Save the child's first response before opening this key. These possible responses are models, not unique correct artwork, QCAA grades or term grades. Accept exact direction, speech, sign, AAC and safe making; distinguish idea authorship from actual marking/folding. An unmade plan is PLAN ONLY. Real-work, audience, fold and standing evidence needs an actual locally approved event.
Check W · paper theatre picture
Possible response: “The brief gave a rectangular card, flap, crescent and broad oval. Plan 1 has a left hinge, crescent outside and oval inside. Plan 2 has a bottom hinge, oval outside and crescent inside. I choose Plan 1: closed we see the crescent; open the oval appears beside it. I want an opening shape to lead to an open spot. Hinge, placement and meaning are my choices.” Partial hiding or a different idea can be sound if spatially clear. If actually made/opened, record who did that; otherwise keep the exact plan.
Look for: two distinguishable arrangements retaining both supplied marks; exact hinge/placement; one selected option; coherent closed/open views and child art intention; source versus own choices; actual making/folding support or plan only. No material feel, real ticket function, audience or count is inferred.
Next teaching move: If closed/open locations merge, after capture use an unrelated blank envelope-like broad fold and ask what is visible before opening. If the two plans are identical, model a different unrelated flap edge, then invite the child's own revision. If secure, offer a safe making chance or different intended reveal without requiring public sharing.
Check X · paper ridge
Possible response: “I put a long curved path across both faces. View 1 shows most of its first part; View 2 shows most of its second part. The line continues across the bend. I choose View 2 because I want the path's turn to be prominent. Both views belong to the same paper form. This is PLAN ONLY, and standing is NOT TRIED.” A deliberate break, separate marks or one marked face can also be a clear chosen idea when both views are described honestly.
Look for: original mark/face locations, coherent two-view descriptions of the same form, deliberate continue/stop/other relationship, selected view with art reason, actual maker/folder or plan-only label, observed standing status kept separate. Do not require the child to imagine an invisible face in detail beyond the source's exact description.
Next teaching move: If views become two different objects, after capture turn an unrelated broad safe folded blank or read its front/side description and name the same work. If the mark location is unclear, ask the child to specify one face before adding the other. If secure, offer a later safe real form and new viewer, recording physical/view/audience events separately.
Private note
Check/date; exact fictional source and child route: ____________
Child's first plan(s), selected view/reveal and art reason: _____
Actual maker/folder/support or PLAN ONLY: _______________________
Actual opened view/standing/willing viewer, only if observed: ___
Unobserved event / next art opportunity: ________________________
Keep completed records locally under school custody/retention rules. No child names, images or responses belong in this public repository. These samples inform another art teaching move, not a complete Foundation judgement.