Ten optional, complete 25-minute Drama starts · Days 31–40Foundation Drama · T1 W7–8 · Lesson sequence

Every lesson uses 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Prepare broad safe physical cards, picture/text/tactile alternatives, AAC, neutral adult movement and a pass. Invite an enacted version only after the opt-in gate; a paper plan does not prove enactment or sharing. All sources below are invented. Keep a child's first choice before modelling a correction and record support. An invented sign is no real safety-sign evidence; a returning mark is no Mathematics pattern result.

Week 7 · Day 31 · One figure, two scene moments

Target/codes: devise two moments with same figure/card, a changed stage place and an explicit NOW/LATER scene shift; AC9ADRFD01, AC9ADRFC01 partial. Prepare: A now/later, figure A, broad square card, two scene mats.

1. Welcome · 3 min. Put A and a square paper card at an invented archive desk. Say this is pretend stage space, not a real school or family event.
2. Model · 4 min. Keep A/card while moving the setting card from DESK to SHELF and adding LATER. Describe only what a viewer could see: same figure and card, changed place and time label.
3. Try together · 5 min. Child points, moves a broad piece or directs the adult to find what stayed; ask whether a viewer could tell that two moments, rather than one still picture, are intended.
4. Child choice · 7 min. Child creates a different second moment with the same A/card, choosing shelf position, a visible LATER sign or another accessible boundary. Ask what their boundary tells a viewer. A gentle paper/puppet enactment is optional.
5. Notice · 4 min. Save first child placement and clue, including route/help; record an enacted action separately if observed. Do not infer that the child understands clock time.
6. Close · 2 min. Return cards to the start and preview tomorrow's same/changed comparison.

Week 7 · Day 32 · Keep an anchor while the setting changes

Target/codes: choose one visible continuity anchor across two scenes and one deliberate place change; AC9ADRFD01, AC9ADRFC01 partial. Prepare: B same/changed, figure A, square card, DESK and SHELF mats.

1. Welcome · 3 min. Show two frames without labels. Ask what might help a viewer recognise A in both.
2. Model · 4 min. Match the same broad figure A across frames; change only desk to shelf. Name the square card as a second possible anchor, not a new role.
3. Try together · 5 min. Child finds A/card in both pictures and names one changed setting clue through point, word, tactile tag or AAC.
4. Child choice · 7 min. Child chooses whether the figure or card is easiest to follow, makes an original pair of scene mats and explains which piece stays and which setting changes. Permit a child-directed puppet shift without requiring role speech.
5. Notice · 4 min. Record the chosen anchor and source-backed change; if two frames look identical, invite a clearer place cue after saving first work.
6. Close · 2 min. Ask what a viewer needs to notice before a scene changes.

Week 7 · Day 33 · Clear one scene and set the next

Target/codes: devise an intentional boundary between two invented scene moments, using HOLD → CLEAR → PLACE as one optional staging method; AC9ADRFD01, AC9ADRFC01 partial. Prepare: C scene shift, two mats, broad A/card/setting pieces.

1. Welcome · 3 min. Ask whether both moments need to be visible at once. A child may choose yes and explain.
2. Model · 4 min. Hold first mat still, remove only its desk setting, then place the shelf setting and LATER tag. Keep figure/card and exits clear; no blackout, touch or surprise sound.
3. Try together · 5 min. Child directs the next step with three large cards or AAC, watching whether the old desk has actually left the pretend stage.
4. Child choice · 7 min. Child devises a personal boundary: move a broad divider, turn a page, pause a puppet or place a LATER label. They show which clue makes a second scene legible; no adult must choose it for them.
5. Notice · 4 min. Save order and child's reason, then revise if the second moment is hard to distinguish. A planned shift is not a performed scene.
6. Close · 2 min. Offer the same scene in two layouts tomorrow.

Week 7 · Day 34 · Compare one picture with two linked scenes

Target/codes: compare a continuous stage picture with two clearly framed moments and select a layout for an intended viewer idea; AC9ADRFD01, AC9ADRFC01 partial. Prepare: D boundary choice, G blank record, A/card/setting pieces.

1. Welcome · 3 min. Give a viewer the question “Did the place or time change?” No real sign or safety action is tested.
2. Model · 4 min. Show the same A/card in a single picture, then in two numbered mats with a LATER boundary. Explain that a label can help without being the only possible method.
3. Try together · 5 min. Child identifies the first/second moment in the framed layout and any clue that is missing from the continuous picture.
4. Child choice · 7 min. Child builds an original two-scene mini-work on G, chooses a boundary and says which version might better communicate their intended shift. Another choice is welcome if supported by a clear viewer clue.
5. Notice · 4 min. Save first and revised layouts. Record whether the child devised the link or followed an adult model; do not score one aesthetic layout universally best.
6. Close · 2 min. Put practice sources away before tomorrow's unfamiliar check.

Week 7 · Day 35 · Fresh Check M: a new sorting-shelf fiction

Target/codes: independently devise a clear two-scene shift with one continuity anchor using a fresh source; AC9ADRFD01, AC9ADRFC01 partial. Prepare: public Check M, M A4, broad P/striped-token/setting cards; keep key closed.

1. Welcome · 3 min. Introduce the new invented desk/shelf source without rehearsing its scene solution.
2. Access · 4 min. Read the source neutrally and offer tactile, word, picture, AAC or directed-adult access. Do not move a piece into its answer position.
3. Independent plan · 5 min. Child chooses what stays, what changes and how a viewer could know a second moment begins.
4. Child response · 7 min. Save the first complete two-scene plan, boundary clue and one reason before help or correction. An enacted version is optional and recorded separately.
5. Self-check · 4 min. Child compares their two frames to the source labels and may make a second version, kept beside first.
6. Close · 2 min. Teacher uses separate key later; any immediate practice uses a different source.

Week 8 · Day 36 · A mark can return in another moment

Target/codes: use one returning neutral mark across two fictional scenes and say what it may help a viewer connect; AC9ADRFD01, AC9ADRFC01 partial. Prepare: E returning mark, broad square-mark cards, A/desk/shelf mats.

1. Welcome · 3 min. Place one square mark by A at the desk, then again by A on the later shelf. Ask what stayed familiar.
2. Model · 4 min. Name a possible dramatic use: a viewer can recognise the same mark when the place changes. No precise feeling or mathematical repeating unit is claimed.
3. Try together · 5 min. Child links the mark in two panels with a line, raised cord or pointer and distinguishes it from a new shape.
4. Child choice · 7 min. Child places an original returning mark in two scene mats, perhaps moving it to a different position. Ask what connection they want a viewer to notice and accept more than one supported idea.
5. Notice · 4 min. Save exact arrangement, intended idea and support; a second mark in two frames alone does not establish musical rhythm or AC9MFA01.
6. Close · 2 min. Preview a returning action that can be shown silently.

Week 8 · Day 37 · An action returns in a new setting

Target/codes: devise one visible action that returns after a scene shift and compare two plausible viewer readings without imposing a feeling; AC9ADRFD01, AC9ADRFC01 partial. Prepare: F returning action, broad open-hand/raised-card symbol, two mats.

1. Welcome · 3 min. Show A raising the same broad square card at a desk and later near a shelf. Say only what the paper shows.
2. Model · 4 min. Offer two possible audience questions: “Is A showing where the card goes?” and “Is A showing that it came back?” Neither is a fact about a character's emotion.
3. Try together · 5 min. Child points to the repeated action and the changed setting, then gives one possible reading or says cannot tell. Silent direction is enough.
4. Child choice · 7 min. Child devises a second scene with the same deliberate action and one changed context clue; they may direct paper figures, use AAC or opt into brief safe movement. Ask which clue supports their intended idea.
5. Notice · 4 min. Save action, changed clue and possible reading separately; do not label the child/character as shy, brave or upset.
6. Close · 2 min. Invite a revision for a viewer tomorrow.

Week 8 · Day 38 · Revise a two-scene work for a viewer

Target/codes: make one purposeful revision to the placement of a returning mark/action in a child-authored two-scene work; AC9ADRFD01, AC9ADRFC01 partial; AC9ADRFP01 only if actually shared. Prepare: G record, E/F aids, broad cards and optional consenting reader.

1. Welcome · 3 min. Ask what the maker wants a viewer to notice across the two moments; no audience is assumed.
2. Model · 4 min. Move a practice square mark from the edge to beside A in the second frame. State one possible reason: make the returning mark easier to see; do not assert that every viewer will notice it.
3. Try together · 5 min. Child points to or directs one small revision and predicts a possible difference in reading.
4. Child choice · 7 min. Child authors first and revised two-scene layouts. A willing teacher/peer may view one, or the child can keep it private and explain the intended clue; sharing and consent are logged only if they occur.
5. Notice · 4 min. Record first/revised work and any actual reader response separately. If there was no audience, write AC9ADRFP01 NOT OBSERVED.
6. Close · 2 min. Ask what clue the child would keep in a new scene source.

Week 8 · Day 39 · Compose; encounter a real work only if cleared

Target/codes: compose an original two-scene work with a chosen return; optionally explore a named real drama work and share to a willing audience. AC9ADRFD01/AC9ADRFC01 partial; AC9ADRFE01 and AC9ADRFP01 conditional on separate real events. Prepare: G record, authentic-source gate, child-approved props and audience route.

1. Welcome · 3 min. Ask whether the child wants to make, view a cleared real work or both today; no public performance is required.
2. Model · 4 min. On a fresh practice paper, show two scene frames with a boundary and returning mark, then put that model away so the child's work is not a copy.
3. Try together · 5 min. Child chooses a new neutral figure/mark, one changed setting and a possible viewer question. If a real work was locally cleared, ask its maker/context with source visible.
4. Child choice · 7 min. Child composes an original scene in paper, tactile, AAC/directed-puppet or safe enacted form. A real work response requires an actual encounter; sharing requires an actual willing audience.
5. Notice · 4 min. Log authored scene, actual work encounter and actual sharing in separate fields. Write NOT OBSERVED for any conditional event absent, not a deficit in the child's paper work.
6. Close · 2 min. Store only locally approved evidence; tomorrow's check uses a new fictional source.

Week 8 · Day 40 · Fresh Check N: a returning ring mark

Target/codes: independently devise two new scene moments with a clear shift and one returning mark/action, explaining a plausible intended idea; AC9ADRFD01/AC9ADRFC01 partial; AC9ADRFP01 only if actual willing sharing occurs. Prepare: public Check N, N A4, broad R/ring/setting cards and closed teacher key.

1. Welcome · 3 min. Present the fresh invented paper repair-table source as fiction, not a real tool test.
2. Access · 4 min. Read two settings and the returning ring-mark option neutrally; provide non-print routes without arranging an answer.
3. Independent plan · 5 min. Child decides which role/mark remains, which setting changes and how to show the scene boundary.
4. Child response · 7 min. Save first two-scene work with one returning mark/action and a source-backed viewer clue; optional enactment is separate.
5. Self-check · 4 min. Child compares both frames to the source and can revise after first work is captured. Do not coach a preferred emotion or interpretation.
6. Close · 2 min. Use the separate key for next teaching and log actual audience only if the child chose to share.