# Twenty worked interest swaps · two fresh contexts each day

Each is an **invented practice example**, not a fact about an actual child, class, place or object. The adult's worked choice is a model to critique; the child chooses their own solution. The same daily art goal and two-cue access rule apply to both. Do not use Check Q's seed-pod cart or Check R's station clock as models before their days. A source called real in a lesson must actually be observed and dated; these cards never supply such evidence.

| Day | Worked context 1 | Worked context 2 |
| --- | --- | --- |
| 41 | **Fictional underwater toolbox:** choose its round latch as focus; name it yellow and place three short dashes beside it. In monochrome, round latch + dashes remain. | **Imaginary bakery robot:** choose its square button; call it blue and give it a wide double outline. No real appliance rule is taught. |
| 42 | **Invented bicycle drawing:** version A puts diagonal lines on the basket; version B puts them on the bell. To draw attention to the bell, choose B and say that is an intention, not a viewer result. | **Paper-space house:** first outline the roof; second outline the door. Choose the door option for a “find the entrance” art story; no real safety sign. |
| 43 | **Story geology box:** fictional source says “I found a zigzag edge.” Art card gives the zigzag a named purple patch plus a heavy line; source remains made up. | **Pretend kitchen garden:** fictional source says “a leaf has three points.” Mark one point green + dotted; do not claim a real plant observation or species. |
| 44 | **Imaginary sports kit:** first card has a plain ball and patterned bag; revision moves broad dashes to the ball to highlight it. | **Fictional bus book:** first page names a red window; revision adds an arched frame so a monochrome copy still locates it. Not a real bus route or sign. |
| 45 | **Unrehearsed check:** no model of the seed-pod cart is given before first child responses. After capture, a teacher may discuss two-cue variations from the separate key. | **Transfer later:** invent a moonlit chair with a crescent handle, make two cue placements, and explain one choice. This is not the held source. |
| 46 | **Imaginary basket drafts:** first a blue square; now the same square with a thick border. Say exactly what changed, without calling the second “better”. | **Fictional drawing of a ferry:** first a long hull; proposed now version adds a name label to the round window. Both are made today; no historical child work. |
| 47 | **Game board token:** keep the oval body, replace colour-only focus with oval + dotted rim because the maker wants the rim found in grey print. | **Invented market stall:** keep the striped awning but move a wide outline to the fruit crate because that is the new intended focus; no claim about real shopper attention. |
| 48 | **Paper puppet:** artist explanation: “Find the pocket by the dotted square. I added the dots after drawing the plain square.” | **Fantasy machine:** artist explanation: “Find the large lever by the paired lines. I kept those lines because they show my chosen part.” Neither proves a viewer did so. |
| 49 | **Own work route:** if a child privately shows an original garden-card to a willing teacher, record the teacher's exact response; no public display required. | **Real work route:** only a school-cleared credited local artwork with a reliable statement of purpose can replace the source slot. An invented “community mural” story cannot. |
| 50 | **Unrehearsed check:** no model of the station clock is given before first child responses. Use the separate key after capture. | **Transfer later:** invent a paper aquarium dial with a triangular pointer; revise the pointer's second cue and say why. This is not the held source. |

When an example attracts a child's interest, invite their own purpose and part. A teacher can use the same language in a construction corner, story time, outdoor table, quiet desk or remote family chat without changing the visual art target. None of these swaps tests the maths display, science claim, road/school safety skill, product function or viewer comprehension.