This original HASS continuation follows Term 1 Weeks 9–10. It contains ten optional 25-minute scripts, thirty switchable same-target learner routes, twenty worked life-domain swaps, eight original A4 SVG/PDF source aids with full text/tactile alternatives, and two fresh public formative checks with a separate public key. Fit these blocks into the school's real HASS allocation rather than adding ten compulsory periods.
The invented Folio Room Picture Board archive compares two dated maps, a turn plan, one participant's later report and two individual views. It asks: What changed between paper maps? Does a planned turn order establish what happened? What does one person's later note report, and whose views are still missing? The HASS work complements the integrated Week 11 tool design and Week 12 sharing tools and space through evidence, place and perspective. It does not assess counting ten, equal shares, permission language, product performance or a real classroom arrangement; those need their own teaching and observations.
Everything about Folio Room is fictional. No child must disclose family, celebration, home, special place, culture or Country/Place. Pointing, speech/sign/AAC, drawing and child-directed adult marking can be switched at any time; they are not fixed learning styles. Family/carer ideas are optional and free. An actual familiar place, family event or First Nations teaching needs the school-controlled local/cultural-authority gate. Paper maps alone cannot show a real room was rearranged or that access, sharing or learning improved.
The exact ACARA v9 and Queensland Prep crosswalk marks K03 and S01–S05 as partial practice. K01, K02 and K04 remain open. The source/rights ledger, author desk walkthrough, read-only verifier and SHA-256 receipt make limits reviewable. Public checks are formative, not secure exams. Provide check sources and neutral route supports before first responses; discuss the public learner card and key afterwards. No child, educator, real-use or funder trial has occurred.