Offer routes without assigning a child to a “type”. The child can switch, combine or pass. Neutral adult direction means the child chooses the visible decision; the adult does not improve or reinterpret it. The common target is the composition/mark choice and its stated intention. Actual tool handling, real artwork encounter and actual audience sharing are recorded separately and only when observed.
| Day | Route 1 · draw/mark | Route 2 · broad fixed tactile/cards | Route 3 · words/AAC/direction |
|---|---|---|---|
| 11 | Draw one three-corner form small, then large inside equal frames; choose one for intended focus. | Compare two fixed frame cards with small/large raised triangles; direct a new choice. | Select “same triangle / larger” or “smaller” and tell a neutral scribe the intended focus. |
| 12 | Draw a complete oval and one whose arc runs beyond a frame border; choose one. | Direct a broad oval under a fixed frame mask so its outline is whole or interrupted. | Describe which visible arc is hidden, choose whole/part, and direct the adult's placement. |
| 13 | Draw the same two shapes with a deliberately clear region; say what it could hold. | Move only large fixed shapes within a broad raised frame to leave an open region. | Direct where the two shapes go and name the area left clear; adult records it exactly. |
| 14 | Sketch one original image with a size/crop choice and an open band. | Direct fixed shapes and frame mask to show those two choices without glue. | Dictate “I choose ___ and leave ___ clear” while adult draws only the directed plan. |
| 15 | On fresh I, draw a larger five-corner form in the second frame; identify what stayed. | Choose a larger fixed five-corner card for the second equal frame without altering its corners. | Direct the adult to enlarge only the second form; state five corners and larger frame coverage. |
| 16 | Draw chosen dabs/pulls; if school approved, opt into making a mark with a cleared broad tool. | Choose fixed raised dash/dot proxies and direct placement; opt into a separate approved physical tool only if wanted. | Use AAC/words to select a surface mark and direct it on paper; any physical handling is a separate observed route. |
| 17 | Fill a fixed region with few or many chosen marks and explain the intended emphasis. | Choose a fixed sparse/dense strip inside the same broad region; direct a fresh variant. | Specify sparse or dense and where marks remain within the region; neutral adult records. |
| 18 | Make a two-feature picture and revise one visible feature only if desired. | Direct broad fixed forms/mark strips, then direct a one-feature revision or keep first version. | Describe frame/space plus mark choice; ask a neutral scribe for one revision or “keep”. |
| 19 | Draw one observation from a cleared real work and optionally show own image to a willing person. | Use an authorised accessible description/approved tactile access to the real work; direct a response card. | Give an observation by words/AAC using an authorised real-work source; choose actual sharing, later, rehearsal or pass. |
| 20 | On fresh J, draw a round form cut by frame edge and a separate open region. | Direct a broad circle partly under fixed frame mask, leaving an open area; record first arrangement. | Direct crop and clear area by AAC/words; adult marks only what was directed and records actual audience separately. |
Day 19 hold: If the school has no cleared real work or authorised accessible encounter, all three responding routes become question practice only. Do not tick AC9AVAFE01 encounter evidence. The child can still choose to share their own work with a real willing person, or pass. A paper route does not establish how a real artwork looks, feels or sounds without that source.