Open after preserving each child’s first independent response. This key is an aid to formative interpretation, not a fixed marking instrument or QCAA assessment task. Credit multiple plausible devised choices; do not require the exact model below. Keep child idea, adult prompt, paper score, enactment and audience evidence apart.
Check K · worked solution and boundaries
One workable first response: A notices the full board, asks B whether the open side space can hold the card, B points to that space, and A places the same ferry-time card there facing the fictional visitor. The aim and card remain; the action/position changes. A different response, such as B bringing a broad free stand, can also work if the child shows B’s response and A’s consequent move. A paper score can show a devised aim, choice, response and consequence. It cannot show that a real ferry exists, that a visitor noticed, or that the child performed. If the plan lacks B’s reply, practice Day 23 in a new setting; if it lacks the changed action, revisit Day 22; if the card disappears, revisit “what stays?” in Day 24.
Check L · worked solution and boundaries
One workable response: A offers to put the lantern-map on the centre line, B points to the broad line and then the empty side stand, A moves the same map to the side stand and points toward it. The visible line/stand cue supports the intended idea that visitors can see the map while the walking line remains open. A child may invent a different safe offer and reply. The teacher can ask “what clue did you intend?” without dictating the answer after first capture. If the paper score has an offer and action but no response, revisit Day 27 with an invented game sign. If it has response but no meaningful revision, revisit Day 28 with a blank story-card stand. Do not score inferred feelings, neatness, mandatory speech, actual audience understanding, or live ensemble work from paper.
Day-by-day next-teaching record
| Day | Look for in child-devised evidence | Next small teaching move |
|---|---|---|
| 21 | Aim and visible action connected. | Offer a fictional obstacle with same aim. |
| 22 | Aim persists through obstacle and new action. | Add a second role’s reply. |
| 23 | Offer, reply and consequent action. | Compare two possible actions. |
| 24 | One chosen path and a plausible intended viewer question. | Preserve first response for fresh K. |
| 25 | Independent K plan: aim, action, B reply, changed next action. | Use a new context for a missed feature after capture. |
| 26 | Visible action versus possible meaning distinguished. | Give each role a turn. |
| 27 | Both roles contribute information to a changed plan. | Try a visible nonverbal response. |
| 28 | Nonverbal reply is legible as action. | Compose three moments. |
| 29 | Original three moments and first/revised versions, if any. | Seek cleared real work; no substitute with fiction. |
| 30 | Independent L: offer, response, revised action and clue. | Target one missing feature in a different scene. |
Open strands: Only enter AC9ADRFE01 when a real named maker/work and actual encounter are documented under the authentic-source gate. Enter AC9ADRFP01 only after a child voluntarily shares to an actual willing audience, in an approved mode, and the event is observed. A paper scene or fictional visitor does not close either strand. Revisit children on a later day without retroactively changing first check evidence.