# Exact print content and tactile routes · eleven original A4 aids

All eleven linked files have matching one-page A4 SVG and PDF versions. Their word labels, outlines and positions carry the information; pale fills only separate regions. The PDFs contain selectable text but are **untagged PDFs**. Use this linear version with a screen reader, or read the source aloud while the child directs a broad marker or a trusted adult. For a tactile copy, use large raised cell borders or a reusable 2×2/2×3/3×3 tray, with **the same spoken word label** on each occupied cell. Do not infer braille literacy, motor ability or colour recognition. No child must cut small pieces, navigate an actual room, or reveal a personal location. The teacher checks that a changed format preserves the source positions and speaker labels before judging a response.

| A4 aid | Exact linear content and layout | Tactile/low-vision route |
| --- | --- | --- |
| [Paper Learning Place map](paper-learning-place-map.pdf) ([SVG](paper-learning-place-map.svg)) | Invented 3×3 paper grid. Row 1: ENTRY, blank, STORY MAT. Row 2: blank, MAKER TABLE, blank. Row 3: REST SEAT, blank, WATER POINT. Door, open-book, table, seat and cup outlines accompany the word labels. No actual school or route is shown. | Use a 3×3 broad-cell tray with top edge fixed. Read row and column before placing a large labelled tile. Child can point, touch, signal or direct placement. |
| [Fictional views and care](fictional-views-and-care-cards.pdf) ([SVG](fictional-views-and-care-cards.svg)) | 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.” Care source, fictional: “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.” A rectangle labelled SIGN crosses a thick drawn walkway. | Offer three separate large source cards labelled PIP, REN, CARE. Read each exact line while the child selects a source. Keep the care card distinct from the two perspective cards. |
| [Ask/map/source mat](ask-map-source-mat.pdf) ([SVG](ask-map-source-mat.svg)) | Three broad blank regions in top-to-bottom order: SOURCE MAP / CARD, “What exact map or card was shown?”; MY QUESTION, “Where / what / who according to this source?”; MY SOURCE TRACE, “Which label, picture or cell helps answer?” | Three large raised-bordered spaces; adult reads headings and writes or moves only as the child directs. Leave an unanswered question visible rather than supply an answer. |
| [Picture record mat](picture-record-mat.pdf) ([SVG](picture-record-mat.svg)) | Top: blank 3×3 pictorial map record. Bottom: three blank timeline boxes labelled BEFORE, NEXT, AFTER. Instruction: copy only what the source shows; check it again. | Broad raised 3×3 tray plus three broad ordered boxes. Fix orientation; do not count colour as a location cue. |
| [Source/conclusion mat](source-and-conclusion-mat.pdf) ([SVG](source-and-conclusion-mat.svg)) | Three blank top-to-bottom frames: SOURCE SAYS / PICTURE SHOWS; I CONCLUDE / I SUGGEST; STILL UNKNOWN. Prompts require an exact card/picture/speaker, a small claim and a stated gap. Footer: a paper sign's real effect stays unknown until tested. | Three large tactile frames read one at a time; child chooses which spoken statement belongs in each. Record any adult content cue separately. |
| [Original sign bank](original-sign-bank.pdf) ([SVG](original-sign-bank.svg)) | Two by two: top-left open-book outline + STORY MAT; top-right table outline + MAKER TABLE; bottom-left seat outline + REST SEAT; bottom-right cup outline + WATER POINT. Fictional visitor: “I am looking for the STORY MAT on this paper map.” Actual sign effect is unknown. These are not official safety symbols. | Four broad labelled cards with distinct raised outlines and word labels read aloud; child matches a sign to the **paper** map. No real navigation or accessibility result is implied. |
| [Sign-making timeline](sign-making-timeline.pdf) ([SVG](sign-making-timeline.svg)) | Three left-to-right pictures: 1 BLANK BOARD; 2 BOOK + WORDS, showing an open-book outline and STORY MAT label; 3 SIGN PLACED, with STORY MAT sign beside the mat. Elapsed time and actual visitor response are not shown. | Three broad textured/raised frames; read frame numbers and details, then invite child-directed before/next/after placement. |
| [Make-a-sign mat](make-a-sign-mat.pdf) ([SVG](make-a-sign-mat.svg)) | Large blank region MY LARGE DISTINCT PICTURE / RAISED OUTLINE; blank PLACE WORD LABEL; blank Intended paper visitor; blank Question this source could answer. Reminder: paper match checked; real user effect unknown. | Child dictates a large outline and word label or directs an adult scribe. A plain shape/word can replace drawing; check only the child-controlled match and reason. |
| [Check A fresh place](check-a-fresh-place.pdf) ([SVG](check-a-fresh-place.svg)) | New **Paper Kite Room**, fictional 2×3 grid: row 1 ENTRY, CARD RACK, NEST SEAT; row 2 MODEL TABLE, blank, WINDOW PAD. Lumi, fictional: “NEST SEAT matters: I can look at picture cards quietly.” Oko, fictional: “MODEL TABLE matters: I can build paper shapes.” Care card, fictional: “A paper name label slipped away from CARD RACK. An adult put it back there so it could be read.” | Use a fresh 2×3 broad-cell tray and three separate large source cards. Read all print before response; preserve top-middle CARD RACK. This is public formative material, not a secure exam. |
| [Check B fresh signs](check-b-fresh-signs.pdf) ([SVG](check-b-fresh-signs.svg)) | New **Paper Workshop Pavilion**, fictional 2×2 grid: row 1 ENTRY, DRAW WALL; row 2 CARD DESK, REST COVE. Visitor, fictional: “I am looking for CARD DESK to get a blank paper card.” Three mixed source frames left-to-right: SIGN PLACED beside CARD DESK; BLANK sign; card icon and CARD DESK words added. The pictures do not show a visitor reading it. | Use a fresh 2×2 broad-cell tray and three large ordered frames. Preserve bottom-left CARD DESK. Child can order by directing an adult. Record only source use and intended purpose; actual effect remains unknown. |

**Print/read boundary:** SVG page titles/descriptions are metadata, not a substitute for these full linear sources. A tactile copy is a teacher-made equivalent, not a certified accessibility outcome. Recheck the chosen source after any enlargement, transcription or adaptation; keep authentic child work private.

## Optional place play card · complete exact alternative

[PDF](place-play-card.pdf) · [SVG](place-play-card.svg). A blank aid for P or approved R; it contains no actual place/account/permission fact.

**Page title/description:** Place play card. One real or made-up place. One small job.

**All visible words, in reading order:** Choose one small job. PLACE CUE. Point, draw or direct. FIND. TELL. CARE. ONE THING TO TELL. Use one space. You can leave it blank. SubjectNest original Foundation HASS aid · CC BY 4.0.

**Exact layout/pictures:** top broad blue blank PLACE CUE region contains an empty white cue rectangle. Three equal boxes left-to-right FIND / TELL / CARE below: a rightward arrow, plain outlined speech box with tail, and a generic empty return box with a downward return cue. These are original ordinary play markers, not cultural art, actual directions, an approved local care procedure or safety/access symbols. Lower broad blank region has two writing/marking lines. A child chooses one job/space; it is not a worksheet to complete every box. No actual family/place/child data is pre-filled.

**No-print/oral/no-touch:** offer a large piece/object or read the three choices exactly; child chooses a feature cue/job, tells/signs/AAC or directs adult movement from the actual authorised or P source. Keep the source attribution beside the cue through adult reading. A broad raised border or large tabletop regions may represent the same spaces if locally useful; touch, tracing, colour, fine cutting, folding and handwriting are not requirements. An actual source's view/positions/account stay exact in the chosen equivalent. Use care explanation without an act if preferred; any actual act follows local procedure. Keep private/leave blank/pass freely. Physical/tactile/AAC usability is not certified or piloted.