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Day 85 · Fresh check A: Tile PavilionFoundation HASS · T2 W17–18 · Day 85 lesson

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Foundation / Hass / Term 2 / Weeks 17 18

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner choices

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 and learner prompts. 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 and worked swaps.

Source: https://neuroforge.io/subjectnest/library/resources/foundation/hass/term-2/weeks-17-18/day-85 · Original material © NeuroForgeIO Pty Ltd 2026 · CC BY 4.0: https://creativecommons.org/licenses/by/4.0/ · Credit the source and note changes. External sources keep their own terms.