Teacher scripts · ten optional 25-minute HASS blocksFoundation HASS · T2 W11–12 · Lesson sequence

The exact fictional facts and source letters are in Materials. Each block totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes and fits within the school's own HASS allocation. Use the A/B/C routes flexibly. Privately record source, the child's exact words/point and assistance; do not ask for personal family, celebration, special-place or Country/Place disclosure. Week 11 design teaches tool making and testing, Week 12 integration teaches permission and sharing, and mathematics separately teaches quantities. This HASS archive teaches source, place and perspective reasoning.

Week 11 · Day 51 · Read the first paper map

Target/codes: Locate a drawn board and ask one answerable versus one missing-source question about a fictional place; AC9HSFK03, AC9HSFS01, AC9HSFS02 partial.

1. Settle/purpose · 3 min. Say Folio Room is a made-up paper model; no child needs to name a real favourite room.
2. Read source · 4 min. Show A, Story Day 1. Trace the actual desk/board shapes left, open tray centre and easel right; read Neri's name and the date label.
3. Model inquiry · 5 min. Ask “Where does A draw the picture board?” Answer “on the left desk.” Ask “Was a real class there?” A cannot answer.
4. Child response · 7 min. Child points, draws, speaks/AAC or directs an adult to locate the board and asks one A-answerable and one real-source question.
5. Check/respond · 4 min. Record location, question and help. If only colour was used, ask which shaped feature carries the board; if A is called a photo, revisit the word “sketch.”
6. Exit · 2 min. Finish “Neri's map draws ___; it cannot show ___ about a real place.”

Week 11 · Day 52 · What differs in the second map?

Target/codes: Compare two dated pictorial maps and conclude what differs on paper without claiming an observed real move; AC9HSFS02, AC9HSFS04, AC9HSFK03 partial.

1. Settle/purpose · 3 min. A difference between sketches is a source fact; a physical move needs separate evidence.
2. Read source · 4 min. Place A and B side by side. Both show desk left/tray centre/easel right; only board position changes.
3. Model inquiry · 5 min. Point from A's board on desk to B's board on easel. Say “B draws the board on the right easel”; do not say “we watched it move.”
4. Child response · 7 min. Child marks one thing the two maps share and one that differs, naming map and position. Allow whole-page pointing, simple shapes, words/AAC or adult-directed drawing.
5. Check/respond · 4 min. Record both comparisons. If child says everything changed, retrace tray/desk locations; if they say Neri physically moved the board, ask whether a map names who moved it.
6. Exit · 2 min. Say “A draws ; B draws ; who moved anything is ___.”

Week 11 · Day 53 · Two maps make a small story

Target/codes: Put the paper maps in Story Day order and share a source-labelled before/later place narrative; AC9HSFS02 and AC9HSFS05 partial.

1. Settle/purpose · 3 min. A dated paper sequence is a model of past/later, not a direct class observation.
2. Read source · 4 min. Use A/B and the comparison mat; leave the turn and effect fields empty.
3. Model inquiry · 5 min. Put A in DAY 1 and B in DAY 2. Narrate “Neri's first sketch puts board on left desk; later sketch puts it on right easel.” State both are Neri's fictional drawings.
4. Child response · 7 min. Child makes a two-stage picture sequence or tells it through pointing, speech/sign/AAC or adult transcription; includes one detail that stayed the same.
5. Check/respond · 4 min. Record dates, two positions and attribution. If a child says the change made the tool better, ask what use or view source they have read; none yet.
6. Exit · 2 min. Finish “The two paper maps tell me ; they do not tell me whether .”

Week 11 · Day 54 · A turn plan is not a turn log

Target/codes: Ask what an intended first/next sequence can answer and separate it from actual use or equal duration; AC9HSFS01, AC9HSFS04 and AC9HSFS05 partial.

1. Settle/purpose · 3 min. This HASS source asks about a record; the integrated lesson separately teaches asking permission and mathematics separately teaches equal quantities.
2. Read source · 4 min. Read C: Neri's Story Day 1 plan says EVA FIRST → ION NEXT.
3. Model inquiry · 5 min. Say “C plans order, not how long each turn lasted.” On the mat, put C in TURN PLAN and leave LATER NOTE blank.
4. Child response · 7 min. Child states the intended order, asks whether it happened, and names what a later source would need to report. Broad pointing, AAC, drawing and adult direction work.
5. Check/respond · 4 min. Record plan vs unknown. If child infers equal time from first/next, ask where C gives minutes; it does not.
6. Exit · 2 min. Finish “C plans ; it does not report .”

Week 11 · Day 55 · Fresh check A: Reed Room

Target/codes: Use two unseen dated pictorial maps to locate, sort, ask and conclude only what sketches show; AC9HSFS01, AC9HSFS02, AC9HSFS04, AC9HSFS05 partial.

1. Settle/purpose · 3 min. Explain this public formative check uses a new fictional room; first answers are collected before feedback.
2. Read source · 4 min. Give the Check A questions and A4 source. Read labels and time words without solving.
3. Model access only · 5 min. On unrelated blank paper demonstrate pointing, broad outline tracing, AAC or adult transcription, not a Reed Room answer.
4. Independent response · 7 min. Child locates the board in each map, orders two Story Days and asks what extra source could show a physical move or use.
5. Check/respond · 4 min. Collect first responses and assistance; afterwards use the public separate key. Split the check if needed and note support.
6. Exit · 2 min. Finish “A map can show ; it cannot by itself show .”

Week 12 · Day 56 · One later participant note

Target/codes: Sort planned order and a later attributed self-report and tell a source-labelled Story Day narrative; AC9HSFS02, AC9HSFS04, AC9HSFS05 partial.

1. Settle/purpose · 3 min. An attributed later note can answer one question while leaving whole-group sharing open.
2. Read source · 4 min. Revisit C, then reveal D, Ion's note: Ion says they used the board after Eva at right easel.
3. Model inquiry · 5 min. Place C on Story Day 1 and D on Story Day 2. Say “Ion reports their own turn”; do not turn it into a direct class observation or equal-turn proof.
4. Child response · 7 min. Child orders C/D and gives a plan-then-reported account with Neri/Ion named. Mark one unknown about Eva's use, duration or anyone else.
5. Check/respond · 4 min. Record sequence, attribution and limit. If “both had equal turns” appears, ask where any length is given; none.
6. Exit · 2 min. Finish “Neri planned ; Ion later wrote ; still unknown is ___.”

Week 12 · Day 57 · Two people can value different features

Target/codes: Attribute Eva and Ion's different views of the paper room without treating either as everyone's view; AC9HSFS03, AC9HSFS04, AC9HSFK03 partial.

1. Settle/purpose · 3 min. A shared place can be described differently by individuals; no child must state a personal need or disability.
2. Read source · 4 min. Read E/F and point to desk/easel on A/B.
3. Model inquiry · 5 min. “Eva liked drawing with board at left desk; Ion liked looking at it on right easel.” Neither says one arrangement suits everybody.
4. Child response · 7 min. Child links each name to exact words and one map feature, using drawing, speech/sign/AAC, broad name strips or adult direction.
5. Check/respond · 4 min. Record two correct attributions. If child says Eva disliked easel, ask where Eva states that; her quote only names what she liked.
6. Exit · 2 min. Finish “Eva says ; Ion says ; other people's views are ___.”

Week 12 · Day 58 · What would fairness need us to know?

Target/codes: Ask a source-bound missing-evidence question about duration, other users or a real shared-space result; AC9HSFK03, AC9HSFS01, AC9HSFS03, AC9HSFS04 partial.

1. Settle/purpose · 3 min. “First/next” and one use note do not settle how a real group should share. Permission work belongs to the integrated lesson.
2. Read source · 4 min. Re-read C/D/E/F and the comparison mat. None records turn length or everybody's view.
3. Model inquiry · 5 min. Ask “How long did Eva and Ion each use it?” Mark unknown. Suggest a school-approved observer log or voluntary participant account as a type of needed source, not a fictional result.
4. Child response · 7 min. Child gives one claim C/D actually support, one question about missing information and who a real school-approved source would involve. No child needs to share personal experience.
5. Check/respond · 4 min. Record question and cited source. If “same order means fair” appears, distinguish sequence from duration, choices and needs without asking for a child's own circumstances.
6. Exit · 2 min. Say “Our paper story tells ; deciding for a real class needs .”

Week 12 · Day 59 · A careful shared-place account

Target/codes: Share a dated, attributed multi-source narrative, a perspective and an unresolved question about a fictional place; AC9HSFK03, AC9HSFS01, AC9HSFS03, AC9HSFS04, AC9HSFS05 partial.

1. Settle/purpose · 3 min. A fictional map story can practise HASS reasoning, not certify a real tool or routine.
2. Read source · 4 min. Lay out A–F as whole pages and the comparison mat.
3. Model inquiry · 5 min. Tell “Neri's maps draw board left then right; C plans Eva then Ion; D says Ion used it after Eva; E/F value different views.” Add that actual turn duration and whole-group preference are unknown.
4. Child response · 7 min. Child tells a three-source before/later story with one speaker's view and asks a new source question. Accept pointing, drawn timeline, AAC or adult transcript.
5. Check/respond · 4 min. Record source for each sentence. If a child concludes every classmate found the board easy, ask which source represents all users; none.
6. Exit · 2 min. Finish “If this were a real shared place, we would check ___ with school approval.”

Week 12 · Day 60 · Fresh check B: Birch Room

Target/codes: Use a new map, planned turns, later self-report and two views to locate, sequence, attribute and limit a conclusion; AC9HSFK03, AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04, AC9HSFS05 partial.

1. Settle/purpose · 3 min. This is a new public formative case; record first responses before feedback.
2. Read source · 4 min. Give Check B and A4 Birch Room page. Read the five source statements exactly.
3. Model access only · 5 min. Use unrelated blank paper to show marking, broad sorting, AAC or adult transcription; do not supply held names, positions or conclusions.
4. Independent response · 7 min. Child places map features, separates turn plan from Len's report, attributes two views and identifies an open question about later location or actual use.
5. Check/respond · 4 min. Collect first responses; then consult the public separate key for a source-sort retry or stretch question. Record extra time/support.
6. Exit · 2 min. Child says what a real class would need before claiming a routine met everyone's needs.