# Public teacher-targeted check key and response moves

This key is **public by URL**; neither check is a secure exam. Collect a first child-controlled response before feedback. If prior access matters, create a different locally approved prompt and key it first. Record reading/scribing, child-directed adult making, adult content cues and independent material handling distinctly. No real school result, user feedback or physical success is supplied by a printed source.

## Check A · Day 5 · Source-bound key

The [Paper Art Table Route source](../print/check-a-fresh-route.pdf) is explicitly **fictional**. Its printed arrangement has **LEFT PAPER WORK SPACE**, **CLEAR PAPER ROUTE**, **RIGHT PAPER WORK SPACE**, in that left-to-right order. A person made the design choice to leave a middle paper route between two work areas. Its stated purpose is to let pretend makers see a way between work spaces. Accept another accurate source-linked description such as separated work zones. It is **not** evidence that a real route is passable or accessible.

At least two safe, materially different broad-paper ideas are possible. For example, one may put a **wide labelled edge strip outside** the left side of the drawn route; another may put **two broad boundary cards outside** its two sides. The child should choose for a stated purpose such as keeping the middle visible, point to the source's clear-route criterion, and say a real material/reader observation would be needed to judge use. Do not require these exact drawings: accept an alternative safe design that keeps the drawn middle clear and is explained. A marker placed **inside** the middle conflicts with the source criterion; ask the child to compare the source and revise. Day 5 is an idea/communication check; no making, actual route access or user benefit is asserted.

| First response | Next move |
| --- | --- |
| Names the human-chosen separation, gives two safe broad-paper ideas, chooses one for a source-linked purpose and names a needed real test | Record partial K01/P01 idea evidence; offer a different future design context. |
| Names the spaces but offers only one idea | Ask for a different shape/placement and let the child compare purposes. |
| Draws a marker through the clear middle | Point to CLEAR PAPER ROUTE and ask whether their marker leaves it clear in the *drawing*. |
| Claims a real child can pass based on the print | Say no real room was tried; record this as a prediction, not a safety result. |

## Check B · Day 10 · Process key, not a fabricated physical result

The [Paper Card Carrier source](../print/check-b-fresh-carrier.pdf) gives exactly **one large neutral circle card**, **one broad blank paper sheet**, and a safe clear tabletop. The criterion is: after one slow short **tabletop slide**, did the large card **stay on the carrier**? There is no pre-filled observed answer. Valid idea pairs could be a broad **raised paper edge** versus a broad **folded paper channel**; a child may choose either or give a third safe idea with a reason tied to keeping the card on during a slide. Check that the child communicated two distinct ideas and a choice, used only approved broad materials/steps, and kept the slide slow and flat on the table. No small parts, scissors, sharp tools, tape, lifting or child data are part of the source.

If a real trial occurs, accept **STAYED** only when the large card actually remained on after the child's specific approved slide; **SLIPPED** if it shifted/fell off; **NOT TRIED** when no test occurred. All three are honest evidence. Ask the child to explain one next change or test. If an adult alone folds/slides, record the child's design directions/evaluation separately from direct material handling. A drawing can show the idea but **does not establish making, safe material use or a material result**.

| First response | Next move |
| --- | --- |
| Two safe ideas, reasoned choice, ordered steps and an honest observed/NOT TRIED result | Record the observed part only; use another design brief later. |
| Says “it stayed” without any real slide | Re-label as PREDICTION; invite an approved trial or leave NOT TRIED. |
| Real card slips | Preserve SLIPPED; ask for one changed broad fold or placement to try later. Do not mark the child wrong for an unsuccessful prototype. |
| Adult makes/slides while child supplies ideas | Credit the child's idea/communication/evaluation; mark independent material handling not observed. |

**Curriculum limit:** The checks sample AC9TDEFK01 and AC9TDEFP01 partially. The K01 familiar *real* product/service/environment aspect requires approved local source observation. The P01 safe making aspect requires actual observed material action; it is not inferred from the public sheets. This pack does not issue a Queensland achievement-standard grade or assert classroom effectiveness.