Ten small dances · Days 31–40Foundation Dance · T1 W7–8 · Lesson sequence

Use complete materials and local movement checks. The six parts of each lesson are 3 + 4 + 5 + 7 + 4 + 2 minutes. Shorten or spread them across sessions when useful; record the actual time. Ask before any movement or audience choice. The child can use their own small seated/stationary movement, an adult-directed enactment, a puppet/object model or a score only. These give different evidence. No copying a body action, public solo, device or music is required.

For every day, three flexible routes, two worked interest choices and a tiny optional home choice are supplied. Take a first response before coaching on the two assessment days. Keep fresh material and keys out of ordinary practice.

Week 7 · Day 31 · Give two moves a name

Goal: Choose two comfortable movement ideas and give each a clear mark. Proposed partial AC9ADAFD01 / AC9ADAFC01; any AC9ADAFP01 needs actual willing sharing. Prepare: Broad A circle and B square cards, blank key; adult checks reachable stable space and individual movement options. Read two-move key or draw its marks.

1. Arrive · 3 min. Say, “Let's make a tiny dance that belongs to you. What feels comfortable today?” A child may choose to plan instead. Ask what the two ideas could be about: a greeting, a picture opening or a private play idea.

2. Read · 4 min. Present Source A's A/B marks without fixed body meanings. Demonstrate making a mark key by naming two paper ideas: circle means first idea; square means second. A mark is a reminder, not an instruction to stretch.

3. Try · 5 min. Let the child name or indicate their own two distinct movement ideas. Read their choices back. If locally approved and chosen, try each once at their comfortable scale, with rest. Otherwise direct an adult or arrange two marks; identify the actual route.

4. Make · 7 min. The child draws, points, signs, uses AAC or directs their A/B key. Ask, “Which goes first?” Keep A/B definitions stable for this phrase. Offer a break within this time; no repeated physical effort is required.

5. Notice · 4 min. Read the key and ask the child whether it matches their idea. Record their own decisions separately from any movement actually observed. If A and B are identical by accident, offer a second distinct chosen idea; don't invent one.

6. Keep · 2 min. Save the key with date, route and support. Tomorrow it will help someone read the order.

Next teaching: If both marks have no agreed meaning, return to naming one idea at a time. If clear, ask how swapping their order might change the phrase.

Week 7 · Day 32 · First, then, and over

Goal: Order two child-owned ideas and mark a deliberate finish. Proposed partial AC9ADAFD01 / AC9ADAFC01. Prepare: Child's key, two moment spaces and a FINISH card outside them; ending mat.

1. Arrive · 3 min. Read yesterday's key together. Ask permission to use the same ideas today; replace an uncomfortable idea and record the new definition.

2. Read · 4 min. Lay A → B → FINISH. Say, “The line tells our reader the phrase is over. It isn't a third movement.” Read A then B once; nobody must enact the model.

3. Try · 5 min. Put B before A. Ask what changed. Accept an exact description through any available mode. The order changed; the marks and finish rule stayed. No fixed emotion is attached to the reversal.

4. Make · 7 min. Child chooses AB or BA and an intention. Try the short phrase once if chosen/local checks permit, direct an adult, move a puppet or keep it on paper. The educator honours the finish and offers rest rather than another automatic turn.

5. Notice · 4 min. Ask, “How will your reader know it's over?” Record whether the child selected the order/finish, which route happened and whether any actual viewer was present. No imagined response becomes a fact.

6. Keep · 2 min. Save both order and intention. Tomorrow the whole AB unit can return.

Next teaching: If finish is treated as a movement, place it just beyond the moment frame. If order is secure, compare one unit and two units.

Week 7 · Day 33 · Repeat the whole little bit

Goal: Make and recognise two complete A/B units. Proposed partial AC9ADAFD01 / AC9ADAFC01; related Mathematics evidence stays separate. Prepare: Two-space unit strip and four moment spaces; repeat unit. Put FINISH outside the four spaces.

1. Arrive · 3 min. Offer one brief phrase, paper-only planning or rest. A double score never means compulsory double exertion.

2. Read · 4 min. Present Source A: A → B → A → B → FINISH. Point to the first AB, then the next AB. Say, “This whole two-part bit appears twice.” AABB is a different order.

3. Try · 5 min. Child places the AB strip twice or directs exact placement. Compare with AABB using broad marks. Ask where the whole AB returns, without racing or making a memory test.

4. Make · 7 min. Child chooses two units, one unit or a different arrangement for their own work. If choosing the two-unit target, keep both copies intact. Physical route may be one short chosen trial only; paper inspection is enough to discuss score order.

5. Notice · 4 min. Ask the child to show the unit and its second appearance. Record score evidence separately from actual movement. A longer score is not automatically a better artwork.

6. Keep · 2 min. Save the dated score. Tell the child a chosen rest can be part of a phrase tomorrow.

Next teaching: If AABB is called two AB units, slide the two-space AB strip under each pair after capturing the response. If clear, consider how a rest changes the phrase.

Week 7 · Day 34 · A pause can belong

Goal: Choose a deliberate rest and distinguish a pause from finishing. Proposed partial AC9ADAFD01 / AC9ADAFC01. Prepare: PAUSE/FINISH cards; Source B and ending mat. Agree a comfortable cue and rest duration; no rigid stillness test.

1. Arrive · 3 min. Ask whether a quiet moment would help their small work today. Pause/stop requests from a person always take priority over a paper sequence.

2. Read · 4 min. Present A → PAUSE → B → PAUSE → FINISH. Read all five moments. Say that Source B differs from two AB units; a chosen rest belongs to the artwork here.

3. Try · 5 min. Compare A → B → FINISH with A → PAUSE → B → FINISH. Ask what the additional moment does in the score. Accept “gives space before B” or a different child interpretation; don't claim a universal feeling.

4. Make · 7 min. Child chooses a rest position or chooses no rest. If enacting, agree an accessible quiet cue and comfortable rest, then follow the child-owned plan once; no adult surprise cue. Paper/object/director routes are equally available for the composition choice.

5. Notice · 4 min. Child shows where something may follow a pause and where the phrase is over. Record any actual change in order and the maker's stated reason; never score compliance with staying still.

6. Keep · 2 min. Save the choice. Tomorrow a different unseen score will ask for the child's own reading.

Next teaching: If pause and finish are merged, put one mark mid-phrase and one beyond its last movement. Keep teaching examples separate from fresh Check M.

Week 7 · Day 35 · Fresh Check M

Goal: Read an unseen phrase, identify the whole repeated unit and choose a deliberate ending. Proposed partial AC9ADAFD01 / AC9ADAFC01; this is an informal teaching check, not a formal grade. Prepare: Unseen teacher-held Case M from assessment, blank score and separate closed key. No answer strip or planner is visible.

1. Arrive · 3 min. Offer text, broad marks, secure tactile outlines, AAC or adult placement. Tell the child, “Show your own first idea. You can choose how to answer.” Movement is optional and unscored here.

2. Access · 4 min. Reveal Case M now. Read exactly its source/key/prompt without suggesting a unit or ending. Record access support; no time-speed target.

3. Process · 5 min. Show how to point/read left to right on an unrelated blank three-space mat. Do not rehearse M's repeated order. Clarify task words only; log any content hint separately.

4. First response · 7 min. Capture the first independent selection, repeat-unit description and child-chosen ending/idea. Record exact marks/words and route; blank/no response is information, not failure. Allow a break.

5. Check own work · 4 min. Ask “What did you choose?” without supplying corrections. Capture self-revision separately from the first response. No body skill or actual audience is inferred.

6. Next step · 2 min. Open the key after capture. Teach in a different context later; retain M's first record.

Next teaching: Use the key's next-teaching choices. Keep the unseen check out of optional practice and home materials.

Week 8 · Day 36 · Keep the opening, choose the ending

Goal: Compare two endings while keeping the opening unchanged. Proposed partial AC9ADAFD01 / AC9ADAFC01. Prepare: Source C's return/new-ending strips and child's own A/B key; blank maker plan.

1. Arrive · 3 min. Ask what today's phrase might introduce: a picture, paper puppet or private idea. No real audience is required.

2. Read · 4 min. Compare A → B → A → FINISH with A → B → B → FINISH. Cover the last movement temporarily. Both begin AB; only the last movement differs.

3. Try · 5 min. Child reveals and names the final choices. Ask what returns and what changes. “Return” describes the score order; it doesn't force a physical return to a place.

4. Make · 7 min. Child keeps an opening and chooses A, B or a newly defined ending movement; update the key if using a new idea. Try their locally approved short phrase, direct an adult, use object model or plan only. Record the actual route.

5. Notice · 4 min. Ask why the child chose that ending. Preserve their interpretation without deciding a familiar/new ending always feels a certain way. If they change the opening too, record that actual revision honestly.

6. Keep · 2 min. Save dated before/after scores. Tomorrow meet an actual supplied score and its documented purpose.

Next teaching: If the changed part cannot be located, align the openings and compare final spaces. If clear, ask how a chosen purpose might affect an ending.

Week 8 · Day 37 · Meet Little Hello

Goal: Encounter an actual original graphic work and respond to its documented purpose. Narrow partial AC9ADAFE01 if actual accessible encounter and child response occur; AC9ADAFD01 / AC9ADAFC01 if the child makes their own revision. Prepare: Actual Little Hello score/source, source and purpose account and blank response note. This is a computer-created teaching model, not a filmed dance.

1. Arrive · 3 min. Offer a quiet score-reading route. Tell the child how this work was made and that they may dislike or change its idea.

2. Encounter · 4 min. Present the actual ABAB → PAUSE → FINISH graphic score. Name SubjectNest by NeuroForgeIO Pty Ltd, 2026, original computer-created teaching model. Read its documented educational purpose: trying a small self-chosen welcoming phrase with a repeat and deliberate ending.

3. Respond · 5 min. Ask “What do you notice?” then “What was this model made to help us try?” Record actual observation/idea through an accessible mode. A claimed welcoming effect is unknown; do not invent a human maker or community meaning.

4. Make · 7 min. Child keeps, changes or rejects the welcoming purpose and makes their own phrase. A quiet picture opening/private idea is possible. Any chosen movement needs local checks and is recorded separately from encountering the score.

5. Notice · 4 min. Record source actually encountered, child response, revision and support. The graphic source's purpose provides one bounded opportunity; a whole year needs varied appropriate real makers/contexts.

6. Keep · 2 min. Keep the source-response note with the child's own work. Tomorrow decide who, if anyone, gets to see it.

Next teaching: If author purpose and actual effect are mixed, say “They intended this; we have no viewer response yet.” Never replace the child's own observation with the adult account.

Week 8 · Day 38 · Set up a tiny willing audience

Goal: Prepare an accessible sharing choice or keep the work private. AC9ADAFP01 only if the child's work is actually shared with an actual willing audience; making/planning remains partial AC9ADAFD01 / AC9ADAFC01. Prepare: Child's score/key, approved reachable space, privately asked willing adult/peer if child wants; response note. No device, recording, public solo or physical contact.

1. Arrive · 3 min. Ask “Keep it for you, show a score, or share a tiny dance?” Respect the answer. A teacher may be a real willing audience when they actually attend.

2. Plan · 4 min. Agree performer/reader, exact work, where it begins/ends and an accessible quiet cue. If child directs an adult, record adult performer and child composer. No puppet performance is recorded as child physical Dance skill.

3. Try · 5 min. Practise only the cue/order needed, or read score only. Rest and change routes freely. The audience may decline or watch privately; no class applause requirement.

4. Share or keep · 7 min. If both child and audience agree, share the chosen work once in the approved route. If either declines, save a private work and mark NO ACTUAL AUDIENCE. A plan for future sharing is not a completed share.

5. Notice · 4 min. Ask a willing viewer what they actually noticed; a pass is valid. Save their exact attributed response or NONE. Ask the maker which part they want to keep.

6. Keep · 2 min. Save work, actual sharing status/route and any response in approved records; no personal details need to go online.

Next teaching: If an audience cannot read the cue, improve the key before another willing share. Never treat refusing performance as low attainment.

Week 8 · Day 39 · Change one useful thing

Goal: Make a traceable revision based on own observation or an actual attributed response. Proposed partial AC9ADAFD01 / AC9ADAFC01; AC9ADAFP01 conditional on a new actual share. Prepare: Before score, actual notes or NONE, blank after score and maker plan.

1. Arrive · 3 min. Ask whether the child wants another try, a paper edit or to keep the work. Improvement is a choice, not compulsory endless re-performance.

2. Read · 4 min. Put before score and any real response side by side. If there is none, use the child's own observation. Do not fabricate an audience comment to start revision.

3. Try · 5 min. Offer one decision: order, whole repeat, pause or ending. Demonstrate editing an unrelated score; don't rewrite the child's work. The child may choose KEEP and explain.

4. Make · 7 min. Child changes one chosen feature, dates the new version and states/indicates their reason. Optional actual approved trial or willing share is recorded as such; otherwise the edit remains an unperformed plan.

5. Notice · 4 min. Ask “Which part changed? What stayed?” Record before/after and actual source of the reason. No score change is evidence of a measured learning gain by itself.

6. Keep · 2 min. Save both versions. Tomorrow use a different unseen source to see what the child can now choose independently.

Next teaching: If a revision changes everything unintentionally, line up two scores and select a single feature together later. Keep fresh N out of rehearsal.

Week 8 · Day 40 · Fresh Check N and a useful next plan

Goal: Choose an ending for an unseen purpose, describe source/own intention and state actual sharing status. Proposed partial AC9ADAFD01 / AC9ADAFC01; no automatic AC9ADAFE01/AC9ADAFP01 completion. Prepare: Unseen teacher-held Case N from assessment, blank key/score, separate closed key. Remove teaching-model answers and planner.

1. Arrive · 3 min. Offer a comfortable response route; movement, public sharing and fluent speech are not test requirements. Explain that no imaginary audience response needs to be supplied.

2. Access · 4 min. Reveal N now and read its exact source/choice prompt. Explain unfamiliar words without choosing an ending. Record access and any extra support.

3. Process · 5 min. Read an unrelated blank score's space order. Do not model N's ending, purpose explanation or sharing decision.

4. First response · 7 min. Record first independent ending choice, child's reason, source/own intention distinction and actual sharing status. Capture exact marks/words or no response before content help; breaks are available.

5. Self-check · 4 min. Ask the child to read their chosen order and say what is actually known. Save any self-revision separately. No filmed/physical performance is required or inferred.

6. Next plan · 2 min. Open the key after capture. Choose one small next-teaching action and a useful optional future project, such as opening a child-made picture show privately.

Next teaching: Combine this evidence with dated actual work and access records; these two checks do not establish full Foundation achievement or any state grade.