All names and settings below are invented. Use an A4 print aid or draw the same labelled shapes. The child may point, sign, use AAC, speak, mark a large card or direct an adult; no cutting, independent reading, colour discrimination, public sharing or personal disclosure is required. Read all rich source text aloud when needed. A fictional voice card is evidence only of what its fictional speaker says. It cannot prove how a real person feels or that a sign actually helped anyone.
Source A · Paper Learning Place map
The original map is a three-row by three-column fictional paper grid. Top row: ENTRY in top-left; blank middle; STORY MAT top-right. Middle row: blank left; MAKER TABLE centre; blank right. Bottom row: REST SEAT bottom-left; blank middle; WATER POINT bottom-right. A dark outline and a word label identify each place; positions, not colour, carry meaning. This is not an actual school plan, evacuation route or drinking-water direction. Teacher may enlarge and make raised labelled cells. The map stays fixed while the child points or places one broad marker.
Source B · Two different fictional views of the same paper place
The two voice cards have these exact authored lines:
- Pip, fictional: “The REST SEAT is special to me in this paper place because I can sit and look at a book quietly.”
- Ren, fictional: “The MAKER TABLE is special to me in this paper place because I can try a new paper design there.”
These are different perspectives, not facts about a real classmate, a child's home, disability or need. A child can quote one card without saying what is special to them. Never infer that every person values the same place.
Source C · Safe care picture and description
The care card shows a paper direction sign lying across a drawn walkway beside the STORY MAT. Its source lines say: “A paper direction sign lies across a drawn walkway. An adult checks the walkway and puts the sign back where it is visible beside STORY MAT.” This is a fictional action card, not an observed event. Children may propose tell an adult and keep the route clear; no child is asked to handle a real hazard or move real equipment. From this source one may conclude the adult's action aimed to keep a path clear and the sign readable; one may not claim a real person was safer.
Source D · Original signs and a visitor line
The sign bank contains four invented picture-plus-word signs: BOOK-outline + STORY MAT, broad square/line + MAKER TABLE, chair-outline + REST SEAT, cup-outline + WATER POINT. The shapes are local to this pack, not copied public-safety symbols or actual accessibility signage. The fictional visitor line reads: “I am looking for the STORY MAT on this paper map.” A sign may be intended to help the visitor find a place; a paper test cannot establish actual comprehension or safety.
Source E · Three-picture sign-making timeline
The original timeline has three ordered source frames: 1 blank paper board, 2 BOOK outline and STORY MAT words added, 3 paper sign placed beside STORY MAT. It shows what a fictional maker did before, next, after. No real elapsed time or actual visitor response is recorded. Rearranging the cards is a source-order exercise; it is not a history of a real community sign.
Exact daily source use
| Day | Source/question and fixed evidence boundary | Aids |
|---|---|---|
| 1 | A. Teacher-given question: “Where is STORY MAT on this paper map?” Child asks one follow-up question about a familiar map feature. | map, question/source mat |
| 2 | A. Locate WATER POINT bottom-right and MAKER TABLE centre from map labels/positions. Record two locations on a broad pictorial model; no real route directions. | map, record mat |
| 3 | A+B. Compare Pip's REST SEAT reason with Ren's MAKER TABLE reason. A special-place reason belongs to its named fictional speaker only. | map, views |
| 4 | A+C. Use the care source to identify a place feature and propose telling an adult; separate pictured/story action from possible consequence. | care card, source/conclusion mat |
| 5 | Fresh Check A only: new fictional room map, two new views and a care card. No routine rehearsal of its labels/layout. | Check A sheet |
| 6 | A+D. Teacher-given visitor question “Which sign points to STORY MAT?” Match one sign to its labelled place; say whom the sign is intended to help. | sign bank, map |
| 7 | E. Put the three source pictures in before/next/after order and locate the finished sign on A. The source shows a fictional sequence, not actual success. | timeline, record mat |
| 8 | A+B+D. Compare what Pip/Ren actually say with what a sign designer might infer. Ask “Whose source says that?” before drawing a narrow conclusion. | views, sign bank |
| 9 | A+D. Design one original picture+word/tactile sign for MAKER TABLE on the fixed map; explain intended audience and paper-model limitation. | blank sign mat, map |
| 10 | Fresh Check B only: new fictional pavilion map, visitor line and sign-making picture sequence. No routine rehearsal of its layout/icons. | Check B sheet |
Five-minute setup: read the exact source aloud, place one A4 map/card or its full text/tactile route on a clear surface, choose neutral access, and cover later checks. Keep one adult-given question visible. A child can always choose a fictional source rather than a real home/school example. If a source piece is missing, reset it rather than score a child's response to altered evidence. Keep any real child work private under school policy.