Use A4/reused broad paper or read the full source text and tactile routes. No purchase, account, photo, recording, personal map or family item is needed. Keep student work private under school policy. These sources are invented, including all names, place names, opinions, maps and timelines. They do not stand for a real family, community, local Country/Place or a normalised cultural practice.
| Source | Exact fictional facts | What remains unknown |
|---|---|---|
| A · Paper Harbor people | Fio and Kit are siblings. Ren is their aunt. Vale helps at the Paper Harbor Room as a volunteer. Ren was born in Cloud Town and raised in Pebble Town. | The source does not say Vale is family, where Fio or Kit were born/raised, who else is in their family, or anything about a real child. All places are invented. |
| B · Relationship and unknown mat | Blank boxes FAMILY RELATIONSHIP / ROOM ROLE / SOURCE SAYS / SOURCE DOES NOT SAY. | Teacher records only what the fictional card states, not guesses from names or appearance. |
| C · Fictional two-frame timeline | Ren: BORN · CLOUD TOWN → RAISED · PEBBLE TOWN. Two place names are deliberately different; no reason for moving is supplied. | This is a simple source sequence, not anyone's lived family history. |
| D · Attributed views | Fictional Fio says, “I like the big paper table for drawing.” Fictional Vale says, “I like the labelled shelf because I can find blank cards.” | These are different preferences, not proof every visitor feels the same or that a feature is safe/accessibly designed. |
| E · Earlier/later Paper Lane | EARLIER: ENTRY at bottom, PAPER TRACK at centre, CATCH BOX at right. LATER: ENTRY stays at bottom, PAPER TRACK moves to left, CATCH BOX stays at right; centre is open in the drawing. | No actual movement, physical safety, accessibility or science result was observed. “Earlier/later” is invented source order. |
| F · Lane opinions and evidence mat | Fictional Fio says, “I prefer the open centre for looking at labels.” Fictional Vale says, “I would rather have the paper track near the entry.” Fields ask source detail, view, conclusion and unknown. | Preference does not prove a design works for all people. No actual visitor or care action is recorded. |
Held public check A (Day 15): new people source says Vivi and Otis are cousins. Kio is Otis's carer. Kio was born in Reed Town and raised in Lantern Town. Sana helps at a pretend book desk; the card does not identify Sana as family. The source does not say where Vivi/Otis were born. It asks for relation, two-frame timeline, an answerable missing-detail question and a source-bound conclusion. None is about the child's own family.
Held public check B (Day 20): new earlier/later map shows invented Paper Nook: earlier ENTRY bottom, BOX centre, BOOK SPACE right; later ENTRY bottom, BOX left, BOOK SPACE right, centre open. Fictional Mika says, “I like the open centre”; fictional Lio says, “I liked the box in the centre.” The child locates change/stay, attributes opposing views and draws only a source-supported conclusion. No real person used the place. Check names/facts stay out of routine practice before first responses.
Authentic insertion: local protocol is a practical gate, not a blank endorsement. The school selects an actual familiar place and, if appropriate, a genuinely permissioned family/community source. First Nations Country/Place content requires locally appropriate cultural authority, permissions, source verification and review. No fictional mark or child surname can fill that requirement. Family/carer options are private and optional. If a child or family declines, teach all fictional inquiry activities as planned and mark personal/local descriptors not observed rather than penalising the child.