# Public teacher-targeted worked key and response moves

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](../print/check-a-fresh-studio.pdf) 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](../print/check-b-fresh-gallery.pdf) 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.