Every bundled source is fictional. SVGs carry title/description; the derived PDFs have selectable text but are untagged. These complete words and broad-region directions avoid reliance on colour, hearing, a screen, tiny cut pieces or visual pattern recognition. An adult can read exact statements, draw large shapes, use locally appropriate raised outlines and accept pointing, signing/AAC or child-directed adult placement. The person icons have no assigned appearance, culture, gender or disability. The class did not meet these people or visit these places.
1. Page Nook album card · PDF
Title “Page Nook album card”; subtitle “A fictional family relationship and place source.” Top says SOURCE A · MADE-UP FAMILY ALBUM. “JULES and EMI are COUSINS. PAT is their AUNT.” Three stacked broad person panels have anonymous head/shoulder outlines and exact words. PAT · AUNT: “Born in DARWIN”; “Grew up in ADELAIDE.” JULES · COUSIN: “Born in CAIRNS”; “Growing up in an UNNAMED TOWN.” EMI · COUSIN: “Born: NOT STATED”; “Growing up: NOT STATED.” Tactile route: three full-width person strips from top to bottom; adult reads relation and separately names each person's birth and growing-place field. An icon does not establish any real identity or kinship structure beyond the invented text.
2. Jules's story note · PDF
Title “Jules's story note”; subtitle “One fictional person's first-person account.” SOURCE B · JULES'S OWN FICTIONAL NOTE. JULES writes: “I like our made-up Page Nook. Pat showed us how to fold a paper book. Emi chose the cover. I was born in Cairns. We tell stories together there.” Bottom: “Jules speaks for Jules; Emi's feelings are not given. This is invented, not a child's private family source.” Tactile route: one large JULES VOICE panel and a distinct EMI'S OWN VIEW UNKNOWN panel. Do not attribute the first-person liking to Emi.
3. Person and source mat · PDF
Title “Person and source mat”; subtitle “Four broad relation/place/unknown fields.” Intro: “Use exact words. Leave missing facts open.” Four stacked writing fields: PERSON / RELATIONSHIP, “Who is named, and how are they related?”; BORN IN, “Which person's birthplace does A state?”; GREW UP / GROWING UP IN, “Which different place does A state?”; NOT STATED / NEXT QUESTION, “Whose detail or view needs another source?” Tactile route: four large full-width strips; direct an adult to mark only facts supplied by a named source.
4. Page Nook place sketch · PDF
Title “Page Nook place sketch”; subtitle “A shelf, oval rug and low table as actual shapes.” SOURCE C · MADE-UP PAGE NOOK DRAWING. In three adjacent broad zones: BOOK SHELF · LEFT, an upright rectangle with two horizontal shelf ledges; OVAL RUG · CENTRE, an actual oval outline; LOW TABLE · RIGHT, a horizontal tabletop with two legs. Bottom: “These shapes are a fictional place drawing. They do not show where a real child belongs.” Tactile route: three adjacent large areas left/centre/right with shelf lines, oval and table top/legs; adult states this is a paper model, not a real-place map.
5. Two Page Nook views · PDF
Title “Two Page Nook views”; subtitle “Jules and Emi value different place features.” SOURCES D AND E · INDIVIDUAL VIEWS. Upper panel JULES says: “This nook is special to me because I hear stories on the oval rug.” Lower panel EMI says: “I would rather look at a large picture book at the low table.” Bottom: “Neither person speaks for every visitor.” Tactile route: two stacked named view panels, D above E. Jules's specialness reason is Jules's; Emi's “would rather” is a preference, not a result.
6. Place source and care mat · PDF
Title “Place source and care mat”; subtitle “Four broad source/view/proposal/result fields.” Intro: “A feature, a view, a possible care idea, an unknown.” Four stacked blank writing fields: DRAWN FEATURE · C, “What shape and position does C show?”; WHOSE VIEW · D OR E, “Whose exact words give a reason or wish?”; POSSIBLE CARE QUESTION, “What could a school ask or consider?”; REAL RESULT NOT SHOWN, “What would need an approved real check?” Tactile route: four broad horizontal strips in that order. Do not place a suggestion into the real-result field.
7. Check A: Harbor album · PDF
Title “Check A: Harbor album”; subtitle “New fictional relation and place sources.” Source 1 made-up album page states: NORA and VEE are cousins. BO is their grandfather. Bo was BORN in Hobart. Bo GREW UP in Broome. Nora was BORN in Townsville. Two anonymous head/shoulder icons are labelled NORA and VEE. Source 2 NORA'S OWN NOTE: “I liked our paper-map day. Bo folded the corner.” Bottom: “Sources 1 and 2 make this fictional packet.” Tactile route: one broad album region with separate relation/born/grew-up words, then one broad Nora-voice region. Read the learner questions without key hints. The absence of a Vee birth/upbringing statement must be interpreted from the full packet, not replaced with a guess.
8. Check B: Pillar Nook · PDF
Title “Check B: Pillar Nook”; subtitle “A place drawing, two views and a possible idea.” Source 1 paper place drawing has three broad adjacent regions: BENCH · LEFT, tabletop and two legs; RUG · CENTRE, an actual circle; BOOK STAND · RIGHT, an upright rectangle. Source 2 AVA says: “This place is special to me; I hear stories on the rug.” Source 3 LOU says: “I would rather see a book on the stand.” Source 4 MAKER'S IDEA: “We could ask where to place a large book.” Tactile route: three large shape regions, then separate Ava/Lou/maker statement strips. Read learner questions without the teacher key. No completed move or effect is drawn.
Every footer says “SubjectNest original Foundation HASS W13–14 · CC BY 4.0.” DejaVu typeface terms are in the font licence; no font binary is distributed.
family-link-play-mat.svg / family-link-play-mat.pdf · exact blank play aid
Title: Family link play mat. Description: For pretend play or a private approved source.
All visible words, in reading order: Pick people. Join one link. PERSON. PERSON. CONNECTION. Who told us? Point to the source or tell it. Choose what to share. TELL. CLOSE. PRETEND. Point, tell or direct an adult. A space can stay blank. SubjectNest original Foundation HASS W13-14 · CC BY 4.0.
Illustration/layout: Top broad outlined region holds two equal empty circles, left/right, joined by one plain horizontal line. Both circles are empty person/role cue spaces; line has no arrow or supplied relationship. CONNECTION labels a blank line beneath. Next broad region shows an original open-book outline beside the source question and a blank source line. Bottom choices, left to right, are TELL with a speech-outline shape, CLOSE with an envelope outline, PRETEND with a simple anonymous person outline. Shapes/words remain identifiable without colour. The symbols are choices, not permission or actual family facts.
Exact oral/no-print route: Read the words above. Describe two empty person spaces and one connection. Child chooses/directs two large objects/circles or gives an oral pair, one exact supplied relation word and source cue. Use A/B fiction or only currently permitted actual words; nothing here supplies actual family content. Child can point/say/sign/AAC close or pretend instead. Adult records only directed words and assistance locally.
Tactile/no-touch route: If locally reviewed and chosen, use two equal broad removable circles and one thick connecting strip, with a separate raised source-book rectangle cue. Give three broad choice cards verbally labelled tell/close/pretend; no shape interpretation assumed. Adult handles objects at the child's direction if touch is not wanted. Do not attach an assumed relationship to a line, infer family structure or reveal a private source to peers. A plain cover/closed field works without folding. Physical tactile usability untested; exact no-touch description always available.
born-grew-up-story-mat.svg / born-grew-up-story-mat.pdf · exact blank source boxes
Title: Born and grew up story mat. Description: Blank place cues and a small private or pretend story.
All visible words, in reading order: Use one box or both. A space can stay blank. BORN. Where they were born. PLACE WORD OR PICTURE. GREW UP. Where they grew up. PLACE WORD OR PICTURE. Time order. Not a picture of a move. Pick one part to tell. PERSON. CONNECTION. SOURCE SAYS. Point, tell or leave a space. Keep private parts closed. SubjectNest original Foundation HASS W13-14 · CC BY 4.0.
Illustration/layout: Two equal broad regions sit side by side, BORN left and GREW UP right. Each contains an empty rectangular picture/word cue and a broad blank line; no place/name/date is supplied. A right-pointing arrow below represents birth-before-growing-up order only, not a journey, move or different places. Beneath are three equal broad blank story panels: PERSON left, CONNECTION centre, SOURCE SAYS right. Each has an empty cue rectangle and blank line. Blank panels are choices, not missing facts to guess.
Exact oral/no-print route: Read the words above, one box at a time. Use two broad paper regions or spoken BORN/GREW UP labels. Child chooses/directs one exact source-place cue, adds another only if available/ready, or leaves/closes a field. Source precision stays as given, including multiple raising places; birth and raising may be the same place. Child may tell one short person/connection/source detail using oral/sign/AAC/direct-adult response rather than filling all panels. No address, birth date, photo, move explanation or new interview required.
Tactile/no-touch route: Use two large raised outlines and separate word/picture cue objects only if locally reviewed/chosen. Verbally label boxes; a strip/arrow can show temporal order without movement. Three broad objects/panels or their exact oral labels stand for person/connection/source says. Child directs adult placement or chooses no touch. Read a private source only within scope; keep the resulting kit closed/in school custody. This untagged PDF is not tactile/accessibility certification; no-print exact reading and adult-directed flat handling provide the same source goal.