# Two fresh public HASS checks · learner copy

A teacher reads these invented sources neutrally or offers their [exact linear/tactile alternative](print/TEXT-ALTERNATIVES.md). Point, speak, sign, use AAC, draw or direct an adult; adult help must not supply conclusions. These are **not secure exams**. No real family, place, route, culture, visitor quote, consent or Country/Place disclosure is required. First responses and prompts are recorded before feedback.

## Check A · Day 105 · Ribbon Room

Use the new [large A4 illustrated source](print/check-a-ribbon-room.pdf). The room and every person are fictional.

**Source 1 · keeper Paz's feature card:** “The pretend Ribbon Room has an oval table and a square notice board.” The drawings are icons, not a map, safety record or report of people's feelings.

**Source 2 · Nola's personal note:** “The oval table matters to me because I can sort paper boats there.” **Status: Nola has not been asked to put this sentence in a public guide.** This is one person's view, not a public permission.

**Source 3 · Lu's proposed public guide:** “Ribbon Room has an oval table and square notice board. Nola says the table matters to Nola. Everyone loves the oval table.” The proposal has not been posted; Lu supplies no all-visitor accounts or new permission.

1. Name or point to the two features Source 1 supports. Does it tell where they are in a room?
2. Who says why the oval table matters to them? Say the reason and the exact public-share status.
3. Sort Source 3: one feature fact may be used in a pretend guide; which personal quotation must wait, and which “everyone” sentence needs evidence?
4. Tell a cautious guide sentence that could be used *from these fictional sources now*. Ask one question about permission or other visitors that remains open.

This case cannot authorise a real public guide or demonstrate any actual place's accessibility or popularity.

## Check B · Day 110 · Copper Room

Use the new [large A4 illustrated source](print/check-b-copper-room.pdf). The room, people and permissions are invented.

**Source 1 · keeper's feature card:** “The pretend Copper Room has a triangular craft desk and a round reading cushion.” The two icons do not show where either feature is placed or whether everyone can use it.

**Source 2 · Miko's note and status:** “I like the triangular craft desk for folding paper.” **Fictional status: Miko agrees that this exact sentence may appear in the pretend guide with Miko named.** It says only what Miko likes.

**Source 3 · Dara's note and status:** “I like the round reading cushion for quiet looking.” **Fictional status: Dara declined public use of this sentence.** It may be discussed as a source in the exercise but must stay off the pretend public guide.

**Source 4 · editor's unposted draft:** “The room has a triangular craft desk and a round reading cushion. Miko and Dara like these features. All visitors enjoy the room.” The editor has no all-visitor evidence; the draft is not permission to share Dara's words.

1. Identify one feature from Source 1. What does the feature card leave unknown about position or use?
2. Match Miko and Dara to their own reasons. Whose *exact* sentence may be put on the pretend guide, and whose must be held back?
3. Which part of Source 4 is supported by Source 1? Why must “all visitors enjoy the room” stay out?
4. Tell or build a two-source mini-guide for a willing listener: one feature fact and one permitted, attributed view. Name one unanswered question. No real display is needed.

No real person's consent or child outcome is established by these cards.