Use the learner offers and one source or own work. Choose one route; you do not need thirty logs. The twenty worked contexts show defensible choices, not compositions to copy.
Preparation
Clean scrap and a pencil/usual approved marking tool; optional familiar crayons or comfortable paper pieces. Paper handling, touch, sound, public showing and digital operation are not compulsory. No blade, adhesive, unknown-surface rubbing, lamp/dark room, food/skin marking, dismantling or purchase. A usual access tool or willing adult can execute exact learner directions. Name who chose and who actually made/operated. A described plan remains a plan; a supplied picture is not a child material trial.
Ten-start chooser
| Start | Useful next step | Teacher plan |
|---|---|---|
| 21 | Line and useful space | Pause |
| 22 | Scale and real/represented overlap | Prominence |
| 23 | Mark texture and actual processes | Surface |
| 24 | Contrast/boundary or two readings | Surprise |
| 25 | First fresh E response, then repair | New pictures |
| 26 | Own purpose and first component | Own idea |
| 27 | Keep first version; purposeful edit | Revision |
| 28 | Title/description/encounter | Usable encounter |
| 29 | Own review or actual willing sharing | Sharing |
| 30 | Fresh F first component and own revision | New brief |
Ordinary optional planning start:3 minutes encounter,4 model,4 try,10 own work,4 review. Fresh planning slots give the source and first opportunity before any model. Split, extend or return later; these are author planning estimates, not observed pace or a score.
Source access and own choices
The ordinary sources provide each complete image and readable literal equivalent. A partner can supply literal facts without providing an interpretation; no mental picture is required. A–D are supplied adult-made digital stimuli, not child practice. Learners actually try small own relations/materials where available. A child may choose deliberate chance/irregular marks for an idea. Ask what the relation does; do not reward neatness or prescribe an emotion.
Opaque paper/digital white fill can actually cover an earlier edge. Complete pencil outlines remain visible. Deliberate omission or available erasure represents a hidden edge; it is a different process. For24C, two supported readings/features are the responding-only exit and making is unelicited unless separately performed.
First response and next teaching
Fresh E source and fresh learner prompts come before models/key. Check actual prior familiarity. Capture actual choices, source access, hints, operator and what remains open. ForF, offer an own first component AND an own chosen revision/reason before staff models. If no revision is made, initial revision is unelicited; later assisted work stays supported later work. A partial first component can be enough to choose the next teaching move.
Staff-only teacher/KEY-AND-NEXT.md gives separate descriptive E/F examples, component rubric and next moves. Staff-only teacher/RECHECK-SOURCES.md gives four different reserved opportunities, source first/key later. These held members are not linked here as learner downloads. R1/R2 follow responding repair; R3/R4 follow making/process/encounter teaching. At another sitting, use only a source not already encountered and preserve the first/later support record. They are not secure tests or whole-band grades.
Actual informal work/process sharing can support P01 only when it occurs. Private self-review is valuable and leaves that component open. No actual viewer response is inferred from a completed work, a display plan or a caption. Full source scope retains the unsupplied cultural/artist breadth. An authentic First Nations work and its authorised Country/Place context (E02) remain unprovided.
Original teaching text ©2026 NeuroForgeIO Pty Ltd, SubjectNest, Codex assisted. CC BY 4.0. Retain credit and identify changes.