This key guides a next teaching move, not whole-year certification. Credit accurate answers through a language the educator can genuinely interpret, AAC, sign, pointing or private read-aloud; do not invent a translation. Record reading/access support separately from content hints. Fictional cases show reasoning, not a real school sign action, protective response or physical play. A real concern interrupts scoring and follows school policy.
Day 35 · Case J
Question 1. The exact tag words are “CHECK THIS WITH AN ADULT.” It is not a verified school sign. The illustrator explicitly says “This is a practice tag. No real school sign has been inspected.” Credit a child who points to the line or paraphrases its meaning. The square border and turquoise colour prove no local status.
Question 2. Neri pauses in a safe place and asks a school-approved adult role to explain the actual real sign and locally correct action; the adult checks the school rule. No public sheet can name the adult or guarantee availability. Do not reward a guess based only on the fictional tag. A real concern receives the school's current safeguarding response.
Question 3. No. The paper case proves neither local sign knowledge nor action. The educator separately supplies a real, current, school-approved sign in its actual setting or approved description, exact words/picture, verified purpose/action, date and access support. A child's actual locally correct response or action is recorded only if observed. If not available, write REAL COMMUNITY SIGN NOT OBSERVED and revisit later. This single check does not cover AC9HPFP06.
Next teaching: If a learner treats a practice tag as official, put MODEL beside it and leave REAL SIGN blank until local verification. If the clarification request is vague, rehearse a specific low-stakes question to the school-approved adult in a private source-reading route.
Day 40 · Case K
Question 1. The next paper box is REST, completing the third WAVE–REST unit. The STOP SQUARE may pause the plan at any point, even before finishing the printed unit. Credit a child who shows the box and stop with broad labels or AAC; do not require physical performance to show the paper answer.
Question 2. Vee offers the fairer invitation: a suitable quiet action and rest, an accessible cue and acceptance of “not now.” A real no or stop ends the proposed turn immediately, without a reason. Lou's compulsory loud clap, drum and copied wave impose sensory and movement demands on everyone. Do not infer any real learner's ability or preference from the puppets.
Question 3. No. The strip is fictional paper. To record HPE physical action or fair-play conduct, the educator needs a locally checked, optional, individually suitable actual activity, with date, child's exact observed action, stop/rule context and supports. Adult modelling is adult action, not child skill. If it does not happen, write PHYSICAL ACTIVITY NOT OBSERVED without penalising the paper-only learner.
Next teaching: If paper continuation is treated as real movement, place a blank paper unit beside a separately dated actual observation record and ask which source shows which claim. For a fair-play difficulty, model an invitation, accept a no and choose another locally safe participation route. One game is not the range of physical activity in the curriculum description.