# Child cards · choose a route and switch when you like

Your teacher reads every card aloud. A, B and C are **not fixed learning styles or ability groups**. You may point, sign, use AAC, draw, speak, move broad paper or tell an adult exactly where to move it. The same idea is yours whichever route you choose. A paper plan tells us what you **think might** happen. We say what **did** happen only after a real safe paper try. You can pass on touching materials. Your teacher will say when a safe table and paper are ready; no scissors, pins, glue, small pieces, device or home purchase is needed. All stories are pretend. No family story or personal data is needed.

## Day 1 · A helper made by people

Look at the pretend PAPER NOTICE STAND. Who might use it? What did a person choose about its shape? What is it meant to do?

- **A · Point and tell:** point to the wide bottom and upright face; tell or gesture the user and purpose.
- **B · Draw and tell:** draw one shape feature; have a reader write your exact user/purpose words.
- **C · Direct an adult:** say, sign or use AAC for the feature to mark, then give your own user/purpose reason.

**Shared target:** one human design choice linked to a product's intended purpose. **Home:** notice a broad scrap-paper holder if one is already there, or draw a pretend one; no photo or purchase.

## Day 2 · A service has chosen steps

The pretend RETURN DESK CARD says: PUT LARGE CARD HERE. THEN TAKE A BLANK CARD. What order did a person choose? Who might it help?

- **A · Move:** place two broad cards in the printed order; say or point to the purpose and a clearer instruction.
- **B · Draw:** draw two large boxes in the same order; give your user/purpose and one clearer word.
- **C · Direct:** tell an adult where two broad cards go, then choose a clearer wording yourself.

**Shared target:** identify a human-designed service sequence and communicate one change for its purpose. **Home:** make two pretend paper steps for a puppet, or skip.

## Day 3 · A place arranged by people

In the invented CLEAR TABLE PATH drawing, two work spaces sit beside a middle route. What did a person arrange? Draw or tell one other layout and why you chose it.

- **A · Broad cards:** move two broad workspace cards to show your new arrangement; point to the route and explain its purpose.
- **B · Draw:** sketch your changed spaces and point to who the route is for and why.
- **C · Direct:** guide an adult's broad-card moves; choose the route and explain it by voice, sign, AAC or pointing.

**Shared target:** see a human environment choice and give a reasoned new idea. **Home:** draw a pretend two-space table on scrap paper; do not report a real room.

## Day 4 · Two ideas, one choice

One big neutral paper mark needs to be shown to a pretend reader. The two drawings are FLAT and FOLD. You can add a third idea. No drawing has been tested yet.

- **A · Arrange:** use broad paper to show FLAT and a possible FOLD shape; choose and say what you would test.
- **B · Draw:** sketch two possible shapes, choose one and mark the reason beside it.
- **C · Direct:** tell an adult how to mark both ideas, then make the choice and reason your own.

**Shared target:** two design ideas, an explained choice and a proposed safe check. **Home:** fold a broad spare paper only with an adult's okay, or stay with a drawing; write NOT TRIED if no test.

## Day 5 · A new paper check

Your teacher gives [Check A](STUDENT-CHECKS.md) with a new pretend route. Keep your first idea before feedback. You do not need to test a real space today.

- **A · Place:** use broad paper markers to show two ideas for the printed purpose; choose one and point to the source feature behind your reason.
- **B · Draw:** draw two ideas, choose one and explain who it is for using the new sheet.
- **C · Direct:** tell an adult the two marks to make, then give your own choice and source-based reason.

**Shared target:** identify one person-made layout choice and communicate two safe paper ideas with a reason. **Home:** after the check only, a pretend theatre entry could have one broad paper START card and one broad WAIT card; say which is first. No real queue result is claimed.

## Day 6 · A safe plan before making

We might try a broad folded paper display on a clear table. The guide says FOLD, PLACE, LET GO AND COUNT TO THREE. What paper and steps would you choose?

- **A · Show:** use broad paper to show two possible folds; point to your choice, safe steps and planned check.
- **B · Draw:** draw two folds and circle your choice; say how a real table trial would answer the question.
- **C · Direct:** tell an adult how to move/mark the broad paper; choose the safe order and test question yourself.

**Shared target:** two possible ideas, one reasoned safe plan and a real test question. **Home:** if no paper/table is approved, tell a puppet the plan and say NOT TRIED.

## Day 7 · Make and see what happens

With your teacher's okay, use broad paper on a clear table. Fold or direct one fold, place it, let go, and count to three. Did it stand, fall, sag or stay untried?

- **A · Fold:** handle the broad paper if safe; choose a fold, let go and report only what you saw.
- **B · Assist:** choose the fold and do a safe part with adult support; point to the result and say which part was helped.
- **C · Direct or plan:** precisely direct an adult's fold/place if needed, or keep a plan-only route; report what actually happened or NOT TRIED.

**Shared target:** use/communicate safe steps and evaluate a real result if one occurred. **Evidence:** adult-only making is marked separately from your own handling. **Home:** no test is required; a scrap-paper sketch is enough.

## Day 8 · Keep the result, change one thing

Read what truly happened on Day 7. What could you change for the same purpose? A new trial may still surprise us.

- **A · Try:** choose one new broad fold/placement, safely test it and say the old/new results if both were seen.
- **B · Mark:** mark one change on the paper and, with approval, help try it; say what you observed or NOT TRIED.
- **C · Direct or plan:** direct an adult's approved change/test, or draw the change only; keep actual result and predicted result separate.

**Shared target:** explain one revision from evidence or from an honest NOT TRIED plan. **Home:** draw a possible change; do not claim it worked without trying.

## Day 9 · A two-space paper helper

Two large pretend picture cards say BOOK and CUP. Make a broad paper mat with one space for each. What did a person design about the mat? Did the cards stay separate in an actual try?

- **A · Place:** mark/fold a broad centre line and put the large cards in different spaces; describe the observed result.
- **B · Draw and try:** draw the two broad areas and place the cards if approved; tell the purpose and result or NOT TRIED.
- **C · Direct or plan:** direct an adult's mat/card moves, or point to a plan; state whose design choice it was and what was observed.

**Shared target:** design for separating two neutral paper categories and report only a real trial. **Home:** two big scrap-paper rectangles can stand for the categories; no family or real product detail needed.

## Day 10 · A different new paper check

Your teacher gives [Check B](STUDENT-CHECKS.md) with a new large-card carrier problem. Keep two ideas, your choice, safe steps and your first result before feedback. A planned carrier is not a tested carrier.

- **A · Fold/slide:** give two broad-paper ideas, choose one, then make and slowly slide along the clear table if approved; report STAYED, SLIPPED or NOT TRIED.
- **B · Assisted try:** draw two ideas, choose one and safely assist the fold/slide with an adult; report what each person did and what happened.
- **C · Direct or plan:** precisely direct an adult's approved make/slide, or stay with two drawn ideas; give your reason and an honest result label.

**Shared target:** generate, choose, communicate and evaluate a safe solution for the new purpose, with making evidence only when real material action occurred. **Home:** after the check only, draw a different broad paper envelope for a pretend large postcard; do not assume it holds anything unless safely tried.