This key is public by URL; the checks are formative, not secure exams. Capture the first child-controlled source action before feedback. If prior access to the public source matters, prepare a different local paper case, key it and record the variation. Read-aloud, AAC and adult movement directed by the child are access; record any adult content cue separately. Do not infer a child's family, cultural identity, preferred place, actual sign comprehension or full-year HASS achievement from these fictional samples. K01/K02/K04 remain local-source holds.
Check A · Day 5 · Exact fictional source and worked response
The Check A source sheet is a two-row × three-column Paper Kite Room map. Top row left to right: ENTRY, CARD RACK, NEST SEAT. Bottom row: MODEL TABLE, empty cell, WINDOW PAD. Therefore CARD RACK is top-middle. Accept pointing, a broad marker, or a matching grid mark; require the source cell/label, not a real-room inference.
The two authored voice cards read:
- Lumi, fictional: “NEST SEAT matters: I can look at picture cards quietly.”
- Oko, fictional: “MODEL TABLE matters: I can build paper shapes.”
The supported answer attributes NEST SEAT/quiet picture-card looking to Lumi and MODEL TABLE/building paper shapes to Oko. Do not label either as everyone's view or as actual child preference.
The care card reads: “A paper name label slipped away from CARD RACK. An adult put it back there so it could be read.” The source supports that fictional adult action and intended readability, not a real safety outcome. A safe child suggestion may be tell an adult. The child can conclude only that this card portrays a way a paper place might be looked after; whether a real place was helped is unknown.
| First child evidence | Next teaching move |
|---|---|
| Correct source-linked CARD RACK cell, both attributed reasons, and care source/action/suggestion separated | Give a new map with changed orientation and different fictional views later; treat this as one small sample. |
| Correct cell guessed without label/cell trace | Use a new two-cell map and ask “Which printed label showed that?” before expanding. |
| Lumi/Oko reasons swapped or “everyone” inferred | Reread one voice card at a time; move a speaker label only when its exact source line is read. |
| Real-world safety or sign effect claimed | Ask “What did this invented paper source actually show?” Mark real outcome unknown. |
Check B · Day 10 · Exact fictional source and worked response
The Check B source sheet is a two-row × two-column Paper Workshop Pavilion. Top row: ENTRY left, DRAW WALL right. Bottom row: CARD DESK left, REST COVE right. Thus CARD DESK is bottom-left. An answerable question could be “Where is CARD DESK?” → bottom-left, or “Which place is above CARD DESK?” → ENTRY. Accept another question only if its answer is visible in the map/timeline.
The visitor line says exactly: “I am looking for CARD DESK to get a blank paper card.” This is a fictional written statement, not actual visitor feedback. The three pictorial frames are mixed on the source sheet (left-to-right: sign placed, blank sign, icon/words added). The correct source sequence is blank sign → rectangle-card icon and CARD DESK words added → sign placed beside CARD DESK. Before/next/after must follow that source sequence. A narrow supported conclusion: the finished sign is intended to help someone looking for CARD DESK on this paper model. The source does not show that the visitor read, understood or used it; effect is unknown.
| First child evidence | Next teaching move |
|---|---|
| CARD DESK bottom-left traced to source; answerable source question; three frames ordered/retold; visitor line attributed; sign purpose stated as intended with effect unknown | A new fictional source or school-approved real sign observation can extend the skill; no actual user outcome is inferred here. |
| Timeline order given but no pictured detail cited | Ask which frame has a blank board and which has the mark; use a different three-frame story next. |
| Visitor's need treated as proof the sign worked | Put SAYS, SIGN INTENT, ACTUAL EFFECT UNKNOWN in three boxes and cite only the printed source. |
| Question asks for something the source cannot answer | Validate curiosity, then shape a separate map-answerable question; do not invent the missing fact. |
Scoring/claim boundary: Record source use, question, attribution, pictorial recording, narrative and conclusion separately, with any adult prompts. These two public cases offer partial AC9HSFK03 and AC9HSFS01–S05 evidence. They do not complete family/celebration/Country-Place descriptions, Queensland Prep formal assessment, safe route design or real sign accessibility testing. Store authentic child work privately.