# Selectable text for the four original print aids

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

1. 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: _____.
2. Name an **animal** from a picture, observation or model: _____. One need: _____. A feature of its place that might help: _____. Something still unknown: _____.
3. 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

1. **Source 1, earlier:** name/date _____. A detail actually in the source _____. A word or mark supporting my answer _____.
2. **Source 2, later:** name/date _____. A detail actually in the source _____. A word or mark supporting my answer _____.
3. 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

1. **Ask:** “May I use/join?” My words or AAC choice: _____.
2. **Listen:** the other person's reply could be yes, later or no. What did the *fictional* person say? _____.
3. **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.
4. **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](../SOURCES-AND-REVIEW.md) and [font rights](FONT-RIGHTS.md).