# Full text, reading order and tactile routes for four original A4 aids

The [SVG](hazard-to-impact.svg) and [PDF](hazard-to-impact.pdf) versions of each aid print on **A4**. Full text below supplies reading order without relying on hue, line shape or spatial vision. The teacher can copy each labelled item onto separate index cards, braille labels or raised-line rectangles and place them in the indicated order. A tactile card activity preserves coordinate and category claims; it is not a decorative substitute. The PDFs are selectable-text **untagged**, so this page is the deliberate screen-reader alternative. All four diagrams refer to **invented** practice data and cannot guide actual emergency decisions.

## Hazard to impact

[SVG](hazard-to-impact.svg) · [PDF](hazard-to-impact.pdf). Reading order: 1 **Process** — Card B1: heavy rain and runoff raise the creek; no event is observed. 2 **Model zone** — Card A: A=H, B=M, C and D=L; relative labels for one invented scenario. 3 **Counted exposure** — B2 contains 15 model dwellings in M, not 15 people. 4 **Conditions** — warning reach, roads and buildings are unknown; vulnerability and capacity require evidence. 5 **Impact** — no actual inundation or loss is recorded; a hazard-zone label is not a disaster report. Tactile route: build five numbered, full-word horizontal strips in order. The learner physically inserts an “unknown” strip between exposure and impact, and says why a conclusion cannot cross that gap.

## Grid reader

[SVG](grid-reader.svg) · [PDF](grid-reader.pdf). Reading order: North is up. Columns A/B/C/D run west to east. Rows 1/2/3 run north to south. Each invented cell is 100 m × 100 m = 0.01 km²; 12 cells = 0.12 km². The key: A is H, B is M, C and D are L; these are relative category labels, not water depths. Row 1 values: A1 H/0, B1 M/8, C1 L/12, D1 L/4 dwellings. Row 2: A2 H/0, B2 M/15, C2 L/18, D2 L/5. Row 3: A3 H/0, B3 M/6, C3 L/10, D3 L/3. B2 is west of C2. Tactile route: make a raised 3×4 array with embossed A–D headings across its top, 1–3 down its left, and a north arrow above. Put separate full-word category and dwelling-count tokens in each square. Have the learner move from B2 to C2 and explain west→east; never let texture alone encode category.

## Overlay tally

[SVG](overlay-tally.svg) · [PDF](overlay-tally.pdf). Reading order: overlay the Card A category layer with the separate count layer. H/A1–A3: 0+0+0=0 *dwellings*, not necessarily no people or roads. M/B1–B3: 8+15+6=29 dwellings. L/C and D: 12+4+18+5+10+3=52 dwellings. These totals are not risk probabilities or damage forecasts. People, depth, buildings and response are unmeasured. Tactile route: three full-word H/M/L trays; move twelve coordinate-labelled count cards into the matching tray, total with counters, then attach a “not people or losses” label to the final table.

## Risk evidence board

[SVG](risk-evidence.svg) · [PDF](risk-evidence.pdf). Reading order: 1 **Same hazard/exposure** — invented Eastbank and Westbank each have 20 dwellings in M. 2 **Different capacity evidence** — Eastbank has a rehearsed warning and two checked possible routes. 3 **System gap to investigate** — Westbank's warning reach is untested and crossing unverified. 4 **Cautious inference** — consequences may differ; no losses are reported. 5 **Action plus evidence** — test warning reach and ask a responsible authority to verify routes. The invented comparison is not QCAA's required real two-place case study. Tactile route: use five numbered full-word strips; pair strips 2/3 side by side after strip 1, then join them to inference and an action card with a raised connector. Ask which observation is missing before claiming either place is safe.

**Access check:** A reader who cannot see the SVG or PDF can reconstruct all coordinates, counts and distinctions from this page. A teacher using tactile cards must retain labels, not encode “risk” solely by colour/texture. A real local field lesson needs a separate consent, safety, authority and accessible-route plan.