# Three switchable routes each day · same core art choice

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.