# Teacher scripts · ten optional 25-minute HASS sessions

The source facts are fixed in [Materials](MATERIALS.md). Every block totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. These optional sessions are placed within the school's HASS timetable. Let children switch A/B/C [response routes](LEARNER-CARDS.md) without sorting them into learning-style groups. Record child words and assistance, then make the specific feedback move below. Fictional evidence does not fulfil real family, celebration or Country/Place content. Follow the [local-source gate](LOCAL-SOURCE-INSERT.md) for any real familiar place, and do not treat HASS paper reasoning as a Science or Design test.

## Week 5 · Day 21 · Ask what the drawing can answer

**Target/codes:** Pose a source-answerable question about one drawn feature and name an unanswerable real-world question; AC9HSFS01 and AC9HSFK03 partial.

1. **Settle/purpose · 3 min.** Say the Paper Courtyard is invented and no one needs to identify a personal special place.
2. **Read source · 4 min.** Display [Source A](print/courtyard-drawing.pdf). Read low shelf left, blue mat centre, shade square over seat right; let pupils trace broad fields without cutting.
3. **Model inquiry · 5 min.** Ask “What is drawn in the centre?” and point to BLUE MAT. Ask “Did anyone actually sit there?” and answer “This drawing does not tell us.”
4. **Child response · 7 min.** Each child forms one question the drawing answers and one it cannot, then points to the source word that supports their answer. Use drawing, speech, AAC or adult scribing on exact direction.
5. **Check/respond · 4 min.** Record both questions. If a child says the shade made someone cooler, point out that no temperature or visitor observation is provided; invite a question about what a real approved source would show.
6. **Exit · 2 min.** Finish “Source A shows ___; it does not show ___.”

## Week 5 · Day 22 · Sort drawing, instruction and unknown

**Target/codes:** Sort and record source types and details without turning an instruction into an observed event; AC9HSFS02 and AC9HSFS05.

1. **Settle/purpose · 3 min.** Review that pictures and words can tell different kinds of things.
2. **Read source · 4 min.** Re-read [A](print/courtyard-drawing.pdf) and [B](print/caretaker-notice.pdf), then show the [sort mat](print/feature-source-sort.pdf).
3. **Model inquiry · 5 min.** Put “low shelf left” under DRAWN FEATURE, Bea's return-card line under WRITTEN INSTRUCTION, and “cards were returned” under UNKNOWN.
4. **Child response · 7 min.** Children place or dictate one detail in each of DRAWN FEATURE, WRITTEN INSTRUCTION and UNKNOWN, and give a source letter for the first two. The teacher can move large cards as directed.
5. **Check/respond · 4 min.** Record a correct sort and explanation. If a child says the notice proves cards are back, ask “Does it tell us what someone did, or what Bea asked?” Move the result to UNKNOWN.
6. **Exit · 2 min.** Child says one drawing detail and one instruction in separate sentences.

## Week 5 · Day 23 · Make a single-place pictorial model

**Target/codes:** Record three source-labelled features on a simple pictorial model and narrate their page-relative positions; AC9HSFS02 and AC9HSFS05, AC9HSFK03 partial.

1. **Settle/purpose · 3 min.** Tell children that a model helps organise the *drawing*, not prove a real layout or accessibility.
2. **Read source · 4 min.** Show [A](print/courtyard-drawing.pdf) and identify its left, centre and right fields. Ask children to keep the page in one orientation.
3. **Model inquiry · 5 min.** Draw one broad rectangle with three wide zones; put LOW SHELF left, BLUE MAT centre, and SHADE SQUARE/SEAT right. Label it “Source A model.”
4. **Child response · 7 min.** Children redraw or direct the placement of three features in one model, then say a two-sentence place narrative naming the source. Use large lines, tactile regions or spoken positions.
5. **Check/respond · 4 min.** Record placements and source term. If right/left reverses, re-anchor to printed Source A rather than to an imagined entrance; if the model gains a plant, ask where A shows it.
6. **Exit · 2 min.** Child tells where the blue mat is *in Source A*.

## Week 5 · Day 24 · Attribute two views without counting people

**Target/codes:** Share two attributed perspectives on fictional place features and distinguish them from a population conclusion; AC9HSFS03 and AC9HSFS04, AC9HSFK03 partial.

1. **Settle/purpose · 3 min.** A speaker's preference is theirs; children need not reveal their own.
2. **Read source · 4 min.** Read [C and D](print/visitor-views.pdf) with Ari and Ren's names; revisit [A](print/courtyard-drawing.pdf) for the named features.
3. **Model inquiry · 5 min.** Say “Ari likes the shade square for looking; Ren likes the blue mat for laying cards.” Neither statement means everyone prefers it or that the feature worked for them.
4. **Child response · 7 min.** Children match each view to speaker and feature, then answer “Do these two cards tell us what all visitors think?” with a reason. Draw, speak, point or direct broad view fields.
5. **Check/respond · 4 min.** Record attributed statements and scope. If a child says “everyone likes shade,” ask how many speakers are on the page and whose words they have.
6. **Exit · 2 min.** Finish “Ari says ___; Ren says ___; other people's views are unknown.”

## Week 5 · Day 25 · Fresh check A: Window Board sources

**Target/codes:** Ask, sort and conclude from a new fictional drawing/notice/view with source attribution; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05.

1. **Settle/purpose · 3 min.** Tell children this is a fresh, public formative check; keep first responses before discussing answers.
2. **Read source · 4 min.** Give [Check A](STUDENT-CHECKS.md#check-a--day-25--window-board) and the [Window Board card](print/check-a-window-board.pdf). Read every source exactly, without solving.
3. **Model access only · 5 min.** On unrelated blank paper show pointing, speaking, AAC and exact adult transcription; avoid the check's feature or speaker answers.
4. **Independent response · 7 min.** Children locate two drawn features, distinguish the notice from a result, attribute Tavi's view, ask one missing-detail question, and give a source-limited conclusion.
5. **Check/respond · 4 min.** Collect first work, then use the [public teacher key](teacher/KEY-AND-NEXT.md). If a child reports someone obeyed the notice, ask where that happened in the source; invite a later new-source retry.
6. **Exit · 2 min.** Child names one thing a fictional source cannot tell about an actual school place.

## Week 6 · Day 26 · Choose a source for a place-care question

**Target/codes:** Match a question to the source likely to answer it and mark an outcome question unanswered; AC9HSFS01 and AC9HSFS04, AC9HSFK03 partial.

1. **Settle/purpose · 3 min.** Introduce Week 6: a care idea begins with a question and source, not an assumed improvement.
2. **Read source · 4 min.** Review [A](print/courtyard-drawing.pdf), [B](print/caretaker-notice.pdf), [C/D](print/visitor-views.pdf) and the [question trail](print/question-source-trail.pdf).
3. **Model inquiry · 5 min.** For “Where does Bea say cards should go?” choose B. For “Were cards returned?” mark UNKNOWN; none of A–D records actual use.
4. **Child response · 7 min.** Give children two other questions: “What feature does Ari name?” and “Did anyone find the courtyard easier to use?” They choose C for the first, UNKNOWN for the second, then invent one answerable question.
5. **Check/respond · 4 min.** Record source choices and invented question. If a preference is offered as proof of ease or safety, ask which observation or result was actually recorded.
6. **Exit · 2 min.** Finish “To answer ___ I use source ___; ___ still needs a new source.”

## Week 6 · Day 27 · Compare two possible care messages

**Target/codes:** Draw a cautious conclusion about which fictional care message is supported as a proposal, not a proven effect; AC9HSFS04 and AC9HSFS05, AC9HSFK03 partial.

1. **Settle/purpose · 3 min.** Remind children that the archive is make-believe and actual classroom rules come from their teacher.
2. **Read source · 4 min.** Display [B](print/caretaker-notice.pdf) and [care mat](print/care-decision-mat.pdf). Offer messages M1 “Could return large cards to the low shelf after use” and M2 “The shade square made every visitor comfortable.”
3. **Model inquiry · 5 min.** Choose M1 as a message based on Bea's written instruction. Reject M2 as a result claim: neither real comfort nor all visitors were measured.
4. **Child response · 7 min.** Children assign each message to “source-backed proposal” or “not shown,” cite B or another card, then rewrite M2 into a genuine question about what a real approved observation might ask.
5. **Check/respond · 4 min.** Record category and reason. If “Bea says” becomes “everyone did,” ask the child to repeat the exact verb “Return,” and identify instruction versus action.
6. **Exit · 2 min.** Child says “We could ___; we have not seen whether ___.”

## Week 6 · Day 28 · Whose view does a care idea include?

**Target/codes:** Share source-attributed perspectives and conclude that different views may inform a proposal without proving a universal preference; AC9HSFS03 and AC9HSFS04, AC9HSFK03 partial.

1. **Settle/purpose · 3 min.** Care discussions can listen to different views; nobody must offer a personal view.
2. **Read source · 4 min.** Re-read [C/D](print/visitor-views.pdf) and [A](print/courtyard-drawing.pdf). Place Ari, Ren and UNKNOWN on large fields.
3. **Model inquiry · 5 min.** “Ari names shade for looking; Ren names mat for laying cards. A proposal might keep both options in a drawing. We do not know if either helped anyone in real life.”
4. **Child response · 7 min.** Children make a two-view sentence and one gentle proposal for the *paper* courtyard, identifying who said what and one viewpoint still missing. Speak, draw, point or direct an adult.
5. **Check/respond · 4 min.** Record two attributions and the limit. If the child says Ren dislikes shade, ask for Ren's exact words; silence about shade is not dislike.
6. **Exit · 2 min.** Complete “Ari said ___; Ren said ___; we might ask ___.”

## Week 6 · Day 29 · Build a source trail and a local-source handoff

**Target/codes:** Share a short source-labelled narrative and question about a *fictional* place; identify what school-approved evidence a real familiar place would need; AC9HSFK03 partial and AC9HSFS01, AC9HSFS05.

1. **Settle/purpose · 3 min.** The classroom can use a real familiar source only if approved; a child may stay with the fictional archive.
2. **Read source · 4 min.** Lay out [A–D](MATERIALS.md) and [question trail](print/question-source-trail.pdf); show [local gate](LOCAL-SOURCE-INSERT.md) to adults, not as a pupil disclosure prompt.
3. **Model inquiry · 5 min.** Narrate “In fictional Source A the low shelf is left. In fictional Source B Bea asks for cards to return there. We do not know if that happened.” Name a school-approved observation as a *possible* next source, not a result.
4. **Child response · 7 min.** Children make their own two-source account with one feature, one attributed view or notice, and an unknown; choose to ask a fictional-source question or, if a school has already approved a real source, an optional nonpersonal question about it.
5. **Check/respond · 4 min.** Record two source labels and the unknown. If a child gives an actual local place statement without consent, stop public sharing and follow the school's private process. Do not infer Country/Place teaching.
6. **Exit · 2 min.** Finish “I would need ___ before saying this about a real place.”

## Week 6 · Day 30 · Fresh check B: Colour Panel decision

**Target/codes:** Sort new features, instruction and views; draw a source-limited care conclusion and name a real-world check; AC9HSFK03 partial, AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05.

1. **Settle/purpose · 3 min.** This second public formative check uses a new fictional case; collect first responses before feedback.
2. **Read source · 4 min.** Hand out [Check B](STUDENT-CHECKS.md#check-b--day-30--colour-panel-decision) and [Colour Panel card](print/check-b-colour-panel.pdf). Read exact labels and quotes without suggesting a decision.
3. **Model access only · 5 min.** Offer the same pointing, speech/AAC, drawing and adult-directed response options on unrelated blank paper. Do not model a second-pocket answer.
4. **Independent response · 7 min.** Children sort drawing/notice/views, attribute both speakers, choose a cautious message, and name an outcome the cards do not establish.
5. **Check/respond · 4 min.** Collect and consult the [public teacher key](teacher/KEY-AND-NEXT.md). If a wish is recorded as a completed change, ask which source shows a second pocket. Offer a new case for retry.
6. **Exit · 2 min.** Child says what a school would need before claiming a real place-care effect.