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 | The observed respectful rehearsal is evidence; a written script alone is a plan, not proof of behaviour in every situation. | If a no is challenged, replay with an accepted alternative role and teach that permission can change. |
| 12 | Movement-skill evidence requires actual movement observed. Directing a figure still shows inclusion/communication, not bodily performance. | If a partner is excluded, offer a slower cue, more space or alternative role and observe whether it helps. |
| 13 | Only observed movement supports a movement code; arrow planning supports strategy discussion. Three slides do not establish athletic ability. | If results vary, keep one change at a time and ask which strategy to try next. |
| 14 | A paper rule without actual play is design evidence only; fair-play application needs an observed round. | If a rule rewards only speed, ask how a seated or slow-moving player could contribute. |
| 15 | Actual bodily sequence is performance evidence; a paper figure shows design, not observed movement. No child must perform publicly. | If the sequence feels unsafe or unclear, reduce range, add a pause and rehearse with choice. |
| 16 | A paper critique supports stereotype/inclusion reasoning; actual respectful team-role evidence needs participation observed. | If one role dominates, pause and offer a genuine choice of roles without forcing rotation. |
| 17 | Role-play is a rehearsal, not proof of relationship outcomes; follow safeguarding procedure for any real disclosure. | If the repair becomes a command, change it into a question and leave room for refusal. |
| 18 | Movement outcome and fair-play claims require actual observed round. A drawn route alone is a plan. | If the solution only works for one person, add a cue/observer/decision role with real influence. |
| 19 | Actual strategy and teamwork evidence requires observed participation; solo planning is useful but not team-performance proof. | If a child is waiting without influence, give them a meaningful cue or design decision before a repeat. |
| 20 | The actual round can evidence respectful participation; an invitation alone cannot prove someone felt included. | If a child assumes a role for another, replace with an open choice and observe the response. |
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.