# Ten optional 25-minute Foundation Dance sessions · Days 11–20

Use the [complete original sources, optional movement enactment and safety gate](MATERIALS.md). Offer [A/B/C access routes](LEARNER-CARDS.md) 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](MATERIALS.md), [invitation score](invitation-score.pdf), 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](MATERIALS.md), [answer choice](answer-choice.pdf).

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](MATERIALS.md), [invitation score](invitation-score.pdf), 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](MATERIALS.md), [choice to share](choice-share.pdf).

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](ASSESSMENT.md); AC9ADAFD01 and AC9ADAFC01 partial, AC9ADAFP01 only with separately actual sharing. **Prepare:** unseen case, [separate key](TEACHER-KEY.md), 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](MATERIALS.md), [smooth/change/pause](smooth-change-pause.pdf).

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](MATERIALS.md), [smooth/change/pause](smooth-change-pause.pdf).

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](MATERIALS.md), [smooth/change/pause](smooth-change-pause.pdf).

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](MATERIALS.md#original-subjectnest-teacher-demo-score), [maker/audience](maker-audience.pdf), [source slot](AUTHENTIC-SOURCE-SLOT.md).

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](ASSESSMENT.md); AC9ADAFD01 and AC9ADAFC01 partial. **Prepare:** unseen case, [teacher key](TEACHER-KEY.md), 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.