# Component-specific criteria and actual next teaching

Staff only. Ordinary teaching and each first/later source remain separately selected. These are original descriptive criteria, not QCAA A–E grades or a formal instrument. Preserve the first response before opening this file.

For each of four own questions record **observed with exact evidence**, **partly observed with the concrete gap**, or **not observed**. Also capture source/version/date/familiarity, actual work or plan, child creative choice, physical operator, actual prompts/access/support, encounter/permission/recipient where relevant. Do not convert unavailable into wrong or collapse child direction into adult physical skill.

A later stage is eligible only after the first capture and actual targeted teaching of its observed gap, with dated interval and unused later source/support recorded. The teaching plan alone does not satisfy this condition. Compare only matched actually elicited components; no automatic gain from later timing. A first stage already seen is familiar. Reserve another unused family rather than erasing exposure.

Select one family at a time; G is the suggested Day85/90 pair. H–L are separately held alternatives/reserves for a relevant target, not twelve compulsory child tasks. Each stage carries its own full source, four questions and blank. Keys/criteria and ordinary worked examples are withheld until capture. Multiple coherent media solutions are valid.

## Family G · Construct and inspect a chosen sequence

**Held first/later sources:** A pretend pocket lighthouse / A pretend folding staircase.

**Question-specific review:** Capture own idea/feature choice; actual constructed work versus unmade specification; chosen order and actual trial only when they exist; actual keep/change/next choice. Multiple coherent intentions and one-part making are valid. No required lighthouse/staircase mechanism, two-frame completion, literacy, speed, independent device operation or viewer understanding.

**Actual next teaching:** After first capture, use an unrelated ordinary hat/boat or own chosen paper subject. If construction is absent, help fabricate one wanted part on the learner's direction; if order/trial is the gap, model First then Next on adult work and let the child choose another order. Record what was actually taught, support and interval before releasing unused G-later.

**Feedback to the child after capture:** 'I saw the part you chose. Want help with one next bit, keep it, or later?' Name the exact observed feature, not a diagnosis or a guessed outcome. Keep missing components not observed.

**Staff interpretation example:** If an adult moved the child's directed square into an actual frame, record child creative direction and adult operation. If the child only specified it, record plan. If no actual source/recipient/second trace exists, that component stays unavailable; a plausible answer cannot create it. This is an interpretation rule, not a supplied human response.

## Family H · Choose an actual cue or intentional wordless form

**Held first/later sources:** A pretend scarf vending window / A pretend umbrella ticket window.

**Question-specific review:** Own picture/clue or deliberate no-clue choice; actual production and exact relationship only when observable; local maker meaning distinguished from an assumed universal symbol; actual keep/change choice. No caption reading, spelling, full-sentence reason or customer reaction is required. Description access is not independent visual viewing.

**Actual next teaching:** After capture, model an unrelated pretend garden picture with exact optional caption then wordless version. If an adult caption dominates, remove the demand and offer a learner-owned clue/none choice. If transcription differs, read source and actual wording back and follow the child's revision. Log actual teaching before unused H-later.

**Feedback to the child after capture:** 'I saw the part you chose. Want help with one next bit, keep it, or later?' Name the exact observed feature, not a diagnosis or a guessed outcome. Keep missing components not observed.

**Staff interpretation example:** If an adult moved the child's directed square into an actual frame, record child creative direction and adult operation. If the child only specified it, record plan. If no actual source/recipient/second trace exists, that component stays unavailable; a plausible answer cannot create it. This is an interpretation rule, not a supplied human response.

## Family I · A real manual trial, not merely a planned pause

**Held first/later sources:** An invented tunnel of stars / An invented cave of wheels.

**Question-specific review:** Own constructed feature; chosen hold versus repeated frame/next, exactly as intended; real trial and actual operator/display if held; current choice. A printed pause alone is a plan. No universal duration, sound, independent software skill, attention span or viewer emotion inference.

**Actual next teaching:** After capture, use an unrelated own broad gallery: hold one actual page, then separately reveal a repeated page. Ask which the child wants, including neither. If operation is inaccessible, let the learner direct a neutral operator and retain attribution. Record actual teaching/interval before unused I-later.

**Feedback to the child after capture:** 'I saw the part you chose. Want help with one next bit, keep it, or later?' Name the exact observed feature, not a diagnosis or a guessed outcome. Keep missing components not observed.

**Staff interpretation example:** If an adult moved the child's directed square into an actual frame, record child creative direction and adult operation. If the child only specified it, record plan. If no actual source/recipient/second trace exists, that component stays unavailable; a plausible answer cannot create it. This is an interpretation rule, not a supplied human response.

## Family J · Compare genuine traces without inventing improvement

**Held first/later sources:** An invented mitten observatory / An invented boot aquarium.

**Question-specific review:** Actual own production; freely chosen keeper/trial; before/current traces and exact comparison only if both exist; stated preference or next choice without manufactured purpose. New unrelated work is not automatically revision. No improvement, source-wide achievement or recipient interpretation is inferred.

**Actual next teaching:** After capture, make two actual unrelated toy-catalogue versions, preserving the first only by permission. Model literal changed/held features and either/both/neither options. If earlier trace is missing, start a new reversible comparison rather than reconstructing history. Log actual teaching before unused J-later.

**Feedback to the child after capture:** 'I saw the part you chose. Want help with one next bit, keep it, or later?' Name the exact observed feature, not a diagnosis or a guessed outcome. Keep missing components not observed.

**Staff interpretation example:** If an adult moved the child's directed square into an actual frame, record child creative direction and adult operation. If the child only specified it, record plan. If no actual source/recipient/second trace exists, that component stays unavailable; a plausible answer cannot create it. This is an interpretation rule, not a supplied human response.

## Family K · A real maker encounter stays distinct from generated fiction

**Held first/later sources:** An invented basket planet / An invented ladder island.

**Question-specific review:** Actual permitted work/version/account and access route captured separately; child's actual notice/account response; how/why importance exploration only if supplied and actually elicited; own making choice/actual work or plan. Generated brief, encounter alone, feature, KEEP or purpose alone cannot establish E01. One person's account is not a community account. No invented source statement or forced personal disclosure.

**Actual next teaching:** After capture, prepare an actual teacher-owned original sequence with voluntary truthful dated account and item permission using SOURCE-SCOPE. Receive notice first, then distinguish account-backed how/why from unknown. If absent, continue own making without E01 evidence. Record actual targeted encounter/teaching and source differences before unused K-later; an account can remain private.

**Feedback to the child after capture:** 'I saw the part you chose. Want help with one next bit, keep it, or later?' Name the exact observed feature, not a diagnosis or a guessed outcome. Keep missing components not observed.

**Staff interpretation example:** If an adult moved the child's directed square into an actual frame, record child creative direction and adult operation. If the child only specified it, record plan. If no actual source/recipient/second trace exists, that component stays unavailable; a plausible answer cannot create it. This is an interpretation rule, not a supplied human response.

## Family L · Actual willing sharing and reply or NONE

**Held first/later sources:** An invented button train / An invented kettle balloon.

**Question-specific review:** Own selected work or plan and actor roles; free private/share/later choice; real child permission/recipient willingness and actual presentation only if it occurs; actual volunteered reply or NONE distinct from intention. P01 needs actual work received, not a plan or puppet. No reply is not failed sharing. No compulsory audience, publicity consent, enjoyment or comprehension inference.

**Actual next teaching:** After capture, demonstrate a separate adult-owned sequence to a real willing adult only if both agree. Ask a neutral 'What do you notice?' if welcome, accept NONE and separate it from intention. Offer private making equally. Record actual permission/presentation teaching or the unavailable condition before unused L-later.

**Feedback to the child after capture:** 'I saw the part you chose. Want help with one next bit, keep it, or later?' Name the exact observed feature, not a diagnosis or a guessed outcome. Keep missing components not observed.

**Staff interpretation example:** If an adult moved the child's directed square into an actual frame, record child creative direction and adult operation. If the child only specified it, record plan. If no actual source/recipient/second trace exists, that component stays unavailable; a plausible answer cannot create it. This is an interpretation rule, not a supplied human response.

[Teacher setup](../TEACHER-GUIDE.md) · [Complete source notice](../SOURCE-NOTICE.md)