# Separate public teacher key · after first response only

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.