Staff only · check guidance and responsive next movesYear 7 Subjects · T1 W3–4 · Teacher key

Keep separate from learner materials. These ten probes are formative, not whole-band achievement judgments. Accept accurate alternative explanations and communication modes; record the learner’s reason, actual evidence status and one next move. Spelling, speech and access route are not the subject error unless they change the idea. Observation card: observed, work seen, plan only, or not assessed. Follow school records and safeguarding policy.

Day 15 · Check A

Science A

1. Filtration separates by particle/mesh size; visible sand retained, finer material may pass. Cloudy liquid is not proof of purity or drinkability.
2. Push magnitude changed; keep cart, surface, start point and direction steady for a better comparison. A hand push may not be repeatable.
3. Pushes to the right; one trial cannot establish a general force–motion relationship, especially with inconsistent hand force. Accept a reasoned reference to direction/magnitude and measurement limits. Next move: If learner says “filtered means safe,” compare filtrate with safety evidence needed. If force=direction only, add arrows of different lengths and retest using a repeatable release.

HASS A

1. It supports mapped grid distance of 2 versus 5 squares, assuming the grid is read consistently. It does not show slope, actual travel time, accessible entrances, opening hours or user preference.
2. Finder, date, place/context, material analysis and provenance; an unlabelled drawing cannot establish ancient origin or purpose. No real artefact is handled.
3. Geography: “What is the actual accessible route or travel time?” History: “Who found and dated this object, and with what method?” Accept similarly targeted questions. Next move: If grid distance becomes lived experience, add missing access data. If caption is treated as proof, remove caption and ask for provenance.

HPE A

1. Negotiate a specific new rule, play safely with willing participants, observe participation and ask whether meaningful roles increased. A proposal alone is not a test.
2. Anonymous maker/no cited evidence/unknown purpose; “everyone” and “must” apply social pressure. Do not prescribe an exercise plan.
3. No. It shows a plan; actual action/participation must be observed separately. Next move: If inclusion is assumed, run a brief accessible trial. If post confidence is mistaken for evidence, identify its maker, claims and missing support.

Technologies A

1. Need to hold light information card readable/stable; criterion could be holds the same specified card upright for 10 seconds without blocking text.
2. Load differs, so material effect cannot be isolated. Test both with identical card, angle, duration and location, one variable at a time.
3. Ask how long each actually lasts, production impacts, repair/reuse route or end-of-life; labels alone do not answer. Next move: If “B stronger” is inferred from unfair test, align loads and retry. If “reused always sustainable,” request lifecycle evidence.

Arts A

1. Viewer may miss room/time. Enlarge and move required facts to a clear position, test with a willing viewer asked to locate them without prompting.
2. Seek informed permission and use school policy; for this short task, choose original object-only art or leave the real photo out. Do not imply classroom consent authorises public posting.
3. No. Staff would need to see/hear an actual enactment with role/action/performance choice before claiming performance. Next move: If the frame is praised only for attractiveness, give a factual viewer task. If script=performance, arrange a private enactment or mark plan only.

Day 20 · Check B

Science B

1. Bird numbers might fall if insects are an important food, but other foods, migration, population dynamics and missing data make it uncertain.
2. Arrows point from food to eater/energy transfer in this classroom model. Diet observations, repeated population measures and abiotic data would help test the claim; no local species claim follows.
3. Dots can show simple arrangement/spacing or motion if arrows added. They omit true scale, forces/attraction, number or actual measurement; accept one valid omission. Next move: If learner states certainty, add another possible food path. If dots are treated literally, mark omitted scale/force and ask what evidence would be needed.

HASS B

1. Judiciary/courts decide legal cases, not executive alone. Check Parliamentary Education Office separation of powers for the simplified role.
2. Ad lacks actual terms, transaction, fault and legal context; do not promise a refund/repair from this invented line. Check current ACCC consumer guidance with a trusted adult for a real issue.
3. Example: “Courts decide legal cases in Australia’s separation of powers. I would ask for the bottle’s actual terms and official consumer guidance before making a claim about a remedy.” Accept accurate cautious alternatives. Next move: If institutions merge, sort make/administer/interpret cards. If sales phrase is treated as law, label advertisement versus official source.

HPE B

1. Permission is limited to use in this one lesson; posting or another purpose needs separate agreement, and a person can change their mind within relevant circumstances. Do not infer broad consent.
2. “I want to hear everyone’s ideas. We can test two safe routes; excluding people is not okay.” If pressure persists, seek a trusted school adult using approved help route.
3. Observe a learner invite input, negotiate roles and adapt a task while willing peers actually participate. Written plan alone is leadership intention. Next move: If boundary is treated as permanent/public, rehearse scope and changed-mind language. If “leader” is a title only, observe a short cooperative trial.

Technologies B

1. 1 0 top row, 0 1 bottom row: black at upper-left and lower-right, white at upper-right and lower-left.
2. yes/yes → QUIET; no/yes → ASK_STAFF. A trace predicts from a design; it does not prove executable code runs or is bug-free. In the original learner starter, change the nested return "STANDARD" for quiet_requested to return "QUIET", then rerun all three cases and add an edge case; keep this line private until after attempt.
3. Home address is unnecessary for this fictional choice. Actual implementation requires an observed edit/run with input, output, and a debug/retest in an approved local environment. Next move: If row order differs, restate encoding convention and retrace. If paper trace is called implementation, run the supplied starter with the learner’s fix or mark plan only.

Arts B

1. Hear two distinct eight-pulse sound layers repeated or otherwise observe learner perform an intentional layered version, with a relevant vocal/instrumental/access route. Notation alone is planning.
2. Empty centre might suggest focus, absence, spaciousness, an opening or a pause; accept supported meanings. Ask a willing viewer, “What draws your eye first?” without leading them.
3. Select/display work with process note and discuss a choice with willing viewer; a stored collage alone is a made work. Written score alone does not prove performance. Next move: If a performance is asserted without action, arrange a quiet private demonstration or mark plan only. If viewer effect is assumed, ask a real willing viewer and revise one visual choice.

Staff evidence note

Record day, task, access route, exact observed action/artefact, learner explanation and next move. Observed is for witnessed action, work seen for an actual artefact, plan only for a sketch/script/score/pseudocode not enacted, and not assessed otherwise. No diagnosis, household finances, cultural identity or personal online incident belongs on this record. Use school moderation before formal assessment.