Use the examples after a child's first idea, not as assessment answers. Each pair changes the user or life domain while retaining that day's Design target. All named situations are fictional; quoted reader actions below are hypothetical next observations, never an actual class result. No purchase, collection, outdoor action or family disclosure is required. The fresh held checks are absent here.
| Day | Worked example one | Worked example two |
|---|---|---|
| 81 | Picture-book editor: A pretend editor has a close drawing of one ring and a wider drawing with a triangle outside that crop. A large outside label “two views inside” would tell the next reader to look for both; whether the reader does so is unknown. | Sports play caller: A pretend caller has a close sketch of one marker and a wide sketch of the whole invented paper court. A folder named “same scene, two views” might prevent a single sketch being treated as complete; no real game is represented. |
| 82 | Toy repair notes: A side fold would open toward a pretend seated maker's hand; a top fold would open away from it. The maker chooses side provisionally because the outer label is easier to propose at that edge; a real user still must try. | Garden drawing club: A top fold offers a possible large title across its top, while a side fold may give a long spine label. A pretend reader chooses top for a wide title; neither drawing proves the cards remain inside. |
| 83 | Travel-poster studio: Plan one side-opening folder with the wide card labelled outside; plan a top-opening folder with two large inside shape keys. Choose the first for a pretend viewer asking for WIDE; record the reason, not a find result. | Music-picture journal: Plan one fold with two large word labels and another with word-plus-raised outline keys. Choose the second for a user who requests tactile orientation; actual comfort/access needs a willing user's response. |
| 84 | Theatre programme: Adult checks blunt broad paper; child proposes fold; adult/child inserts two large invented programme views if approved; a willing reader would be asked to find WIDE. With no local approval, result is NOT TRIED. | Classroom weather drawings: Adult checks that two large invented sky cards are safe; a child gives a plan and a stop if paper edges bother fingers. Reader selection remains unknown without a real willing try. No weather observation is claimed. |
| 85 | Animal-mask sketch after-check: After first response, a pretend maker labels close mask detail and whole drawing separately, chooses a folder opening and asks which card a new reader would find. Neither sketch shows a real animal. | Treasure-map fiction after-check: After first response, an invented close map detail needs its full fictional map beside it. A folder label “close is part” is an honest proposal; no real route or reader result follows. |
| 86 | Library table request: A pretend class asks whether it may return a teacher-provided broad picture to a shelf, with a reason that the table will be clearer. A blank answer means WAITING / NO ANSWER; nobody moves it on the card's authority. | Drama prop request: A pretend group asks to place a teacher-provided paper prop back in its agreed box. The folder carries question and reason first; only an actual responsible adult could later answer, so status stays blank. |
| 87 | Story-card handoff: If school-approved, a child directs an adult to fold clean broad paper and insert two invented story cards; a willing reader is asked for WIDE. Record the actual selected card or non-selection, not a model “success.” | Art-sketch handoff: With no approved material, a child draws the outside label and inside two-card plan. Mark material/reader NOT TRIED. This is still evidence of purpose and safe sequencing, but not making/testing. |
| 88 | Sport-score pictures: If a real reader selected CLOSE when asked for WIDE, moving the large WIDE label could be a useful revision; another approved find is required before calling it better. | Plant-art album: If no reader has tried, a child may propose a bigger source-status label “partial view” and ask a user to locate it later. A drawn label gives no readability result or plant evidence. |
| 89 | Real classroom message book: Only if the school actually shows one, log date, permission, child-seen cover/inside feature and the user it is meant to help. Otherwise say “a person might design one” without claiming familiarity. | Pretend community archive: A fictional archive folder can illustrate a large source label, but it does not satisfy evidence about a real community service. Ask what approved real item and provenance would be needed. |
| 90 | Borrowed-book request after-check: After first work, a fictional class proposes asking a librarian before moving a teacher-provided book. A folder may carry question and blank answer, but cannot authorise the move. | Shared art table after-check: After first work, a fictional group asks an adult about returning a large paper picture. Plan two layouts for question and response; WAITING / NO ANSWER stays until an actual authorised reply. |
Adjustment: Invite a child who wants a deeper challenge to compare how two users find the same labelled card or to specify the next real observation. Offer a child who needs a shorter language load two large labelled shapes to point at for user, feature and unknown. These are switchable access choices, not permanent learner types. A private real school situation enters only with adult approval and proper provenance.