# Original shared cards · models, not local facts

Use these cards in the five optional menus. All names, diagrams, dates and data are **invented**. Before a child works, label the source/action **REAL**, **MODEL**, **PLAN**, **PERFORMANCE** or **PROGRAM RUN** accurately. A real school observation requires the school's safety and privacy process. No family, child, local geography, Country/Place, language, public-service claim or cultural expression is represented by these models.

## Science model cards

- **S1 · Paper slider MODEL:** A square moved 15 cm on a smooth folder and 8 cm on a cloth scrap in one invented pair of slides. The start method was not recorded, so the difference cannot isolate the surface. Values are for asking a fair-test question, not a real material claim.
- **S2 · Ruler MODEL:** Two printed start-to-stop paper-slider readings are 11 cm and 12 cm. The paper shows a 0 cm start. These printed readings do **not** show that a child used an instrument.
- **S3 · Six-trial MODEL:** Smooth-folder practice distances are 18, 20 and 19 cm; cloth-scrap practice distances are 9, 11 and 10 cm. They are fabricated for table/graph reading; no class produced them. Even an apparent pattern needs controls and real repeated observation.
- **S4 · Magnet MODEL:** An invented staff note says a sealed large metal item moved toward a school-approved magnet when it was brought close; a second, unnamed shiny item did not visibly move. It does not identify either material or prove a claim about all metals. Home route never requires magnets.
- **S5 · Small-drop MODEL:** An imaginary equal-drop note says a paper scrap's visible wet mark spread after ten seconds; a different cloth scrap's mark looked smaller at the same time. No amount absorbed was measured. No conclusion about all paper, cloth or real product suitability follows.
- **S6 · Flex MODEL:** An imaginary paper strip kept a sharp crease after a gentle fold; a card strip bent less easily; a soft cloth scrap folded and partly returned when released. Different samples might behave differently. It is a reading model, not a test report.

## HASS fictional source packet

**H1 · Share Shelf top-view plan, 2026 draft.** A rectangle labelled **ENTRANCE** at the lower edge leads by a drawn path to one shelf at the top. Two baskets marked **BORROW** sit left of the path; one basket marked **RETURN** sits right. A reading mat is drawn beside the shelf. The plan gives **no scale**, route width, real address, user record or accessibility test. [Original paper map](print/hass-aid.pdf) and [linear/tactile equivalent](print/TEXT-ALTERNATIVES.md#hass-aid) reproduce it.

**H2 · Share Shelf design note, 18 March 2026, invented designer.** “We moved the reading mat beside the shelf in this paper design. We have no real visitor-use data. A marked path is an intention, not proof that anyone can use it.” This is a fictional note about H1, not a council record.

**H3 · Options table, 20 March 2026, invented design team.**

| Option | Paper change | Number copied from a draft | What is known |
| --- | --- | ---: | --- |
| A | Add a pause-point label | 12 | No unit is supplied for 12. |
| B | Make the drawn path wider | 8 | No unit is supplied for 8. |
| C | Move the paper mat | 3 | No unit is supplied for 3. |

No number above can be called a price, time, participant count or benefit. The options have not been tested.

**H4 · Two invented viewpoints, 21 March 2026.** Nia: “The plan has one path and a RETURN basket. I would add clearer words at the entrance so a new reader knows where to go.” Jae: “The plan has one path. In my view, the route should be measured before anyone calls it easy to use.” Both can cite a feature of H1. Neither speaks for a real community.

**H5 · Model timeline.** 2022: a first paper shelf sketch has two BORROW baskets. 2024: an entrance arrow is added. 2026: a reading mat is drawn beside the shelf. These invented dates show sequence only; no card explains **why** a change occurred or what actual users experienced.

## Technologies paper brief and input cards

**Design brief:** Make a small **paper** tabletop label holder that stands with one medium paper label for ten seconds, folds flat and uses one clean reusable scrap. No adhesive, blade, electrical tool or real procurement is required. The ten-second check is a teacher-made classroom criterion, not a product standard.

**Digital sorting input:** Three fictional states are `RETURN`, `BORROW` and `HOLD`. Their labels do not refer to actual children or library records. A simple rule can send one matching label to LEFT and others to RIGHT. The offline [Rule Lab](interactive/rule-lab.html) lets a learner choose the IF label, LEFT/RIGHT destinations and three input tokens, then run and revise visible IF/ELSE/REPEAT blocks. The [paper branch aid](print/technologies-aid.pdf) offers an unplugged trace without pretending it was a program run.

## Arts original cue bank

- **Dance:** `near → far → pause → return` is a new movement phrase written for this pack, not a cultural dance.
- **Drama:** two fictional makers seek a labelled box; the label is vague, then clarified. No child's real conflict is requested.
- **Media Arts:** only paper-object images or original drawn frames are used; no faces, names, voices, logos or uploads.
- **Music:** teacher-made two-beat call `tap – rest`; a learner creates an original answer. Do not describe it as a song from any community or use near-ear sound.
- **Visual Arts:** original line/texture trials for a paper label; do not reproduce community-owned motifs.

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, source and changes. These invented cards and diagrams are original; no real-source content is silently substituted.