# Learner source cards and project sheets · Weeks 3–4

**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](../../english/term-1/weeks-03-04/learner-practice.md) 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.

1. My user's stated need: _____. My design sketch/model: _____.
2. My materials and why: _____. One reused/sustainability choice, if suitable: _____.
3. My safe make steps: 1 _____; 2 _____; 3 _____.
4. I put the cards in order, then asked a reader to try. **Observed** reader response: _____.
5. I changed one feature _____ because the actual test showed _____. My next question is _____.
6. 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.

1. **Problem:** Kai said _____. Still unknown _____.
2. **Algorithm:** START → choose _____ or _____ → if STORY show _____; if NUMBER show _____; ask “clear?” → if no _____; if yes END.
3. **Data:** My STORY output uses _____; my NUMBER output uses _____. The fictional number model, if used, is _____.
4. **Build/operate:** I used actual approved tool features _____ / paper only _____. A trusted adult guided any save/share action _____.
5. **Test both branches:** STORY result _____; NUMBER result _____; “not clear” result _____. I revised _____ after actual feedback _____.
6. **Privacy:** We included no personal data. Before using an online app, I would ask a trusted adult _____.
7. **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](https://creativecommons.org/licenses/by/4.0/). Credit source and mark changes. No actual child/user data is needed.