# Evidence-guide service: exact practice record, safe kit and source boundary

**Adult-controlled gate:** This Design lesson does **not** build, release or test a moving object. Any actual Week 19 motion investigation is run by the separate integrated/Science teacher under the school's own risk assessment. For this pack an adult may approve a clear dry table, large clean blunt paper, thick marker and three broad cue areas. The adult prepares materials and controls cutting if ever needed; this pack needs no cutting, small pieces, pins, blades, glue, electronics, water, pressure/load or outdoor activity. A child may mark or move approved broad paper only if willing and supervised, or direct an adult. Spoken, signed, AAC, tactile-description and plan-only routes complete the design goal. The A4 pages are diagrams, not full-size making templates.

| Original source | Exact invented facts | Boundary |
| --- | --- | --- |
| [Fictional four-try record](print/fictional-trial-record.pdf) | **PAPER P TRY 1 — STOP MARK 2**; **PAPER Q TRY 1 — INTERRUPTED**; **PAPER P TRY 2 — STOP MARK 3**; **PAPER Q TRY 2 — STOP MARK 2**. Marks 2 and 3 are ordered names, not centimetres. | None is a real motion result. Q Try 1 has **NO STOP MARK**. Do not average, compare as a completed try or infer a general material rule. |
| [Two service routes](print/service-ideas.pdf) | **ALL AT ONCE** presents question, source and message together; **ASK · CHECK · TELL** offers them in a sequence. Both are untested design ideas for a willing listener. | Neither route is automatically more accessible or more accurate; an actual user's exact response is required. |
| [Three blank cue areas](print/cue-card-maker.pdf) | Large **ASK**, **CHECK SOURCE / STATUS**, **TELL ONLY WHAT IT SHOWS** headings and blank child-response space. | These are prompt surfaces, not a prewritten conclusion or a successful user result. |
| [Safe steps](print/safe-service-steps.pdf) | **1 ADULT CHECKS**, **2 CHILD PLANS CUES**, **3 MAKE OR DIRECT**, **4 ASK USER / RECORD**. | Adult approves materials, any actual source and listener; no actual test device is handled in this pack. |
| [Design and reader record](print/reader-record.pdf) | Blank user/question, two service ideas/choice, cue maker/actual user action and revision/unknown fields. | Child design, adult handling and exact reader response are separate. |
| [Authentic sample slot](print/authentic-sample-slot.pdf) | Blank sample source/date/consent, child-selected evidence, redaction/access route, audience response and limits. | Do not fill from invented work or expose names, family details, disability notes or location. Real school samples need local consent/storage rules. |

**Practice logic:** Ask the new listener, “Which paper/try can I report, and what happened?” From the fictional source a reader can report P Try 1, P Try 2 and Q Try 2 as labelled fictional completed records. Q Try 1 was interrupted: no stop mark is available. A careful statement could say, “In this pretend record, P Try 2 has mark 3 and Q Try 2 has mark 2.” It cannot claim P always goes farther, because there are few uneven fictional tries and no real experiment here. When a child uses the cue service, record their actual question, the source/status they direct the reader to inspect, and the reader's exact words/action. Do not prefill a “successful” outcome.

**Optional approved making and ordinary reader try:** Adult supplies large clean paper; the child, if approved/willing, marks or places three broad ASK/CHECK/TELL cues, or directs an adult. A new willing listener is offered the fictional record, asked to use the cues and tell which attempt was interrupted. Record actual selection, any prompt, access route and whether the cue was physically handled by child or adult. No test device, trial release, stress, score, diagnosis or personal portfolio is involved. With no approval or reader, write **NOT TRIED** for physical making/reader trial and keep the design plan.

**Held checks:** [Check A](print/check-a-label-reader.pdf) has a new fictional label-reading rehearsal with a completed and interrupted attempt. [Check B](print/check-b-pattern-samples.pdf) has fresh fictional sample dates and a missing date. Do not rehearse their exact facts before first responses.

**Private educator note:** record intended listener, two ideas, choice/reason, source truthfulness, safe material handler, exact reader response or NOT TRIED, revision, access and prompts. Treat real portfolio work and child identity under school policy; the public source cards stay fictional.