# Teacher-only worked checks and next teaching

Open after preserving each child's first independent response and exact assistance. These are public formative checks, not secure examinations or QCAA tasks. Accept supported equivalent wording. A drawing of a fictional place shows source-reading skill, not actual belonging, care action, result, or local Country/Place knowledge.

## Check A · Tile Pavilion worked interpretation

1. Map and sketch both show the triangle roof and rectangular reading seat (the near round table is also common). The **overhead map** locates both separate circular table symbols. A child need only correctly match one common feature and identify the two-map-symbol fact.
2. The sketch shows one near table; it does **not** show the far table. Its absence from this view does not prove removal. Revisit source frame versus whole plan with a new invented setting if this distinction is not yet clear.
3. **Lia**, in **Source 3**, says the seat matters *to Lia* because Lia likes to open a sketchbook there. Neither map nor sketch says why Sam likes or dislikes it.
4. Valid open question: “Does Sam like the seat? Why?” This needs Sam's voluntary statement or an authorised other source, not a guess. “Every visitor likes drawing there” is not supported.

If the child locates features but merges Lia/Sam, use two speaker cards later. If they cite a sketch as Lia's words, sort pictorial versus personal source. Do not repair the first response in place.

## Check B · Paper Lantern Yard worked interpretation

1. The map locates the curved shared strip from arched gate, plus square game mat, triangular roof or round middle marker. It cannot say why Ari or Bea values a feature.
2. Ari says the roof matters to Ari for drawing. Bea says the open strip matters to Bea for carrying a big game board. Neither speaks for every visitor or proves a real access condition.
3. **A** is supported. Source 3 is a *request*, explicitly not a report that the card moved. B invents an action and benefit. A later dated, permitted observation or direct authorised status report could help check whether the card was moved; a new sign alone would not.
4. Accept a child-selected approved observation or report as a future source, while noting that it has **not yet been obtained**. No child is sent to move the card or investigate a real site for this check.

If a child equates request with completed action, revisit Day 86 with a new sign. If one voice becomes everyone’s view, revisit Day 84. If their source choice is plausible but not yet real, praise the question and mark evidence *pending*. Do not infer care success or actual behaviour.

## Day-by-day teacher next-step record

| Day | Look for in first child-controlled response | Next small move |
| --- | --- | --- |
| 81 | Map versus sketch selected for a specific question; one unshown detail bounded. | Match another common landmark. |
| 82 | Symbol linked to labelled feature, not inferred meaning. | Use a speaker note for why a feature matters. |
| 83 | Mira reason attributed to Mira; map fact separated. | Compare Theo’s reason. |
| 84 | Mira/Theo use/reason separately and one unknown. | Preserve first response for fresh A. |
| 85 | Independent A: feature, map versus sketch, Lia attribution and open question. | Practise one missing part later in another place. |
| 86 | Ren instruction versus actual action separated. | Consider more than one fictional use. |
| 87 | Care question accounts for two uses or an unknown use. | Choose source that could answer it. |
| 88 | Future source selected and labelled not-yet-obtained. | Build source-linked account. |
| 89 | Map fact, personal reason, instruction and open question distinguished. | Hold real K03 until authorised local source. |
| 90 | Independent B: map, two voices, request/status and next source. | Practise the first missing source move later. |

**Curriculum hold:** This public archive rehearses K03 concepts but is not a child’s actual familiar place, belonging or care evidence. K01/K02/K04 are also open. A local school may collect authentic private evidence under [LOCAL-SOURCE-INSERT.md](../LOCAL-SOURCE-INSERT.md); cultural authority and permission are prerequisites for Country/Place teaching. Partial S01–S05 practice does not establish the year-end standard.