# Teacher scripts · ten optional 25-minute HASS blocks

The exact fictional facts and source letters are in [Materials](MATERIALS.md). 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](LEARNER-CARDS.md) 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](../../../term-2/week-11-ten-ways-to-see.md) teaches tool making and testing, [Week 12 integration](../../../term-2/week-12-sharing-tools-and-space.md) 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](print/folio-day1-map.pdf). 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](print/folio-day1-map.pdf) and [B](print/folio-day2-map.pdf) 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](MATERIALS.md) and the [comparison mat](print/folio-compare-mat.pdf); 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](print/folio-turn-plan.pdf): 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](print/folio-compare-mat.pdf), 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](STUDENT-CHECKS.md#check-a--day-55--reed-room) and [A4 source](print/check-a-reed-room.pdf). 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](teacher/KEY-AND-NEXT.md). 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](print/folio-turn-plan.pdf), then reveal [D, Ion's note](print/ion-later-note.pdf): 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](print/folio-views.pdf) and point to desk/easel on [A/B](MATERIALS.md).
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](MATERIALS.md) and the [comparison mat](print/folio-compare-mat.pdf). 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](MATERIALS.md) as whole pages and the [comparison mat](print/folio-compare-mat.pdf).
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](STUDENT-CHECKS.md#check-b--day-60--birch-room) and [A4 Birch Room page](print/check-b-birch-room.pdf). 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](teacher/KEY-AND-NEXT.md) 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.