Teacher scripts · ten optional 25-minute HASS sessionsFoundation HASS · T1 W3–4 · Lesson sequence

Read fictional facts and the local gate before teaching. The ten short blocks can be scheduled as the school's HASS time allows; they do not replace the integrated, English or maths blocks. Each totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Use a child-chosen A/B/C learner route and change route within a session. The fictional sources practise inquiry only. K01/K02/K04 remain open local requirements: do not score a child's own family, local Country/Place, a real special place or a community event from these cards. Real help/safeguarding questions follow school procedures, not a pretend card.

Week 3 · Day 11 · What can this people card answer?

Target/codes: Pose an answerable question about a fictional person/source and distinguish family relation from room role; AC9HSFS01.

Boundary: AC9HSFK01 remains an authentic own-family hold.

1. Settle/purpose · 3 min. Tell children the names and Paper Harbor Room are invented; no one has to speak about their own family.
2. Read source · 4 min. Read Paper Harbor people slowly. Fio and Kit are siblings; Ren is their aunt; Vale is a volunteer. Point to what is stated and what is not.
3. Model inquiry · 5 min. Ask “How are Fio and Kit connected?” Answer from the printed line. Then ask “Is Vale their cousin?” Model “The card does not say,” rather than guessing from appearance, name or volunteer role.
4. Child response · 7 min. Each child chooses one answerable question and one question the source cannot yet answer, using cards, speech, AAC, drawing or an adult scribe. Accept a respectful “Would they like to tell us?” for a missing detail.
5. Check/respond · 4 min. Record exact child question and source line. If a child treats volunteer as family, ask which words say that. If a question demands a child's own family fact, redirect to a fictional character or offer private optional participation later.
6. Exit · 2 min. Child completes “I know ___ because the card says ; I do not know .”

Week 3 · Day 12 · Sort relationship, role and unknown

Target/codes: Sort and record information from a fictional source without inventing relationships; AC9HSFS02 and AC9HSFS05.

1. Settle/purpose · 3 min. Revisit Day 11's difference between what a card says and what we wonder.
2. Read source · 4 min. Re-read Paper Harbor people, then show relationship/unknown mat.
3. Model inquiry · 5 min. Put Fio–Kit under FAMILY RELATIONSHIP (siblings) and Vale under ROOM ROLE (volunteer). Put “Fio's birth town” under SOURCE DOES NOT SAY. Explain that a person's role is not automatically a family relation.
4. Child response · 7 min. Children place/dictate three source details and one unknown in the four fields. They may use broad drawn cards, AAC choices or adult placement on their precise direction. Ask them to retell one relationship using the source.
5. Check/respond · 4 min. Record one correct placement and reason. If child calls Ren a sibling, revisit “aunt”; if an unknown is filled from a guess, move it back and name the missing evidence.
6. Exit · 2 min. Child says “The card tells me ___ but not ___.”

Week 3 · Day 13 · People can prefer different features

Target/codes: Attribute two invented perspectives and pose a respectful follow-up question; AC9HSFS03 and AC9HSFS01.

1. Settle/purpose · 3 min. Explain that a preference belongs to its speaker; no child must share their own preference publicly.
2. Read source · 4 min. Read Fio and Vale's views with speaker names. Fio likes the big paper table for drawing; Vale likes the labelled shelf for finding blank cards.
3. Model inquiry · 5 min. Say “Fio said the table helped Fio's drawing; Vale said the shelf helped Vale find cards.” Do not say all visitors agree. Model an answerable question: “Which feature did Vale name?”
4. Child response · 7 min. Children assign each quoted view to its speaker, compare what each noticed, and choose one question that could help us learn more from a consenting pretend visitor. Use speech, pointing, AAC or two large attributed voice cards.
5. Check/respond · 4 min. Record source attribution and question. If a child says the room is best for everyone, ask whose view is actually on the card. If they infer Vale is family, return to the role source.
6. Exit · 2 min. Complete “Fio says ; Vale says ; another person might answer differently.”

Week 3 · Day 14 · Born, raised and what a timeline cannot tell

Target/codes: Record a two-frame fictional chronology, narrate it accurately and mark a missing reason as unknown; AC9HSFS02 and AC9HSFS05.

Boundary: AC9HSFK01 remains a hold for the child's own family.

1. Settle/purpose · 3 min. Say born and raised are different source words, and nobody needs to disclose their own place history.
2. Read source · 4 min. Use Ren's two-frame timeline: BORN · CLOUD TOWN → RAISED · PEBBLE TOWN, both made up.
3. Model inquiry · 5 min. Read from left to right. Say “The card says where Ren was born and where Ren grew up. It does not explain why Ren went from one place to another.” An arrow shows order, not motive or importance.
4. Child response · 7 min. Children order the two large boxes, retell the two source facts, then put “reason for change” on an UNKNOWN card. An adult can move boxes as directed or write the child's words.
5. Check/respond · 4 min. Record exact chronology and unknown. If a child swaps the terms, reread each label; if they invent a travel reason, ask for the line that states it.
6. Exit · 2 min. Child finishes “Born in ; raised in ; we do not know ___.”

Week 3 · Day 15 · Fresh check A: new people source

Target/codes: Ask, sort, narrate and conclude only what a fresh fictional source supports; AC9HSFS01, AC9HSFS02, AC9HSFS04 and AC9HSFS05.

Boundary: Own-family K01 remains open.

1. Settle/purpose · 3 min. Explain this is a fresh public formative check; save first responses before discussion.
2. Read source · 4 min. Hand out Check A and its A4 card; read its exact facts without solving the tasks.
3. Model access only · 5 min. On unrelated blank paper show how a child can point, speak, use AAC or direct a scribe. Do not supply a relationship or timeline answer.
4. Independent response · 7 min. Children answer the relation/role question, order the two place frames, ask about one missing detail and give a source-bound conclusion. Adult notes any content cue.
5. Check/respond · 4 min. Collect before opening the separate public key. If the child guesses a birthplace, ask what the card says. Invite a later new-source retry where needed.
6. Exit · 2 min. Child names one thing a fictional card cannot reveal about a real classmate or family.

Week 4 · Day 16 · Ask about an earlier and later place

Target/codes: Pose a source-answerable question about features on a fictional place map; AC9HSFK03 partial and AC9HSFS01. Real belonging/special-place evidence is still local.

1. Settle/purpose · 3 min. Say that Paper Lane is an invented drawing; a real classroom or accessible route needs direct school-approved observation.
2. Read source · 4 min. Show earlier/later Paper Lane. Read ENTRY bottom, PAPER TRACK and CATCH BOX positions for each version.
3. Model inquiry · 5 min. Ask “What moved on the later drawing?” The map can answer. Ask “Is the later room safer?” The map cannot prove that. Distinguish feature from effect.
4. Child response · 7 min. Children pose one answerable “where/what changed” question and one “what would we need to check?” question. Point, narrate, map with large paper zones, or direct an adult.
5. Check/respond · 4 min. Record the question/source used. If a child reports that a ball rolled farther, note no motion was tested by this HASS map; the integrated Science inquiry needs its own observation.
6. Exit · 2 min. Say “The drawing shows ; it cannot show .”

Week 4 · Day 17 · Record a place change story

Target/codes: Place source features on pictorial maps and share an earlier/later narrative; AC9HSFS02 and AC9HSFS05, K03 partial.

1. Settle/purpose · 3 min. Recall earlier comes before later within this invented source; no historical date is asserted.
2. Read source · 4 min. Reopen Paper Lane maps, read labels left/centre/right and ENTRY at bottom.
3. Model inquiry · 5 min. Point to PAPER TRACK at centre earlier and left later. Point to CATCH BOX at right both times. Say “moved” and “stayed” as separate source facts.
4. Child response · 7 min. Children copy/map two positions using broad cards, drawing, verbal coordinates or adult-directed placement. Then tell a two-sentence change story: earlier ; later ; one thing stayed ___.
5. Check/respond · 4 min. Record two correctly located features and a source-based narrative. If child thinks ENTRY moved, compare the same bottom label in both frames. If position terms differ because of the child's viewpoint, re-anchor to the printed page.
6. Exit · 2 min. Child names one mapped change and one unchanged feature.

Week 4 · Day 18 · Two views about a place are not a test

Target/codes: Attribute different fictional perspectives and draw a cautious conclusion from a map/comment; AC9HSFS03 and AC9HSFS04, K03 partial.

1. Settle/purpose · 3 min. State that a person can prefer a different arrangement without anyone being wrong.
2. Read source · 4 min. Read Lane views and evidence mat: Fio prefers open centre to look at labels; Vale would rather have paper track near entry. Display the maps.
3. Model inquiry · 5 min. Attribute each statement. Compare with the drawing: later has open centre, but the map does not show anyone actually reading better; Vale's preference does not prove a real route is better.
4. Child response · 7 min. Children match quote to speaker, choose which mapped feature each refers to, and make one conclusion with “The source says/shows…” plus one unknown. Do not require a personal opinion or special-place disclosure.
5. Check/respond · 4 min. Record attributed perspective and evidence bound. If the child says all visitors prefer later, ask which other visitors were heard. If they call a map an actual result, recast as a drawn feature.
6. Exit · 2 min. Finish “Fio prefers ; Vale prefers ; we still need to know ___.”

Week 4 · Day 19 · Suggest care without claiming impact

Target/codes: Ask a question and propose a source-aware way a fictional shared place could be looked after; AC9HSFK03 partial, AC9HSFS01 and AC9HSFS04.

1. Settle/purpose · 3 min. Recall a proposed care action is not an observed improvement or a real school instruction.
2. Read source · 4 min. Display Paper Lane maps and views. Review what is drawn and what two speakers prefer.
3. Model inquiry · 5 min. Propose “Someone could keep broad paper cards in a labelled place” for the invented lane. Explain that a school would need its own safety/access procedure and observation before claiming this helped.
4. Child response · 7 min. Children ask one question about looking after the invented place, propose one gentle paper-only care idea and identify what source or real observation would be needed. Draw, dictate, point or direct broad cards.
5. Check/respond · 4 min. Record question, proposal, and evidence limit. If a child says the lane was safer, ask which actual observation supports that; no result is supplied. If the action risks a real route, return to school-approved procedures.
6. Exit · 2 min. Child says “We could ; we would need to check .”

Week 4 · Day 20 · Fresh check B: a new place source

Target/codes: Map earlier/later positions, attribute opposed views and give a source-limited narrative/conclusion; AC9HSFK03 partial and AC9HSFS02, AC9HSFS03, AC9HSFS04, AC9HSFS05.

1. Settle/purpose · 3 min. Explain a second fresh public formative check. Collect each child's first response before feedback.
2. Read source · 4 min. Hand out Check B and its A4 source. Read exact names, labels and positions without interpreting them.
3. Model access only · 5 min. Use an unrelated blank two-frame sheet to show pointing, speech/AAC, drawing or adult transcription; do not point out the held change.
4. Independent response · 7 min. Children identify moved/stayed features, attribute both opinions, tell an earlier/later story, and separate a supported conclusion from an unknown effect.
5. Check/respond · 4 min. Collect first work, then use the public teacher key. If a child says the changed drawing caused better access, ask what real observation exists; none is on the card.
6. Exit · 2 min. Child says one kind of real place evidence a school could gather, if appropriately approved.