Keep the first response and later support separate; this teaching adds no criterion and supplies no actual event or required real-world action.

**Conditions note:** edition/date/source exposure; usual communication/source reading/neutral scribing; actual learner decisions versus adult marks; feedback after capture; chosen next move. Use roles only, no diagnoses/names. Record practical event only if it happened. Later interpretation belongs to its exact new source, not presumed memory or calibrated progress.

## Choose a next door

- [After-capture next-teaching menu](../teacher/NEXT.html)
- [This source](../checks/A-later-source.html)
- [Own response](../responses/A-later.html)