# Two fresh public formative HASS checks · learner copy

Your teacher can read the sources or give the [full text and tactile-equivalent directions](print/TEXT-ALTERNATIVES.md). You may point, speak, sign, use AAC, draw or tell an adult what to mark. The adult records your words and any help. These are **public practice checks, not secure exams**. You do not need to tell anyone a real family, address, home, event, special place or Country/Place. Your teacher collects first responses before discussing them.

## Check A · Day 25 · Window Board

Use the [large A4 Window Board card](print/check-a-window-board.pdf) or its full text. Everything below is invented.

**Source 1, drawing:** WIDE TABLE is at the **left** and LABELLED BASKET is at the **right** of a pretend Window Board.

**Source 2, written notice:** “Put large drawing cards in the basket after use.”

**Source 3, Tavi's view:** “I use the wide table to sort cards.” Tavi is a fictional speaker.

1. Tell or mark the location of the wide table and labelled basket. Which source gives those positions?
2. Tell what the notice asks. Does it show that anyone actually put a card away? Give a reason.
3. Tell which feature Tavi names, and make clear whose words those are.
4. Ask one answerable question about these sources and one question they cannot answer. Finish “The sources show or say ___; they do not establish ___.”

No actual use of a table or basket was observed for this card.

## Check B · Day 30 · Colour Panel decision

Use the [large A4 Colour Panel card](print/check-b-colour-panel.pdf) or its full text. Everything below is invented.

**Source 1, drawing:** one YELLOW CIRCLE and **one BROAD POCKET** appear on a pretend Colour Panel.

**Source 2, written notice:** “Place large labels in the pocket after looking.”

**Source 3, Uma's view:** “I like the yellow circle to find the board.”

**Source 4, Ivo's view:** “I would like a second pocket.” The drawing shows only **one** pocket.

1. Name or mark one drawn feature, the instruction, and the speaker of each view. Keep these kinds of source separate.
2. Choose a careful paper-place message: **A** “Someone could consider placing large labels in the pocket after looking”; **B** “A second pocket was added and helped everyone.” Tell which source supports your choice and what it actually says.
3. Tell what Ivo wants and whether Source 1 shows it happened. Explain your answer.
4. Ask one question a school would need an approved real source or observation to answer before making a claim about a real place. Complete “The sources support ___; they do not prove ___.”

No real panel was changed, no one was tested, and no real safety or access outcome is reported.