# Teacher key · first evidence and next teaching move

Open after first-response capture. These public formative checks are held out of ordinary teaching until Days 165/170 but aren't secure exams/standardised tests/attainment proof. Log exact child response/source, response route, exact assistance, first answer, later feedback and next opportunity separately. No independent claim when adult supplied reasoning. Reading/folding/drawing/walking/number naming isn't assessed. No K03 evidence follows from fiction. Varied equivalent phrasing/source-directed models are valid; no response/pass is not an ability label.

## Paper Cove worked interpretation · Check A, Day 165

1. Source 1 shows table and first round box with two star marks; the region to right is hidden. Source 2 depicts table and both boxes, first star-marked, second moon-marked. Same invented scene, different view, with no reported addition/move/growth. A correct model/window description preserves source labels and hidden region. Non-visibility isn't absence, destruction or a whole-place total. Don't demand counting.
2. Rae gives Rae's table reason; Sami gives Sami's round-box reason. Two own reasons can coexist and neither speaks for everyone. They aren't necessarily contradictory and no vote/winner/identity inference is needed. Useful other-source question asks another willing person's reason or source permission.
3. Source 4: paper pages on table; ask Paz before moving boxes/screen. Request isn't use/compliance report. The child may actually make a paper tab or direct model movement, recorded as child-model work with actor/help/time, not a fictional visitor action or real care benefit. Keep sources unchanged.
4. Valid source-labelled place account names Spot One/Two, one or both own reasons and sourced request, with an open real-place question. Useful question asks what an approved actual view/source/keeper could show about a real place. Fictional marks don't identify species/health or current school conditions. This check samples S05's place/source communication portion; no historical change is supplied by the two views.

## Paper Lantern Bay worked interpretation · Check B, Day 170

1. Pad and first triangle holder/three diamond marks appear in both supplied source views; second holder/two dot marks appears in Source 2 while Source 1's right area is hidden. Same invented scene, not a reported growth/move. Child may compare one supported feature only. No physical environmental census/health or arithmetic required.
2. Rin's own reason concerns pad/drawing; Teo's own concerns holder/finding patterns. Both are attributed; everyone else's reasons remain open. A short source narrative can name Spot One/Two, personal account source and missing perspectives. Don't assign needs/culture/identity from these reasons.
3. Miro's Source 5 reports visible paper guide before one model try and a hidden corner during that try. Reported before/after belongs to one model condition, not a real place, a trial done by the learner, every cover or a universal guide result. Child's own paper illustration can be recorded separately if observed. Useful future-source question seeks an approved actual view/rehearsal source under defined conditions. No real plants/material strength or public permission follows.
4. Ari's Source 4 requests pattern pages on pad and ask before moving holders/screen. Valid plan preserves feature, care source and ask-first point. A made paper tab is an actually observable representation with help; no visitor-use, actual approval/install/benefit is supplied. Keep planned wording, completed child artifact, source-check/permission and actual use/action records distinct.

## Daily observation opportunities and responsive next moves

| Day | Look/listen for product and source goal | If emerging or not yet observable, choose a new case |
| --- | --- | --- |
| 161 | First source-labelled view window, hidden region and relevant question; actual connection/view record only if genuine. | Use one broad visible cue plus covered region; ask what exact source shows before adding another cue. |
| 162 | Separate views of same scene; supported feature comparison without inferred movement/growth/total. | Show unrelated same-scene views with one hidden cue; distinguish a view difference from a stated event. |
| 163 | Named/source-ID reason beside actual/supplied feature; short attributed place account. | Read a new person's exact reason and match speaker/source before asking about others. |
| 164 | Two reasons kept distinct or honest second-source gap; sourced care explanation/request/action boundary. | Offer two compatible unrelated accounts; no vote required; then separate new request from actual action report. |
| 165 | Held fresh first responses/source/help captured before key; no actual knowledge inference. | Use one new after-capture practice case; never rehearse Paper Cove into a claimed score. |
| 166 | Practical source-linked guide artifact/plan, limited views, own reasons and care/ask-first fields. | Pre-make panels and add one source tab at a time; leave missing real field open. |
| 167 | One reported trial/check/rehearsal bounded; model illustration separate; first/revised guide retained. | Use unrelated one-trial report and ask what condition/place it covers; seek actual missing source. |
| 168 | Precise child/adult actor, help/time/status or care explanation without action. | Describe a new adult-directed model step accurately; don't demand physical action for care understanding. |
| 169 | Usable source guide/tour, actual or role-play feedback labelled; one bounded approved edit; K03 elements separate. | Reduce source trail to one view/reason/care step; record reader gap if absent rather than success. |
| 170 | Fresh view limits/two perspectives/model report/care plan; first answers and help separate. | Use a new after-capture two-view/one-trial case; keep always/everyone/real-place fields open. |

Use evidence terms: **independent first response**, **supported first response** (exact assistance), **emerging**, **not yet observable**, **passed/no response**. These describe this opportunity, not fixed ability. Record what happened rather than a numeric attainment total. Two accounts aren't a preference survey; one reader response isn't general effectiveness. Home participation isn't needed.

## Conditional actual K03 decision · independent of fictional checks

Only genuine, consented local evidence under [actual pathway](../ACTUAL-SOURCE-PATHWAY.md) may support elements of AC9HSFK03. Record each with source, first child words/choices and exact assistance:

- Familiar place/belonging: child-chosen private connection or authorised existing evidence; adult visit alone insufficient, pass/open valid.
- Features: learner identifies/records actual permitted features from named time/view/method, with hidden/unobserved limits. Adult-described observation stays attributed.
- Why special: learner attributes/explains actual place/feature significance to a particular willing source or approved account. Second person isn't compulsory; unrelated/generic or inferred everyone/identity reason insufficient.
- How looked after: learner explains actual locally sourced care step for this place. Physical action optional; if claimed, actual permission/actor/time/action/help and view outcome required. A completed guide/task alone doesn't evidence full understanding or benefit.

Missing/no-longer-consented fields stay open. No actual K03 outcome was observed in authoring. K01/K02/K04 remain held unless separately evidenced; cultural-authority/ICIP permissions are required for Country/Place work. No species/health, material-test, design-strength, universal access, consent or learning claim follows from this guide.