School-selection gate: The educator chooses or approves a school context and confirms local safety/access rules before class use. The paper examples here are fictional prompts. For a claim that a child explored a familiar product, service or environment, bring a real approved local example and record what the child actually noticed; a fictional drawing alone samples reasoning but does not prove familiarity with a real place. Ask children for purposes without requiring family or community details.
No-cost class kit: eight original print/text aids; ordinary A4 or reused broad paper, a large adult-prepared card, thick pencil/crayon if desired, clear tabletop and an adult. Adults pre-cut any cards if needed. Children do not use scissors, blades, pins, staples, hot tools, adhesives, strings, tiny loose pieces, food, water or electrical devices in this pack. Fold along broad marked lines with flat hands if comfortable; a child may point/direct an adult or use AAC. Stop if any material or movement is unsafe or uncomfortable. Home work is optional scrap paper only.
Invented source cards, not observed sites
| Source | What the page actually supplies | What cannot be inferred |
|---|---|---|
| A · Three designed helpers | A broad PAPER NOTICE STAND (product), a two-step RETURN DESK CARD (service prompt), and a CLEAR TABLE PATH drawing (environment). Each is labelled as made or arranged by people for a stated purpose. | No actual school has these, no real user benefited, and a fictional drawing is not proof of familiar local exploration. |
| B · Two display ideas | IDEA FLAT: one broad paper sheet on a table; IDEA FOLD: one broad sheet tent-folded upright. Purpose card says “show one large neutral paper mark to a pretend reader.” These are proposed designs, not tested results. | FOLD is not automatically better: actual stability, reader view and accessibility need a safe trial with real material. |
| C · Safe fold and trial | An adult-prepared broad A4 sheet, three pictorial/word steps: fold, place on a clear table, let go and count to three; a blank YES/NOT YET/NOT TRIED evidence area. | The drawing does not prove a stand was made, stood up or was safe in a given setting. |
| D · Plan, result, revise mat | Blank PURPOSE, TWO IDEAS/CHOICE, ACTUAL SAFE ACTION AND RESULT, NEXT CHANGE regions. | A planned result is not an observed result; an adult-built model is not a child's independent tool/handling achievement. |
| E · School context insertion | An intentionally blank approved real product/service/environment source slot and simple prompts “Who made/arranged it?”, “For whom?”, “What purpose?”, “What did you actually see?” | Educator supplies and verifies local evidence; leave blank when none is approved. No invented community/First Nations claims. |
Two deliberately fresh check sources
- Check A, Day 5: Paper Art Table Route. A new fictional drawing of two broad paper art spaces and a central clear route. The child identifies a human design choice and sketches/communicates a safe broad-paper divider/marker idea for keeping the route visible. No real room or trial is asserted. Hold this sheet until the child's first response.
- Check B, Day 10: Paper Card Carrier. A new fictional brief to move one large neutral paper circle card on a broad paper carrier by sliding it a short distance along a clear tabletop. The child proposes, chooses, safely makes with an adult-prepared A4 sheet if approved, and records whether the card stayed on after one real slow slide; “not tried” is valid. The criterion is fresh and different from the routine upright display trial. Hold this sheet until first response.
Evidence record and inclusion
Offer any A/B/C child route and allow switching. Adult reading/scribing or moving paper under precise child direction is an access route; record adult content cues separately. During actual material work, distinguish child physical handling, child-directed adult handling, and plan-only participation. The child can always pass on physical handling. A paper plan can still evidence generation, communication and evaluation thinking, but cannot by itself evidence safe making. Do not score a structure's failure as a child's failure; ask what was observed and what they would change. Keep any real student observations in the school's private system, not on public demo pages.