Ten optional 25-minute teacher scripts · Days 21–30Foundation Dance · T1 W5–6 · Lesson sequence

Each script is 3 + 4 + 5 + 7 + 4 + 2 minutes. Use original sources and safety gate. All physical movement is optional and requires local approval; the fixed paper mats never prescribe a body route. Record the maker’s stated idea separately from observed movement, a real audience and any actual response.

Week 5 · Day 21 · One mark, two sizes

Goal/codes: Choose a compact path and a broad path inside a personally comfortable space. AC9ADAFD01 / AC9ADAFC01 partial. AC9ADAFP01 only after actual willing-audience sharing; AC9ADAFE01 only after authorised real-work encounter. Prepare: Original A4 or no-print equivalent, broad paper motifs/bands, child-choice record. See materials.

1. Welcome · 3 min. Choose a compact path and a broad path inside a personally comfortable space. Offer paper, AAC, adult-direction, and optional safe movement; anyone may pass on enactment.

2. Read and model · 4 min. Show original Source A: the same curved mark drawn compactly and then broadly. Say both are paper dance scores, not a child performance.

3. Try together · 5 min. Lay a tiny curve and a larger curve side by side. Ask what changed in the extent of the path while its curved kind stayed.

4. Child choice · 7 min. Child chooses a mark and makes compact and broad versions; adult records which dimensions the child chose.

5. Notice · 4 min. Ask what is visible on paper, what physical action was actually observed if any, and what remains unknown.

6. Close · 2 min. Save both versions for a size-change phrase tomorrow.

Next teaching: If sizes are indistinguishable, put frames side by side; if distinct, ask what remained the same. Use equivalent routes and worked practice.

Week 5 · Day 22 · Size change across two moments

Goal/codes: Order a compact and broad path so a maker-chosen idea changes across a short phrase. AC9ADAFD01 / AC9ADAFC01 partial. AC9ADAFP01 only after actual willing-audience sharing; AC9ADAFE01 only after authorised real-work encounter. Prepare: Original A4 or no-print equivalent, broad paper motifs/bands, child-choice record. See materials.

1. Welcome · 3 min. Order a compact and broad path so a maker-chosen idea changes across a short phrase. Offer paper, AAC, adult-direction, and optional safe movement; anyone may pass on enactment.

2. Read and model · 4 min. Read original Source B: compact arc → broad arc. Maker says it is meant to feel like giving an idea more room; this is intention, not observed response.

3. Try together · 5 min. Reverse two size cards. Ask how the visible paper phrase differs, without deciding which intention is universal.

4. Child choice · 7 min. Child chooses compact-first or broad-first, then names one intended idea; adult preserves the chosen order.

5. Notice · 4 min. Ask which part supplies the visible change; do not infer a viewer’s feeling.

6. Close · 2 min. Keep the score; Day 23 adds relative height.

Next teaching: If the idea is stated but order is unclear, ask child to number the two frames. Use equivalent routes and worked practice.

Week 5 · Day 23 · Low and high are relative choices

Goal/codes: Locate two marks at different relative heights on a personal-range map, with no mandated reach, floor level or standing. AC9ADAFD01 / AC9ADAFC01 partial. AC9ADAFP01 only after actual willing-audience sharing; AC9ADAFE01 only after authorised real-work encounter. Prepare: Original A4 or no-print equivalent, broad paper motifs/bands, child-choice record. See materials.

1. Welcome · 3 min. Locate two marks at different relative heights on a personal-range map, with no mandated reach, floor level or standing. Offer paper, AAC, adult-direction, and optional safe movement; anyone may pass on enactment.

2. Read and model · 4 min. Use original Source C with three stacked bands labelled lower, middle and upper within an imagined comfortable range. State that these are score positions, not a requirement to stretch.

3. Try together · 5 min. Move one large marker from a lower band to an upper band on the paper map. Ask what changed and what did not.

4. Child choice · 7 min. Child chooses any two distinct bands, places one mark in each, and may rename the bands to match their own safe range.

5. Notice · 4 min. Ask if the intended height difference is visible in the score; note no child body height is inferred.

6. Close · 2 min. Tomorrow one shape appears in two relative positions.

Next teaching: If bands are not differentiated, add a clear divider; if clear, combine with scale. Use equivalent routes and worked practice.

Week 5 · Day 24 · Same motif, new position

Goal/codes: Repeat a child-chosen motif at two relative heights; the repeat helps a viewer recognise it despite the change. AC9ADAFD01 / AC9ADAFC01 partial. AC9ADAFP01 only after actual willing-audience sharing; AC9ADAFE01 only after authorised real-work encounter. Prepare: Original A4 or no-print equivalent, broad paper motifs/bands, child-choice record. See materials.

1. Welcome · 3 min. Repeat a child-chosen motif at two relative heights; the repeat helps a viewer recognise it despite the change. Offer paper, AAC, adult-direction, and optional safe movement; anyone may pass on enactment.

2. Read and model · 4 min. Draw a loop in the lower band and the same loop in the upper band. Name “same shape, different position.” No one must make a loop with their body.

3. Try together · 5 min. Compare lower loop → upper loop with lower loop → lower zigzag; ask which preserves the shape.

4. Child choice · 7 min. Child picks a safe abstract motif, repeats it in another band and says what a fictional viewer might notice.

5. Notice · 4 min. Check motif identity and position change separately; imagined viewer notice is not real response.

6. Close · 2 min. Tomorrow’s unseen K source asks for an independent scale choice.

Next teaching: If motif changes accidentally, compare shape outlines; if strong, ask why its reappearance matters. Use equivalent routes and worked practice.

Week 5 · Day 25 · Fresh Check K: an independent scale choice

Goal/codes: Make a first independent two- or three-moment score from an unseen abstract source, choosing a visible scale change for a stated idea. AC9ADAFD01 / AC9ADAFC01 partial. AC9ADAFP01 only after actual willing-audience sharing; AC9ADAFE01 only after authorised real-work encounter. Prepare: Unshown fresh check, blank panels, separate teacher key kept closed. See materials.

1. Welcome · 3 min. Make a first independent two- or three-moment score from an unseen abstract source, choosing a visible scale change for a stated idea. Offer paper, AAC, adult-direction, and optional safe movement; anyone may pass on enactment.

2. Source access · 4 min. Reveal Check K only now. Read the maker statement and show one starting compact spiral in an empty frame; do not model a K answer.

3. Process only · 5 min. Demonstrate how to number a blank unrelated score; keep K choice frames empty. Offer equivalent visual, text, tactile or adult-directed access.

4. First independent response · 7 min. Child chooses the later mark(s) and states or indicates an intended idea; adult records first response before teaching.

5. Self-check · 4 min. Ask child to identify their chosen size change without supplying it. Actual performance and audience remain separate.

6. Close · 2 min. After capture, open teacher key; use a different context for practice.

Next teaching: If no scale change, revisit Day 21 with a new mark after the check. Use equivalent routes and worked practice.

Week 6 · Day 26 · A position and a size can change separately

Goal/codes: Contrast a size change with a relative-level change so a maker can choose which clue belongs in a phrase. AC9ADAFD01 / AC9ADAFC01 partial. AC9ADAFP01 only after actual willing-audience sharing; AC9ADAFE01 only after authorised real-work encounter. Prepare: Original A4 or no-print equivalent, broad paper motifs/bands, child-choice record. See materials.

1. Welcome · 3 min. Contrast a size change with a relative-level change so a maker can choose which clue belongs in a phrase. Offer paper, AAC, adult-direction, and optional safe movement; anyone may pass on enactment.

2. Read and model · 4 min. Show two original paper scores: a compact curve becomes broad in the same band; a compact curve stays compact but moves to another band.

3. Try together · 5 min. Place cards on a two-by-two size/height mat. Ask what changed in each score. Accept “both” only when both vary.

4. Child choice · 7 min. Child designs two new two-moment scores, one with size-only change and one with level-only change, or directs adult equivalent.

5. Notice · 4 min. Ask which score best matches a chosen intention; mark intention as child statement, not audience fact.

6. Close · 2 min. Next lesson combines both without demanding physical effort.

Next teaching: If both changes are mixed, hold one property fixed with a matching card. Use equivalent routes and worked practice.

Week 6 · Day 27 · Combine two choices in a phrase

Goal/codes: Make a three-moment phrase whose size and relative level are deliberate and legible on paper. AC9ADAFD01 / AC9ADAFC01 partial. AC9ADAFP01 only after actual willing-audience sharing; AC9ADAFE01 only after authorised real-work encounter. Prepare: Original A4 or no-print equivalent, broad paper motifs/bands, child-choice record. See materials.

1. Welcome · 3 min. Make a three-moment phrase whose size and relative level are deliberate and legible on paper. Offer paper, AAC, adult-direction, and optional safe movement; anyone may pass on enactment.

2. Read and model · 4 min. Adult models an original score: compact lower hook → broad middle hook → compact lower hook. Name size and position choices independently.

3. Try together · 5 min. Together change only the middle: choose broad upper or compact middle. Ask what a viewer could see differently.

4. Child choice · 7 min. Child makes three moments using one returning motif, with one size and one relative-level choice; adult records support.

5. Notice · 4 min. Check that at least one shape returns; distinguish intended meaning from an actual audience report.

6. Close · 2 min. Day 28 tests how a score can be read without enactment.

Next teaching: If a child has only two moments, offer a blank return panel; do not supply the motif. Use equivalent routes and worked practice.

Week 6 · Day 28 · Can another person read the score?

Goal/codes: Use a clear score legend and separate a maker’s intention from an actual willing reader’s description. AC9ADAFD01 / AC9ADAFC01 partial. AC9ADAFP01 only after actual willing-audience sharing; AC9ADAFE01 only after authorised real-work encounter. Prepare: Original A4 or no-print equivalent, broad paper motifs/bands, child-choice record. See materials.

1. Welcome · 3 min. Use a clear score legend and separate a maker’s intention from an actual willing reader’s description. Offer paper, AAC, adult-direction, and optional safe movement; anyone may pass on enactment.

2. Read and model · 4 min. Adult points to size icons, band labels and a three-moment score. Say: “These marks tell a plan; we have not seen a dance yet.”

3. Try together · 5 min. Show one deliberately ambiguous score missing band labels. Children choose a label to clarify where the second mark sits.

4. Child choice · 7 min. Child adds one legend clue to their own score. A willing adult may read it back; record exact actual words only if an encounter occurs.

5. Notice · 4 min. Ask what the score communicates on its own and what remains unknown about physical quality and real audience meaning.

6. Close · 2 min. Tomorrow compose an original mini-work and seek a real authorised work only under source gate.

Next teaching: If legend is unclear, ask what one symbol is meant to show. Use equivalent routes and worked practice.

Week 6 · Day 29 · Compose and decide whether to share

Goal/codes: Create an original short scale/level work with a maker intention; distinguish actual real-work encounter and willing-audience sharing from planning. AC9ADAFD01 / AC9ADAFC01 partial. AC9ADAFP01 only after actual willing-audience sharing; AC9ADAFE01 only after authorised real-work encounter. Prepare: Original A4 or no-print equivalent, broad paper motifs/bands, child-choice record. See materials.

1. Welcome · 3 min. Create an original short scale/level work with a maker intention; distinguish actual real-work encounter and willing-audience sharing from planning. Offer paper, AAC, adult-direction, and optional safe movement; anyone may pass on enactment.

2. Read and model · 4 min. Use Source D: three abstract frames with one returning mark. Adult shows a paper score and says no one has performed it simply because it is printed.

3. Try together · 5 min. Child compares two possible revisions: enlarge middle or move middle to another band. Let the child pick neither, one or both with a reason.

4. Child choice · 7 min. Child makes first and revised versions; may direct an adult or optionally move within safe range. Sharing to a willing person is a choice.

5. Notice · 4 min. Use authentic-source slot only if a named real maker/work, permission and cultural authority are cleared. Record actual viewer words only if heard.

6. Close · 2 min. Check L tomorrow is unseen. Retain first version, revision and evidence type separately.

Next teaching: If the work is adult-shaped, distinguish suggestions from child choices; hold unobserved strands. Use equivalent routes and worked practice.

Week 6 · Day 30 · Fresh Check L: independent size-and-level phrase

Goal/codes: Create an independent three-moment abstract score from a new source using a repeat, a size choice and a relative-level change, then state intended idea. AC9ADAFD01 / AC9ADAFC01 partial. AC9ADAFP01 only after actual willing-audience sharing; AC9ADAFE01 only after authorised real-work encounter. Prepare: Unshown fresh check, blank panels, separate teacher key kept closed. See materials.

1. Welcome · 3 min. Create an independent three-moment abstract score from a new source using a repeat, a size choice and a relative-level change, then state intended idea. Offer paper, AAC, adult-direction, and optional safe movement; anyone may pass on enactment.

2. Source access · 4 min. Reveal Check L only now. Read the unseen source and target without showing a solution. No body performance or public sharing is required.

3. Process only · 5 min. Use a blank unrelated card to remind children how numbered frames are read; leave L marks unplaced. Offer visual, text, tactile or adult-directed route.

4. First independent response · 7 min. Collect the child’s first three-moment score and intention verbatim before feedback. Record adult prompts separately.

5. Self-check · 4 min. Ask the child to identify the repeated mark, size difference and relative-level change in their own plan; do not give missing features during capture.

6. Close · 2 min. Use separate key afterward; plan next teaching with a different motif and no retroactive correction.

Next teaching: If one feature is missing, revisit it in a new motif after the check. Use equivalent routes and worked practice.