Complete text and tactile routes… | Year 11 Health · T1 W1–2 · Text…

The same-name SVG/PDF sheets are write-on organisers. This page preserves every teaching label, question and boundary in a linear reading order. Colour and position never carry the only meaning. Use large print, Braille, screen reader, AAC, sign, a typed answer or labelled tactile cards as locally suitable. A supporter may move cards at the learner's direction. These are access designs, not tested claims of equivalent outcomes or a completed Braille edition. No real person's health status or private experience is required.

Lens-and-language mat · Days 1–2

Title: A health claim has a frame. Analyse a fictional message, never a real person's health.

Exact words and maker: Who wrote the line? Which words make it absolute?
Risk and resource questions: What risk is named? What support or strength is offered? A risk question and a resource question may both matter.
Dynamic and multidimensional: What could change over time or across contexts? Do not turn a picture or a one-day report into an individual health verdict.
Revise with a limit: Name an opportunity the source actually describes; leave health status and outcome unknown.

Tactile route: Use four numbered raised-edge cards and labelled WORDS, MAKER, RISK, RESOURCE, CONTEXT, UNKNOWN tokens. Put ABSOLUTE LANGUAGE next to the quoted word, not beside a person. A learner directs any token movement and gives the final revision aloud, in Braille or in writing.

Resource-and-access mat · Days 3–4, 6, 8

Title: An offer is not the same as access. Keep person, resource and context separate.

Resource level: Place each stated resource under PERSONAL, SOCIAL or COMMUNITY.
Possible barrier: Do hours, route, format or setting make access uncertain? Cite the source, and say possible unless actual use was studied.
Possible enabler: Which offered option might help? Is actual use documented?
Evidence still needed: Ask a respectful question without blaming, diagnosing or inventing a user profile.

Tactile route: Put the three resource-level cards in separate labelled sleeves, then place POSSIBLE BARRIER and POSSIBLE ENABLER beside the relevant exact source words. Keep a separate UNKNOWN UPTAKE card; no textured label stands alone without text/Braille/speech.

Message-evidence mat · Days 5 and 9

Title: Before repeating a health number. A bold percentage needs a population, measure and source.

Read the literal claim: Who? What outcome? Which number and denominator?
Ask the maker: Who collected it? How, when and with whom?
Test research quality: Are validity, reliability, currency and missing voices addressed? A small voluntary response is not automatically representative.
Bounded public line: Say only what the stated respondents or facts support; do not generalise to everyone.

Tactile route: Place NUMBER and DENOMINATOR tokens on a fraction strip. Put OUTCOME, POPULATION, METHOD and DATE in separate named pockets; leave missing pockets empty and say so. Move a SUPPORTED CLAIM card only after the denominator and source boundary are stated.

Dimension-map mat · Day 7

Title: Five dimensions, no instant verdict. A possible opportunity is not a measured improvement.

Physical and mental: What opportunities are described, not assumed effects?
Emotional and social: Connection and feelings may differ by person; do not force one effect.
Spiritual: Meaning or connection may be discussed without assigning a belief, religion or cultural identity.
Limit the claim: Who was asked and what outcome was actually measured? If none, say none.

Tactile route: Use five distinct word-labelled dimension cards. Put each invented programme offer near any plausible card, allowing more than one placement while verbally marking uncertainty. Keep OUTCOME NOT MEASURED as a sixth card; no dimension card diagnoses or scores anyone.

Issue-question mat · Day 10

Title: Turn a broad promise into a question. Preparatory Unit 1 issue framing; no action or outcome is claimed.

Specific context: Which fictional programme, place or information route?
Possible access issue: What barrier and offered resource are actually described?
Two information needs: What should be checked before a solution is chosen, without collecting personal disclosures here?
One narrow question: Ask how access works; do not promise a wellbeing result, policy compliance or a redesign already implemented.

Tactile route: Set CONTEXT, POSSIBLE BARRIER, RESOURCE and TWO INFORMATION NEEDS cards left-to-right. After the learner states each source detail, put one QUESTION card at the end. Keep ACTION NOT YET TESTED outside the question row so a proposed fix is not mistaken for evidence.