Map Repair Workshop follows Weeks 27–28. Learners build two paper place models, attach time labels, keep an undated picture in its own pocket, and make a revised map/message for a willing reader. Each construction carries a source question. Adult-directed placement, speech, sign, AAC and no-touch readings preserve the goal; folding, drawing skill and neatness are not assessed.
The pack supplies ten optional 25-minute lessons, thirty switchable access routes, twenty worked context variations, ten free optional home bridges, nine original illustrated A4 SVG/PDF pairs and exact alternatives, two fresh public checks and a separate teacher key. Fit the sessions to the school's actual HASS allocation. No child must disclose family, location, culture, disability, home language or private history.
Fictional inquiry: an earlier Paper Studio map places a basket by a circle rug. A later keeper note reports a move beside a square table. An undated copy shows the old position. Tara gives one later account and personal reason. A helper proposes updating the map. Children ask: “Where is it in this picture? When was this made? Who says? What changed in the map, and what is still open?” Different sources can describe different times; an undated copy is not automatically wrong. A reported move is not an observed real room, a reason for the move, everyone's preference or a safety/access result.
Usable actual-place option: REAL-PLACE-PATHWAY.md provides educator preflight, five complete replacement 25-minute sessions, exact question stems, materials, an observation/account/care record and concrete evidence decisions. Children can observe/map an approved familiar learning place, identify features, hear a willing adult or an approved exact account about personal significance, and explain a locally sourced way to look after the place. AC9HSFK03 opportunities are conditional on the actual features, belonging/familiarity, personal meaning and care evidence recorded. Fiction never fills those fields. K01/K02/K04 remain held unless separately evidenced; Country/Place/ICIP work needs local authority under LOCAL-SOURCE-INSERT.md. A child can stay with equal-goal fictional source practice without personal disclosure or penalty.
The workshop complements integrated Week 29 picture messages and Week 30 design revision. It supplies HASS map/source inquiry, not an audio, physical design-strength or classroom test result. See the exact curriculum crosswalk, materials, source/rights ledger, four-role desk critique, read-only audit and hash receipt.
Status: authored, reproducible development draft. No independent educator, child, classroom, parent, cultural-authority, accessibility or funder trial has occurred. Public checks are not secure exams or attainment proof. Original material © NeuroForgeIO Pty Ltd 2026, CC BY 4.0 with attribution; official curriculum and font rights remain separate. ACARA/QCAA do not endorse the pack.