# Twenty worked context bridges · two per day

Every example is **original invented practice**. None states a fact about a real family, plant, material, community artwork, child or viewer. The adult's worked art choice is a model a child can change. These keep the same visual-texture and source-honesty goal in varied interests. Held Check U's lantern and Check V's paper-garden edge do not appear in models before first responses.

| Day | Worked context 1 | Worked context 2 |
| --- | --- | --- |
| 61 | **Fictional cardboard boat source:** “cardboard boat” is stated; “three long side lines” is an illustrator's chosen look. The lines do not prove its actual surface. | **Imaginary bookshop note:** source says “one paper parcel”; artist chooses a dotted border. Dots are not source evidence or a real shop sign. |
| 62 | **Paper theatre prop:** adult draws five short upright dashes on a fictional curtain card, then three long lines; child may choose either intended look. | **Toy submarine sketch:** short marks on a made-up hull and long marks on a second sketch; neither claims a real material property. |
| 63 | **Invented paper kite:** four same dashes close at one corner versus spaced along a side; choose the version matching a child-chosen art idea. | **Fantasy library door:** three broad marks close by the handle versus far apart on the door; this is a picture decision, not a real access sign. |
| 64 | **Cardboard boat illustration:** source-backed boat; chosen diagonal side marks. Label source and artist addition. | **Fictional paper flag:** Card B says Sol made a flag; illustrator invents close upright marks. Do not infer Sol's actual design, feeling or a child's family. |
| 65 | **AFTER first check capture only — paper telescope case:** invented note says “plain rectangular card case”; model A uses four short upright marks, B four long upright marks on the same side. Choose B to make the lines reach across the side; the length is the artist's addition. | **AFTER first check capture only — story robot sleeve:** invented source says “one paper sleeve”; model A uses close diagonal dashes, B spaced diagonal dashes. Choose B to leave broad open gaps. The source says sleeve; spacing is the artist's choice. |
| 66 | **Fictional paper leaf:** supplied oval with wavy edge; child chooses long curved marks to show that edge, labelled fiction. | **Imaginary museum shell card:** invented source says “one curved outer edge”; artist follows that stated curve with spaced short curved marks. Curve is from the card; spacing is the art addition. No shell was handled and no real organism was observed. |
| 67 | **Made-up leaf edge:** same wavy paper edge drawn first with spaced light lines, then close bold lines. Only the *art treatment* changes. | **Story garden gate:** source says “straight top”; illustrator keeps straight top but changes short to long parallel marks. No functional test. |
| 68 | **Same fictional shape:** two adult sketches use different pen weight; that does not mean a real plant grew. | **Invented two-view notes:** both notes say “one pointed paper leaf”; first art trial uses a fine continuous edge, second a bold continuous edge to emphasise the point. The fictional feature stays pointed; art weight changes. These notes are MODEL, not actual dated plant observations. |
| 69 | **Hypothetical private sharing rehearsal:** invented child says “my long lines follow the curved border”; invented viewer says “I noticed the curved border.” Keep this labelled MODEL. Only replace it with an actual willing viewer's exact words if sharing occurs; otherwise audience evidence remains not observed. | **Fictional display-note practice:** invented note says “this original paper picture was made to welcome visitors”; model response is “the source names a welcome purpose; I notice spaced lines around the border.” This practises separating purpose and visible detail. It is not a real community work; use the cleared source slot for AC9AVAFE01 evidence. |
| 70 | **AFTER first check capture only — fictional starfish outline:** two invented cards both state “five broad arms”; model A uses long fine edge lines, B short bold edge lines. Choose B for an emphatic border. Arms stay the same in the source; art weight changes; no living animal was observed. | **AFTER first check capture only — story zigzag ticket:** two invented notes both say “four corners on the upper edge”; model A traces a thin continuous edge, B uses short separated strokes following those corners. Choose A to show one continuous path. Only mark treatment changes; no actual ticket was tested. |

Invite learner-chosen contexts—stories, games, transport, gardens, making, local approved art—without assuming one child's culture, family structure, disability or sensory preference. A decorative drawing can be a strong original artwork while providing no HASS family fact or Science observation. Mark-making choice, source status and actual maker are recorded independently.