These are original worked planning examples, not reports of a classroom or home trial. Change the interests and response choices; keep the chosen source and learning goal clear. Timing below is a starting plan, not a measured result.
1. Help a puppet find the book
Original resource: Digital Technologies Day 41 / exact ordinary sources. Read the full script before using this shorter adaptation.
Goal: represent a selected familiar-item entry using a picture/word and the given source. Locating the item gives that representation a useful job. Proposed partial AC9TDIFK02 opportunity, not evidence of device operation or personal-data identification.
Setup: draw three large guide areas: LEFT / MIDDLE / RIGHT. For supplied Guide A, BOOK is LEFT, CLOTH is MIDDLE, BOX is RIGHT. Label it TABLE GUIDE A / MODEL TIME A. This invented guide is our source; it does not say where anything is in the real room. Adult prepares broad picture/word cards, or reads the exact source while the child directs placement. No actual puppet is needed.
Invite: “Our pretend puppet wants the book. Where does this guide say to look?”
One 25-minute route: invite and choose a response (3); read Guide A (4); show how one picture has a matching word/place using CLOTH (5); child places, draws or directs a picture/word representation of BOOK and its given LEFT entry under Guide A's source label (7); ask “Which source helped you?” and record the actual help (4); keep or return the guide (2). One represented item is enough for this short adaptation; reading a location alone does not show the representation goal.
Choices: point to a labelled place; tell/sign/AAC the answer; direct an adult using the exact spoken description. Use another short sitting if helpful. Do not substitute a real-room answer for the supplied model. An actual collection needs its own source/date/view/key; do not copy Guide A's answer into it.
Possible next invitation: “Would another reader need a picture, a word or both?” Ask a willing actual reader only if one is available; otherwise label an adult demonstration as a model. Held Day 45/50 data remain unseen. Check the full script for its own observation and follow-up.
2. Let one mark become a tiny world
Original resource: Visual Arts Day 111 / material and access choices.
Goal: choose a mark/place/meaning and make an own picture: partial AC9AVAFD01/FC01. A single mark and open space can be the finished work.
Setup: blank paper and a familiar approved dry drawing tool. Existing approved printing can be chosen under the pack's full preparation guidance; this dry adaptation needs no paint or new stamp.
Invite: “One big mark. What could it become? It can just be a mark.”
One 25-minute route: invite an idea (3); adult shows one drawn mark, naming it adult-made (4); child chooses where their own mark will go (5); child draws or directs an adult, adding or stopping by choice (7); ask “What would you like to keep?” (4); child keeps privately or returns materials (2).
Choices: own drawing; a broad shape arranged on paper; child-directed actual adult drawing. A spoken future idea is a plan until supported making occurs. Do not assign a feeling from colour or require the picture to become a named object. Ask about a willing viewer only if the child wants one.
Possible next invitation: “Would your mark like more room, a neighbour, a line—or stay as it is?” Different or unchanged are both useful decisions. Preserve held AE/AF images for their checks.
3. A three-minute drawing game at home
Connection: ordinary Visual Arts practice inspired by the same one-mark invitation, not a school assessment or fresh-check rehearsal.
Setup: a familiar drawing surface/tool already appropriate for your child, or let them direct your drawing. No printer required.
Say: “Tell me where one big mark goes.”
Try: child points, draws, signs, uses AAC or directs one mark. You follow their choice, then pause. Ask “Add something, keep it, or stop?”
If wanted: “What could we try next time?” An unnamed or private picture is fine. The adult can note the actual choice/help for themselves; no form or returned work is required.
Finish: stop after this small turn or follow their request to keep going if practical. This three-minute idea has not been timed with a child. Save the real making choices; do not infer drawing independence from adult handling or a real emotion from an invented scene.