# Separate descriptive key and next teaching

**Held educator key · private native candidate. Read after first capture.** No fresh model is a required answer. These are original supplied written fictional possibilities, not observed children, human artist accounts, actual rendered art or viewer reactions. No actual recipient/response occurs in any model below. Keep Q/R/RQ/RR/RU/RV models out of ordinary teaching and learner source files. Making a model page for a child does not make it their own work.

## First / later / operator record

Record a small literal sample, not a long test: source/version/access/prior encounter; child's own exact mark/place/direction/words if available; intended purpose or UNKNOWN; actual made work, partial work, unmade plan or pass; child physical operation, adult fabrication/scribing/presentation and exact help. Optional reason/revision after capture, later model/support and its response stay separate. Receive established speech/sign/AAC/pointing/exact description without a route quota. An adult's interpretation is an adult interpretation, not the child's account. An agreeing adult must actually follow the child's creative direction for child-directed making; the label alone is not evidence.

## Original descriptive rubric

| Component | Evidence to describe when elicited | Not evidence / next teaching |
| --- | --- | --- |
| Own exploration/selection | actual own feature, alternative, experiment or directed choice; intended purpose/preference only if offered | adult-selected model, plan miscalled a trial; next give one blank first feature choice |
| Creation/communication | actual visible or exactly described made features and own supplied idea, including directed adult fabrication separately attributed | unmade specification, copied model authorship, independent handling inferred; next offer fabrication of one chosen feature |
| Cover/inside editorial roles | actual selected first/inside features and child's chosen relation or deliberate independence | drawn book mistaken for bound publication; next make one wanted companion feature or choose roles between actual parts |
| Keep/change comparison | literal before/current traces when both exist, actual edit/operator, own preference/reason if supplied | no earlier trace, forced “improvement”, guessed intention; next new actual two-trial opportunity on unrelated ordinary subject |
| Sharing, only when chosen | actual own work + real willing recipient + actual approved presentation/access/operator; actual reply or NONE separate | puppet/imagined reader, displayed pack model, permission without presentation; next offer private work first and a later genuine permission choice |
| Arts use/importance, only real source | actual authorised work/account/access and child's actual scoped exploration of how/why it matters | encounter/feature/KEEP/purpose alone, fictional maker/community, unknown answer; next prepare truthful willing maker account or leave component unelicited |

For each component use **observed selected evidence / later or assisted evidence / unelicited** with a literal note. These are statuses, not attainment levels or a point score. No speed, independent writing, fixed two-page completion, required explanation, improvement quota or sensory participation criterion. One component can be elicited while others remain open. The rubric is original; it is not QCAA standard elaborations, a five-point grading scale, clinical assessment or full-band certification.

## Q · One fully worked fictional possibility

**First source response:** fictional child says “Hat first; room next” and directs a broad curved hat outline low on the cover; adult draws only that outline. This is first child creative selection with adult fabrication, not child drawing. No colour/title supplied. At capture the inside is blank: partial made work, inside component unelicited.

**Later own contribution:** child directs an inside rectangle with one curved chair-shaped mark and a large empty area. Adult fabricates exactly. The child says “room to put my pretend table later.” Actual final design in this supplied fiction: cover curved hat only; inside rectangle/chair-shaped mark/empty area. Table remains a plan. Child keeps both; recipient/response NONE. No child feeling, viewer curiosity or physical hat model is inferred.

**Descriptive solution:** own first feature and later relation are specified; actual adult-made pages exist only within the fiction; status/operators correctly separated. D/C opportunity conditional on comparable actual child evidence, P/E not elicited by this model. An actual wordless/open-room response can be equally valid. A different theme still gives own creative evidence; requested brief relation may be unelicited.

**Next teaching:** if first contribution is wholly adult supplied, later offer an unrelated blank subject with one true child-owned feature/place. If only cover exists, offer one wanted inside mark later. If an unmade direction is credited as work, fabricate only with agreement and preserve earlier plan status. If reason absent, accept preference rather than interrogate.

## R · One different fully worked fictional possibility

**First:** fictional child makes a broad drawn traveller figure on the cover and an outlined square beside it; the square interior is empty. Child says “They arrive here”; destination remains unknown. Adult holds paper steady at child's request, no drawing. This is first made cover plus named adult support; no independent unsupported handling claim.

**Later:** child draws the inside square larger and deliberately leaves it empty, with a curved path beneath. Optional exact scribed phrase “Still empty” is chosen and placed below by adult. First inside trial lacked the path; both trials survive. Child chooses the path version “to show where it came”, without supplying an actual journey. Recipient/response NONE.

**Solution:** drawn features relate to the brief without filling the box. Child own making + adult support/scribing separated; actual fictional comparison names only added path. The empty square is an intentional feature, not a mistake. A later contents picture would also be possible if explicitly invented; neither is required. P/E unavailable.

**Next:** if teacher expected contents, remove that imposed answer. If words displaced making, offer picture-only. If comparison has no before-trace, retain current path without claiming a change, then later give a new unrelated actual trial. If child chooses a new form, document its actual communication rather than forcing magazine compliance.

## RQ · New editorial-selection possibility

**Fictional first:** child directs a broad curved puddle outline on cover and one small drawn frame inside that outline. Adult fabricates it; child says “pretend mirror shop”. Capture cover-only status and operation. **Later:** child directs inside picture with two different broad frame outlines, one round and one angular, and no title. Adult draws; child keeps both pages “so there are two choices inside”. No glass, reflection, buyer or money; recipient/response NONE.

**Key:** actual first selection/cover and later inside alternatives are described; adult-handled work cannot prove child marker handling. No image has to reflect accurately. **Next:** if page-role selection remains adult supplied, offer a new unrelated actual pair and ask which they want first. If only plan given, offer one wanted actual fabrication. Do not reteach by rehearsing RQ before first response.

## RR · New keep/change possibility

**First:** fictional child draws one broad cupboard rectangle on cover, with a curved line inside; calls it a pretend soft noise. No sound is played or inferred. **Later:** child makes an inside picture with two separated curved lines. First/current inside traces differ only in spacing: close versus wide. Child keeps wide “because I want two empty places”. Adult describes the available traces without editing. Words/recipient/response NONE.

**Key:** literal change and child's stated current purpose are separable; no hearing, soft voice or universal sound symbol demonstrated. KEEP or no revision would also be valid. **Next:** if before missing, document current spacing and later use an unrelated genuine two-trial example. If an adult supplies meaning, offer a blank own mark and receive UNKNOWN when no meaning offered.

## RU · New creation plus conditional sharing possibility

**First:** fictional child directs a triangular mountain on cover; adult draws. Child chooses an inside drawing of a wide envelope outline containing the same triangle and no sleep symbol. Child says “a sleepy mountain is tucked in there”; this is fictional supplied meaning, not inferred human feeling. Optional second trial adds a curve near the triangle; child selects it as a pretend blanket, adult fabricates. Recipient/response NONE: the fictional maker keeps it privately.

**Key:** own creative direction/made pages/operators are supplied in fiction. No P01 is elicited because no actual audience exists, despite pictured posting material. On a genuine later recheck, record actual permission/presentation/recipient/access if it happens; reply can be NONE. **Next:** protect private choice. If the child wants actual sharing, arrange a willing local recipient and exact access, then attribute actual presenter. Never manufacture a viewer response to complete the rubric.

## RV · New directed-making possibility

**First:** fictional child selects the already available established AAC phrase “bicycle shape on cover” from offered communication options and points to their chosen cover place. This is an actual supported subject/page-role/place selection within this written fiction, not independent invention of the supplied wording. Pointing at empty areas alone would not establish a bicycle. The adult chooses the two-circle/wide-line representation and draws it at the child-directed place; those geometry details and fabrication are adult contributions, not unspoken child directions. **Later:** child directs inside three invented broad plant-like shapes of different heights; adult draws them. Child asks for the cover line to become curved in a new trial and chooses that actual trial. No text/recipient/response.

**Key:** offered phrase, child selection/place and later explicit directions are separate from adult-chosen first geometry/details and all adult fabrication. Child tool handling is not demonstrated. Pictured growth/mechanism/riding are fiction, not science or physical skill. E01 is unelicited: no real arts work/account of importance supplied. **Next:** if adult added shapes without direction, preserve attribution and later reopen one actual child-owned shape/place. For a separate E need, prepare a new genuine permission-cleared work/account and receive actual exploration; do not use this fictional model.

## Component-specific teacher actions across the ten starts

S61 own intention unavailable: offer one own feature, record UNKNOWN rather than invent a job. S62 cover selection adult-led: reopen one open choice with a new own subject. S63 inside missing: preserve cover and offer one companion mark another sitting. S64 order not chosen: present two actual broad parts and receive one first/next decision; unexpected order may be intentional. S65 preserve Q first capture and choose just the missing component's next teaching. S66 literacy demand obstructs making: remove it, offer one picture/space choice. S67 no before-trace: current record only, later new actual two-trial opportunity. S68 permission uncertain: stop; actual sharing without reply is still an actual event. S69 source/account absent: own making continues, E unelicited; later truthful source preparation only. S70 preserve R first capture, teach only a missing component on ordinary unrelated material, then select unused relevant recheck.

## Staff readiness for a later real E01 opportunity

Prepare an actual new teacher-owned original print-media work and a genuinely dated willing maker account with permission for view/description/exact words. Record what the maker really says about use and why it matters, including “unknown/private/no account”. Let the child notice first and ask/receive a scoped own exploration. One real person's account does not establish community significance. The pack provides no culturally representative work, translated account or real human importance statement. Do not replace missing source with a generated intention.