Ten optional 25-minute HASS teacher scriptsFoundation HASS · T3 W23–24 · Lesson sequence

Each block totals 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. Read A–D exactly and offer illustrated, linear and tactile/no-print routes. The three daily choices meet the same target without fixed learning-style labels. Keep the child's exact first controlled response and assistance privately. Do not ask a real child to share a family event, feeling, reason for not joining, belief or help history. An actual concern follows school safeguarding policy, not this paper inquiry.

Week 23 · Day 111 · What does the notice actually say?

Target/codes: Question a fictional event notice, distinguish a stated opening and later paper marking from unsupported all-visitor participation; AC9HSFS01 and AC9HSFS04 partial, AC9HSFK02 fictional concept rehearsal only.

1. Settle/purpose · 3 min. Name Paper Room as made up. Show A's one window and three strips; say the picture is not a photo or attendance record.
2. Read source · 4 min. Read A's three sentences verbatim, including “some visitors” and “does not list every visitor.”
3. Model inquiry · 5 min. Put “some made strips” under A SAYS and “everyone made strips” under NOT TOLD. Ask what question could learn more.
4. Child response · 7 min. Child states one source fact, one unknown about participation and a non-assuming question. Pointing, AAC or scribe may capture exact words.
5. Check/respond · 4 min. If “some” becomes “all,” reread the quantifier. Do not change the first recorded response.
6. Exit · 2 min. Save a SOME token for tomorrow's sort.

Next move: If drawn strips are treated as a count of all attendees, cover picture and read only the notice words. See routes and worked swaps.

Week 23 · Day 112 · Who is named, and who is not?

Target/codes: Sort information A provides about event/marking and keep unnamed visitors unknown; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial, AC9HSFK02 fictional concept rehearsal only.

1. Settle/purpose · 3 min. Lay A, a large SOME card and blank visitor counters on a broad mat.
2. Read source · 4 min. Read “on Friday, some visitors made paper strips” without adding names, family links or reasons.
3. Model inquiry · 5 min. Place SOME beside strips. Keep WHO EXACTLY? blank because A has no list; the drawn three strips are not three named people.
4. Child response · 7 min. Child sorts two A facts and two open questions about people/reasons, then records one question a different source might answer.
5. Check/respond · 4 min. If a child assumes a visitor's feeling from marking, ask which A sentence reports it.
6. Exit · 2 min. Tomorrow Alba supplies an individual reason, not a reason for everyone.

Next move: If numbers are read from the picture, model “illustration ≠ attendance count.” See routes and worked swaps.

Week 23 · Day 113 · Who says it mattered to them?

Target/codes: Attribute a stated reason to Alba alone and separate it from the notice's general “some”; AC9HSFS03 and AC9HSFS04 partial, AC9HSFK02 fictional concept rehearsal only.

1. Settle/purpose · 3 min. Show B beside A; no learner must say an event matters to them.
2. Read source · 4 min. Read Alba's exact note. Emphasise “to me” and “I like”; do not suggest other people felt the same.
3. Model inquiry · 5 min. A says some made strips; B identifies Alba as one strip-maker and states Alba's reason. Use two source cards for a bounded claim.
4. Child response · 7 min. Child gives one A event fact, Alba's B reason and one thing B does not say about others.
5. Check/respond · 4 min. Listen for “Alba says” versus “everyone felt.” If necessary, place one Alba token beside an empty OTHER PEOPLE box.
6. Exit · 2 min. Next source describes a visitor who did not make a strip.

Next move: If an individual reason becomes a group conclusion, repeat with a fresh everyday example. See routes and worked swaps.

Week 23 · Day 114 · A choice is not a feeling

Target/codes: Use Jun's own action report without guessing why Jun did not make a strip, and phrase a respectful optional question; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK02 fictional concept rehearsal only.

1. Settle/purpose · 3 min. Put B and C in separate speaker frames; a quiet/no-roleplay route is available.
2. Read source · 4 min. Read C exactly: Jun visited Saturday, read, did not make a strip and has not said why.
3. Model inquiry · 5 min. Place “did not make a strip” under JUN SAYS; leave “disliked the opening” under NOT TOLD. Model “Would you like to tell me? You may pass.”
4. Child response · 7 min. Child gives a two-voice account, marks Jun's reason unknown, and makes or chooses a non-assuming optional question.
5. Check/respond · 4 min. If child says Jun was sad, busy or uncaring, point to “I have not said why.” Never demand a real child's reason.
6. Exit · 2 min. Tomorrow a different event and voices appear in fresh Check A.

Next move: Separate ACTION and REASON tokens. See routes and worked swaps.

Week 23 · Day 115 · Fresh check A: Paper Gate Day

Target/codes: Independently read a new fictional event/marking and two individual accounts, avoid motive guesses and choose a respectful question; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK02 fictional concept rehearsal only.

1. Settle/purpose · 3 min. Present an unseen public formative case. Preserve first response before teaching from it.
2. Read source · 4 min. Show A4 Paper Gate Day and learner prompts; read all sources neutrally.
3. Model access only · 5 min. Demonstrate pointing, AAC, sign or raised-card response on unrelated blank symbols, not check content.
4. Independent response · 7 min. Child independently answers four prompts; record exact first words, mode and any help.
5. Check/respond · 4 min. Ask “Which source says that?” once without naming the right source. Then consult the separate key.
6. Exit · 2 min. Practise the first missing move later using a different invented event.

Next move: Do not repair the original check response in place. See routes.

Week 24 · Day 116 · Which question carries an assumption?

Target/codes: Compare question wording from D, choose an answerable non-assuming question and preserve the right to pass; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial, AC9HSFK02 fictional concept rehearsal only.

1. Settle/purpose · 3 min. Say questions can invite or assume; no child must answer about themself.
2. Read source · 4 min. Read all four D cards verbatim. Ask which already claims that everyone celebrated or Jun did not care.
3. Model inquiry · 5 min. Place “Did you make a strip?” under CAN ASK and “Why did everyone celebrate?” under ASSUMES ALL. Offer “You may pass.”
4. Child response · 7 min. Child sorts two assumption cards and two open/optional cards, then rewrites one assumption without demanding a reason.
5. Check/respond · 4 min. If “Did you?” still feels too direct for a listener, accept a third-person question about sources. No real interview is required.
6. Exit · 2 min. Save one respectful question for a paper source-choice lesson.

Next move: If a child repeats a presumptive line, show exactly which unsupported claim it contains. See routes and worked swaps.

Week 24 · Day 117 · Who could answer what?

Target/codes: Choose a suitable future source for a question about a specific person's reason, while marking it not yet obtained; AC9HSFS01 and AC9HSFS04 partial, AC9HSFK02 fictional concept rehearsal only.

1. Settle/purpose · 3 min. Place A/B/C/D on the mat. No one will question real visitors.
2. Read source · 4 min. Ask “Why did Alba make a strip?” and “Why did Jun skip it?” B answers the first; A/C/D cannot answer the second.
3. Model inquiry · 5 min. A voluntary future answer from Jun could give Jun's reason; a new drawing or another person's guess cannot. Mark future source PENDING.
4. Child response · 7 min. Child matches one answerable question to current source and one open question to a possible consented future source or says “leave it open.”
5. Check/respond · 4 min. If proposed future words are treated as evidence already obtained, move PENDING card away from current-source mat.
6. Exit · 2 min. Tomorrow make an honest two-voice account with one open space.

Next move: If child feels obliged to ask someone, emphasize that leaving a private reason open is a complete decision. See routes and worked swaps.

Week 24 · Day 118 · Tell a two-voice account without filling the gap

Target/codes: Make a short source-labelled event account with one named reason, one stated non-participation and a still-unknown motive; AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK02 fictional concept rehearsal only.

1. Settle/purpose · 3 min. Show two-voice mat with A, B, C and NOT TOLD boxes.
2. Read source · 4 min. Reread the single sentence from each source needed: some marked; Alba's reason; Jun read but did not mark and gave no reason.
3. Model inquiry · 5 min. Give a two-source sentence: “B says Alba made a strip because...; C says Jun did not make one.” Stop before explaining Jun.
4. Child response · 7 min. Child creates a three-part account by speech, drawing, sign, AAC or directed scribe and leaves Jun's motive as “not told.”
5. Check/respond · 4 min. Look for attribution and an explicit unknown. A child may choose not to discuss why anyone declined.
6. Exit · 2 min. Save first account privately for tomorrow's listener explanation.

Next move: If C's silence becomes a feeling, point to Jun's actual quoted words. See routes and worked swaps.

Week 24 · Day 119 · Explain the question, not just the story

Target/codes: Share a source-bounded account and explain why one follow-up question respects different participation and a choice not to answer; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK02 fictional concept rehearsal only.

1. Settle/purpose · 3 min. Offer a willing private adult, peer, AAC device or silent pointing listener. No public performance is required.
2. Read source · 4 min. Review A/B/C and D's “You may pass” language. Do not add invented responses.
3. Model inquiry · 5 min. On unrelated fictional puzzle cards, contrast “Why did everybody love it?” with “Would you like to tell me how it was for you?”
4. Child response · 7 min. Child teaches two supported details, names one unknown and gives one respectful optional follow-up question or chooses to leave it open.
5. Check/respond · 4 min. Record exact child-controlled explanation and help. Keep any volunteered personal matter out of the exercise and follow school policy.
6. Exit · 2 min. Tomorrow's fresh event case uses other people and an alternative marking.

Next move: If the child assumes a feeling from absence, return to ACTION vs REASON with a new practice case. See routes and worked swaps.

Week 24 · Day 120 · Fresh check B: Chalk Board Opening

Target/codes: Independently interpret a new invented shared event with mixed participation, attribute two voices, identify unknown motive and form an optional non-assuming question; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial, AC9HSFK02 fictional concept rehearsal only.

1. Settle/purpose · 3 min. Present a second unseen public formative case; first response is independent of Day 115.
2. Read source · 4 min. Show A4 Chalk Board Opening and learner prompts neutrally.
3. Model access only · 5 min. Model response mode on blank unrelated cards; give no check conclusions.
4. Independent response · 7 min. Child answers four prompts by chosen route. Capture exact first response, prompts and assistance.
5. Check/respond · 4 min. Ask only “Which source?” before first capture ends; then use the separate key.
6. Exit · 2 min. Plan a new-context next move. No real child, family, event or community claim follows.

Next move: Preserve the independent response and use a different story for practice. See routes.