These blank forms are equivalent routes through the four A4 visual aids. Read them aloud, enlarge text, use a screen reader, or let a learner direct an adult to record their exact words. The spaces deliberately contain no completed examples or teacher answers. A learner may respond by pointing, gesture, sign, AAC, speech, drawing, typing or moving paper shapes. Keep a copy of the child's own response; do not require handwriting.
Science — Living needs and change
- Name a plant from a picture, observation or model: _. One need: . A feature of its place that might help: __. Something the source does not tell us: _____.
- Name an animal from a picture, observation or model: _. One need: . A feature of its place that might help: __. Something still unknown: _____.
- Look at two dated or labelled sources. Earlier date/time: _. What it shows: . Later date/time: __. What it shows: _. One change I noticed: . Something I would check with a real observation: __.
Tactile route: use two labelled paper objects for plant and animal and two distinct paper shapes for earlier/later. Say or place a need beside each. Keep an unknown card available so a guess is never forced into an observation.
HASS — Two sources, one careful story
- Source 1, earlier: name/date _. A detail actually in the source . A word or mark supporting my answer __.
- Source 2, later: name/date _. A detail actually in the source . A word or mark supporting my answer __.
- One thing same in these two sources: _. One thing changed in these two sources: . One thing not shown or a next question: __.
These are source comparisons, not claims about every household, person or place. If a source describes a proposed change, call it a proposal until evidence shows it happened. Tactile route: put two dated source cards side by side; place three labelled cards below them: same, changed, not shown.
HPE — Ask, listen, act and move safely
- Ask: “May I use/join?” My words or AAC choice: _____.
- Listen: the other person's reply could be yes, later or no. What did the fictional person say? _____.
- Act: a choice that respects that reply: _____. If someone ignores a stop, stop, move away and tell a known adult. In real situations follow the school's safeguarding process.
- Movement: imagine a rectangular tabletop or floor space. START is at the left, FINISH at the right, and a block is in the centre. There is a clear path above and another clear path below the block. Describe, point to or move a token along a clear route for two turns. Fair rule for two turns: _. Safer because: ___.
Tactile route: use a paper rectangle for the block and two raised strings or thick lines above and below it. A seated token path is a valid planning response. Actual physical participation follows the learner's access needs and school safety checks; no child needs to justify a disability or refusal.
The Arts — Make, change, share
Choose one way to make: shape, beat, path, role or frame. First version: _. Change one choice and make a second version: . My idea for a chosen viewer/listener: __. What I changed: _____. I can share by showing, pointing or describing, including privately. Optional four-beat grid: beat 1 [ ], beat 2 [ ], beat 3 [ ], beat 4 [ ].
Tactile route: use loose shapes, four tactile beat counters, a token path, a paper puppet or ordered frame cards. A learner can direct the arrangement. Do not photograph, record or publish children. A paper plan is valuable; it alone does not show media-tool use, actual music playing or a performed dance sequence. Record those curriculum descriptions only when an appropriate accessible response actually occurs.
The print aids and these text routes were created for this pack; see rights and font rights.