This key is public by URL. The checks are formative, not secure exams. Gather first child-controlled answers before feedback. If a child has already seen the public case and prior access matters, make a new locally suitable paper source and worked key. Adult reading, AAC or adult moving cards as directed are access; record adult content cues separately. A child choosing “no” or not choosing movement is never a wrong answer. Real child records stay private. The key cannot verify classroom safety, protective behaviours or full HPE attainment.
Check A · Day 5 · Exact source and worked answer
The Paper Badge Studio source is fictional. Its first card reads:
Nela: “May I use the CLASS RIBBON card?” Adult: “Not now; it is in use.”
The source shows a denial for that card now. Accept “Okay, I will choose the PLAIN CARD” or another respectful wait/alternative that leaves the class card in use. Nela owes no explanation. A pupil must not be asked to surrender a personal object in order to demonstrate this.
The second card reads:
Oru: “May I put my card on the OPEN BOARD?” Adult: “Yes, the OPEN BOARD has space.”
The source shows permission for that paper action. “Thank you” or another respectful acknowledgement works. It is not blanket permission for every shared space or later use.
The printed fair-turn rule says: “Only one paper maker uses WORK MAT at a time. The next maker waits at WAIT PAD until WORK MAT is empty.” One broad marker is already on WORK MAT. The worked placement is WAIT PAD for the second marker, citing that line and label. This is a paper rule plan, not observation of physical fair play.
| First child response | Next teaching move |
|---|---|
| Both replies identified, denial respected, permission kept scoped and second maker at WAIT PAD with source trace | Offer a new neutral context later; record this as one small sample of FP02/FP04 exploration. |
| A child says the first adult's “not now” means “never” | Reread “not now”; model “I can choose a different card now” without promising a later yes. |
| A child treats “yes” as permission for all future objects | Put the exact requested action beside the answer; practise a new request for a different paper prop. |
| Second marker enters WORK MAT while occupied | Reread the one-at-a-time line, then use two large paper markers at a new mat. |
Check B · Day 10 · Exact source and worked answer
The Paper Patch Gallery source is fictional. It shows a broad paper ROUND LANE with START, FINISH and OUTSIDE WAIT. The sign says ONE AT A TIME. Eli asks: “May I try the shared ROUND LANE?” The adult first replies: “Not now; one paper turn is happening.” A source-limited respectful response is “Okay. I will wait at OUTSIDE WAIT or choose another paper task.” The adult later says: “The lane is clear. You may try if you want.” Eli may still decline; permission is an option, not a command.
For two paper markers: one moves from START toward FINISH while the other stays at OUTSIDE WAIT; after the lane is empty, the next maker may begin if permission and local rules still allow. A stop/pause request interrupts the plan. The page does not show a real child moving, manipulating an object, maintaining space, following a rule in actual physical activity, or a sign being understood. Those FM01/FM02/FM04 components are not observed from a paper answer. If a separately approved opt-in actual trial occurs, record exactly the child's physical action, support, rule/space response and stop choice, without inferring fitness or universal safety.
| First child response | Next teaching move |
|---|---|
| Denial accepted, later choice recognised, two paper turns separated, “unknown actual movement” stated | Try a fresh real or model setting later as locally appropriate; do not turn paper reasoning into a physical skill mark. |
| Eli is made to move because the adult said “may” | Contrast “may try if you want” with “must”; honour the child's own pass. |
| Both paper markers enter ROUND LANE together | Re-read ONE AT A TIME and point to OUTSIDE WAIT; build a fresh two-turn source. |
| A child claims the sign or plan kept someone safe | Ask “Where is the observation of an actual person?” Record it as unknown if none exists. |
Claim boundary: These two public checks sample respectful communication, permission and fair planning in new fictional cases. Actual personal/social interactions outside roleplay, safe movement, fundamental movement in play and fair-play rules during physical activity need separately recorded appropriate observations. FP01/FP03/FP05/FP06/FM03 are outside this fortnight's claimed coverage. Use QCAA/ACARA guidance and school policy for formal judgments and safeguarding.