This is a formative observation guide, not an achievement-standard decision. Record exact action/phrase, whether it was REAL, MODEL, PLAN, PERFORMANCE or a program run, access mode and prompts. A missing response may mean the route or time failed: mark not yet observed, adapt and sample again. Keep child work in school-approved private systems. A correctly labelled fictional card is useful reasoning evidence; it cannot prove a real place, tested material, bodily movement, sounded music, media production or digital implementation that did not occur.
| Day | What can count in this block, and its limit | Immediate next move |
|---|---|---|
| 11 | Questions are inquiry evidence; H1 cannot establish real local geography, community use or accessibility. | If a child asserts a place fact, add 'in this fictional plan' and identify a current approved map needed. |
| 12 | Copying a feature without its fictional source/date cannot support a local-world claim. | If source is omitted, add a simple title/date/what-it-shows strip before discussing conclusions. |
| 13 | Interpretation is of original models only, not an Australian place or real service. | If the learner swaps roles of map/table, physically place one location token and one count token on the suitable source. |
| 14 | Perspective analysis does not tell what actual community members think. One letter is not a representative survey. | If a child labels one writer 'wrong', ask for the exact words and separate preference from a checkable fact. |
| 15 | A proposed source is not collected evidence; local participation needs permission and safeguarding. | If the request asks for personal disclosure, replace it with a nonpersonal measure or school-approved consent process. |
| 16 | Ordering fictional dates is a history-inquiry skill, not evidence of actual local events or motives. | If causation is invented, separate 'after' from 'because' and request another source. |
| 17 | An unlabeled number cannot establish cost or popularity; invented table is not council evidence. | If a learner chooses a plan from 12 alone, ask '12 what?' and revise the claim. |
| 18 | A conclusion must follow the cited model sources; fictional design cannot certify real accessibility. | If one source does all the work, ask what the second genuinely adds or withdraw the extra claim. |
| 19 | Considering effects is inquiry practice, not proof the action would work for an actual community. | If only a benefit appears, invite a second perspective and an unintended effect. |
| 20 | An explanation using invented sources is not evidence about a real place, community or First Nations knowledge. | If a detail has no source, delete or qualify it and rehearse with a clear citation. |
Boundaries to revisit: The national code crosswalk is partial; see source and rights ledger. Actual Year 4 curriculum decisions, safety approvals, access routes and any real-world investigation belong to the school and relevant local authorities.
Original SubjectNest lesson text and cards © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; credit, link and indicate changes. Curriculum wording keeps separate ACARA terms.