# Staff-only response guide · keep separate from learner displays

Use this as a **teaching response guide**, not a standardised score, diagnosis or Year 6 achievement judgement. Preserve the learner's first response before discussion. A read-aloud or exact-word scribe can remove an access barrier; a hint such as “remember the 6 added tabs” changes the independence of the inference and must be noted. A paper method can show reasoning but **cannot** count as actual science observation, physical design testing, group interaction or artwork production unless it occurred.

## Daily exit evidence and next move

| Day | What a defensible response says or shows | If missing, teach next |
| --- | --- | --- |
| 11 | A is made by the team seeking a second trial; B is the same team's record; 18 upright at closing includes 6 after tabs. | Join A and B to one maker with an arrow, then underline the small qualifying sentence. |
| 12 | B totals 12 + 6 + 6 = 24; 6 were not upright at closing. Two selected slips suggest questions, not a population rate. | Place 24 counters in exclusive groups and ask “24 of what?” before any inference. |
| 13 | 24 is composite: e.g. 2×12, 3×8, 4×6. 23 is prime; 25 is both composite and square (5×5). Layout chosen against a named criterion. | Make 25 into 5×5; contrast a prime 23 with only 1×23. |
| 14 | A repeatable plan changes fold, keeps paper size/surface/check time similar and records result and deviation. A conducted trial has its **own** observed data; a paper plan marks outcomes not observed. | Give `changed / kept / measured / risk` headings; avoid filling outcome cells for a paper plan. |
| 15 | Use Check A key below; collect first response before discussion. | Choose one targeted routine from the check breakdown, then use a new context rather than coaching the held-out case retroactively. |
| 16 | For the same whole 24, 6/24=1/4, 8/24=1/3 (hypothetical), 12/24=1/2, 18/24=3/4; order accordingly. 3/4 is a closing count with adjusted signs, not approval for general use. | Partition one physical bar into twelfths: 3/12 < 4/12 < 6/12 < 9/12. Keep all 24 visible. |
| 17 | An actual learner-created layout shows an accurate count, denominator, adjusted six and source, with documented revision of emphasis. | Put the limit in a similarly readable block; compare first glance with full meaning. Do not infer visual-arts making from an oral plan alone. |
| 18 | Criteria are observable or explicitly goals; two versions and one changed feature are labelled; the group distinguishes plan from observation. | Replace “best” with an agreed check condition and ask how two results would be compared. |
| 19 | Conditional retest/defer position, at least two attributed details, a concern and a specific next check; respectful clarification actually observed if claiming interaction. | Use `because / however / therefore next` with Source B's 12 unchanged and six adjusted. |
| 20 | Use Check B key below. | Reteach the one failure point: same-whole fractions, source independence, condition or recommendation structure. |

## Check A · Day 15 private key

1. **Purpose/provenance:** The team's poster seeks permission for outdoor placement. It and the recorder sheet are **not independent**: the same team made both after one indoor check. Mentioning different formats does not make independent observers.
2. **Claim:** “21 readable at closing, including 7 rewritten” follows 14 + 7 = 21 and keeps the adjustment. “Outdoor-ready” is unsupported: only one indoor table check, no rain, sun, distance or repeated use. Neither the large heading nor one selected comment establishes all users' views.
3. **Numbers:** `14 + 7 + 7 = 28`; `28 = 2×14 = 4×7` (also 1×28); 28 is composite and not square. `29` is prime: no factor 2, 3 or 5, the only prime divisors no greater than √29 (about 5.4). A complete explanation can show trial division or 29 counters not making equal rectangular rows beyond 1×29. Do not require the square-root notation from a learner.
4. **Next evidence:** a school-approved outdoor-like test under specified conditions with the same paper/letter size, agreed viewing distance and repeated checks, plus permission/access review, or a clear request for missing information. The learner must **not** claim an unperformed result.

**Response moves:** If they choose “21 outdoor-ready”, underline *indoor* and *after rewriting* before a second fresh practice item. If they call 28 prime, use a 4×7 tile array. If they claim the slip surveys everyone, ask how many slips existed and how selection happened. Record source reasoning, factor reasoning and conditional test thinking separately; one total score hides useful differences.

## Check B · Day 20 private key

1. **Fractions on one whole:** `16 + 8 + 8 = 32`; `8/32 = 1/4`, `16/32 = 1/2`, `24/32 = 3/4`. `1/3` is **proposed**, between 1/4 and 1/2. Correct order: `1/4 < 1/3 < 1/2 < 3/4`. The 32 pockets are the same whole throughout; the proposed third is a future allocation, not an observed count of pockets. Learners may partition a common line into twelfths to justify order.
2. **Source critique:** The 24 includes **8 after a second tuck**, so only 16 held unchanged at closing. Both poster and sheet are from the same group; no independent confirmation, different card size or longer use test. The recorded one-day count does not justify 100 tomorrow.
3. **Defensible recommendation:** Example: “Ask for a smaller supervised repeat test before making 100. The group's sheet records 16 of 32 held without a change and another 8 only after a second tuck; the poster's 24 held at closing includes those adjusted pockets. We do not know whether they hold with another card size or later. Compare two fold designs using the same card size and agreed check time.” A reasoned defer/revise decision is equally acceptable.
4. **Fact/inference/unknown:** “Sixteen held without a change at closing” is a recorded fact **within the fictional source**, not a verified real-world fact. “A repeat test is prudent” is an inference or recommendation. “They will hold tomorrow” is unknown. Accept correct distinctions with explanation.

**Response moves:** If 24/32 is placed beyond 1, rebuild one bar of 32. If 1/3 is treated as a trial outcome, mark the separate “proposed” label before ordering. If the learner writes “reliable”, contrast `at closing` with `later` and the adjusted eight. If two source details are presented as independent confirmation, draw one bracket around the team's poster and sheet.

## Evidence record, privacy and next teaching

Record only the work sample, date/day, response mode and content-specific next move under school assessment rules. No home circumstances, diagnosis, student image or public upload is needed. A group prototype can show a shared method; note the individual contribution before assigning individual evidence. A conditional recommendation can be excellent even when it does not select a product or guarantee success. Checks A/B are original formative probes with **no psychometric validation, classroom trial, norm or cut score**. Revisit a weak subskill with a new example and observe transfer rather than calling the learner a fixed type.