Use R inside ordinary Days 1–4, 6 and 9, replacing the corresponding imagined-place P job. P remains complete and convenient; switch, pause, keep a response private or pass. No actual school/place/person/source/permission/child response has been collected during authoring. This is a prepared conditional K03 workflow, not a full-code or year outcome.
Prepare one small shared source kit · teacher only
- Choose one genuinely suitable place and view. Select an ordinary shared learning place/feature under the school's actual supervision/access procedure: for example, an already permitted book-return area, making-material shelf or class display feature. These are candidates, not claims they exist here. Children choose among the actual permitted features or P; no home/family/private needs map is requested. Use an accessible safe indoor viewing point or an approved exact account/description for the same feature. No route walk, full school plan, photo, hazard handling, furniture move or change to official safety/access signage is required. Make a broad sketch/model showing one or two actual landmarks from that view; its labels/positions must match the current source. Keep actual view/date and any account separate from A–E fiction.
- Attach one short particular-person account and local care procedure. A willing appropriate adult, including the teacher, may give one ordinary confirmed sentence about why this place/feature matters to that person, plus one locally suitable way it can be looked after. Record source role/identity locally, actual account date, exact words or confirmed paraphrase and permitted audience/use. An existing approved account can work; no guest/interview/home donation is compulsory. If the source supplies only care, don't invent specialness; if only a reason, care can remain a later opportunity. School procedure, source permission and cultural scope apply to any proposed act/use. Community-held content goes through the separate authority gate; no cultural meaning is guessed.
- Ready broad, reusable play pieces. One actual sketch/model or exact spoken description; one feature cue (large drawing/object/plain word read aloud); a speaker cue; ordinary paper or the optional place play card. Loose large pieces, a tabletop model, oral/sign/augmentative and alternative communication (AAC) and child-directed adult marking work without printing, cutting, touch or independent reading. Source-equivalent description/model is agreed before use. A child who does not visit can use the authorised actual source without claiming a visit occurred. Reuse the same kit across all six R branches; only recheck current source/view/use before teaching. Source setup occurs outside the 25-minute learner clock; no fixed approval time is promised.
- Choose one job and sample lightly. Use a supervised small group, with one view/source available to everyone who chooses R. Offer “Find, tell, care, or made-up play?” Child does one action before extended discussion. Sample a few children's actual responses/help, then revisit others later; no whole-class form completion in four minutes. If safe access, source, supervision or permission is unavailable, run P now and name an ordinary next preparation step. A private response, absent home participation or pass is not an error. Unfinished components can continue at another sitting, with extra time recorded honestly.
The six ordinary jobs
| Day | One tangible action first, then a short question | Exact source boundary |
|---|---|---|
| 1 | Child chooses one actual feature cue, matches/points/directs it to the viewed feature, then asks one small question. “What is here?” “What would you like to ask?” | Record actual feature/view/question and help. Matching a cue alone does not establish the child's familiarity or belonging. |
| 2 | Put/direct one landmark in a broad sketch or tabletop model matching the fixed view; add a second if ready. “Where does it go?” | Actual pictorial location with stated view/orientation; no forced grid language or safe-route claim. One recorded location is a small sample, not two completed records. |
| 3 | Put a speaker cue beside the feature named in the short account, then tell its reason. “Who tells us?” “Why does it matter to them?” | Account belongs to that particular person. Child may offer an own bounded view, but no personal favourite-place story is required. No group agreement inferred. |
| 4 | Choose/show/tell one suitable care idea from the actual local procedure. An ordinary return action is optional only if currently allowed and chosen. “How could we look after it?” | A source-supported explanation can teach care without performing it or proving benefit. Record explanation, actual act and any observed effect separately. Hazards remain adults' responsibility. |
| 6 | Match/direct a plain place cue to the actual feature or its source, then ask one useful place question. “Which cue fits here?” | A source match/intended job is not proof a visitor used or understood a sign. Do not require a viewer test or real navigation. |
| 9 | Make/direct one large plain place/care cue for a chosen actual feature; explain its source-linked place/care job. “What shall it show?” | Use only within the school's agreed procedure/audience. Cue can stay on the tabletop/source if placement is not agreed. A made cue is not an observed place benefit. |
Days 5 and 10 stay new imagined-place checks. Days 7–8 retain their fictional timeline/view tasks. Do not convert a supplied fictional making sequence into actual school history. An actual cue made today has today's observed making details only; no earlier event/viewer outcome is supplied by a model.
One short local teacher note · reusable, not a child worksheet
Actual place/source/view + date; particular speaker/account date/words: ____
Current school/source/use/access scope; child's R/P/private/pause choice: ____
Familiarity/belonging basis; actual feature / attributed reason / care understanding: ____
Actual response/date/help; act or effect only if observed; one next step/custody: ____
Use normal school records only, with a child identifier if needed there. No upload, automatic photo or public class needs map. A source date is not evidence the child encountered it; record the actual response/encounter. Adult model/cue contributions are attributed. Source facts, child's response and knowledge judgement are distinct.
K03 components · don't turn belonging into an interview
- Features: actual viewed/source-described feature and child's actual identification/record. Approved adult account is attributed; it is not automatically the child's own direct observation.
- Familiar places they belong to: use an appropriate ordinary shared school-learning context/actual known use and child recognition/communication where available. Do not infer familiarity/belonging solely from a map match, enrolment label or a fictional favourite. New arrivals may be learning the space; record the actual orientation/feature opportunity while familiarity remains developing. No demanded emotional statement, home address or personal history.
- Why some places are special: particular person's supplied reason, correctly shared by the child where elicited. The reason is not every user's view or automatically the child's own feeling. If no reason is supplied/shared, this aspect stays open.
- How places can be looked after: a suitable sourced explanation or reasoned possible care idea can contribute. Actual physical action and measured benefit are not requirements for every care-understanding opportunity. Any optional action needs current permission/procedure; effects need separate actual evidence before being claimed.
Record prepared opportunity, source/readiness, actual teaching and observed supported/independent response separately. Missing knowledge components stay open; one feature/cue does not complete K03 or a year. No pilot data is needed to prepare this route.
Complete P / private / pass route
Use A–E as the exact imagined-place source kit. Match STORY MAT, place map cues, give Pip/Ren their stated reasons, explore Source C's possible care, and make a paper cue. Loose objects, a large oral map or an adult moved only by the child preserve the source task. Imaginary places are legitimate partial K03 concepts; discussing possible care is worthwhile without an actual act. P does not establish actual child belonging or local specialness. A child may observe, direct, choose P later, keep work private or pass; no response means no new attainment recorded. Complete fictional home ideas remain optional and their absence is never an error.