Offer a route that works today and let a child switch. These are not fixed learning styles or diagnosis groups. Each route lets the child choose a scene shift, continuity clue or return and explain an intended viewer idea. A physical enactment is optional; paper, tactile and directed-adult routes can evidence devising, while child performance and actual audience sharing remain separately observed. Keep first response and exact support. A child may pass.
| Day | Safe optional enacted / physical route | Large print, tactile or no-print route | AAC, gaze or child-directed route |
|---|---|---|---|
| 31 | Move A and the same broad square card between two clear floor/table stage mats, adding a LATER tag. | Trace raised DESK/SHELF boundaries; place the same physical token in two frames and identify the changed place. | Choose NOW/LATER and the changed setting on AAC; direct an adult to move only the named broad pieces. |
| 32 | Use a puppet A in two approved table spaces and deliberately keep its square card visible. | Match two large A/card cards by touch/name; replace only the raised desk edge with a shelf edge. | Eye-gaze or select SAME FIGURE / CHANGED PLACE; adult states the child's selected anchor and checks. |
| 33 | Pause a safe tabletop puppet, clear the old setting, then place the second; no blackout or rush. | Order HOLD/CLEAR/PLACE broad textured cards and turn a paper page to signal the boundary. | AAC chooses one boundary method and commands each adult move; child indicates when scene two begins. |
| 34 | Put A/card first at a desk, then at a shelf in two short consenting puppet moments. | Compare one large continuous drawing with two separated raised frames; mark a personal boundary on G. | Select a layout by gaze/word/AAC and dictate a reason about what a viewer can distinguish. |
| 35 | Arrange fresh P/striped-token pieces across two mats before any feedback; optional short enactment after planning. | Use fresh M exact word/tactile source, raised NOW/LATER labels and broad first/second bays. | Direct a neutral adult to place P, token, changed setting and scene boundary; save first unprompted choices. |
| 36 | Move one oversized square mark with A from desk to shelf, leaving a clear gap between scenes. | Trace same raised square in both original E panels and position identical broad physical marks. | AAC or gaze links the two marks; child selects what connection the mark could suggest. |
| 37 | If invited, repeat one comfortable card-raising action in two safe table spaces with no compelled speech. | Move a hinged broad paper arm/card in two textured settings and locate the changed clue. | Direct an adult puppet to repeat the action; choose a possible reading or CANNOT TELL without emotion labels. |
| 38 | Perform a very short approved table version twice, changing only where the mark is placed in scene two. | Keep first and revised large tactile/paper frames side by side; move a broad mark to a new location. | AAC directs exact first/revised placements and says what a viewer might notice; actual sharing remains optional. |
| 39 | Devise in an approved puppet space and choose whether to share with a consenting person. | Make two raised scene frames with new figure/mark, scene boundary and blank real-event fields. | Direct an adult or AAC system to arrange original moments; real-work response only after an authorised encounter. |
| 40 | Arrange fresh R/ring/setting cards, then optionally enact a brief approved version after first response. | Use N exact word/tactile route and two large raised frames, keeping the returning ring distinct. | Gaze/AAC directs a neutral adult to set both scenes and names one intended viewer clue before feedback. |
Home access: Every day can remain at school. A family may spend two minutes with two blank paper frames and a made-up broad mark if interested; no home observation, performance, recording, purchase or caregiver report is required for a child to take part.