# Separate educator key · Checks W/X

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

```text
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.