# Public teacher-targeted worked key and next moves

This key is **public by URL**; the checks are fresh relative to routine lessons but **not secure exams**. Collect first child-controlled responses before sharing feedback. If earlier access matters, prepare/key another approved prompt. Record educator reading/scribing, child-controlled idea, adult content cue, child physical handling and adult-only action separately. Never supply an invented material result.

## Check A · Day 15 · Source-bound idea key

The [Paper Puppet Request Board source](../print/check-a-request-board.pdf) gives exactly **PLEASE POINT** and **I WILL LOOK FIRST** as two printed fictional messages. The human design purpose is to show **one message at a time** to a pretend puppet reader, so that the other message is covered or turned away. It does not report any real person's choice or understanding.

Two meaningfully different safe broad-paper ideas could be: **one broad fold-over cover** that exposes one panel while covering the other; or **a large two-sided card** that is turned to face the puppet with only one side visible. A child may offer another large safe solution. Accept any choice explained from the source's one-at-a-time purpose and a real-reader check such as asking/observing what the reader understood **if an actual agreed interaction later happens**. Drawing both messages visible at once does not meet the printed purpose; invite a revision. Day 15 does not establish a made working device or actual help/consent behaviour.

| First response | Next move |
| --- | --- |
| Names the two printed message choices, offers two distinct broad-paper displays, chooses one for the one-at-a-time purpose and names a reader check | Record partial K01/P01 idea evidence; later offer a different physical design context. |
| Gives two colours but the same visible arrangement | Ask for a different fold, face or placement and compare against “one at a time.” |
| Says the puppet understood a paper message | Ask what real reader action was observed; if none, relabel as intended result. |
| Starts telling a personal help story | Reassure that the invented puppet source is enough; do not copy personal details into public materials. |

## Check B · Day 20 · Safe process key with no fabricated result

The [Paper Stop Gate source](../print/check-b-stop-gate.pdf) prints one **LARGE FLAT RECTANGLE MARKER**, one **BROAD BLANK PAPER SHEET**, and a **START → END** paper route. Purpose: after one **short slow tabletop slide**, keep the marker **before END**. No prior result is printed. Example valid ideas are a **wide upright folded edge** placed before END and a **broad shallow folded pocket** placed before END; a child may choose either or another safe distinct idea. The expected answer is a *reasoned proposal and honest observation*, not a prescribed successful shape.

Safe order is adult-approved broad paper and clear table; choose/fold/place a large gate away from the table edge; put the large flat marker at START; slide it **slowly along the tabletop** once while an adult is ready to catch it; observe relative to END. No throwing, lifting, pins, tiny parts, scissors, tape or sharp tools. If the marker remains before END, record **STOPPED**. If it passes END, record **CROSSED**. If no real approved slide occurs, record **NOT TRIED**. These are conditional decision rules, **not** claims that any prototype succeeded. Credit a true observation and sensible revision even when a gate does not stop the marker. If an adult alone builds/slides, record child idea/evaluation separately; do not mark independent physical making as observed.

| First response | Next move |
| --- | --- |
| Two safe ideas, purpose-linked choice, safe ordered steps, observed or NOT TRIED result and one next change | Record which components were actually child-controlled; plan a later different design brief. |
| “It stopped” before a real slide | Relabel PREDICTION; leave actual result NOT TRIED until an approved trial. |
| Real marker crosses END | Keep CROSSED; discuss one broad fold/placement change rather than penalising the child. |
| Gate exists only as a drawing | Credit generation/communication; mark material use and physical testing not observed. |

**Curriculum boundary:** The public checks sample Foundation Design and Technologies AC9TDEFK01 and AC9TDEFP01 partially. A fictional puppet is not a real familiar source, a made material solution or HPE help/permission outcome. An actual school-selected familiar source, safe making and material result need their own observed record. No Queensland achievement-standard grade or classroom-effectiveness claim follows from these checks.