This route is integrated into Days 151–154 and 156–159 in LESSONS.md, using the same six timed stages and source goals. It supplies real K03 opportunities under the exact row, not a claim that every K03 element is met. No actual K03 records have been collected. No child, location or speaker data in this repository. The paper route is fully runnable with the supplied A–F sources when actual access, a willing account, permission or a safe task is unavailable.
Educator preflight · before Day 151
- Choose a safely observable familiar shared learning place under school policy: for example, the class resource shelf and its existing return space. Confirm actual child familiarity/connection or belonging privately through the child's chosen words, established communication or existing authorised educator evidence. A visit alone does not prove belonging. Offer a different approved familiar learning place, private response, pass or paper route. Do not assign belonging, culture, needs or preferences from identity.
- Approve a stable observation point and available access routes. Child may look, hear an exact on-site adult description, use an approved current image with capture date/view, touch only approved safe broad features, or direct an adult. Record actual date/time, view and method. An adult description remains attributed; unseen areas remain unobserved. Do not ask children to reach, climb, open cupboards or collect objects without permission.
- Select one or two ordinary shared features and, if permitted, a few visible shared objects that can be matched without personal labels or private records. Agree large temporary teaching cues only if authorised; do not change real labels. Keep the same view/identity cues for the later record. If identity match/view completeness is uncertain, record that uncertainty and use paper A/B for the matching exercise. Never infer loss from an empty shelf or a partial view.
- Invite a willing adult responsible for or familiar with the place, or select an educator-approved exact recorded account with identifiable source, date, place relevance, reuse permission and review status. Ask privately: “What part of this place matters to you? Why?” and “What is our agreed way to look after it?” Keep exact words plus any clarification/correction. The answer may be neutral or decline; do not supply a positive reason. A child's own voluntary explanation can also be recorded without requiring personal disclosure. One account cannot represent all people. A care instruction does not prove it was followed.
- Obtain the actual care procedure, responsible adult, source/date and a small permitted task. Examples to choose only if locally approved: return one ordinary shared resource to its designated return space under adult direction; or improve a paper picture cue naming the shelf/return feature and the exact next step, then ask its owner to check/install it. Do not move furniture, clean with substances, repair damage, judge the old arrangement as unsafe or label a task accessible to all. If no physical action is permitted, make/revise an approved useful paper cue for the local adult's private use, or explain the procedure and keep action not done. Only the school decides whether to use/install the cue.
- Confirm permission for private teaching, quotation, recording, any message-making/placement and any reader response. Use local source IDs rather than public names. Separate consent for public display/photos/audio/commercial reuse; default none. Honour correction/withdrawal and school retention/safeguarding. Unexpected community-held knowledge invokes cultural-authority/ICIP gate; pause collection/reuse until authorised. No addresses, personal labels, student borrowing records, photos or audio are required.
- Ready a blank care record and a local expanded record below; leave all actual fields blank until observed/sourced. Explain today's approved task to the child in short words. The child can choose not to act and still explain care. Arrange optional later observation and a willing private reader. If either is unavailable, record the gap; don't stage a successful “after”.
Daily handoffs · use the ordinary 25-minute scripts
| Day | Actual input ready before lesson | Runnable action and exact prompts | Local evidence carried forward |
|---|---|---|---|
| 151 | Approved point/place/features; familiarity/connection option; blank record. | Observe from the approved point. “What can you see or hear here?” “What do you know this place for?” Child places/dictates feature cues on a broad desk model; adult records actual view/time and help. | Genuine feature/source record plus voluntary connection or open field. A model is a representation of that view, not a whole-site map. |
| 152 | Day 151 record; new actual view at recorded time; authorised matching cues if available. | “Where is this one in our first record? Where is it in this record?” Mark only supported identities/places. If no reliable match, use paper A/B for identity skill and keep actual uncertainty. | Separate observations; no invented change, count, mover or complete inventory. Unchanged placement is valid. |
| 153 | Exact actual care procedure and responsible source. | Read/say it exactly; child makes a request flap and shows what to do/ask first. “Who tells us this?” “Has it happened, or is it a step to follow?” | Local care source/date and child's first explanation; request remains separate from any later action. |
| 154 | Willing source or approved exact account from preflight. | Ask the two preflight questions or read approved exact words. Child tells/shows a named reason: “Who says this? What matters to that person?” Verify wording with the source where available; a decline leaves meaning open. | Exact account/time/speaker-ID/permission, child attribution and missing perspectives. Never expand to everyone. |
| 155 | New fictional Drawing Bay check only. | Record first response to the fresh check; no real K03 score follows. | Actual record stays separate and is not coached into the check. |
| 156 | Local procedure; approved modest task/cue; prior feature/account records. | Choose the concrete improvement; make a paper plan showing the feature, exact care step and permission question. “What will you make or do? What must we ask first?” | Proposed task/cue, source and approvals needed. A plan has no done tick. |
| 157 | Responsible adult/source wording; draft cue/task plan. | Compare the draft with the actual procedure. Ask the responsible adult to check permitted wording/task. “Does this say our step? May we use it here?” Correct one unclear/wrong cue; a refusal/absence is recorded, not treated as approval. | First draft, actual correction/checker/time/scope; source check is not proof of successful use. |
| 158 | Actual permission/scope and safe materials; child choice. | Carry out the approved small task under adult direction, or finish the useful permitted cue for its owner's private use. “What did you do? What did the adult do?” Record actor, actual time/action and outcome visible from that view. If action isn't permitted/chosen, child explains the care step and keeps action not done. | Actual action/representation with exact help; no care benefit, independent success, rule compliance by other users or complete K03 inferred. |
| 159 | Actual later view; approved willing reader if available; saved records/drafts. | Observe again: “What does this view show now?” Share sourced feature/reason/care account with today/earlier only where genuine. Ask reader “Show the part you would use”; record exact response, revise one cue with approval. A reader pass is valid. | Actual later record, source-labelled narrative and one bounded revision/response. No invented change or all-user effectiveness. |
| 160 | New fictional Puzzle Point check only. | Record first responses neutrally; after capture use separate key. | Teacher makes element-specific K03 decisions from actual records independently of check results. |
Standard local care record · keep locally
Use the printable as a one-page prompt and these expanded fields on ordinary paper or the school's authorised record. A scribe/AAC/sign/point route is valid; record the exact assistance.
- Approval and place: local place/source ID; educator/date; permitted observation point/materials/task/audience; access route; familiarity/connection/belonging evidence or pass/open; chosen safe feature(s).
- Observation 1: actual date/time; view/method and describer/image source if relevant; exact observed feature/object/place cue; view limits; child's first words/pointing/model; assistance. No earlier record if none exists.
- Observation 2 / later: separate actual date/time/view/method/cues; what can/cannot be matched to observation 1; first comparison; any gaps. No assumed move, disappearance, cause or actor.
- Particular person's meaning: willing speaker/source ID; account date/time and scope; exact words; clarification/correction; permission/withdrawal; child's own attributed explanation; other people's views open. The source must address why this actual place/feature matters or is special to that person; a generic unrelated account is insufficient.
- Local care: exact procedure/source/date/responsible adult; child's first explanation of how this place can be looked after; plan/cue and source used; permission needed/received/refused; permitted scope; draft/revision.
- Action/representation: planned or done (done stays blank unless it happened); actor; actual time; exactly what child/adult did; help; directly recorded outcome/view limit. A completed explanation is legitimate care understanding evidence; physical action is not compulsory.
- Later view/reader: actual time/view; willing reader-ID and permission; exact response or pass; actual approved edit and help; unresolved questions. A wording check ≠ a use result; one response ≠ all-user benefit.
- K03 element decision: familiar place/belonging: observed/open; features: observed/open; why special to a particular person: observed/open; how looked after: observed/open. Add exact learner evidence, source and assistance for each. Missing/no longer consented fields stay open. Do not mark the whole row complete because a sheet/task was finished.
If the actual route is unavailable
Tell the child “We can make a pretend desk today.” Use A–F exactly and all paper instructions in the daily scripts. Make separate A/B bases and identity ledger; C request flap; D PIA SAYS card; E planned message; F wording check; child-model practice and small private desk tour. This is a useful full sequence with the same S01–S05 source goals. Keep ACTUAL fields blank and K03 evidence open. If only one actual step is missing, keep genuine records and use the paper route for that day's source goal; never stitch fiction into a real source trail.