# Ten practical 25-minute HASS lessons · Map Repair Workshop

Read [A–E exactly](MATERIALS.md); offer [three same-goal routes](LEARNER-CARDS.md). Every session uses 3 + 4 + 5 + 7 + 4 + 2 minutes. Children build/direct the source representations, with no handwriting, folding, touch or public performance requirement. Keep the first child-controlled response, exact help, access source, source named and next step. Use short prompts one part at a time: **“Where in this picture? When? Who says? What is still open?”** Colour alone carries no information. Fictional sources cannot supply actual-place evidence. The [five complete real-place replacements](REAL-PLACE-PATHWAY.md) can replace the indicated whole lesson after preflight; they are not extra compulsory periods. Fresh fictional checks do not assess K03 knowledge.

## Week 29 · Day 141 · Build the earlier picture place

**Target/codes:** Pose a location/source question and represent features on an invented pictorial model; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Ready:** A, broad room base, circle/square/triangle pieces, BEFORE and CHILD MODEL tags.

**Child product:** A labelled earlier room model and one question flap. **Real-place option:** replace with R1 in [the pathway](REAL-PLACE-PATHWAY.md); AC9HSFK03 conditional familiar-place/features opportunity.

1. **Open · 3 min.** Show A. Ask “What places for things can you find?” Offer pointing, spoken description or raised shapes. Do not claim a real room exists.
2. **Read source · 4 min.** Read A and its shape key. Keep rug/table/basket names separate from guesses about actual material or use.
3. **Model · 5 min.** Put circle rug left, square table right, triangle basket beside rug. Attach BEFORE and CHILD MODEL. Say “Our model follows A. It is not a real room.”
4. **Child inquiry · 7 min.** Play small-place builder: child makes/directs the earlier base from A, gives the basket a source-linked position and adds a question flap. Prompt “Show A. Where is the basket in A? What can we not tell?”
5. **Check/respond · 4 min.** If a model's position changes accidentally, let the child compare A and repair their model. If a drawn rug becomes “safe/soft,” ask which source records that.
6. **Exit · 2 min.** Child points to one model feature and source. **Next move:** add a later time window tomorrow.

## Week 29 · Day 142 · Make a second time window

**Target/codes:** Sort an earlier map and later attributed move report into two models; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Ready:** A/B, second base, REPORTED MOVE/LATER tags.

**Child product:** Side-by-side BEFORE and LATER REPORTED models. **Real-place option:** R2; AC9HSFK03 conditional observed-feature opportunity.

1. **Open · 3 min.** Revisit the A base; ask “Could a later source show a different place for the basket?” Save the first idea.
2. **Read source · 4 min.** Read B exactly. Identify Remy as the speaker. “Later” orders the fiction; it is not today's actual date.
3. **Model · 5 min.** Keep A unchanged. On a separate base, put the triangle beside the table with B and REPORTED MOVE. Say “Remy reports this move; we did not see a real move.”
4. **Child inquiry · 7 min.** Play time-window maker: child builds/directs the second base, joins the bases with a broad arrow labelled REMY REPORTS and asks one question about the move. Prompt “What is earlier? What does Remy say happened later?”
5. **Check/respond · 4 min.** If the child erases A, restore it as the earlier source. If they invent why, point to B's “not written down why” clause.
6. **Exit · 2 min.** Record first and revised two-window account. **Next move:** a picture without a time arrives.

## Week 29 · Day 143 · Give an undated copy its own pocket

**Target/codes:** Place an undated pictorial source outside a known source order and ask a useful time question; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Ready:** C, separate pocket, TIME NOT RECORDED tag, A/B.

**Child product:** Undated-source pocket kept beside the two known time windows. **Real-place option:** R3; AC9HSFK03 conditional sourced personal-significance opportunity.

1. **Open · 3 min.** Show C without adding a time label. Ask “What can this picture tell? What is missing?”
2. **Read source · 4 min.** Read C including “Time not recorded.” Say its maker/time are unknown in this set.
3. **Model · 5 min.** Put C in its own pocket, not first/last. Show that its basket location matches A but doesn't prove C was made earlier or is currently correct.
4. **Child inquiry · 7 min.** Play map-post sorter: child attaches C's pocket beside the known trail and adds a “When was this made?” flap. Let the child test two possible positions for C, then return it to TIME NOT RECORDED because neither is established.
5. **Check/respond · 4 min.** If different pictures become a lie accusation, explain “Maybe different times; we need a time source.” Do not supply a date.
6. **Exit · 2 min.** Child names one C feature and one unknown. **Next move:** add a named later visitor view.

## Week 29 · Day 144 · Put one visitor's words beside a place

**Target/codes:** Attribute a personal account/reason and share a source-labelled earlier/later narrative; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Ready:** D, TARA SAYS pocket, A/B/C, paper speech flap.

**Child product:** Tara's note pocket beside the later model, with an open WHY REMY MOVED field. **Real-place option:** R4; AC9HSFK03 conditional locally sourced care opportunity.

1. **Open · 3 min.** Ask “Does the basket's place tell us why everyone likes it?” Keep the first answer.
2. **Read source · 4 min.** Read D. Identify “I” as Tara and “after the move” as a relation to B's report.
3. **Model · 5 min.** Place D by the later base. Say “Tara says she found it there and likes sorting her cards. That is Tara's reason; Remy's reason stays open.”
4. **Child inquiry · 7 min.** Play visitor-message maker: child creates/directs a TARA SAYS speech flap, attaches it to the source pocket and tells “Earlier A; later Remy reports a move; after that Tara says…” to a willing private listener. Add a question about C's time or Remy's reason.
5. **Check/respond · 4 min.** If Tara's reason becomes Remy's cause or everyone's preference, separate TARA/REMY/OTHER USERS cards. Preserve first wording before edit.
6. **Exit · 2 min.** Child reports one named view and one open field. **Next move:** fresh sources tomorrow; practice pictures stay separate.

## Week 29 · Day 145 · Fresh check A: Moss Room

**Target/codes:** Independently model new earlier/later/undated sources and attribute one reason; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Ready:** [learner copy](STUDENT-CHECKS.md), [Moss sheet](print/check-a-moss-room.pdf), blank bases/folders, closed key.

**Child product:** New first-response models/account recorded before feedback. No K03 knowledge is inferred from this fictional check.

1. **Open · 3 min.** Explain response choices and show blank unrelated folders. No Moss fact is modelled.
2. **Read source · 4 min.** Read the new sources neutrally, including time/status words. Do not emphasise the correct source.
3. **Model · 5 min.** Demonstrate only adult-directed placement and source-number selection on unrelated blank shapes.
4. **Child inquiry · 7 min.** Offer four short prompts one part at a time. Child builds/directs new bases, points, speaks, signs, AAC or dictates. Blank folders carry no answer headings. Capture first answers and assistance independently.
5. **Check/respond · 4 min.** Use at most “Which source?” as a recorded prompt. Open the separate key after capture, then pick one later teaching move.
6. **Exit · 2 min.** Thank the child without ranking. **Next move:** a different practice case for any emerging move; never coach on the check first.

## Week 30 · Day 146 · A map update starts as a plan

**Target/codes:** Separate a proposed picture update from reported room action and record a child-made plan; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Ready:** E/update mat, A–D, broad blank map frame, PLANNED MAP tag.

**Child product:** A planned new picture map labelled by sources and purpose. **Real-place option:** repeat R2 for a later actual observation, with its own time and no invented change; AC9HSFK03 conditional.

1. **Open · 3 min.** Ask “If I plan a new map, has a room changed?” Let the child point to their two model windows.
2. **Read source · 4 min.** Read E exactly. Identify the proposed map update and future question separately.
3. **Model · 5 min.** Sketch the proposed map basket by table; mark BASED ON B/D and PLANNED. Keep C's date pocket open.
4. **Child inquiry · 7 min.** Play map-designer desk: child places/directs icons on a fresh broad frame and adds a source tab for every chosen position. Add a separate DATE QUESTION flap for C. Prompt “What do you plan? What source helps?”
5. **Check/respond · 4 min.** If drawing the new map becomes a real move or a solved access need, record only the actual child drawing/model action and refer to the fictional status.
6. **Exit · 2 min.** Child says “I made a plan; the sources report __.” **Next move:** keep one person's meaning separate from everyone's needs.

## Week 30 · Day 147 · Make a message with a named reason

**Target/codes:** Share one sourced perspective without inventing a universal meaning or cause; AC9HSFS01, AC9HSFS03 and AC9HSFS04 partial. **Ready:** D, broad message flap, empty REMY WHY/OTHER USERS pockets.

**Child product:** One TARA SAYS message plus two open-question pockets. **Real-place option:** repeat R3 with a newly willing source or approved account; AC9HSFK03 conditional personal-significance opportunity.

1. **Open · 3 min.** Ask “Whose reason do we have?” Choose a private listener or paper listener role.
2. **Read source · 4 min.** Read D, then B's final sentence. Clarify Tara's use account and Remy's missing reason.
3. **Model · 5 min.** Write “Tara says she likes sorting her picture cards there.” Keep “everyone likes it” and “Remy moved it because” outside the note.
4. **Child inquiry · 7 min.** Play message-flap maker: child adds Tara's source-labelled reason beside the planned map, and makes separate REMY WHY and OTHER USERS flaps with short questions. Prompt “Who says? Who have we not heard?” A listener may pass; no real user is contacted.
5. **Check/respond · 4 min.** If the child infers a person's identity, culture or access need from a preference, return to exact source words. No such information is supplied.
6. **Exit · 2 min.** Record the child's named reason/question. **Next move:** physically revise the picture, without declaring the room fixed.

## Week 30 · Day 148 · Revise the model, keep the old source

**Target/codes:** Record a source-backed pictorial revision while preserving earlier/undated sources; AC9HSFS01, AC9HSFS02 and AC9HSFS04 partial. **Ready:** planned frame, A–E, broad reusable triangle, OLD SOURCE and CHILD MODEL tags.

**Child product:** First plan and revised child map kept side by side. **Real-place option:** repeat R4 using the actual approved care procedure; AC9HSFK03 conditional care opportunity.

1. **Open · 3 min.** Ask “What can we change ourselves here?” Accept map/model as the child-controlled representation.
2. **Read source · 4 min.** Read B/D/E. Keep reports, proposal and child work as three different record types.
3. **Model · 5 min.** Move the triangle on the child map only. Write “Child model based on B/D”; preserve A and C. Say no real basket has been moved by this paper task.
4. **Child inquiry · 7 min.** Play revision workshop: child makes/directs one map change, adds a source tab and keeps their first version. Use a broad lift flap to compare before/revised pictures. Prompt “What did you change on your map? Which source helped? What is still open?”
5. **Check/respond · 4 min.** If a changed picture becomes proof of a stronger/safer/accessible room, ask what actual observation is missing. No physical holder test is part of this lesson.
6. **Exit · 2 min.** Record who moved/drew each piece and source used. **Next move:** share a map whose time/source labels a reader can follow.

## Week 30 · Day 149 · Open a time-window map gallery

**Target/codes:** Share a source-labelled place narrative using earlier/later/undated and preserve an open question; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Ready:** two windows, C pocket, Tara flap, revised child map, willing private reader.

**Child product:** A small usable time-window gallery with a source trail and reader revision. **Real-place option:** R5; AC9HSFK03 conditional evidence synthesis from actual records.

1. **Open · 3 min.** Invite a willing reader; pass/private adult is valid. Ask “Can a reader see which time each picture belongs to?”
2. **Read source · 4 min.** Read A/B/D while C remains separate. Repeat the limits on C's time and Remy's reason.
3. **Model · 5 min.** Tell a short source trail: earlier A, later B reports, after that D says; C undated. Child model uses B/D, not a real room observation.
4. **Child inquiry · 7 min.** Play gallery keeper: child arranges/directs bases, note pockets and revised map, tells the short trail and asks the reader to point to each source. Revise one unclear label by choice, preserving first version. Add one useful future-source question.
5. **Check/respond · 4 min.** If C is forced into the trail, detach its pocket. If the reader assumes actual conditions, add FICTION/CHILD MODEL clearly.
6. **Exit · 2 min.** Record first account and edit. **Next move:** a new independent place-source check tomorrow.

## Week 30 · Day 150 · Fresh check B: Harbour Room

**Target/codes:** Independently distinguish earlier, later report, undated picture, named reason and a planned map; AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04 and AC9HSFS05 partial. **Ready:** [learner copy](STUDENT-CHECKS.md), [Harbour sheet](print/check-b-harbour-room.pdf), new blank bases/folders, closed key.

**Child product:** Fresh first-response source trail/map proposal and open question. No K03 knowledge is inferred from this fictional check.

1. **Open · 3 min.** Offer response choices, with unrelated blank mechanics only. Keep ordinary models out of the work area.
2. **Read source · 4 min.** Read all new sources neutrally. Do not classify any source for the learner.
3. **Model · 5 min.** Show only how an adult follows a placement instruction on blank unrelated cards.
4. **Child inquiry · 7 min.** Offer the four short prompts in parts. Child builds/directs fresh models, shows source cards or dictates an account. Record first response and exact help before discussing it.
5. **Check/respond · 4 min.** Use only “Which source?” if needed, recording it. After capture use the separate key and select one new-context next step.
6. **Exit · 2 min.** Thank the child. **Next move:** preserve any emerging skill for a fresh opportunity; use actual-place records separately for conditional K03 decisions.