Each SVG has a title and description; each PDF is an untagged print derivative. Use this page or the SVG with a screen reader. Text strips can be embossed, cut, moved or simply read aloud. The learner still has to identify the economic relationship; the adult places strips only under the learner's direction. The alternatives include every instructional statement and numerical relationship on the graphics, so colour or line position is not essential.
1. Scarcity ledger · PDF
Header: SubjectNest / Year 11 / Economics. Title: Scarcity ledger. Instruction: Ask what is limited, what it could do and what is forgone. Row 1 chooser: Careful Library Desk manager / Shade and Seats Council. Row 2 limited input: Card B has eight staff-hours; Card D has crew time for one project. Row 3 competing uses: Card B can catalogue books or give digital help. Row 4 next-best forgone: Card B would catalogue 24 books during the final two hours. Closing limit: forgone output is not a money amount; relative scarcity means limited inputs, not zero inputs.
Tactile route: Four numbered full-word strips in order CHOOSER → LIMITED INPUT → COMPETING USES → NEXT-BEST FORGONE. Give an eight-hour strip and a 24-book strip separately; ask learners to place units and say what the model does not value.
2. Four production factors · PDF
Header: SubjectNest / Year 11 / Economics. Title: Four production factors. Instruction: Factor categories describe inputs, not proof of payment. Row 1 LAND / NATURAL: site space occupied by fictional Card C's print room; income category rent. Row 2 LABOUR: people who set and check type; income category wages. Row 3 PRODUCED CAPITAL: reusable printer as productive equipment; income category interest. Row 4 ENTREPRENEURIAL ABILITY: coordinator combines inputs and plans risk; income category profit. Paper stock is manufactured, not the land example. No actual payment is stated in Card C.
Tactile route: Make four full-word factor strips and four separate full-word input strips, then four income-category strips. Learner directs the matches and says which statements are categories rather than observed transactions.
3. A frontier with units · PDF
Header: SubjectNest / Year 11 / Economics. Title: A frontier with units. The Sunday Studio model's maximum pairs hold inputs and technique fixed. Pair order is (repair workshops, reading circles). Horizontal repair-workshop axis 0,1,2,3,4; vertical reading-circle axis 0,3,6,9,12. Five labelled frontier points, in order: (0,12), (1,11), (2,9), (3,6), (4,0). The segments simply help visualise the discrete table. Point (2,6) is inside because (2,9) is listed as possible; point (3,9) is beyond old maximum because at 3 workshops only 6 circles are listed. Moving 2 to 3 workshops forgoes 9−6=3 circles.
Tactile route: Place five raised, full-word coordinate strips in increasing workshop order on two labelled axes. Put (2,6) below the (2,9) strip and (3,9) beyond (3,6); learner explains classifications without tracing a line by sight.
4. Efficiency and equity lens · PDF
Header: SubjectNest / Year 11 / Economics. Title: Efficiency and equity lens. Instruction: A frontier shows maximum output mixes, not who should get them. Row 1 technical efficiency: F1 (2 workshops, 9 circles) is on Card A's frontier. Row 2 another efficient mix: F2 (3 workshops, 6 circles) is also on it. Row 3 trade-off: F1 to F2 adds one workshop and forgoes three circles. Row 4 declare criterion: more workshops or more circles; state the aim. Row 5 equity question: who owns inputs and who can use outputs? Unknown. Closing limit: no mix is automatically fairer or preferred.
Tactile route: Place F1/F2 full-word output strips side by side, then a +1 workshop / −3 circles trade-off strip. Learner selects and names a criterion, then sets an “evidence missing” strip under a full-word equity question.
The page's text is primary for braille conversion; do not assume the PDFs are tagged. There has been no specialist tactile or screen-reader pilot. The SVG/PDF pairs are original SubjectNest layouts under CC BY 4.0; font rights are separate.