# Separate teacher key and next steps

Open after saving the child's first G/H decision. Large cards, raised outlines, AAC, drawing and neutral scribing can show the same bounded visual choice. If a child makes a different coherent image during open play, value it; the **specified** public check has the constrained answer below. A card plan does not prove scissor/brush control, visual acuity, actual audience sharing or full curriculum achievement.

## Check A · G

Starting TOP straight, BOTTOM straight. Brief: top stays straight, bottom bends. Change the **BOTTOM line** to **curved**, leaving TOP straight. Exactly one of the two line forms changes. A child can draw the curve, select a large curved strip or direct a neutral adult to place it. If both bend, later revisit “one change” with an unrelated two-line practice sheet; do not overwrite the first response. This line is not a real route or safety sign.

## Check B · H

Starting `TRIANGLE CIRCLE / TRIANGLE CIRCLE`. Keep tile 1 TRIANGLE, tile 2 CIRCLE and tile 4 CIRCLE; change **tile 3** from TRIANGLE to **SQUARE**. Answer: **`TRIANGLE CIRCLE / SQUARE CIRCLE`**. Exactly one of four positions changes and the pairs now contrast at their first tile. If the child shows the work to a real willing person, record the image shared and consent. A paper puppet rehearsal or pass is not actual-audience sharing.

## Ten quick evidence and next-teaching rows

| Day | Record observable evidence | Next teaching if uncertain |
| --- | --- | --- |
| 1 | Chosen line with fixed endpoints and child purpose. | Trace both on another card; distinguish path from destination. |
| 2 | Thin/thick width choice with same direction and endpoints. | Overlay broad and narrow strips at the same dots. |
| 3 | Circle position beside fixed square and intended focus. | Put square on a fixed middle mat; move only circle. |
| 4 | Named front shape matches visible layer order. | Trace uninterrupted front outline with broad cards. |
| 5 | First G line change and reason before key. | After check use unrelated two-line practice, then revisit one-change. |
| 6 | Four-tile repeat or changed tile 3 with reason. | Compare pair 1 and pair 2 under a fold. |
| 7 | Plain/striped interior choice while square outline/position hold. | Overlay same square outlines; compare interior only. |
| 8 | Same relation represented through chosen process; note observed tool use separately. | Rebuild relation with fixed cards before changing medium. |
| 9 | Maker/source question, actual share or rehearsal/pass, permission decision. | Arrange authorised real-art encounter and consenting recipient later. |
| 10 | First H changed tile, pair explanation and any actual audience. | Use other four-tile patterns to revisit one-position contrast. |

**Decision boundary:** These starts offer early planning and making evidence. For AC9AVAFE01, encounter authorised work and its maker/community context. For AC9AVAFP01, observe actual sharing with a willing person. For material skills, provide later supported experiences and document what happened. Do not infer an individual child's abilities from route, diagnosis, emotion, silence or adult-selected materials.