# Staff preparation · two new first responses

The ordinary lessons/models teach the same mathematics, with different task arrangements. These checks are public-practice-style formative source, not secure examinations. All first-task recipes, learner fresh sheets, exact fresh alternatives, key and rechecks are **native staff delivery holds**. In the complete offline source, use teacher/FRESH-TASKS.md, print/fresh-E.pdf or.svg, print/fresh-F.pdf or.svg, teacher/FRESH-ALTERNATIVES.md and teacher/CHECK-KEY.md. The parent/root independently chooses lawful staff routing; a missing public link does not mean learners should use an answer page. Never hand the key to a learner in place of a task.

## Before either check

1. Prepare its exact novel mark field in print, large/tactile marks or an equivalent no-print physical/drawn layout from the offline staff recipe. Do not tell its total or pre-sort it into answer groups. An adult may perform physical marks only as the child directs after preparation.
2. Check the child’s actual prior chosen situations. The named collection totals are reserved from ordinary complete group models, but familiar numerals recur in count lists and prior work. If the child made the same arrangement/task already, use the documented new recheck/alternative situation and record familiarity honestly.
3. Read the prompt, support access and preserve first grouping/count/sequence/support **before** mathematical feedback or the key. A read-aloud is access; suggesting pairs, choosing the next number or supplying a completed group is a mathematical hint.
4. Split components or use a smaller useful range when needed. Name the actual range as partial; do not relabel it as the larger task. No timer, written-sentence quota, speed, tidy mark criterion or whole-year verdict.

## After first capture

Use the offline descriptive key: group unit/coverage, cumulative object count, sequence recognition/continuation/creation and reasoned checking are separate observations. Record independently observed / observed with mathematical prompts / not yet observed **for the task at this time**, not as a fixed child type. Change format if access prevented observation; this differs from an incorrect mathematical response.

Teach the absent component with a different small/clear example, then use a new recheck rather than repeat E/F until memorised. Record first response, access/hints, revision after teaching, actual new recheck and the same-day next offer. Local folio/reporting uses current school/QCAA policy; this descriptive record is not its five-point scale.

Original SubjectNest teaching expression © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit creator/source/licence and note changes. National/QCAA source expression and exclusions remain separate; no endorsement or human efficacy claim.