# Exact fictional sources and five-minute preparation

Every source uses **invented data**. Nothing requires a child's name, photograph, voice, address, family detail, account or online activity. Read source words aloud and offer broad physical cards, drawings, AAC, signing or child-directed adult moves. The paper and [offline interactive](interactive/data-switch.html) teach the same **representation task**; only actual approved device use can supply evidence about a digital system.

## Source A · Fictional Shelf Set

The [source sheet](print/fictional-shelf-source.pdf) says: “On this pretend shelf list: BOOK, BOOK, CUP.” There are **two BOOK entries and one CUP entry**, three entries in all. The items are paper fiction, not a survey of a real room. For the **object** representation, use three large physical tokens or safe classroom objects as stand-ins, with two placed under BOOK and one under CUP. For the **picture** representation, use two original open-book outlines and one cup outline. For the **symbol** representation, use **B B C** in the same order. The [three-way mat](print/object-picture-symbol-mat.pdf) has broad labelled regions; order and category stay consistent as the representation changes. No colour distinguishes a category.

## Source B · A real system has parts and a purpose

The [original hardware/software card](print/hardware-software-purpose.pdf) shows a **keyboard**, a **screen** and an **offline representation app** as a simple *fictional drawing of a device setup*. A keyboard/screen are hardware examples; the locally run application is software. The purpose in this task is to **switch the invented Shelf Set between picture and symbol views**. A printed card can support discussion but is **not evidence that a child used a device**. On a locally approved actual device, the teacher may point to real input/display parts and open the contained [offline switcher](interactive/data-switch.html); child control, naming/pointing and purpose are observed. No account, wireless connection or upload is needed by the pack; school device controls decide what is permitted.

## Source C · Personal data without a real value

The [category cards](print/personal-data-choice-cards.pdf) show only placeholders: **MY NAME (not written here)**, **MY FACE PHOTO (not shown)**, **MY VOICE RECORDING (not made)**, and a non-personal **PLAIN SQUARE ICON**. Ask privately, “If this were your own name/photo/voice, could it be personal data that belongs to you?” A child may identify the category without giving the value. This is an introduction to the curriculum's wording, **not a legal ownership or consent rule**. Never ask a child to type, record, photograph or announce actual personal data for this lesson. Handle real concerns under school policy.

## Source D · Original picture and symbol signs

The [sign bank](print/original-picture-symbol-bank.pdf) pairs **BOOK** with a book outline and letter **B**, **CUP** with a cup outline and **C**, and **MAT** with a broad rectangle and **M**. These are **invented classroom examples**, not official public signs or a decoding test. A picture or symbol can stand for one category, but the intended meaning must be taught and checked with a person. No sign-use result is invented.

## Source E · Evidence split

The [source/representation/system mat](print/source-representation-system-mat.pdf) has three blank fields: exact source data; the child's objects/pictures/symbols; and actual digital system explored **or NOT OBSERVED**. Use it to avoid scoring a paper task as device use. A teacher can also record an access route and a content cue separately.

## Daily source map

| Day | Main source and new action | Evidence boundary |
| ---: | --- | --- |
| 1 | A: make physical object stand-ins, pictures and symbols for BOOK, BOOK, CUP. | Paper representation only. |
| 2 | A: compare unchanged two/one category count across representations. | No real survey or digital use inferred. |
| 3 | A+B: identify hardware/software/purpose; optional actual approved offline switcher. | K01 exploration conditional on actual device use. |
| 4 | A+C: represent neutral data, identify an own-data **category** without a value. | P01 partial; no actual personal data collected. |
| 5 | **Fresh Check A** new pretend costume rack and category card, [source sheet](print/check-a-fresh-rack.pdf). | Keep labels, counts and answer unrehearsed. |
| 6 | D: make and test an original category picture/symbol sign on paper. | Sign intent, not actual public recognition. |
| 7 | A+B: repeat representation switch on paper or approved actual offline system; name the purpose. | K01 only if real system explored. |
| 8 | C: distinguish own-data categories from a plain public icon in a private response. | No legal/privacy guarantee inferred. |
| 9 | C+D+E: make a data display without inserting a child's personal value. | Record decisions, not a real privacy outcome. |
| 10 | **Fresh Check B** new pretend festival prop set and privacy placeholder, [source sheet](print/check-b-fresh-props.pdf). | Public check; actual K01 not tested from paper. |

**Five-minute setup:** print one source/mat or use the [full text/tactile alternatives](print/TEXT-ALTERNATIVES.md); prepare three broad tokens if object representation is chosen; cover check sheets until their day. Device path is optional and only after school approval, accessible input/display check and supervision. Keep a no-device route visible. Never upload or save a real child's response in the demo. Record child-controlled representation, source trace, access/cue, and actual device exploration **separately**.