Adult reads source text aloud. These cards describe an imaginary classroom and invented people. They are not evidence about a real school, family, disability, local place, culture or digital app. A child can answer by pointing, speech, sign, AAC, tactile symbols, drawing, typing or directing an adult. Record any adult help. The richer words here are not assigned for independent phonics reading; use the separate English controlled cards for that. Keep teacher answers separate. Choose only the card needed for today.
Card 11 · The user brief
Fictional source: Mina says: “I want to show three story cards at our shared table. When I point to the second card, the loose cards sometimes move. I want people to see first, next, last. I also want to show a separate number card.”
Your questions: What did Mina actually ask for? What is still unknown about the table or cards? What could a product help her do?
Record: Mina's stated need _. One thing to test on our table . One thing the source does not say __.
Card 12 · Three material arrangements
Fictional drawings described in words, not test results: A is one flat clean scrap-paper sheet. B is the same size paper folded to make a ridge. C is a reused stiff card with an adult-approved removable support. Each could hold a small story card in a different way. Nothing here says which will work on your table.
Before testing: My prediction for A, B or C: _. Our actual test: material/shape ; card after gentle touch __; what may have changed besides material _. Next try: ___.
Card 13 · Design brief and story pieces
Imaginary task: Make a stand that can show three cards in order. Original story pieces for your model: the signs were drawn; a breeze moved the signs; the signs were clipped and mapped. These phrases are adult-read reminders of the original English story, not child-decoding lines. A separate number card may show 64 as six groups of ten marks and four single marks.
My idea 1: _. My idea 2: . I choose: __ because _. My safe making steps: first ; next __; then test _; if needed change ___.
Card 14 · A feedback question
Fictional rehearsal feedback: “I can see the first and last cards. What happens if the middle card tips when someone points?” This is a possible user's question; it is not a report of your actual stand.
Our real test today: First try showed _. I changed one feature . Second try showed __. The fictional feedback matches/does not match our observation because _____.
Card 15 · New user transfer
New fictional brief, unseen until Day 15: A different imaginary table has room for two cards. There is no clip available. The user wants both cards visible. No one has tested your stand there.
What changes in your design? Draw, model, point or explain one change _. Why might it help? . What still needs a test? __.
Week 3 assignment · Story-and-number card stand
For fictional Mina: Make or direct the making of a safe prototype that shows three original story event cards in first/next/last order and a separate 68 number-model card. The number card means six tens and eight ones in the fictional model; today's maths lesson checks number understanding separately. Use clean safe materials available at school. You may draw/tactile-model a plan when making is not safe or accessible, and the teacher will record which outcome was actually tested.
- My user's stated need: _. My design sketch/model: ___.
- My materials and why: _. One reused/sustainability choice, if suitable: ___.
- My safe make steps: 1 _; 2 ; 3 __.
- I put the cards in order, then asked a reader to try. Observed reader response: _____.
- I changed one feature _ because the actual test showed . My next question is __.
- Now use Card 15 for a different user. Do not claim your existing stand already works on that new table.
Card 16 · The imaginary visitor
Fictional source: Kai visits an imaginary classroom. One table holds three story cards; another holds number cards. Kai says: “I want to choose which activity to find. A long spoken explanation is hard to remember. Could the guide show me a choice and then a clear symbol?” The source does not state any diagnosis, home language, real location or preferred device.
Your questions: What choice must the guide offer? What output might help after the choice? What do we need to ask Kai before a real design is accepted?
Record: Known need _. Unanswered user question . A paper or digital idea __.
Card 17 · Branch-and-repeat pieces
Cut/arrange these original word and shape pieces with adult help: START; choose STORY or NUMBER; show story-card symbol; show number-card symbol; ask: clear?; if yes: END; if no: return and change a cue. The number-card example may show 80 as eight groups of ten marks after maths teaching. These are algorithm pieces to order and test; the ordering is your work.
My STORY trace: _. My NUMBER trace: . My “not clear” trace: __. One route I changed after a test: _____.
Card 18 · Data for two station outputs
Fictional station data: STORY can be represented by three ordered blank rectangles and an adult-read word label. NUMBER can be represented by the numeral 84 and eight groups of ten blank marks plus four single marks. This is invented station content, not a count of real school property. There is no correct claim that every user understands the same symbol.
Make: My STORY output uses picture/symbol/word/number forms _. My NUMBER output uses forms . My two-sentence message, if I choose one, is adult-scribed or independently written with support noted: __. Test: My partner chose _ and saw . I revised __.
Card 19 · Fictional feedback and privacy sort
Fictional rehearsal quote: “The picture helps me, but the caption is small. Can I try the other choice?” This quote is a rehearsal prompt, not your classmate's actual feedback.
Actual peer test today, if approved: Choice selected _; output shown ; peer's question or visible difficulty __; my revision _____. Do not record the peer's name or voice.
Content choices for today's no-personal-data rule: original station symbol; fictional number 84; a child's real photo; a real name. Circle/point to what you would use in an offline class prototype: _____. Ask a trusted adult before any online tool or sharing.
Card 20 · New user transfer
New fictional brief, unseen until Day 20: Another user wants the same STORY/NUMBER choice but cannot use a screen or sound today. They can choose by touch, pointing or adult-supported words. This does not describe a real person's disability or preference.
Adapt: One output I would change _; a paper/tactile/adult-read route ; the part of my choose–branch–try-again algorithm that stays the same __; what I would ask the user before relying on it _____.
Week 4 assignment · Two-choice guide
For fictional Kai: Make an original two-choice guide for the imaginary STORY and NUMBER stations. It must show different outputs for each choice and let a tester return when a cue is unclear. Use an approved offline digital tool if available; a paper model is the complete planning alternative. Record which was actually used. Include no real name, photo, voice, map or account detail.
- Problem: Kai said _. Still unknown ___.
- Algorithm: START → choose _ or → if STORY show __; if NUMBER show _; ask “clear?” → if no ___; if yes END.
- Data: My STORY output uses _; my NUMBER output uses . The fictional number model, if used, is __.
- Build/operate: I used actual approved tool features _ / paper only . A trusted adult guided any save/share action __.
- Test both branches: STORY result _; NUMBER result ; “not clear” result __. I revised _ after actual feedback ___.
- Privacy: We included no personal data. Before using an online app, I would ask a trusted adult _____.
- Transfer: Use Card 20. What stays useful without a screen? _____.
Reuse: All fictional sources, cards and project sheets newly written for SubjectNest © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit source and mark changes. No actual child/user data is needed.