The worked swaps in practice span reading, transport, sport, kitchens, games, art, gardening and shared places. Their arrow shows action or response; the teacher still asks for a dramatic clue. Every context is invented. Interests are invitations, not identities assigned to a child.
| Day | Interest bridge | Possible home or care bridge (optional) |
|---|---|---|
| 21 | Let a child choose a favourite invented display, game, transport, art or reading context; the dramatic aim/action link stays. | Ask a child to invent a paper sign for a favourite game; adult notices one action that makes the sign visible. |
| 22 | Invite interest in gardens, maps, pets, game clubs or kitchens with an invented obstacle; mark the scene as fiction. | At home, two large paper rectangles can stand for a display and a difficulty; no cutting or photographs. |
| 23 | Allow real interests to select a fictional role pair; do not assign children to stereotyped cultural or gender roles. | An adult and child may take turns with two toy-free finger symbols; either can pass or use gesture. |
| 24 | Offer interest in sport, festivals, trains, games, books or food; no real cultural event is portrayed without authority. | Ask: “What else could a character do?” about an invented card scene; accept one answer. |
| 25 | Interest choices come after the first response so the independent check stays fresh and comparable. | No home task on check day; a child may choose a favourite story setting afterward. |
| 26 | Let the child choose a fictional context they know; represent viewpoints as possibilities, never facts about real people. | With a caregiver, describe one visible move in a fictional drawing and two possible meanings. |
| 27 | Use neutral examples from clubs, games and shared spaces; real local governance requires verified source and permission. | Use two paper circles for roles and let each offer a placement idea; no personal conflict story needed. |
| 28 | Use interests in games, maps, stories or sport. Do not interpret a child’s body language as a cultural universal. | Point to an empty spot as a reply in a paper scene, then choose a next action. |
| 29 | Child picks any safe invented topic; do not replace authorised real art with our fictional scene when judging FE01. | Invite a child to retell their invented three moments to a willing adult; record this only if it occurs. |
| 30 | New learner-selected contexts follow first response, so the check remains independent. | No home task on check day; families can enjoy a separate pretend story if they wish. |