# Complete text alternatives and tactile routes for four A4 aids

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](scarcity-ledger.svg) · [PDF](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](factors-mat.svg) · [PDF](factors-mat.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](frontier-with-units.svg) · [PDF](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](efficiency-equity-lens.svg) · [PDF](efficiency-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](https://creativecommons.org/licenses/by/4.0/); [font rights](FONT-RIGHTS.md) are separate.