Use these when a context feels stale or inaccessible. Keep the original day’s concept, four-stage timing, safe kit, evidence boundary and check. Invented places and people are unnamed; none represents a real community. Ask learners for a familiar, non-private example if they prefer. A swap-in is another route, not another mandatory task.
| Day | Science | HASS | HPE | Technologies | The Arts |
|---|---|---|---|---|---|
| 11 | Compare a whole biscuit and a crumbled one in closed bags; label this a food analogy, not geological evidence. | Use a fictional community noticeboard: who decides display rules and who can advise? | Compare two comfortable hand/arm routes with rest between them. | Design a grip for carrying an empty cardboard tube instead of a cup. | Dance a straight and zigzag “finding the exit” phrase within a safe space. |
| 12 | Use dry rice and two equal trays to model carried grains; do not call rice river sediment. | Compare a dated library tally with an unsigned “everybody loves this” flyer. | Replay a tabletop token game with larger target and flexible turn time. | Test a dry paper-bag handle low over a tray. | Vary a hand-gesture phrase by repeating the last move rather than changing speed. |
| 13 | Compare how coarse and fine clean grains settle in two closed jars; changed grain size is now the variable. | Decide between reusable labels and volunteer sorting time for a fictional swap table. | Adjust marker spacing for a wheeled or tabletop route. | Compare two fictional pencil cases by fast access and repairability. | Improvise two characters wanting the last stage prop. |
| 14 | Match invented plant leaf forms to shade/water conditions, then name what real plant evidence is missing. | Audit a fictional sports-club poll tally rather than conducting a live poll. | Rehearse asking before moving another person’s drawing. | Plan a low cardboard book stand, including a stability test. | Rehearse an invented “lost parcel” scene with a changed gesture cue. |
| 15 | Use the original fresh check; afterwards invent a new safe cracking/moving/settling example for reteaching. | Use the original fresh check; afterwards compare a dated menu request with an unsigned claim. | Use the original fresh check; afterwards try a different inclusion rule with willing players. | Use the original fresh check; afterwards choose criteria for a reusable pouch. | Make an original two-frame “put back borrowed tools” message for a different audience. |
| 16 | Model three states with buttons and movement arrows; buttons are models, not particles. | Ask what a fictional library needs before moving a rain-affected entrance. | Rehearse reporting a fictional message asking for school name instead of address. | Branch a library sorter by large/small format and damaged/sound condition. | Present the two-frame work with a quiet paper rustle versus no sound. |
| 17 | Aim reflected light at a plain wall mark rather than a paper card; protect eyes. | Decide whether a map supports “route X has fewer turns” versus “route X is quieter.” | Compare a dated school newsletter claim with an anonymous fitness slogan. | Encode an invented on/off four-lamp sequence with 0/1 tiles. | Compose tap, tap, rest, tap and record why a different rest position matters. |
| 18 | Compare the apparent position of a spoon through a clear water cup and air. | Plan safe, adult-led steps for an imaginary closed footpath query. | Rotate maker, tester and fairness observer in a tabletop challenge. | Wireframe an equipment-finder screen rather than a book-finder screen. | Perform one pattern with a softer ending, then reverse the change. |
| 19 | Recommend evidence before changing a fictional sandy path near a school garden. | Compare two fictional accessible seating plans by path width and shade. | Try a comfortable 60-second hand/arm change after a seated task. | Run a visual counter for three borrowed balls instead of returned books. | Make a two-texture artwork to suggest “near/far” rather than “busy/quiet.” |
| 20 | Use the original fresh check; afterwards draw a new mirror path with different target position. | Use the original fresh check; afterwards devise a question for a notice with no date. | Use the original fresh check; afterwards test a no-elimination tag-free game. | Use the original fresh check; afterwards minimise data for a fictional recipe suggestion. | Present an untitled collage to a private willing viewer and ask what they notice first. |
Adaptation guardrails
Never ask a learner to use a real child’s information, reproduce a cultural work, simulate a diagnosis, inspect dangerous weather/traffic, or collect living things. A food/item analogy is a model, not scientific field evidence. Keep actual actions and paper plans distinct on the staff observation card. Check local school rules before using devices or recording any work.