# Fresh public child-facing formative checks · Days 5 and 10

These are **public formative checks, not secure exams**. Your teacher reads the new pretend source and saves your **first child-controlled** ideas before feedback. Choose A, B or C from your day card and switch if you like. You may point, sign, use AAC, draw, speak, move broad paper or tell an adult exactly what to do. No family story, real place, name, photo, purchase, upload or unsafe tool is needed. A plan is a plan; a real material result is recorded only if there was an approved safe try.

## Check A · Day 5 · Paper Art Table Route

Your teacher gives the [new pretend source sheet](print/check-a-fresh-route.pdf). It shows two big paper work spaces with a **CLEAR PAPER ROUTE** between them. A person drew this arrangement for pretend makers. No real table or access test has happened.

1. **Notice a design:** point to one arrangement choice a person made. Who might use it, and what was the route meant to do?
2. **Two ideas:** show two different ways to use **broad paper** to help a pretend maker see the edge of the route. Draw, point or arrange. Keep the centre of the drawn route clear.
3. **Choose and explain:** choose one idea, point to the source feature behind your reason, and tell what you would need to observe before saying it helped a real user.

You do **not** need to build or test a real route for this check. The paper drawing is an idea, not a real-room safety judgment.

## Check B · Day 10 · Paper Card Carrier

Your teacher gives the [new pretend brief sheet](print/check-b-fresh-carrier.pdf). It shows **one large neutral circle card** and **one broad blank paper sheet**. The purpose is to move the circle card on a paper carrier by sliding along a **clear tabletop** for a short hand-length. We want to see whether the card stays on the carrier. No one has tested this new design yet.

1. **Two ideas and a choice:** show two different safe ways to shape/use the broad paper to carry the large circle card. Choose one and say why it might suit the purpose.
2. **Safe steps:** tell or show the order of broad paper, card and slow table slide. No lifting, scissors, tape, pins, small pieces or rushing.
3. **Honest test record:** if your teacher approves and you choose to try, make or direct the broad-paper solution, place the large card and slide slowly along the table. Mark **STAYED**, **SLIPPED** or **NOT TRIED** for what truly happened. An adult writes who did the physical action. If it slipped, tell one next change. If you did not try, tell what a later safe test would check.

Do not invent a successful result. A child-directed adult can help, but the teacher records your idea and your actual physical handling separately. This one check is not a complete curriculum judgment.