# Teacher scripts · ten optional 25-minute HASS blocks

Each block totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Read [invented source words](MATERIALS.md) exactly; use [A4 pages and their linear/tactile equivalents](print/TEXT-ALTERNATIVES.md). Offer [A/B/C same-target access routes](LEARNER-CARDS.md) without fixed learning-style labels. Save each child’s first source-linked response and assistance privately. Do not ask for a real home, family, place or Country/Place story. The integrated real-place care week maintains its own observation, permission and action record.

## Week 17 · Day 81 · Which view helps with which question?

**Target/codes:** Compare a pictorial overhead plan with an eye-level sketch of the same made-up square, naming what each shows and cannot show; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Name the invented source and the question; no personal disclosure or actual-place claim is needed.

2. **Read source · 4 min.** Show source A whole page and source B whole page. Model “A locates both round planters; B shows one planter from a visitor view. B does not say the other was removed.”

3. **Model inquiry · 5 min.** Give two questions: “Where is the gate?” and “What does the bench look like from the gate?” Children select a useful source and explain why.

4. **Child response · 7 min.** Child points to one matching landmark in A/B, selects a source for each question and states one detail B cannot settle.

5. **Check/respond · 4 min.** Record source chosen and exact claim. If “one planter disappeared,” ask whether B says that or merely leaves it outside this view.

6. **Exit · 2 min.** Save the two-source comparison; tomorrow the map key helps a new reader.

**Next move:** If sources are conflated, name A/B aloud and revisit one common feature. See [learner routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 17 · Day 82 · What does a map symbol stand for?

**Target/codes:** Use source A’s simple legend to link a pictorial symbol to a feature in a fictional shared place; AC9HSFS02 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Name the invented source and the question; no personal disclosure or actual-place claim is needed.

2. **Read source · 4 min.** Read A’s labels: arch gate, triangle shade roof, rectangle bench, two round planters and curved walkway. Show how each large outline appears on the map.

3. **Model inquiry · 5 min.** On key mat E, match two feature cutouts or raised shapes to their map symbols, preserving the two separate round planter positions.

4. **Child response · 7 min.** Child places or directs three symbol-feature matches and names a place question the key helps answer.

5. **Check/respond · 4 min.** Ask whether the key says why a place matters. It names features, not a person’s reason. Record any uncertain symbol.

6. **Exit · 2 min.** Keep one mapping to use with Mira’s note next lesson.

**Next move:** If a symbol is guessed by colour, show the outline and label again. See [learner routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 17 · Day 83 · Can a map say why a place is special?

**Target/codes:** Attribute Mira’s own reason to Mira and distinguish it from visible features on A/B; AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Name the invented source and the question; no personal disclosure or actual-place claim is needed.

2. **Read source · 4 min.** Read source C exactly: Mira’s note says the shaded bench is special to Mira because Mira likes to sit there and read when visiting. Point to bench on A and B.

3. **Model inquiry · 5 min.** Ask: “Can A alone tell us Mira likes reading?” No. Compare map feature with Mira’s attributed words.

4. **Child response · 7 min.** Child gives a two-source statement: A locates bench; Mira C gives one person’s reason. Add one unknown about another person.

5. **Check/respond · 4 min.** Listen for “everyone likes reading.” Reread “to me” and ask whose voice is represented.

6. **Exit · 2 min.** Tomorrow Theo adds a different use; no family disclosure is needed.

**Next move:** If the child cites a map as a feeling source, separate printed label from named note. See [learner routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 17 · Day 84 · Two people, one square, different uses

**Target/codes:** Compare Mira and Theo’s attributed views without treating either as the whole community’s view; AC9HSFS01, AC9HSFS03 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Name the invented source and the question; no personal disclosure or actual-place claim is needed.

2. **Read source · 4 min.** Read both C notes: Mira names the shaded bench for reading; Theo names the broad walkway for moving a game trolley. Theo does not know Mira’s reason.

3. **Model inquiry · 5 min.** Use source/voice mat F to place each exact phrase under its speaker; ask what a third visitor might say—unknown until asked.

4. **Child response · 7 min.** Child states one supported reason for each person and one respectful question requiring a new source.

5. **Check/respond · 4 min.** If child says walkway definitely works for every user, separate Theo’s own report from a physical access test.

6. **Exit · 2 min.** Tomorrow’s check uses a new map/voice pair, not these names or landmarks.

**Next move:** If reasons merge, put each quoted phrase beside the correct name. See [learner routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 17 · Day 85 · Fresh check A: Tile Pavilion

**Target/codes:** Use an unseen fictional map and eye-level sketch to locate a feature, attribute one person’s reason and mark what the sources do not show; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** This is a new public formative case; collect first response before feedback.

2. **Read source · 4 min.** Reveal the public [A4 Check A](print/check-a-tile-pavilion.pdf) and [learner prompts](STUDENT-CHECKS.md). Read both source sections neutrally.

3. **Model access only · 5 min.** Model whole-page pointing and AAC/raised-card access on unrelated blank shapes only; do not pre-match Check A’s source features.

4. **Independent response · 7 min.** Child independently answers the four prompts from the new source. Record exact first response and help before feedback.

5. **Check/respond · 4 min.** Child can point to their evidence without adult supplying a name or conclusion. After capture, open teacher key.

6. **Exit · 2 min.** Use a different context for later practice; preserve the first-response record.

**Next move:** If attribution is missing, revisit Day 83 in a different fiction after the check. See [learner routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 18 · Day 86 · An instruction is not a record of action

**Target/codes:** Distinguish keeper Ren’s fictional care instruction from proof that anyone followed it; AC9HSFS01 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Name the invented source and the question; no personal disclosure or actual-place claim is needed.

2. **Read source · 4 min.** Read D exactly: Ren asks people to keep portable game cards off the broad walkway and to ask before moving fixed bench/planter. D does not report compliance.

3. **Model inquiry · 5 min.** Offer two claims: “Ren asked for a clear walkway” and “everyone kept it clear.” Child points to supported versus not told.

4. **Child response · 7 min.** Child states one requested care action and one action/status D cannot establish, with source letter.

5. **Check/respond · 4 min.** If instruction is called a completed action, reread “asks” and ask for a dated observation that is absent.

6. **Exit · 2 min.** Next lesson considers both Mira and Theo before suggesting a care question.

**Next move:** If child equates a request with an event, contrast verbs “asked” and “did.” See [learner routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 18 · Day 87 · A care idea must consider more than one use

**Target/codes:** Use two attributed reasons plus map features to form a conditional care question, not a claim of success; AC9HSFS01, AC9HSFS03 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Name the invented source and the question; no personal disclosure or actual-place claim is needed.

2. **Read source · 4 min.** Place A map, Mira/Theo C notes, and D keeper instruction together. Model: “If the walkway is used for Theo’s trolley, keeping portable cards off it might help that use. We have not checked the real place or asked everyone.”

3. **Model inquiry · 5 min.** Try a second possibility: move the bench. Ask which source says permission to move a fixed thing must be sought and whose use might change.

4. **Child response · 7 min.** Child proposes one *question* about looking after the fictional square that names a feature and two possible users or an unknown user.

5. **Check/respond · 4 min.** Record “might” language and exact sources. Do not score a paper proposal as a real care action or accessibility outcome.

6. **Exit · 2 min.** Next lesson chooses what source could answer the question.

**Next move:** If proposal states guaranteed benefit, reformulate as a testable respectful question. See [learner routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 18 · Day 88 · What source would answer the next question?

**Target/codes:** Choose an appropriate future source for a care/status question while preserving unknowns; AC9HSFS01 and AC9HSFS04 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Name the invented source and the question; no personal disclosure or actual-place claim is needed.

2. **Read source · 4 min.** Write two questions: “Did anyone follow Ren’s request?” and “Why does an unnamed visitor value the square?” A/B/C/D cannot answer either fully.

3. **Model inquiry · 5 min.** Offer source possibilities: approved dated observation, voluntary visitor account, permission record. Ask which can answer which, and which still needs local approval.

4. **Child response · 7 min.** Child selects a next source for one question and explains what it could provide without pretending it exists.

5. **Check/respond · 4 min.** Separate selected *future source* from evidence already in hand. No child interview, outdoor visit or data collection is required here.

6. **Exit · 2 min.** Tomorrow build an honest two-source mini-report with an open question.

**Next move:** If child cites a source not yet obtained as proof, mark it planned and return to known sources. See [learner routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 18 · Day 89 · A careful place account

**Target/codes:** Combine a map fact, an attributed person reason, an instruction and one still-open question into a source-labelled account; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** Name the invented source and the question; no personal disclosure or actual-place claim is needed.

2. **Read source · 4 min.** Model on A/C/D: A locates bench; Mira says why *to Mira*; Ren asks about keeping path clear; none documents an actual change.

3. **Model inquiry · 5 min.** Child may choose a different supported feature/reason. Make two broad boxes, SOURCE SAYS and STILL UNKNOWN, and place at least two source labels.

4. **Child response · 7 min.** Child gives a brief map-and-voice account, one cautious care question, and names the source needed next. An adult may scribe exact words.

5. **Check/respond · 4 min.** Notice the source-grounded place concepts the child shows. Imagined places can teach partial K03 concepts; they do not establish the child's actual familiar place/belonging or complete K03. Use the [local source gate](LOCAL-SOURCE-INSERT.md) for a separately authorised actual familiar-place opportunity. Discussing a suitable care idea does not require performing it or proving a benefit.

6. **Exit · 2 min.** Save first account. Tomorrow’s fresh check uses new people and map, with no model answer.

**Next move:** If source labels vanish, ask “which page says that?” and preserve the first wording. See [learner routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).

## Week 18 · Day 90 · Fresh check B: Paper Lantern Yard

**Target/codes:** Use a new fictional map and two voices plus a care note to attribute use, choose a supported conclusion and identify missing evidence; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK03 fictional concept rehearsal only.

1. **Settle/purpose · 3 min.** This is a new public formative case; collect first response before feedback.

2. **Read source · 4 min.** Reveal [A4 Check B](print/check-b-paper-lantern-yard.pdf) and [learner prompts](STUDENT-CHECKS.md) for the first time. Read exact captions, names and notes without hint.

3. **Model access only · 5 min.** Model response mode only on blank unrelated source labels. Keep the check’s answers unmodelled.

4. **Independent response · 7 min.** Child independently locates named feature, attributes both personal reasons, separates instruction from action, and asks what else would be needed.

5. **Check/respond · 4 min.** Record first response, route and prompt. Use teacher key only after capture; accept uncertainty when source is silent.

6. **Exit · 2 min.** Choose a next teaching move in a new context. No real place or child outcome claim follows from this case.

**Next move:** If child generalises one voice to all, practise Day 84 with a new pair later. See [learner routes](LEARNER-CARDS.md) and [worked swaps](PRACTICE-SWAPS.md).