# Ten educator-ready 25-minute Foundation Drama starts

Offer the day's three [same-target routes](LEARNER-CARDS.md), large paper/raised cards and [exact print alternatives](print/TEXT-ALTERNATIVES.md). Optional enactment needs local space/access and child consent; no speaking in role, touching, filming, solo show or disclosure is required. Paper direction is a full route to the day's **scene-devising choice**, not evidence of enacted role, body/voice skill or actual social interaction. A neutral adult may place cards only as directed. Each script totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**.

## Week 1 · Day 1 · One visitor, two invented places

**Target/codes:** choose GALLERY or GARDEN for the same paper visitor and explain one possible scene purpose; AC9ADRFD01, AC9ADRFC01. **Prepare:** [A place aid](print/place.svg), [A](MATERIALS.md#a--one-role-two-places), broad place cards.

1. **Welcome · 3 min.** Name the paper visitor and two invented places. No child must pretend to enter a real location.
2. **Model · 4 min.** Keep VISITOR fixed; slide only PLACE from GALLERY to GARDEN. Point to the changed word and picture border.
3. **Try together · 5 min.** Ask which setting might suit looking for a drawing and why. Accept either with a coherent imagined reason.
4. **Child choice · 7 min.** Child selects a setting and gives a possible next event using enactment if chosen, cards, drawing or AAC.
5. **Notice · 4 min.** Record setting and child's intention; do not claim a real audience saw the scene.
6. **Close · 2 min.** Save the setting card and reason. Tomorrow the figure's role can change.

## Week 1 · Day 2 · Who is the figure in this fiction?

**Target/codes:** compare VISITOR and GUIDE in the same invented gallery, explaining how a role choice could change a scene; AC9ADRFD01, AC9ADRFC01. **Prepare:** [B role aid](print/role.svg), [B](MATERIALS.md#b--two-roles-one-place), broad labels.

1. **Welcome · 3 min.** Show the same paper gallery for both role cards. These are fiction labels, not judgments about real people or jobs.
2. **Model · 4 min.** Put VISITOR beside LOOK, then GUIDE beside OFFER. Name both role and action changes explicitly, keeping PLACE.
3. **Try together · 5 min.** Ask which version invites a paper friend to see a drawing. A child may direct an adult figure; no role performance is expected.
4. **Child choice · 7 min.** Child chooses one role/action pair for an invented picture scene and states why; optional short enactment is child-led.
5. **Notice · 4 min.** Record chosen role, action and setting separately. Do not infer empathy, character feeling or observed interaction from paper.
6. **Close · 2 min.** Keep both versions for tomorrow's action order.

## Week 1 · Day 3 · First something, then something

**Target/codes:** hold LOOK first and choose WAIT or SHOW as the second beat, naming how the scene plan changes; AC9ADRFD01, AC9ADRFC01. **Prepare:** [C two-beat strip](print/action.svg), [C](MATERIALS.md#c--first-then).

1. **Welcome · 3 min.** Two numbered boxes mean an order in an imaginary story; nobody must physically wait.
2. **Model · 4 min.** Put LOOK at 1, WAIT at 2, then change only beat 2 to SHOW. Explain that the paper visitor's next action changes.
3. **Try together · 5 min.** Ask child to point to what stayed and what changed. Read words or provide corresponding broad picture cards.
4. **Child choice · 7 min.** Child scores LOOK→WAIT or LOOK→SHOW for an invented paper box and gives one possible reason.
5. **Notice · 4 min.** Check order 1 then 2, noting whether the child chose to enact, narrate or only plan.
6. **Close · 2 min.** Save one two-beat scene; tomorrow focus can move without changing figures.

## Week 1 · Day 4 · Where is the scene's focus?

**Target/codes:** direct intended attention to CIRCLE or SQUARE while keeping two objects and room fixed; AC9ADRFD01, AC9ADRFC01. **Prepare:** [D focus aid](print/focus.svg), [D](MATERIALS.md#d--what-gets-attention).

1. **Welcome · 3 min.** Introduce a large paper circle and square in an invented room. They are neutral shapes, not cultural symbols.
2. **Model · 4 min.** Point a broad arrow first to CIRCLE, then SQUARE. The arrow records intended focus, not measured gaze.
3. **Try together · 5 min.** Let a child direct the arrow and name the held objects. No child must point with their body.
4. **Child choice · 7 min.** Child chooses focus for a paper visitor's “look here” moment, through a selected route, and gives a possible purpose.
5. **Notice · 4 min.** Ask what card carries the choice. Avoid saying every audience member would see the same thing.
6. **Close · 2 min.** Keep a selected focus; fresh Check A uses a new place and action brief.

## Week 1 · Day 5 · Fresh Check A: paper workshop

**Target/codes:** independently change one second action in a new two-beat fiction while holding first action and place; AC9ADRFD01, AC9ADRFC01. **Prepare:** [new G public check](STUDENT-CHECKS.md#check-a--new-g-paper-workshop), [G A4](check/fresh-g.svg), broad action cards. Keep teacher key closed until first response.

1. **Welcome · 3 min.** Explain this new paper scene helps plan next teaching; it is not a public performance task.
2. **Access · 4 min.** Present `FIND blank card → HIDE blank card` in a paper workshop and the brief neutrally. Do not indicate the action to replace.
3. **Independent plan · 5 min.** Child decides how the second action should change so the figure offers the card to a paper visitor after finding it.
4. **Child response · 7 min.** Child shows first and revised two beats by chosen route and gives a reason; neutral adult records the first decision.
5. **Self-check · 4 min.** Invite naming PLACE and first action as held. Do not call paper direction an enacted social exchange.
6. **Close · 2 min.** Save first response, then consult the separate key. Day 5 swaps use other sources **after** check.

## Week 2 · Day 6 · Who takes the first turn?

**Target/codes:** compare A OFFERS/B LOOKS with B OFFERS/A LOOKS, identifying changed first-turn role; AC9ADRFD01, AC9ADRFC01. **Prepare:** [E turn aid](print/turns.svg), [E](MATERIALS.md#e--turn-order-changes-meaning).

1. **Welcome · 3 min.** Show two neutral paper figures A and B. No real partner interaction is needed.
2. **Model · 4 min.** Score A OFFERS, B LOOKS; then B OFFERS, A LOOKS. Explain that the same two actions occur but the figures swap who does each.
3. **Try together · 5 min.** Ask which figure acts first in each version. Let a child direct cards or optional safe enactment.
4. **Child choice · 7 min.** Child chooses a turn order for a fictional desk scene and gives a possible story effect.
5. **Notice · 4 min.** Record the turn order and chosen mode; no actual peer collaboration is inferred from moving cards.
6. **Close · 2 min.** Keep one chosen order for tomorrow's pause/choice.

## Week 2 · Day 7 · Pause or show in the second beat

**Target/codes:** keep an initial FIND beat, choose WAIT or SHOW next, and explain a possible scene effect; AC9ADRFD01, AC9ADRFC01. **Prepare:** [C strip](print/action.svg), broad FIND/WAIT/SHOW cards and child-selected F scene log.

1. **Welcome · 3 min.** Say a pause on a paper score is a planned beat; no child has to freeze or wait physically.
2. **Model · 4 min.** Draw FIND→WAIT, then FIND→SHOW. The first card and setting remain fixed; only second action changes.
3. **Try together · 5 min.** Ask which plan reveals the found paper object to another figure; neither entails an actual social encounter yet.
4. **Child choice · 7 min.** Child chooses a second action for an invented box story using a route, and states an intended audience question or focus.
5. **Notice · 4 min.** Note planned pause/show and any actual enactment separately; do not infer performed timing from the card.
6. **Close · 2 min.** Save scene plan for a three-beat extension.

## Week 2 · Day 8 · Make a beginning, change, ending

**Target/codes:** devise an original three-beat scene with coherent PLACE, ROLE and ACTION order; AC9ADRFD01, AC9ADRFC01. **Prepare:** [F scene log](print/choice-share.svg), large A–E cards, blank numbered strip.

1. **Welcome · 3 min.** Review that place, role and action are different choices in a fictional scene.
2. **Model · 4 min.** Adult's invented paper scene: GUIDE at GALLERY, LOOK at drawing, OFFER it, then WAIT. Clearly label this as one possible plan.
3. **Try together · 5 min.** Children point to a beginning, changed middle and ending on three broad cards. They may reject the adult's plan and make another.
4. **Child choice · 7 min.** Child directs a three-beat original scene with one role/place and a possible reason. Optional enactment is opt-in, non-contact and separate evidence.
5. **Notice · 4 min.** Record actual beats and whether they were planned, narrated, puppeted or enacted; do not collapse modes.
6. **Close · 2 min.** Save only with consent; tomorrow asks who made and may see a work.

## Week 2 · Day 9 · Real maker, chosen audience

**Target/codes:** pose maker/context/permission questions for an authorised real drama work and choose whether to share an original scene; AC9ADRFE01 as opening inquiry, AC9ADRFP01 only for actual willing-audience sharing. **Prepare:** [F share log](print/choice-share.svg), [real-work source slot](AUTHENTIC-SOURCE-SLOT.md), child's original scene plan.

1. **Welcome · 3 min.** Offer an actual willing educator as audience, a later small group, puppet rehearsal or pass. No public solo is required.
2. **Model · 4 min.** Adult shares their own original micro-scene with a willing adult, naming whether it was enacted, narrated or shown on paper. For a real work, use only school-approved first-party information; do not replay/copy without permission.
3. **Try together · 5 min.** Ask “Who made the real work?” and “Why do its makers say it matters?” Keep unknowns open; do not invent cultural meaning.
4. **Child choice · 7 min.** Child chooses whether/how to share an original scene. If someone actually receives it, record person and medium. A paper score viewed by an adult is limited sharing of a plan, not a performed scene.
5. **Notice · 4 min.** Ask for one child-directed choice; do not assume anyone felt a specified emotion.
6. **Close · 2 min.** Note source question and permissions still needed for a later authentic encounter.

## Week 2 · Day 10 · Fresh Check B: paper workshop role

**Target/codes:** independently compare two new same-role frames, change one second-frame role while holding action/place, and choose sharing mode; AC9ADRFD01, AC9ADRFC01, AC9ADRFP01 only for actual sharing. **Prepare:** [new H public check](STUDENT-CHECKS.md#check-b--new-h-paper-workshop-role), [H A4](check/fresh-h.svg), large role labels. Keep key closed until first response.

1. **Welcome · 3 min.** Explain that this new role puzzle helps select a next lesson. No compulsory speaking or showing to a group.
2. **Access · 4 min.** Present FINDER SHOWS BOX / FINDER SHOWS BOX in the same fictional workshop. Brief: second frame's figure is now BUILDER, but action SHOWS and place stay. Give labels neutrally.
3. **Independent plan · 5 min.** Child identifies the repeated role, chooses one role label to change and keeps the two action/place labels.
4. **Child response · 7 min.** Child shows both frames and explains a possible story difference through chosen route. Record any actual sharing and medium apart from paper planning.
5. **Self-check · 4 min.** Invite child to point to the single changed label and held labels without coaching.
6. **Close · 2 min.** Save first response, then consult key and plan later authorised drama and supported enactment opportunities.