Use after capturing first responses. The two public formative checks are visible resources, not secure exams, standardised tests or attainment certificates. Record source, child's exact words/placements/sign/AAC, first response, exact assistance, later feedback and next move separately. A child may use another valid phrasing or decline physical making. Reading, number naming, counting, neatness and speed are not the target. No independence claim if an adult supplied the reasoning. Do not turn fictional success into K03 evidence.
Drawing Bay worked interpretation · Check A, Day 155
- Folder 6 is on square ledge in Source 1 and round tray in Source 2. Both representations of the same mark remain in the source trail. Folder 5 remains on ledge, 7 remains in tray; no item is missing from the later whole record. A trace, two directed placements, exact statement or accessible cue match can show this. Don't require arithmetic.
- Source 2 explicitly leaves mover/reason unrecorded. A source request cannot fill those fields. Useful question: “Who put folder 6 in the tray?” or “What source could tell why?” Any source-seeking equivalent is valid; a guess alone isn't supported.
- Source 3 requests tray then ask Nell before ledge. It does not report visitor compliance. Child's own paper-model placement/drawing/explanation can be recorded as actual child-model work with help/time; it is neither the fictional visitor's action nor a real care result. Keep all original sources intact. If adult placed pieces, name that action/help.
- Source 4 is Oli's own reason. Other people's reasons and mover's cause stay open. A valid short source story can say Source 1 earlier/Source 2 later and name Oli's reason and Nell's request. No particular-person identity, need, universal meaning or actual K03 inferred.
Puzzle Point worked interpretation · Check B, Day 160
- Envelope 9 is on cabinet in Source 1 and basket in Source 2. Envelope 10 is present in Source 2's basket; absence from cabinet is not disappearance. Same three identities remain recorded; no counting operation is required.
- Dev says in Source 3 that Dev put envelope 9 in basket. This supports a reported actor for 9; no eyewitness guarantee is added. Dev doesn't identify envelope 10's mover or either cause. Do not transfer 9's actor to 10. Useful question: “Who can tell us who put 10 there?” or “Why was 9 moved?” Request/location evidence doesn't prove either cause.
- Source 4: used envelope to basket; ask keeper before cabinet. A sourced cue should preserve ask-first, not simply arrow all envelopes back to cabinet. The learner may have made a paper cue/plan as actually observed, but no visitor-use report follows; public posting and real permission aren't supplied. Distinguish planned wording, made representation and reported action. The teacher logs exact help and actual paper activity only.
- Source 5 gives Ivo's own reason; others' reasons remain open. A valid short earlier/later source narrative refers to 1/2, bounds 3's actor, attributes 5 and leaves a useful question about missing actor/cause/use/perspectives. Source-labelled communication counts; no universal benefit required.
Daily evidence opportunities and responsive next moves
| Day | Look/listen for source goal and product | If emerging or not yet observable, choose a new opportunity |
|---|---|---|
| 151 | Feature model linked to A or exact actual view/time; one relevant question. | Show one broad feature with its exact source before adding the second; don't fill child's familiarity field. |
| 152 | Same identity traced across preserved records; whole view/location separate from actor/cause. | Use a new two-card source case; ask where each is recorded before asking who/why. |
| 153 | Sourced request flap and ask-first cue; action remains unproved. | Give unrelated instruction and separate genuine action report; ask which tells a step and which reports doing. |
| 154 | Named/source-ID personal reason; other views open; short source narrative. | Offer a new person's exact statement, name its speaker and invite a question for others. |
| 155 | Fresh first answers and help captured separately from key. | Use one new after-capture case from worked variations; never rehearse Drawing Bay into a claimed score. |
| 156 | Practical PLAN cue names feature/care source/checker; no inferred permission/action. | Make unrelated draft with blank approval field; source the step before selecting the picture. |
| 157 | First draft preserved; correction/source tab or justified confirmation; wording check/use separated. | Compare one short new request to one draft arrow; ask what use evidence is absent. |
| 158 | Exact child/adult action or explanation, help/time; plan/representation/action/benefit distinct. | Record a new adult-directed paper action precisely; do not require physical action for care understanding. |
| 159 | Usable source desk/narrative/one bounded revision; actual K03 elements separately recorded. | Reduce the trail to two source cards, then add one named reason or request; retain missing local elements as open. |
| 160 | Fresh identity trace, reported actor for one item only, sourced care/personal meaning and open question. | Use a new one-actor/two-item case; ask whether the account says anything about the second item. |
Evidence language: independent first response; supported first response (exact assistance); emerging; not yet observable; passed/no response. These describe today's evidence, not fixed learner ability. Record an observation rather than a numeric attainment total. A checked message is not observed use; one use response is not an all-user outcome. Home participation is never needed.
Conditional actual K03 decision · separate from fictional checks
Use only actual, consented local records from Days 151–154/156–159 under pathway. Record each element separately with source and exact learner evidence/help:
- Familiar place/belonging: child recognises/chooses familiar connection or authorised private evidence supports it. Adult visit or assigned identity is insufficient; pass/open remains valid.
- Features: learner identifies/records actual approved features from a named view/source, including limits. Model alone does not prove observation.
- Why special: learner attributes/explains why this actual place/feature matters to a particular person from a willing account or approved exact source. Generic unrelated reason and inferred everyone/culture/needs don't suffice.
- How looked after: learner explains a real locally sourced care procedure for this place. A physical care action is optional; if claimed, record actual actor/action/time/help. A finished task without explanation/source doesn't fill care understanding automatically.
Missing fields stay open; don't award the whole row because a cue was finished or a folder returned. No actual K03 outcome was observed during authoring. K01/K02/K04 remain held unless separately evidenced with suitable authentic/local sources. Country/Place work requires recognised cultural authority/ICIP permission; this desk cannot substitute.