# Educator key and next teaching moves · open after first response

The [fresh checks](../STUDENT-CHECKS.md) accept child-authored alternatives. There is no single correct image, fixed colour meaning, neatness grade, speech requirement or cultural pattern target. Credit a decision about sequence, recurring visual detail, grouped marks and intended viewer effect in any accessible mode. A neutral adult's physical mark is logged separately. This is a public formative key, not a QCAA scoring instrument or an assessment of protective behaviours.

## Check M · Fictional shelf card

**Held source facts:** an outlined TEARDROP left of an open BRACKET on a fictional shelf card; meaning **UNKNOWN**. A child offers two different two-panel image plans about noticing and asking a responsible adult/helper, chooses a viewer route, keeps one visible cue while changing another, and does not assign the mark a real instruction.

**Possible first response, not a model to give beforehand:** Idea 1 has panels across: the card appears beside a fictional person, then the same card appears beside an adult/helper; a small “1” over the first panel invites the viewer across. Idea 2 stacks panels and uses a linking line down the side; the card stays, but the person's position changes. A child may choose either and give any coherent intended effect. The helper route is a fictional story element; real school help/safety evidence belongs elsewhere.

| Look for | Next teaching move **after collection** if unclear |
| --- | --- |
| Two distinguishable image paths/plans, with a child-selected first panel. | On a different made-up object, arrange two blank panels across/down; ask which one a reader should meet first. |
| One retained visual cue and one changed feature. | Use a fresh plain box and dot: keep the dot while moving the box in a second panel; ask the child to choose their own version. |
| Child's intended viewer effect without a guessed sign meaning. | Ask “What do you hope the viewer notices?” and “Who could tell us a *real* sign's meaning?”; leave unknowns unknown. |
| Actual maker/handler or PLAN ONLY. | Model “I decided; adult drew” versus “I marked” on a fresh practice card. |

**Evidence limit:** This samples Visual Arts idea/communication. It does not show the child interpreted an official sign, made a safe real decision or shared with an actual audience.

## Check N · Path strip

**Held source facts:** outlined BENT LINE and solid SMALL BLOCK, no pattern order supplied. Child chooses an ordered two-mark unit, repeats the complete unit at least twice in both options, changes one art presentation choice while keeping that order and states a viewer intention.

**Possible first response, not a model to give beforehand:** A child selects BENT LINE then SMALL BLOCK. Idea 1 shows `line block | line block`, with a gap between the pairs. Idea 2 shows the same ordered pairs farther apart with a boundary stroke after each complete pair; they choose Idea 2 because they want a viewer to see “two small groups.” Reversing both marks consistently to `block line | block line` is also a valid *child-selected* unit. A sign/AAC/directed response can be as precise as a drawing. If an adult moves pieces, the child authors the order/spacing while the adult is the placer.

| Look for | Next teaching move **after collection** if unclear |
| --- | --- |
| Named or pointed complete two-mark unit and two full returns in each strip. | Use two *different* fresh shapes, bracket one whole pair and ask for another whole pair; keep the mathematics observation separate. |
| Same ordered unit in both options with a visible/prescribed spacing, boundary or scale difference. | Hold mark order fixed on a fresh strip and only move the gap between units; ask what changed in the art presentation. |
| Child-selected option and intended viewer effect. | Ask “Which version would you show and what should someone notice?” Accept AAC/sign/point; do not decide the meaning for them. |
| Honest physical-handler status and no invented actual audience result. | Separate a screen preview or spoken plan from placed/drawn marks and from an observed willing viewer response. |

**Evidence limit:** A prompted strip may show Visual Arts intention. The mathematics teacher assesses independent recognition/continuation against AC9MFA01 in their own lesson. This check alone does not prove cross-mode transfer, Music/Dance achievement or public sharing.

## Feedback in the child's terms

“You chose **[exact first panel / mark order / group space]** and said it helps your viewer **[child's words or AAC meaning]**. Next time you could try **[one different visual decision]** and tell me what changed.” If the child has not explained an intention, ask rather than fill it in. Preserve the first response before any teaching move.