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Foundation / Dance / Term 1 / Weeks 03 04

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Ten optional 25-minute Dance sessions · Days 11–20Foundation Dance · T1 W3–4 · Lesson sequence

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Teacher copy · prompts and answer keys

Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Use the complete original sources, optional movement enactment and safety gate. Offer A/B/C access routes to anyone at any time, not as fixed learning styles. Each lesson is 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Read source text aloud. A paper mover, AAC answer, scribed score or directed adult motion is a valid route to the composition target, but PHYSICAL DANCE MOVEMENT NOT OBSERVED if the child did not actually move. A puppet-only audience is rehearsal; a real willing person must encounter the child's work for audience-sharing evidence. No actual response is claimed unless one occurred. Before optional physical activity, check local space, range, access, rest, cue and warm-up/cool-down. Stop immediately at a child's request.

Week 3 · Day 11 · An invitation has a maker

Goal: make an original paper OPEN–WAIT–ANSWER idea and name what the maker intended; AC9ADAFD01 and AC9ADAFC01 partial. Prepare: Source A, invitation score, three broad fields.

  1. Welcome · 3 min. Recall W1–2 paper scores. Say today's invitation is an idea, not a request to touch or copy anyone.
  2. Read · 4 min. Read Ada's full Source A. Ask who chose the paper marks and what Ada says they are for.
  3. Model · 5 min. Adult makes a different OPEN–WAIT–ANSWER strip and states one intended idea, such as leaving room for another shape. Label it adult paper work.
  4. Child choice · 7 min. Day 11 A/B/C make an original opening and chosen third shape. Optional small safe physical action only after local checks; no floor route is prescribed.
  5. Notice · 4 min. Ask which mark was the child's choice and what it might communicate. Record exact intention, paper score and any actual child action separately.
  6. Close · 2 min. Save the child's version without a neatness or body rating.

Week 3 · Day 12 · An answer can change the idea

Goal: make a different answer to a source invitation and identify what was changed; AC9ADAFD01 and AC9ADAFC01 partial. Prepare: Source B, answer choice.

  1. Welcome · 3 min. Offer no-contact, paper and private routes; no child must imitate a peer.
  2. Read · 4 min. Read Bo's complete Source B. Ask whether Bo copied Ada's TURN or chose a new line.
  3. Model · 5 min. Adult draws a straight offer beside a curved answer and names the changed direction. No claim of a real maker response.
  4. Child choice · 7 min. Day 12 A/B/C place one original answer beside the source, changing direction, quality or pause; actual movement is optional and locally checked.
  5. Notice · 4 min. Ask for the exact part changed and the child's possible meaning. Record composition; body quality only if actually observed.
  6. Close · 2 min. Keep both ideas side by side without declaring one better.

Week 3 · Day 13 · Leave room for the answer

Goal: use a chosen wait/pause to make room between two movement ideas; AC9ADAFD01 and AC9ADAFC01 partial. Prepare: Sources A–B, invitation score, broad PAUSE marker.

  1. Welcome · 3 min. Say a wait may be on paper; no child must hold a difficult body position.
  2. Read · 4 min. Re-read Ada's WAIT and Bo's different answer. Ask what could be noticed between the two marks.
  3. Model · 5 min. Adult shows two scores, one with no gap and one with a broad WAIT field, and names the change in timing.
  4. Child choice · 7 min. Day 13 A/B/C decide where their wait belongs before an answer and make or direct a paper phrase. Optional physical pause only if comfortable and safe.
  5. Notice · 4 min. Ask where the pause is and why the child placed it there. Do not infer what a future viewer would feel.
  6. Close · 2 min. Keep the first and revised versions as the child's development evidence.

Week 3 · Day 14 · Ask before sharing

Goal: choose whether/how to share an original paper or movement idea with a willing person, while respecting no; AC9ADAFP01 only if actual sharing occurs, AC9ADAFC01 partial. Prepare: Source C, choice to share.

  1. Welcome · 3 min. Explain that a child may keep a work private, share it later or choose one willing educator; no public performance is owed.
  2. Read · 4 min. Read Source C. Ask which words are the request, no and respectful next action.
  3. Model · 5 min. Adult asks a willing colleague or puppet to see their own paper score, accepts “not now” and leaves the choice open. Puppet is rehearsal, not an audience.
  4. Child choice · 7 min. Day 14 A/B/C decide on a willing person or private route. If actual sharing happens, the child chooses paper/AAC/gesture/approved movement; record what was conveyed and who was present privately.
  5. Notice · 4 min. Ask what the maker meant and, only if a real response occurred, what the listener actually said. Otherwise NO ACTUAL AUDIENCE RESPONSE.
  6. Close · 2 min. Respect a no from either maker or proposed audience without a reason.

Week 3 · Day 15 · Fresh invitation-and-answer check

Goal: independently interpret a new paper invitation after an adult read, choose a distinct answer and describe a sharing choice through teacher-held Case I; AC9ADAFD01 and AC9ADAFC01 partial, AC9ADAFP01 only with separately actual sharing. Prepare: unseen case, separate key, no performance requirement.

  1. Welcome · 3 min. Offer speak, point, AAC, scribe or private route; body movement and audience sharing remain optional.
  2. Read · 4 min. Reveal Case I for the first time and read its exact fictional source neutrally.
  3. Process model · 5 min. Use a blank unrelated card to show how to identify a maker's stated intention, without modelling a Case I answer.
  4. First response · 7 min. Capture the first independent Case I answer through an equivalent route before a content cue.
  5. Respond · 4 min. Use the key after first response. Record paper composition, any chosen actual movement and any actual sharing separately.
  6. Close · 2 min. File the new check as formative; it does not certify dance performance or community understanding.

Week 4 · Day 16 · A smooth line can begin an idea

Goal: explore an original smooth paper flow and state a possible intention, without copying Science object motion; AC9ADAFD01 and AC9ADAFC01 partial. Prepare: Source D, smooth/change/pause.

  1. Welcome · 3 min. Say the ball test in integrated Science is a different source. Nobody needs to roll a body or move on the floor.
  2. Read · 4 min. Read Source D. Ask which mark comes first and whether a human has moved in the story.
  3. Model · 5 min. Adult traces a broad smooth line with a paper mover and states one intention. It is an adult paper example.
  4. Child choice · 7 min. Day 16 A/B/C create a new broad smooth line and a maker purpose. Offer safe small actual movement only after local checks.
  5. Notice · 4 min. Ask what makes the line look smooth on paper; separate the child's idea from any observed physical quality.
  6. Close · 2 min. Save source type: paper, actual child action or adult demo.

Week 4 · Day 17 · Change direction or quality

Goal: revise one part of a smooth phrase so a change becomes noticeable; AC9ADAFD01 and AC9ADAFC01 partial. Prepare: Source D, smooth/change/pause.

  1. Welcome · 3 min. Offer paper line, AAC, broad tactile score or safe chosen movement. No pace or range target.
  2. Read · 4 min. Re-read SMOOTH LINE → CHANGE DIRECTION → PAUSE. Ask which mark carries the change.
  3. Model · 5 min. Adult draws two versions with one changed direction while keeping the opening. Name precisely what changed.
  4. Child choice · 7 min. Day 17 A/B/C revise a line, chosen gesture or marker pathway. A physical trial is optional and individually approved.
  5. Notice · 4 min. Ask the child to point to the changed part and state what it might tell a viewer; actual viewer interpretation remains unknown.
  6. Close · 2 min. Keep both drafts; a change that does not work is useful exploration.

Week 4 · Day 18 · A pause can mean different things

Goal: choose pause placement to communicate a maker's own idea and avoid one universal meaning; AC9ADAFD01 and AC9ADAFC01 partial. Prepare: Source E, smooth/change/pause.

  1. Welcome · 3 min. A pause can be a paper box; no freeze, balance or breath hold is required.
  2. Read · 4 min. Read both Source E maker statements. Ask which pause comes before and which after the line.
  3. Model · 5 min. Adult moves a paper PAUSE card from end to start and says the two makers' intentions differ; do not claim every viewer agrees.
  4. Child choice · 7 min. Day 18 A/B/C place a pause, choose a purpose and make a version. Optional physical pause is brief, comfortable and checked.
  5. Notice · 4 min. Record child's exact intention and score; do not score stillness as a body skill from a paper answer.
  6. Close · 2 min. Invite a later revision if a different maker intention arises.

Week 4 · Day 19 · Who made the work, who actually saw it?

Goal: identify the maker/purpose of an original teacher-demo score and distinguish a real encounter from a paper description; AC9ADAFE01 partial only with a real authorised work encounter, AC9ADAFP01 only with actual willing audience sharing. Prepare: original demo score, maker/audience, source slot.

  1. Welcome · 3 min. Name SubjectNest as maker of the original score and its stated purpose. Do not claim the class has seen a performance unless it occurs.
  2. Read · 4 min. Read the full score and maker statement. Ask what is from the source and what a child still cannot know about a real performance.
  3. Model · 5 min. If safe and chosen, educator actually performs/adapts the short original work for willing viewers, noting date, performer and change; otherwise show only the paper score and mark TEACHER DEMO NOT PERFORMED.
  4. Child choice · 7 min. Day 19 A/B/C respond to the work actually encountered or the paper score, labelling which. Child may share an original idea with a willing real educator or keep it private.
  5. Notice · 4 min. Ask what the maker intended and what the child actually noticed; record an actual listener response only if said. A paper demo cannot prove community importance.
  6. Close · 2 min. Place any future community work in the authorised source slot with maker/permission/context checked first.

Week 4 · Day 20 · Fresh flow-and-purpose check

Goal: independently revise a new smooth/change/pause paper score for a stated purpose and distinguish maker, real performance and response through teacher-held Case J; AC9ADAFD01 and AC9ADAFC01 partial. Prepare: unseen case, teacher key, no audience or movement demand.

  1. Welcome · 3 min. Offer paper, AAC, point, private read or adult scribe; no public performance is required.
  2. Read · 4 min. Reveal Case J for the first time and read every line without a content hint.
  3. Process model · 5 min. On a blank unrelated line, demonstrate naming a changed mark, never a Case J answer.
  4. First response · 7 min. Capture the first independent Case J score/reason and any access support separately.
  5. Respond · 4 min. Consult the key only after first response. Separately note any actual chosen movement or real sharing, never inferring it from paper.
  6. Close · 2 min. File paper idea, actual performance and audience response as distinct sources. One check cannot establish year achievement.

Source: https://neuroforge.io/subjectnest/library/resources/foundation/dance/term-1/weeks-03-04/LESSONS · Original material © NeuroForgeIO Pty Ltd 2026 · CC BY 4.0: https://creativecommons.org/licenses/by/4.0/ · Credit the source and note changes. External sources keep their own terms.