# Year 3 Technologies · 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 — Who needs the holder?

A pretend class needs a reusable holder for a shared instruction card. Who is it for? Name two things it should do, fold a scrap-card idea and record whether it stands in one gentle test.

**Choose a route:** Fold and touch; draw side view; direct adult to test a model.

**Show:** Name a user, one test observation and an unanswered access question.

**Home/low-material:** Fold a scrap strip and test a blank instruction card.

## Day 12 — Why does the fold hold?

Compare two same-size scrap strips: one flat, one folded into a triangle. Gently push each in the same direction on a table. What did you see? What has this one test not proved?

**Choose a route:** Tactile side-view tracing; large printed fold diagrams; child-directed adult push.

**Show:** State an observed difference and one reason it may not generalise to all materials.

**Home/low-material:** Compare two safe folded paper strips; never load books or weights.

## Day 13 — Draw two decisions

Draw two different paper-card holders. Label folds and where the instruction card goes. Choose one and number three steps for making it. Give a reason for the choice.

**Choose a route:** Large diagram; tactile folded prototype; oral three-step sequence.

**Show:** Explain a trade-off between footprint and stability using the Day 12 test only where relevant.

**Home/low-material:** Draw or fold two versions from reclaimed paper.

## Day 14 — Make, then observe

Make your selected holder by folding scrap card. Put in a blank instruction card and give the table one gentle tap. What did your model actually do? What step would you change?

**Choose a route:** Child-directed adult fold; tactile crease; bold guide lines; no forced fine-motor task.

**Show:** Show the actual model and mark one step that needed changing.

**Home/low-material:** Fold a no-cut stand from reused paper.

## Day 15 — Check the criteria

Check your holder against three criteria: card visible, material reusable, fits a narrow desk edge. For each, write YES, NOT YET or UNKNOWN and an observation. Choose one revision.

**Choose a route:** Three tactile criteria tiles; yes/not-yet table; oral design review.

**Show:** Explain which criterion is strongest and which needs another test or user check.

**Home/low-material:** Judge the paper model against written criteria; no shopping required.

## Day 16 — A user story for a shelf

Fictional Nia wants to return a card to the correctly labelled box. Write a user story, then three ordered paper-robot steps. What happens if a label does not match?

**Choose a route:** Token path; verbal steps; large-print numbered cards.

**Show:** Explain what the sequence does if the labels match and what is still missing if they do not.

**Home/low-material:** Use paper labels and a token; no device or account.

## Day 17 — If a label differs

A card says BLUE. Boxes say BLUE and GREEN. Write an IF/ELSE rule and test both branches with paper tokens. What happens if no box matches?

**Choose a route:** IF/ELSE tactile cards; spoken role-play; drawn flow arrows.

**Show:** Show both branch outcomes and compare with the earlier sequence.

**Home/low-material:** Use household blank coloured shapes or words on scrap paper.

## Day 18 — Repeat without losing a step

Three cards need checking. Write one compare-and-place rule that repeats for each card. Run three paper tokens, including one without a matching box. Mark each repeat.

**Choose a route:** Numbered tokens; finger tracing; adult acts as the paper robot.

**Show:** Tell how many times the repeated check ran and what happened to the nonmatch.

**Home/low-material:** Use pencil circles instead of cards; no device required.

## Day 19 — Same data, different display

Invented shelf count: blue 2, green 1. Show the same counts as a labelled table and as three paper shapes with words. Check that both displays keep the same information.

**Choose a route:** Tactile counters; large print table; spoken category/count pairs.

**Show:** Verify both representations still show 2 and 1, then name a purpose for each.

**Home/low-material:** Represent invented book counts with marks and words.

## Day 20 — A new user tests the rule

Fictional Ori must sort A, B and C but only A and C boxes exist. Trace sequence, comparison and repeat for all three cards. Where does B go? Change any unclear step.

**Choose a route:** Paper robot; tactile letter cards; diagram; oral/AAC explanation.

**Show:** State where B goes and why; tell the changed step to a partner or adult.

**Home/low-material:** Use letter tokens and two paper boxes.

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