# Staff only · check guidance and responsive next moves

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](print/observation-card.pdf): `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](SOURCE-AND-RIGHTS.md) 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](SOURCE-AND-RIGHTS.md) 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.