The twenty worked swaps cover books, sport, travel, museums, games, kitchens, art, maps and shared places. These are optional maker purposes for abstract scores; no source asserts that real people or communities use such a dance. Do not assign an interest from a learner’s identity. Families need no materials beyond ordinary paper and can decline.
| Day | Learner-interest bridge | Optional home/care bridge |
|---|---|---|
| 21 | Use a favourite invented book, game or display as a purpose; no child must mimic an object or disclose family identity. | On scrap paper, draw the same mark small then broad; no body demonstration is needed. |
| 22 | Offer interest in journeys, drawing, construction or stories; the size relation stays the target. | Let a child reorder two broad marks and name a possible idea; it is fine to pass. |
| 23 | Use a chosen graphic context; do not treat marks as Science observations or actual material properties. | Use two lines on ordinary paper to make relative lower/upper bands; no child must reach. |
| 24 | Child interests can supply a story frame, while the score remains abstract and not a real culture’s dance. | Place the same sticker-free drawn shape in two bands; talk only if the child wishes. |
| 25 | No home task on a check day; interest changes follow first response. | No home task for first-check day; enjoy an unrelated invented drawing if desired. |
| 26 | Allow any abstract frame from a child’s interest; do not label relative level as achievement rank. | Compare “size changed” and “position changed” on two scrap-paper drawings. |
| 27 | Use sports, drawing, reading, travel or game imagery as a maker intention, not as a body mimicry prompt. | Make three big boxes and let the first chosen mark return in the third. |
| 28 | Invite a favourite graphic domain; a reader may decline without any deficit assigned to child. | A willing adult may read a paper score back; ask what its symbols mean, not how well the body moved. |
| 29 | Let child pick any abstract purpose; personal/cultural stories are never required. | If invited, a child can show a paper work to a willing adult; never require filming or personal story. |
| 30 | No home task on a check day; the alternative contexts follow first response. | No home task for second-check day; a family may play with any other abstract mark. |