Ten teacher-ready 25-minute HASS scripts · Days 1–10Foundation HASS · T1 W1–2 · Lesson sequence

Use the complete fictional sources, the day's clean learner card, one of the ten A4/text/tactile aids, and an optional worked swap. Each routine totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Read labels/source lines aloud; point, sign, AAC, drawing and child-directed adult movement are valid access routes. Ask whose source says what before a conclusion. Do not infer real family/place facts, report fictional voices as real observations, or claim a paper sign was actually used. K01/K02/K04 stay on the approved local-source hold.

Week 1 · Day 1 · Ask about a paper learning place

Target/codes: identify a feature of a familiar-style fictional learning place and pose a question about the printed map; AC9HSFK03, AC9HSFS01. Prepare: Source A map and question/source mat.

1. Welcome · 3 min. Tell children that Paper Learning Place is invented. Offer the map or linear/tactile description; no actual school map or home description is needed.
2. Source look · 4 min. Model reading ENTRY top-left and STORY MAT top-right from the printed labels. Say “I know the labels because the source shows them.”
3. Question model · 5 min. Give “Where is STORY MAT on this map?” Then distinguish a question from a guess: “Maybe outside” is a guess not shown by the paper.
4. Independent route · 7 min. Day 1 A/B/C locate STORY MAT and make one answerable question about a visible map feature, using point, mark or adult-directed placement. Record the child's exact question.
5. Source check · 4 min. Ask “Can this tell us where our real classroom is?” No; this map shows only the fictional place. Let child name one word/picture supporting their answer.
6. Exit · 2 min. Keep one question and source-cited location. If the question cannot be answered from the map, next time show an answerable model without treating curiosity as failure.

Week 1 · Day 2 · Record two map locations

Target/codes: sort and record information from a pictorial map/model; describe two printed place locations; AC9HSFK03, AC9HSFS02. Prepare: fixed Source A map, pictorial record mat.

1. Welcome · 3 min. Reset the paper map in a consistent orientation; it is not an actual safety route. Read WATER POINT and MAKER TABLE labels neutrally.
2. Model · 4 min. Move one large copy of the MAKER TABLE icon to the centre cell of an empty record grid. Say what source label justified it.
3. Guide · 5 min. Child finds WATER POINT bottom-right, marks it once and points back to the same place on Source A. Check map and record agree.
4. Independent route · 7 min. Day 2 A/B/C record two visible places as centre and bottom-right by icon/word, drawn grid or adult move. Ask the child to trace each record back to the source.
5. Evidence check · 4 min. Move a spare WATER icon to top-left on a copy and ask whether that record matches the fixed map. Child repairs the copy from source evidence.
6. Exit · 2 min. Record one source-to-grid move made by the child. If row/column language is not yet available, accept named landmarks and revisit orientation.

Week 1 · Day 3 · A place can matter differently to two people

Target/codes: identify a printed place feature and attribute two differing fictional perspectives to their sources; AC9HSFK03, AC9HSFS03. Prepare: Source A and Pip/Ren cards.

1. Welcome · 3 min. Explain that Pip and Ren are made-up speakers. Children need not name their own special place or family.
2. Read · 4 min. Read both exact voice cards. Point to REST SEAT and MAKER TABLE on the paper map without saying one is better.
3. Model · 5 min. Complete “Pip says REST SEAT matters to Pip because …” with the card's quiet book reason. Mark this as a source statement, not a class survey.
4. Independent route · 7 min. Day 3 A/B/C attribute Ren's maker-table reason and compare the two views using two broad cards, marks or adult movement. Each route states whose reason is whose.
5. Perspective check · 4 min. Offer “Everyone thinks REST SEAT is best.” Ask which source supports “everyone”; neither. Accept “Pip says it” and “Ren says something different.”
6. Exit · 2 min. Save one attributed sentence. If speaker names are swapped, reread cards with one source at a time next lesson.

Week 1 · Day 4 · What does the care source actually show?

Target/codes: use a fictional source to draw a narrow conclusion about looking after a paper place, with observation versus possible effect separated; AC9HSFK03, AC9HSFS04, AC9HSFS05. Prepare: Source C care card, source/conclusion mat.

1. Welcome · 3 min. State that no child has to pick up real equipment or a hazard. In the story, an adult handles the slipped sign.
2. Read · 4 min. Read Source C's exact line and show the drawn sign across a paper walkway. Ask what is pictured/written, not what happened in a real school.
3. Model · 5 min. Place “sign slipped” under SOURCE and “adult puts it back where visible” under STORY ACTION. Put “aims to keep the way clear” under a narrow possible conclusion.
4. Independent route · 7 min. Day 4 A/B/C make one source-based care statement and one safe child response such as tell an adult, using picture, speech/AAC or adult-directed cards.
5. Conclusion check · 4 min. Offer “This proves every real corridor is safe.” Child rejects it because the source is a fictional paper card, not a safety inspection.
6. Exit · 2 min. Keep one sentence with “in this story/picture”. If source and conclusion are fused, make two labelled boxes next time.

Week 1 · Day 5 · Fresh place-source check

Target/codes: on a new paper room, record one pictorial location, attribute two views, and draw a limited care conclusion from a source; AC9HSFK03, AC9HSFS02, AC9HSFS03, AC9HSFS04, AC9HSFS05. Prepare: unseen Check A and fresh source sheet. Do not rehearse its labels, arrangement or voices.

1. Welcome · 3 min. Explain this is a new paper story to decide what to teach next, not a judgment of a real family's place or a race.
2. Access · 4 min. Show/describe the whole new map and two source cards neutrally. Offer AAC, pointing, child-directed movement or a linear/tactile map without leading the answer.
3. First location · 5 min. Child records the requested place from the new map, showing which printed label/cell supports it. Save the first child-controlled record.
4. Independent route · 7 min. Check A A/B/C all attribute the two new speaker reasons and choose a safe, source-bounded care conclusion. Do not supply speaker names as cues.
5. Boundary · 4 min. Ask “Whose card says that?” and “Which part was your suggestion?” Record content help separately; read the public teacher key after first responses.
6. Close · 2 min. Give one next move, then offer Day 5 after-check practice with different places and voices.

Week 2 · Day 6 · What is a sign intended to help with?

Target/codes: pose a question about signs in a familiar-style fictional place and share a source-based observation of a sign's intended audience; AC9HSFK03, AC9HSFS01, AC9HSFS05. Prepare: Source D sign bank, Source A map.

1. Welcome · 3 min. Read the invented visitor line: “I am looking for the STORY MAT on this paper map.” This is a written fictional source, not actual visitor feedback.
2. Source look · 4 min. Show BOOK-outline + STORY MAT sign and its position on the map. State word and outline together, never colour alone.
3. Model · 5 min. Pose “Which sign might help this fictional visitor find STORY MAT?” Match the sign label to the map label. Say intended to help, not “proved helpful.”
4. Independent route · 7 min. Day 6 A/B/C ask one sign question, match a sign/place and describe who might use it from the exact visitor line or a stated hypothetical.
5. Source check · 4 min. Offer “The visitor used it successfully.” The source gives a question, not a result; child marks actual sign effect as unknown.
6. Exit · 2 min. Save source, question and intended-audience phrase. If the child makes a real-world inference, reread the fictional boundary.

Week 2 · Day 7 · Put the sign-making pictures in order

Target/codes: sort/record a three-picture timeline and share a narrative using before, next, after from the printed source; AC9HSFS02, AC9HSFS05. Prepare: Source E timeline, record mat.

1. Welcome · 3 min. Name this as a made-up sign-making sequence, not a historical event at a real school.
2. Read · 4 min. Show blank board, symbol/words added, and sign beside STORY MAT as three source frames. Read every label.
3. Model · 5 min. Place blank board under BEFORE, then pause. Explain that a finished sign cannot be placed before it exists in these pictures.
4. Independent route · 7 min. Day 7 A/B/C order the remaining cards and retell all three from the source, using broad pictures, drawn boxes or child-directed adult placement.
5. Evidence check · 4 min. Swap frames 2 and 3 on a spare copy. Ask which picture shows the mark being added and repair from visible details.
6. Exit · 2 min. Keep a source-linked before/next/after record. If only the first and last are named, revisit the middle source picture with a new case.

Week 2 · Day 8 · A voice card is not a sign test

Target/codes: distinguish source statements, possible perspectives and an evidence-limited conclusion about signs/places; AC9HSFS03, AC9HSFS04, AC9HSFS05. Prepare: Pip/Ren cards, Source D signs, source/conclusion mat.

1. Welcome · 3 min. Tell children the two voice cards and four signs are fictional paper sources; no real peer is being assessed or represented.
2. Read · 4 min. Revisit Pip's REST SEAT and Ren's MAKER TABLE reasons. Show the corresponding two signs without claiming either person saw them.
3. Model · 5 min. Separate “Ren says the table matters for designs” from “a MAKER TABLE sign might be useful to someone seeking it.” One is a quoted view; the other is a tentative inference.
4. Independent route · 7 min. Day 8 A/B/C attribute one speaker's view, pick a matching sign and state one conclusion with might/intended/unknown, citing the card or label.
5. Boundary check · 4 min. Ask “Did Pip or Ren actually test this sign?” No source says so. Record sign effectiveness as unknown.
6. Exit · 2 min. Keep the child's source and inference separately. If the distinction blurs, next use a fresh two-column “says / might” example.

Week 2 · Day 9 · Make a sign someone could try

Target/codes: pose a source-based question and make/share an original sign for a fictional familiar-style place, naming its intended audience and limit; AC9HSFK03, AC9HSFS01, AC9HSFS05. Prepare: Source A, blank sign mat, broad marker or adult scribe.

1. Welcome · 3 min. Choose the fictional MAKER TABLE as the sign's place. A child may instead choose another source-labelled paper place; no real location is required.
2. Read · 4 min. Revisit MAKER TABLE on the fixed map and the sign bank's picture+word approach. Read untaught words aloud.
3. Model · 5 min. Draw a simple original broad table mark and write MAKER TABLE on a spare model, then say “intended for a visitor asking where the maker table is”. Label the model as adult work.
4. Independent route · 7 min. Day 9 A/B/C make or direct a different child-controlled icon/word/tactile sign, place it by the matching paper map feature, and ask a question a visitor could ask.
5. Evidence check · 4 min. Offer a paper puppet visitor and see if the paper model sign points to the mapped label. Record “model match” only; without a consenting real user response do not claim usability was observed.
6. Exit · 2 min. Keep child's sign and one reason. If icon is ambiguous, ask child what label/tactile/spoken option could clarify it; do not prescribe a real accessibility standard.

Week 2 · Day 10 · Fresh sign-and-source check

Target/codes: pose an answerable question, record a new pictorial map/timeline, attribute a visitor statement, draw a narrow conclusion and share a source-linked narrative; AC9HSFK03, AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04, AC9HSFS05. Prepare: unseen Check B, new pavilion source. Do not rehearse its labels/layout/sequence.

1. Welcome · 3 min. Explain the new fictional source helps select the next HASS lesson; it is not a real place, safety sign, family story or secure exam.
2. Access · 4 min. Present whole new map, visitor line and three picture sequence. Offer neutral read-aloud/linear/tactile route; no answer gesture.
3. First map/question · 5 min. Child locates the requested labelled place and poses one question answerable from this map or sequence. Keep first map record and question.
4. Independent route · 7 min. Check B A/B/C order the three new sign frames and retell before/next/after, then attribute what the fictional visitor says and describe what the sign is intended to do.
5. Boundary · 4 min. Ask “What does the source show? What remains unknown?” Record content cue separately; read public teacher key after first responses.
6. Close · 2 min. Give a precise next move based on a source action. Use Day 10 after-check practice with different labels; keep K01/K02/K04 on the local-source hold.

The desk run-through records author simulations only. An educator should check local Prep implementation, actual safety/access, privacy and approved Country/Place sources before any real-place extension.