Staff only · fresh check guidance and response movesYear 6 Subjects · T1 W3–4 · Teacher key

Keep separate from learner copy. These are formative probes, not full achievement-standard judgments. Accept accurate explanations through a learner’s chosen communication route; note reasoning and one next teaching move. A scribed answer is the learner’s own wording. A written plan can show a concept but cannot establish an actual movement, designed object, performed work or running visual program. Record those separately on the observed action card. Do not infer a learner’s home circumstances, health, identity or political view.

Day 15 · Check A

Science A

1. X grew 3 cm; Y grew 1 cm. Light causation is not established because watering was unrecorded; other conditions might differ.
2. Equal seed type, initial size, water, container/soil, observation times; vary light and measure growth (and relevant survival observations) over time. Accept a reasoned fairer design rather than demanding all controls at once.
3. Not visible does not prove vanished or a new substance. To argue reversibility, one would need a safe recovery demonstration/credible observation such as water removal leaving a sugar residue; this block did not perform it. Do not ask children to heat or taste a solution. Next move: If learner treats an invented table as live proof, relabel the data source. If cause is overclaimed, have them circle unrecorded conditions and rewrite with “may”.

HASS A

1. Dated council agenda supports that the proposal is listed for consideration; it does not establish approval. Unsigned post has unknown origin/purpose.
2. Local council is likely for an ordinary public local path; school access rules involve relevant state/territory education authority or school. Actual land/responsibility must be checked; joint action possible.
3. Ask council/school authority for confirmed proposal and accessibility/safety review; criterion could be safe accessible route, time, cost or impact on users. Children do not inspect hazardous areas. Next move: If proposal=decision, compare agenda with approved minutes/official notice. If one level is guessed universally, ask who owns the land and school gate.

HPE A

1. Invite volunteers for throwing/rolling, target holding, cueing, judging fairness or other meaningful roles by interest/access; do not restrict by height/speed/gender.
2. Change target distance or start line, not both at once, while holding token/attempts as practical. Actual movement outcome requires real safe trial.
3. “I’m disappointed; I’ll take a moment and then hear the plan” or another respectful pause/action. Do not require the emotion to disappear. Next move: If rewrite leaves watchers passive, ask for one active choice. If variable identification is vague, mark two layouts side by side and move only one marker.

Technologies A

1. Need visitors to find library from corridor; test by asking a willing user from a marked accessible viewpoint to identify direction/room without prompting. Avoid one “standard” body position.
2. Increase readable size/contrast, move sign from behind door, add a clear directional cue and/or non-colour label; any two justified changes accepted.
3. Make/place revised sign, ask a real willing viewer to locate destination and record what happened. Sketch only = design evidence. Next move: If “looks better” lacks use test, give a viewer task and observe rather than solicit opinion alone.

Arts A

1. Version A likely makes destination quicker to find; test with willing viewers by asking them to identify room and time in each version, without leading them. Other supported readings accepted.
2. Size, contrast, order, crop, label or sound may change attention/meaning while preserving facts.
3. No. Enact the role/scene for a willing teacher or audience; staff observes action and expressive choice. Written script is planning. Next move: If learner assumes aesthetic preference equals usability, supply a specific viewer task. If performance is asserted without action, arrange a private enactment or record plan only.

Day 20 · Check B

Science B

1. Open switch breaks conducting path; LED expected off. Closed complete safe circuit can allow LED on, assuming components and polarity work; a diagram itself cannot confirm output.
2. Electrical energy is transferred through the circuit and transformed in LED to light (and some thermal energy); do not claim to have measured heat here.
3. Image is secondary documentation, not class observation of rust forming. Rusting produces a new substance and is typically treated as irreversible under ordinary classroom conditions; dissolving salt is a reversible change in principle. Do not claim recovery was performed. Next move: If a learner says the battery “stores light,” trace source/path/output on model, then test only with approved low-voltage kit. If image treated as live experiment, label its provenance.

HASS B

1. The 1 January 1901 Federation date and union of six British colonies are supported by the Parliamentary Education Office. The “equal voting rights” claim is false; First Nations people were largely excluded from Federation processes, and federal voting rights changed over time. The AEC milestone source records the 1962 extension of the federal vote to all Indigenous Australians. Avoid a single flattening story of all groups; local/community perspectives require suitable sources and review.
2. Origin label alone does not establish harm or benefit. Need evidence on production conditions, employment, transport, prices, environmental effects and affected people’s perspectives for this particular case.
3. Example: “Six British colonies federated on 1 January 1901, but equal voting rights did not follow for every resident. A book’s production origin may affect places in different ways; we need evidence before judging this one.” Accept cautious accurate alternatives. Next move: If learner repeats “everyone,” show the AEC/PEO source with exclusions and invite a corrected sentence. If they make a country-wide trade claim, turn it into a question about a specified product and evidence.

HPE B

1. Respect “no”: “Okay, I won’t post it.” If already shared, stop further sharing and tell a trusted adult/use approved school reporting/removal process; do not blame the person whose work was shared.
2. Remove elimination, allow varied movement/turn times or group total target, then try with willing players and ask/observe whether roles remain meaningful.
3. No. Paper rule evidences a proposed design, not actual participation or tested inclusion. Next move: If consent is treated as permanent, practise a changed-mind script. If inclusion is only asserted, plan a short observable trial with access choices.

Technologies B

1. Home address and birthday are unnecessary for anonymous quiz answers; collecting less protects privacy in this task.
2. Two correct answers yield score 2 if each correct answer adds one and wrong adds zero. Repetition must process all three answers/input events; accept an equivalent explicit algorithm.
3. Observe blocks assembled in an approved workspace, inputs supplied, score output displayed, at least one test case and a change/retest. Flowchart alone is design. Next move: If a learner supplies real details, stop and replace with fictional data. If “implemented” means drawn, arrange a supervised actual run or mark plan only.

Arts B

1. Written sequence has eight beats with rests in positions 3 and 6; heard sequence has six beats, so length and placements do not match. Rehearse all eight pulses or revise notation to what was actually sounded; no single artistic intention is prescribed.
2. Increase directional contrast/space, adjust arrowhead/placement, or add a clear non-word cue; ask a willing viewer to indicate the intended direction. Keep it labelled as classroom art, not a live safety sign.
3. Staff must hear the learner perform a repeated musical pattern and see the artwork presented with a visual decision explained to a willing audience. Written notes alone do not prove either performance/presentation. Next move: If notation is treated as sound, arrange a quiet private performance or record plan only. If visual meaning is assumed, test with a viewer and revise one element.

Staff observation record

For movement, digital implementation and Arts, write day, task, route, specific action or artefact, learner explanation, and next move. Mark observed, work seen, plan only, or not assessed. Do not turn a disability adjustment or lack of home materials into a deficit. Follow school recordkeeping, safeguarding and local moderation rules before formal use.