# Educator key for Checks U and V · separate from learner copy

Open after saving the child's first independent response. These are **possible art responses**, not a unique correct texture, QCAA marking guide or term grade. Accept speech, sign, AAC, exact direction and approved dry marking as equivalent decision routes; record who physically made the work. Keep a described unmade work labelled PLAN ONLY. Do not turn either fictional source into a real HASS or Science result.

## Check U · imaginary card lantern

**Possible response:** “The story gave a folded card lantern shape with a wide rectangular opening; it did not say what marks are on the outer band. Idea 1 has short close upright marks around the band. Idea 2 has long spaced diagonal lines. I choose Idea 2 because I want broad open spaces around the opening. The diagonal marks are mine.” Other surface plans and reasons can be sound. The child's two ideas should differ observably in length, direction or spacing while the rectangular opening remains the source fact.

**Look for:** one correct source-stated feature; one explicit unknown (surface marks) or clear invented mark label; two distinct options on the same chosen area; a child-selected option and visual reason; actual maker/support or plan-only status. “It is really striped cardboard” is an unsupported material fact; ask after capture whether the source said that. A colour-only difference without line treatment does not meet this texture target, though the colour choice may be artistically valid elsewhere.

**Next teaching move:** If source and invention merge, reread only the exact story sentence and ask which word names the surface mark; the absence is useful. If both line ideas are the same, after first capture model an *unrelated* paper box with close versus spaced broad dashes and invite a new child idea. If the child explains two distinct choices, offer an optional approved making route or actual willing viewer later and record events only if observed.

## Check V · same fictional paper edge

**Possible response:** “Both paper cards say the oval leaf edge has three rounded bumps. My first art idea uses long thin curved lines along those bumps; my second uses short close bold lines. I choose the long thin lines because I want the edge's turns visible. The *cards* did not change the edge; I changed my mark length and weight. I did not observe a real plant.” The child may choose another precise treatment and visual purpose without being marked wrong for not preferring thin lines.

**Look for:** recognition of source-stated sameness, two distinguishable child-selected line treatments of the **same** edge, a choice with art reason, no false real plant claim, actual maker/support or plan-only label. If the child says “the plant grew,” ask after capture which source was a living plant. Do not score this as biological classification or repeated real observation. A changed drawing size alone is an art choice, not evidence of growth.

**Next teaching move:** If the child is unsure what stayed, read the Monday/Thursday fictional statements side by side and underline *same* in a later teaching attempt. If line treatments do not differ, practise on an unrelated imaginary zigzag edge. If the child is precise, offer a school-approved real plant-view art opportunity with actual date/view notes, keeping Science evidence separate.

## Private observation note

```text
Check/date; FICTIONAL source confirmed: ________________________
Child's exact two mark ideas, chosen option and art reason: _____
Source-stated detail / unknown / invented detail: ______________
Access, neutral prompt, scribe read-back: _______________________
Actual mark maker/placer or PLAN ONLY: _________________________
Real artwork/audience/plant encounter actually observed? _______
What remains NOT OBSERVED: _____________________________________
One next art teaching move; separate HASS/Science follow-up: ___
```

Completed child records remain under school custody/retention rules, never in the public repository. A personal family detail is not needed for any art check.