Question: Can a poster attract attention without overclaiming? Kit: Source A and recommendation canvas; pencil, plain paper. 35 = 3 + 7 + 12 + 8 + 5.
- 0–3: Compare A's largest text with its smallest condition. Ask what a viewer meets first.
- 3–10: Model an original alternative headline: “Small indoor test: 18 of 24 upright at closing, including 6 after tabs.” Show the count and adjustment at readable size. Say that visual emphasis is an author decision, not a change to the data.
- 10–22: Learners plan and actually create a paper poster or accessible text-led layout for a second fictional test request. Include a clear hierarchy, source label, denominator, adjustment note and at least one next question. No real school logo or photograph.
- 22–30: A peer names the first idea they saw, then checks whether the smallest text hides a necessary limit. Learners revise one visual or wording choice and document why. Routes: draw/type a high-contrast layout; assemble movable text strips or tactile borders; direct an adult layout in speech/sign/AAC and verify the final order. A merely described idea is planning evidence; visual arts creation requires an actual artefact produced under direction.
- 30–35: “What detail must remain visible?” Key: source/denominator and the six after tabs; a responsible headline cannot imply unadjusted success. Response move: if the headline says “proven”, replace with what the one-day record actually shows.
Another domain: Design an invented museum caption or game invitation with the same evidence limits. Home: sketch a hierarchy using three blank rectangles; no screen needed.