These are the complete pedagogic words and spatial relationships needed to use each original one-page A4 SVG/PDF. PDFs contain selectable vector text but are untagged; this linear text, a read-aloud, large hand-drawn fields and adult-directed pointing/placement supply alternative routes. A child does not need to cut small pieces, handle an unknown object or use a screen. All place cards are fictional. “Left/right” is relative to an upright printed page or a teacher-laid broad mat, never a real route.
1. Paper Courtyard drawing · PDF
Title: “Paper Courtyard drawing.” Subtitle: “Source A: one invented place with three labelled features.” It says “SOURCE A · FICTIONAL DRAWING.” A broad outer rectangle labelled Paper Courtyard Archive has three vertical regions. LOW SHELF is on the left beside three horizontal shelf lines; BLUE MAT is in the centre above a blue rectangle; SHADE SQUARE is on the right inside a square drawn above a box labelled SEAT. The lower words are “Left,” “Centre,” “Right.” A bottom box says, “Drawing only: no real visit or living thing observed.” Tactile route: trace one broad outer page rectangle and three equally large regions left/centre/right. Place or say each label; put SHADE above SEAT in the right region. Do not infer temperature, accessibility or use.
2. Caretaker notice · PDF
Title: “Caretaker notice.” Subtitle: “Source B: Bea's invented instruction; no outcome is reported.” It says “SOURCE B · FICTIONAL WRITTEN NOTICE.” Main text: “BEA, pretend caretaker, writes: ‘Return large picture cards to the LOW SHELF after use.’” Bottom box: “This states a proposed fictional rule. It does not show anyone followed it. No date or actual school is supplied.” Tactile route: one large NOTICE region and one separate NOT-A-RESULT region. Read the line verbatim, then leave actual compliance blank.
3. Two Paper Courtyard views · PDF
Title: “Two Paper Courtyard views.” Subtitle: “Sources C and D: Ari and Ren speak only for themselves.” It says “SOURCES C AND D · TWO IMAGINED VIEWS.” Upper region: ARI says: “I like the shade square for looking at cards.” Lower region: REN says: “I like the blue mat for laying out cards.” Last region: “Only Ari's and Ren's invented views are given. No real visitor or survey was involved.” Tactile route: two broad stacked speaker panels; locate Ari above Ren. Do not convert a speaker's preference into “everyone.”
4. Feature and source sort · PDF
Title: “Feature and source sort.” Subtitle: “Large blank source categories; no cutting needed.” Intro: “Use a source word or point; leave guesses in UNKNOWN.” Four broad stacked fields, each with one large writing line: DRAWN FEATURE — “What is in Source A?”; WRITTEN INSTRUCTION — “What does Source B ask?”; SPEAKER'S VIEW — “Who says what in C or D?”; UNKNOWN / NEED TO CHECK — “What do these sources not prove?” Tactile route: use four large textured paper zones or four spoken headings. Let an adult place whole sheets on the named fields only on child direction; avoid loose small pieces.
5. Question to source trail · PDF
Title: “Question to source trail.” Subtitle: “Four large fields for source-aware inquiry.” Intro: “Ask, point to the source, then answer only what it says.” Four broad stacked blank fields: MY QUESTION — “What do I want to find out?”; SOURCE LETTER / WORDS — “A drawing, B notice, C Ari or D Ren?”; SOURCE-BOUND ANSWER — “The source says or shows ...”; STILL UNKNOWN — “What would need a new source?” Tactile route: trace or make four large horizontal strips from top to bottom and dictate one response per strip.
6. Care idea evidence mat · PDF
Title: “Care idea evidence mat.” Subtitle: “A source detail, proposal, view and missing test.” Intro: “A care idea is a proposal, not a result.” Four broad stacked blank fields: FEATURE / SOURCE — “What detail and source are you using?”; GENTLE CARE IDEA — “What could someone consider doing?”; WHOSE VIEW? — “Whose words are these, if any?”; REAL CHECK STILL NEEDED — “What would a school need to observe?” Tactile route: move a hand down four broad fields or hear the four headings in order. Leave actual effects unknown until observed under school approval.
7. Check A: Window Board · PDF
Title: “Check A: Window Board.” Subtitle: “Three new invented sources; no real visit or result.” It says “FRESH CHECK A · FICTIONAL WINDOW BOARD.” Source 1 DRAWING has WIDE TABLE LEFT and LABELLED BASKET RIGHT in two side-by-side wide boxes. Source 2 NOTICE reads “Put large drawing cards in the basket after use.” Source 3 says TAVI says: “I use the wide table to sort cards.” Tactile route: place a broad table region to the left of a broad basket region; read the notice and Tavi statement as two separate source strips. Do not add a real action result. The learner questions are separate.
8. Check B: Colour Panel · PDF
Title: “Check B: Colour Panel.” Subtitle: “Four new invented sources; a wish is not an observed change.” It says “FRESH CHECK B · FICTIONAL COLOUR PANEL.” Source 1 DRAWING shows an actual yellow circular mark labelled YELLOW CIRCLE in the left box and one wide open-top pocket outline labelled ONE BROAD POCKET in the right box. Source 2 NOTICE reads “Place large labels in the pocket after looking.” Source 3 UMA says: “I like the yellow circle to find the board.” Source 4 IVO says: “I would like a second pocket.” Last line: “No second pocket or effect is shown.” Tactile route: use a broad circle mark and one broad open-top pocket zone. Read notice, Uma and Ivo as separate strips; leave the requested second pocket absent. The learner questions are separate.
All SVG/PDF pages state “SubjectNest original Foundation HASS W5–6 · CC BY 4.0” in the footer. The DejaVu typeface has a separate licence. No font binary is included.