All are invented. They teach the daily visual art choice, not a fact about a real child, community, artwork, object test or user. The adult examples are starting points for a child to change. The Week 11 optional ten-mark set is supplied so a child need not demonstrate a count here; mathematics evidence is collected separately. The held paper orchard and puppet-workshop sources are never modelled before their checks.
| Day | Worked bridge 1 | Worked bridge 2 |
|---|---|---|
| 51 | Paper city: the same ten square marks make a low row of “roof pieces” or a tall block. Choose the low row for an intended long skyline; the count is given. | Imaginary toy tunnel: ten broad marks sit close in a tall column or spread in a long band. Choose the band to leave a low tunnel outline; no real toy is tested. |
| 52 | Fictional game garden: among a supplied ten discs, enlarge one “gate disc” and keep nine small so the gate is the maker's intended focus; no viewer result assumed. | Paper underwater station: keep every window equal if the idea is a repeating wall; alternatively enlarge one door. The child may justify either scale plan. |
| 53 | Imaginary ferry page: a long hull fits a wide page with more side space; a tall page may emphasise a mast. Both are art intentions, not correct routes. | Fictional hanging mobile drawing: the same central arch in a tall frame leaves more room below; a wide frame leaves more room beside it. The maker chooses why. |
| 54 | Library robot sketch: one large wheel under a small box yields a playful character; another child might make the box large to focus on its cargo. | Paper rain canopy: wide low canopy above three small posts gives a shelter-like whole. This is an imagined picture, not a design safety test. |
| 55 | Held check protected: do not practise the orchard discs or its solution before first response. After capture, use the separate key. | Later transfer: invent a paper submarine with five broad windows; try one large window versus all equal. This is a different source and does not rehearse the check. |
| 56 | Fictional makers on a book cover: Pat offers a tall rectangle, Ren offers three wavy lines. Label each and place both without calling an adult's whole drawing a child collaboration. | Imaginary kite workshop: Maker One offers a diamond, Maker Two a short straight line. The whole may become a harmless kite picture; neither mark's origin is erased. |
| 57 | Paper music-room poster: a fictional round drum mark sits above a square stage mark, then beside it. Choose one whole image and retain both maker labels; no actual music performance. | Pretend park page: one maker's broad path sits under another's tree circle; swapping their positions changes the art idea. Consent would be required before moving real work. |
| 58 | Solo art fallback: child makes two original marks in one imagined station drawing, with the source labelled solo. It is a valid art composition, not a real peer collaboration. | Actual willing co-make if approved: one child chooses a broad arch, another chooses a wide line; they agree placement and each marks/directs their own contribution. Record who really acted; do not report this model as an event. |
| 59 | Private viewer route: if a willing teacher actually sees a child's own paper garden and replies “I noticed the large gate first,” record those exact words, not a general effectiveness claim. | Real artwork route: only a school-cleared credited work with documented importance to named people fills the source slot. A fictional “town mural” story cannot substitute. |
| 60 | Held check protected: no puppet-workshop arch/square source or response is shown before first child work. Use educator key afterwards. | Later transfer: two invented makers offer a long boat hull and a small round window; try above/beside positions with both attributed. This is not the held source. |
Use a child's safe interests as an entry point—games, transport, stories, plants, buildings, community spaces—without guessing their family life, sensory profile, culture or preferences. A colour-only “stand out” claim from W9–10 is not needed here; mark size and placement are named precisely. The art choice never certifies ten-counting, equal sharing, product function or respectful real-world conduct.