# Teacher formative key and next moves (public resource)

This key is publicly accessible in the library. Give learners a clean prompt and change a case locally if prior access matters. The A/B cases are first-response probes, not exams, cut-score scales, disability labels or whole-code achievement judgments. A learner may answer by drawing, speech, sign, AAC, tactile arrangement or exact-word scribe. Record access independently from a content hint. Do not convert a paper plan into evidence of measured science, performed movement, a program actually run, completed artwork or live audience presentation.

## Day 15 · A keys

### Science A
(1) Both *drawn* cells have membrane and nucleus; only the plant drawing labels a wall. This is a difference in the supplied model, not a statement that every living cell has these structures. (2) **Transform** boundary: horizontal past-one-another motion. (3) Accept “a simplified sketch does not prove a real specimen's structures or identify a place's hazard” with an appropriate next evidence source. **Next move:** if “divergent” is chosen, place `apart` and `past` arrows side by side; if all living cells are assigned a nucleus, introduce the model's restricted plant/animal scope.

### HASS A
Positions are 12→14→15 m, differences **+2 m then +1 m** relative to the stated marker. No equal interval, measurement method, location or mechanism is given, so no real erosion rate or cause follows. A geographic question may ask *when, how and from which fixed point* the positions were measured. The modern label's unsupported 1400s date needs provenance: record of origin/context, materials, comparison or credible dating evidence; the label is a **secondary description**, not the manuscript itself. **Next move:** have learner draw two difference arrows, then add missing date/method boxes; for history, separate “label says” from “record establishes”.

### HPE A
Respect **no**: “Thanks for telling me; we will not film you. We can use a written or fictional model demo instead.” A defensible game change permits a seated placement/roll or adjusts target/equipment while keeping a shared cooperative goal. Ask willing players whether the change actually works for them; do not assume ability or use the refusal as an invitation to persuade. **Next move:** if they keep filming, rehearse stop/delete/alternative; if they claim inclusion from a rule alone, request participant feedback and observed access.

### Technologies A
Need: six cards visible, portable, safely removable or another concrete user requirement. Criteria may include “holds six cards for a specified short table check”, “fits a measured bag footprint”, “has no sharp edges”. A safe comparison can measure base width, card visibility from a specified position or one actual supervised stability check; no result is provided. Material endurance, reach for all users, lifespan and which sketch performs better remain **unknown**. **Next move:** turn “nice” into a measurable criterion; mark an untested result as a question.

### Arts A
Accept an **original two-frame** paper/text/tactile-directed layout with a first-time visitor audience, concise invitation and an explanation of why one frame comes first or what cropping omits. Privacy step: invented icon/text only, no real face or unlicensed image. If a learner made a panel artefact, record what was created; if merely described, record design intention. **Next move:** if the message is unclear, ask what a new visitor sees first; if a real face is proposed, replace it with an original symbol or words. Media production beyond this short sample remains unassessed.

## Day 20 · B keys

### Science B
Raised block: potential energy associated with position; downward moving block: kinetic energy. The storyboard lacks measurements of height, speed, other transfers and real conditions. Diagram **A** models identical chemically joined unlike pairs: a compound; **B** models two unjoined particle types together: a mixture. Colour is a symbol, not a test of real composition. **Next move:** if A is called a mixture only because two colours appear, circle each repeating bonded unit; if the model is treated as a real assay, ask what measurement/sample evidence is absent.

### HASS B
The [PEO source](SOURCE-AND-RIGHTS.md) distinguishes statute law made by parliaments from a school's internal rule. A school committee cannot create an Australian parliamentary statute by issuing a note; real legal classification needs exact jurisdiction and instrument, so this is not legal advice. Budget: `20 + 14 + 6 + 10 = 50`. One possible balanced plan is board 20 + paper 14 + labels 6 + panel 8 + reserve 2 = **50**; explain the $8 reduction in reserve and ask if that reserve is still adequate. Deferring the panel pending funds or proposing a clearly costed alternative is also acceptable. **Next move:** if total becomes $58, move eight from a named line or defer; if “school statute”, contrast institutional authority.

### HPE B
Pause/check: “Let's pause the relay and ask the agreed rules referee or look at the written rule before restarting.” For photo pressure: do not forward or investigate in peers; seek a trusted adult/school safeguarding contact and follow policy. A paper target diagram **proposes** an access strategy; it proves neither willingness, actual inclusion nor improved movement because no one tried it. **Next move:** if learner says “calm down”, ask for the next safe action; if the diagram is treated as observed performance, mark `planned` and ask what an actual respectful check would require.

### Technologies B
`0111 = 4+2+1 = 7`; decimal `9 = 8+1 = 1001`. Nested outputs: `(14, True) → REPAIR`; `(8, False) → HOLD`; `(4, False) → RESTOCK`. The high-count damaged branch must be checked before DISPLAY. A paper trace predicts behaviour; executed implementation and debug require running or otherwise observing the program against tests. **Next move:** return to bit weights if `0111` read as eleven; draw the inner branch if damaged 14 routes to DISPLAY.

### Arts B
Accept two learner-created/directed **original** line/space variants, a selected intention and one documented mark change with reason. If a willing audience actually saw the chosen work and process note, record that presentation; otherwise mark it planned. No particular “correct” line style or culturally specific symbol is expected. **Next move:** if only a verbal idea exists, invite a tiny mark-making artefact; if revision is claimed, compare the two visible variants. Do not equate a completed sheet with public curation.

## Staff recording discipline

Use a small record such as `day / subject / first response / mode or scribe / actual action seen / one next move`. Save under school privacy rules. Scores may guide reteaching but cannot claim measured learning gain or curriculum mastery. A 12-minute block and a six-minute check leave many parts of each official description untouched; the [crosswalk](CURRICULUM-CROSSWALK.md) states the boundaries. Follow school policy for any actual safeguarding disclosure rather than treating the fictional HPE card as counselling.