SubjectNest resource library

Year 5 / Supplementary / Term 1 / Weeks 03 04

Development draft · local review needed

Staff only · checks, evidence and next movesYear 5 Subjects · T1 W3–4 · Teacher key

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Teacher copy · prompts and answer keys

Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Keep this file out of learner-facing display. Do not reduce a response to a score alone: note the learner’s reason, method of response and any actual observed action. The checks are formative snapshots, not full achievement-standard judgements. Accept accurate alternatives in a learner’s language or communication mode; avoid marking spelling or speech difference as a subject error when it does not change the idea. Recheck after the next move with a new example. Observation card distinguishes observed, work seen, and plan only.

Day 15 · Check A

Science A

  1. Physical weathering/breakdown; evidence is cracking in place. Do not infer a specific cause (heat, roots) from the stem.
  2. Erosion/transport is carrying pieces; deposition is collecting/settling in the dip.
  3. Before/after positions offer observable evidence; a guess does not. Next move: If cracking and carrying are merged, have learner move a torn-paper chip across a marked line and verbally label the two events. If terms are secure, ask what a tray model cannot establish about a real path.

HASS A

  1. Dated school-council note more directly records requests at that meeting; still ask how the four were counted. Poster has no named author/date and an absolute claim.
  2. Accept who uses the path, cost, accessibility, other views, where bench fits, or similar decision-relevant question.
  3. Access is strongest here if justified, but popularity can be a criterion if limitations and fair counting are explained; colour alone needs a relevant reason. Do not demand one “correct” preference. Next move: If source and opinion are confused, colour-code author/date/claim. If secure, request a missing voice and explain why it matters.

HPE A

  1. Accept rolling/nearer starting point, variable distance or alternate object with shared target and choice. Avoid marking one movement mode as lesser.
  2. Actually trial with willing players and ask them whether they could participate; staff observes adjustment. A written promise is not a test.
  3. Body responses and perceived effort vary by person and activity; no universal heartbeat inference. Next move: If rule is only “be nice,” ask for a testable action. If rule is precise, observe a short trial and ask who was still excluded. Do not infer any medical condition.

Technologies A

  1. Need to carry two light books 10 m comfortably; measurable criterion could be holds them for 10 m without slipping, with safe grip. Do not require a load weight not given.
  2. Fabric strip may be more flexible/comfortable; paper may be easier to shape but less durable. Accept reasoned alternatives with safe tests.
  3. Build a sample and lift/carry low under safe supervision, then record result. Drawing alone is design evidence. Next move: If criterion is vague (“good”), ask “What would I see in a test?” If secure, revise for another user’s grip needs.

Arts A

  1. First frame may create uncertainty about availability; second can suggest organisation, access or surprise. Accept supported alternative readings.
  2. Choices include crop, frame order, labels, tap/sound. Ask learner to connect a choice to a possible audience meaning.
  3. Actually perform the movement or enact the scene before a willing audience/teacher; script/sketch alone is planning. Next move: If learner lists elements without effect, swap frame order or sound and compare reading. If secure, ask for an audience different from classmates and a responsible presentation choice.

Day 20 · Check B

Science B

  1. Beam travels from torch to mirror then reflected path to card; mirror redirects, does not create light.
  2. Observation is pencil appears displaced; refraction is a plausible explanation to test by comparing view through water/air and viewpoint. Pencil need not physically bend.
  3. Spaced dots suggest gas particles are more spread out in a simple model; drawing cannot show true size, speed, forces or temperature. Accept one valid limitation. Next move: If mirror is called a source, cover torch and observe. If model is treated literally, name one thing omitted and design a safer comparison.

HASS B

  1. Dated class note gives a count/request at a known time, though sample/how counted unknown. Undated ad has a likely persuasive purpose and unsupported “everyone.” Other reasoned evaluations accepted.
  2. School leader or delegated facilities/safety staff; not a named elected MP for an ordinary school path rule.
  3. Safe action: ask appropriate staff to inspect accessible width or trial a supervised route. Criterion: safe access, inclusion, cost/time or clear observation. A class poll does not model all federal election mechanisms; Australian federal elections use different formal rules. Next move: If learner treats ad as census, ask who made it and for what audience. If secure, compare a school rule authority and elected public representative role.

HPE B

  1. Do not reply with address; stop/close, save/report if safe, tell trusted adult or use approved school help route. Accept two safe steps with an adult/reporting channel.
  2. No elimination, alternate participation mode, shared team goal or adjusted travel/turns; a real short trial with willing learners checks inclusion.
  3. No; it evidences a proposed rule, not actual participation. Record observation separately. Next move: If “ignore it” is the only online step, rehearse telling a trusted adult. If rule remains abstract, specify a two-minute trial and what to observe.

Technologies B

  1. Favourite book type may help a genre suggestion. Full name, home address and a new passphrase are unnecessary for this simple fictional local task. Do not collect any real secret.
  2. Check purpose, minimum information, who receives/stores it, privacy settings and ask a trusted adult/school policy when unsure.
  3. Observe learner assemble blocks, run with inputs, see output, modify and retest in an approved visual environment. Paper trace alone is planning. Next move: If learner offers real details, stop collection and use invented placeholders. If digital implementation is only asserted, request a supervised run and recorded test cases.

Arts B

  1. Second and third events are swapped: notation says rest then tap, performance says tap then rest. Learner can revise notation or practise to match intended pattern.
  2. Accept interpretations grounded in placement, negative space or texture, without treating meaning as fixed.
  3. See artwork selected/displayed and hear/observe the learner explain a decision to a willing viewer. Written description alone cannot prove that a music performance happened. Next move: If heard/seen evidence is absent, organise a private demonstration or label as plan only. If present, ask how a change in pace, display or audience altered meaning.

Observation note, per learner or small group

Record day, subject, access route, exact visible action or artefact, and one next teaching move. Mark observed only for an action witnessed, work seen for a produced artefact, plan only for sketch/script/pseudocode not yet enacted, or not assessed. Never turn a route choice, disability adjustment or lack of home materials into a deficit judgment. Ask school staff about curriculum moderation, safeguarding and local reporting rules before using this as a formal record.

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