# Year 3 Hass · clean learner cards, Days 11–20

Choose how to respond: speak, sign, use AAC, point, draw, move, make or direct an adult as the task allows. You can ask for a quiet/private route. Nobody needs to tell us about their home, body, identity or personal experiences. The original [print mat and complete text route](../print/TEXT-ALTERNATIVES.md) are optional. Your teacher will tell you whether a card uses **real observation**, an **invented model** or a **plan only**. Keep that label with your work.

## Day 11 — What does the sign actually say?

Invented sign: ‘Return the shared atlas to the marked shelf after use.’ What does it actually ask people to do? Write one question about a real school's rule that this sign cannot answer.

**Choose a route:** Adult reads; child underlines; movable question-mark card.

**Show:** State a question that could guide checking and a claim the invented sign cannot establish.

**Home/low-material:** Make a made-up sign for a pretend shared shelf; do not name family rules.

## Day 12 — Who makes a school rule?

Which could tell you a real school's current rule: an approved current policy, a learner's suggestion or an invented poster? Sort the sources and name what you would check.

**Choose a route:** Colour-free source cards; spoken sort; tactile yes/unknown columns.

**Show:** Name the source needed to answer ‘What is our current rule?’

**Home/low-material:** Ask about a pretend school or use paper source labels.

## Day 13 — A consequence is not a punishment guess

Invented visitor cards: ‘I could not find the atlas’ and ‘I found it later.’ Match each report to its speaker. What might a return rule help with? What does neither card tell us?

**Choose a route:** Two speaker cards; comic strip; oral source matching.

**Show:** Explain one likely purpose of the return rule with ‘could’ rather than ‘always’.

**Home/low-material:** Use two paper messages about a pretend shared item.

## Day 14 — Two views of one rule

Invented Ari values finding the atlas quickly. Invented Bela finds the shelf label hard to read. Record both views. Suggest a change that could help without pretending these two speak for everyone.

**Choose a route:** Listen to adult-read roles; draw a viewpoint bubble; point to tactile labels.

**Show:** Name whose views are represented and whose are still missing.

**Home/low-material:** Invent two neutral character needs about a shared box.

## Day 15 — A rule proposal with evidence

At the made-up Maru room, a magnifier cannot be found and a visitor says the shelf marks are unclear. Propose one reversible change. Name a possible benefit, a possible difficulty and what you would check.

**Choose a route:** Voice, picture-plus-caption or AAC; two consequence tokens.

**Show:** Finish with ‘This might help because…; we would check…’.

**Home/low-material:** Use one paper notice in a pretend place; no purchase or real sign change.

## Day 16 — Why join a community task?

A pretend book swap has optional roles: label maker, organiser and access checker. Why might someone choose to help? Why might they choose not to? Write a question for a real organiser.

**Choose a route:** Role tokens; oral list; drawing of optional tasks.

**Show:** Ask a respectful question that a real organiser would need to answer before inviting people.

**Home/low-material:** Use a pretend swap on paper; no actual donation or family contribution.

## Day 17 — Map a contribution carefully

Draw an invented hall with a return desk and quiet table. Place optional roles on your map and label it MODEL. What access detail can this pretend map not tell you about a real place?

**Choose a route:** Raised-line outline; verbal left/right description; colour-free labels.

**Show:** Explain how the map could help plan but not prove a real location or accessibility feature.

**Home/low-material:** Use boxes and arrows for a made-up service.

## Day 18 — Action and unintended effect

A pretend loud announcement might help some book-swap visitors and bother others. Compare it with a clear written or tactile sign: one possible benefit and one drawback of each. Who should be asked before a real change?

**Choose a route:** Two-option cards; short spoken argument; drawn pros/limits.

**Show:** State the proposed action with ‘may’ and name who would decide in a real setting.

**Home/low-material:** Compare paper options for a pretend desk.

## Day 19 — Short sourced explanation

Two invented cards: a sign says ‘return atlas’; a visitor says ‘a larger label might help me’. Tell a three-sentence account that names each source and one thing you still do not know.

**Choose a route:** Three-part frame; AAC choices; picture/source matching.

**Show:** Share privately and point to the source for each sentence.

**Home/low-material:** Tell the three-sentence account orally with paper tokens.

## Day 20 — New issue, bounded proposal

At the fictional Pera games table, a board remains out after closing. One visitor wants a clear return place; another values an open route. Propose a reversible rule, explain two possible effects and name what a real school would need to check.

**Choose a route:** Move source/view/action tokens; diagram; dictate a proposal with a reason.

**Show:** Give a short evidence-limited recommendation to a chosen listener.

**Home/low-material:** Build the proposed rule on a paper pretend table.

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