The key guides next teaching, not a grade or year-level certification. Accept accurate wording in any language the educator can genuinely interpret, AAC, pointing or sign; never infer a translation. Record adult access support separately from content cues. Follow school policy and safeguarding procedure for a real request, with no public scoring. A fictional answer shows reasoning or rehearsal only. Physical HPE codes require separately observed, locally approved, individually suitable actual movement or play.
Day 15 · Case F
Question 1. The permission answer is “Not now; it is in use.” The tray stays where it is. Pema can choose another available class option; she cannot treat a new help request as overriding the no. Evidence is Source F's exact line and action “Pema leaves the tray.”
Question 2. The specific help request is “Could you help me find another class stencil surface?” Credit a precise paraphrase naming a different class stencil surface. “Help” alone needs a prompt or another opportunity to specify what is needed.
Question 3. In the invented case, Pema stays supervised and asks Adult B, the verified next adult, with a specific request. For a real school, the educator privately checks approved roles, availability, location/supervision and urgent safeguarding procedure. A child naming an unverified public role is not evidence of a safe route. If a child shares a real concern, stop scoring and follow policy.
Next teaching: If the permission no is missed, use a new class-owned card to rehearse answer/accept/other option. If the backup is missed, revisit the locally verified route. Record HELP REHEARSAL, never real help-seeking success.
Day 20 · Case G
Question 1. The printed rule is “One large paper ferry marker on the path at a time. Pause at the agreed signal.” A second marker waits until the path is clear; a quote of the one-at-a-time part is enough if the learner also shows the pause boundary.
Question 2. The third pretend maker's proposal is fairer: let the first turn finish safely, wait in the rest bay, then take the next turn when clear. Credit equivalent time and space reasoning. Do not reward a claim that the first maker must move faster, and do not infer anyone's body ability from the picture.
Question 3. No. The board is fictional paper. It can show a proposed rule and reasoning, not actual child movement, physical skill or fair-play conduct. Real evidence would require a school-approved, accessible, optional activity actually performed with a suitable large soft object or equivalent chosen action, observed and dated with the rule, setting and support recorded. If it does not happen, write PHYSICAL ACTIVITY NOT OBSERVED. A child's paper-only route is meaningful participation and not a failed task.
Next teaching: If plan and observation are confused, contrast a paper marker with a separately dated real event using adult demonstration only as an example of adult action. Ask what source shows each claim. One public check is not a whole-year achievement decision.