# Teacher copy · Year 4 The Arts · two blocks in each of five art forms evidence and next moves

This is a formative observation guide, **not** an achievement-standard decision. Record exact action/phrase, whether it was REAL, MODEL, PLAN, PERFORMANCE or a program run, access mode and prompts. A missing response may mean the route or time failed: mark **not yet observed**, adapt and sample again. Keep child work in school-approved private systems. A correctly labelled fictional card is useful reasoning evidence; it cannot prove a real place, tested material, bodily movement, sounded music, media production or digital implementation that did not occur.

| Day | What can count in this block, and its limit | Immediate next move |
| ---: | --- | --- |
| 11 | A paper path evidences choreography ideas, not bodily dance practice or performance; observed safe movement supports development evidence. | If movement is uncomfortable, reduce range and let the learner direct/compose without making a performance claim. |
| 12 | Performance code applies only to actual voluntary performance; a silent plan does not show performed dance. | If audience misses the idea, change one pause or speed choice and try again only with consent. |
| 13 | A written scene plan does not demonstrate improvised dramatic action; note whether action/voice/puppet enactment occurred. | If there is no turning point, ask which single phrase could change a character's next action. |
| 14 | Performance code requires actual voluntary enactment; a script alone is creation evidence, not performance. | If the audience cannot follow, add a clear opening cue or pause and try privately. |
| 15 | Paper frames do not demonstrate media-technology production; actual device use and image choices are recorded only if observed under school policy. | If the chosen image hides a needed feature, change framing and compare again. |
| 16 | AC9AMA4C01/P01 evidence requires actual media construction/sharing as described; no child image, voice or identifying data is captured. | If a frame implies the wrong step, reorder it and test with a reader before private sharing. |
| 17 | A silent beat card does not show listening, singing or playing; record actual sounded/observed work separately. | If the four beats are unclear, count 1–4 with a visual/tactile pulse and try a slower soft version. |
| 18 | Performance code needs audible or otherwise perceptible intentional playing; a silent paper score is composition planning only. | If answer simply copies, invite one changed rest or long beat and hear the effect. |
| 19 | Actual marks support experimentation; a verbal plan alone does not show material/process trial. Do not copy community-owned motifs. | If all marks look alike, change one variable at a time and compare side by side. |
| 20 | Creation evidence needs an actual work or child-directed making; presentation code only when voluntarily shared/displayed, not simply finished. | If decoration obscures the word, change scale, spacing or placement for the intended reader. |

**Boundaries to revisit:** The national code crosswalk is partial; see [source and rights ledger](../SOURCES-AND-REVIEW.md). Actual Year 4 curriculum decisions, safety approvals, access routes and any real-world investigation belong to the school and relevant local authorities.

Original SubjectNest lesson text and cards © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); credit, link and indicate changes. Curriculum wording keeps separate ACARA terms.