# Foundation Dance / Queensland Prep · Term 1 Weeks 5–6

**Question:** How can the *size* and *relative height* of an abstract movement pathway help a maker communicate an idea? This fortnight extends [Weeks 1–2](../weeks-01-02/README.md) (place, near/far, repetition) and [Weeks 3–4](../weeks-03-04/README.md) (invitation/answer, smooth/change/pause). Here children choose compact/broad scale, lower/middle/upper **within their own comfortable range**, repeat a motif and combine the choices in a tiny phrase. Paper marks are composition plans, not prescribed body routes.

This Dance block sits beside integrated [Week 5](../../../term-1/week-05-living-features.md) and [Week 6](../../../term-1/week-06-materials-that-help.md) but makes no animal/plant observation or materials-test claim. Everyday examples are fictional frames, not cultural dances. All children can choose visual, text, tactile, AAC, adult-direction or optional comfortable physical routes without a fixed “learning style” label.

Start with [preparation and complete original sources](MATERIALS.md), [ten timed scripts](LESSONS.md), [30 equivalent access routes](LEARNER-CARDS.md), [20 worked swaps](PRACTICE-SWAPS.md), [interest and optional home bridges](EXAMPLE-BANK.md), [fresh public checks](STUDENT-CHECKS.md) and [separate teacher key](teacher/KEY-AND-NEXT.md). Nine [original A4 pages](print/TEXT-ALTERNATIVES.md) have exact text, tactile and no-print alternatives. See [ACARA/QCAA crosswalk](CURRICULUM-CROSSWALK.md), [source/rights](SOURCE-AND-RIGHTS.md), [authentic-work gate](AUTHENTIC-SOURCE-SLOT.md), [desk walkthrough](RUN-THROUGH.md), [read-only verifier](verify_pack.py) and [hash manifest](ASSET-MANIFEST.json).

**Status:** human Dance educator, accessibility, physical-safety and local cultural review pending. No pilot, measured child outcome, actual audience response, authentic community dance encounter, or complete Foundation achievement is claimed. Other state-year mappings remain unverified. Original work © NeuroForgeIO Pty Ltd 2026, CC BY 4.0 with attribution, source link and changes noted. ACARA/QCAA and font terms remain separate.