# Ten educator scripts · 25 minutes each

Use the [three same-target routes](LEARNER-CARDS.md) and exact [print/text/tactile alternatives](print/TEXT-ALTERNATIVES.md). Present shapes as adult-created fiction. The child chooses, makes or directs the final response; a neutral adult may move cards as instructed. Offer quiet participation, pass, or a later turn. No personal learner media, upload, device, camera or recording. A paper model can show a planned visual effect, not what a real audience actually noticed. Each session totals **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. Fresh checks are public formative probes; save first responses before opening the [separate key](teacher/KEY-AND-NEXT.md).

## Week 3 · Day 11 · Which shape is in front?

**Target/codes:** keep the same square and circle in one frame but change which one covers the other; explain the intended focus; AC9AMAFD01, AC9AMAFC01. **Prepare:** [A layer order](print/layer-order.svg), two large cards or pre-cut shapes, [A notes](MATERIALS.md#a--layer-order).

1. **Welcome · 3 min.** Recall Week 2’s close border: leaving something outside a frame is different from covering part of it inside a frame.
2. **Model · 4 min.** Put square partly over circle; then lift and put circle partly over square. Name the same two shapes, one changed layer order.
3. **Try together · 5 min.** Ask “Which edge can you see all the way round? Which edge disappears under the other shape?” Offer description or raised overlap edges.
4. **Child choice · 7 min.** Child designs an original paper sign about either shape, choosing front and back by a route. Ask what a reader *might* notice first.
5. **Notice · 4 min.** Save child’s layer decision and intention; accept alternative plausible intentions. Do not say the overlapping shape is physically nearer in a filmed scene.
6. **Close · 2 min.** Put the two cards aside; tomorrow the frame edge also changes a paper story.

## Week 3 · Day 12 · A shape can enter from an edge

**Target/codes:** compare two-frame sequences with the same circle ending in the centre but entering from LEFT versus RIGHT; AC9AMAFD01, AC9AMAFC01. **Prepare:** [B entry edge](print/entry-edge.svg), broad frame and circle, [B notes](MATERIALS.md#b--entry-edge).

1. **Welcome · 3 min.** Label frame 1 then frame 2. Both versions finish with CIRCLE MIDDLE.
2. **Model · 4 min.** Arrange LEFT→MIDDLE and RIGHT→MIDDLE. Say the first position is the only change, so the entry direction a reader may infer changes.
3. **Try together · 5 min.** Child finds the held final panel and points to the changed first panel. Use raised left/right cells or “first/last” words without demanding body orientation.
4. **Child choice · 7 min.** For an invented paper doorway, child chooses the side from which a circle appears to enter. Child may reject the doorway story and name another intention.
5. **Notice · 4 min.** Read the two positions back exactly and ask whether they fit the child’s stated intention. This is paper sequencing, not filmed motion.
6. **Close · 2 min.** Keep the child’s version; tomorrow location within one frame will matter.

## Week 3 · Day 13 · Top and bottom can change focus

**Target/codes:** hold square and circle in one frame, place circle TOP or BOTTOM, and describe the difference without changing object identity; AC9AMAFD01, AC9AMAFC01. **Prepare:** [C position field](print/position-field.svg), two raised horizontal cells, [C notes](MATERIALS.md#c--position-field).

1. **Welcome · 3 min.** Hold one broad rectangle upright on a table; name TOP and BOTTOM of this *paper* frame.
2. **Model · 4 min.** Keep square at MIDDLE. Move circle from TOP to BOTTOM. Say the image ingredients stay; placement changes.
3. **Try together · 5 min.** Trace/read the fixed square and two circle positions. Ask which change could suit a child’s invented “look up” or “look down” instruction.
4. **Child choice · 7 min.** Child creates an original one-frame paper notice with a square and a circle and chooses one vertical circle position for an intended clue.
5. **Notice · 4 min.** Record the actual position and child’s reason. Do not prescribe a universal emotional meaning for top/bottom.
6. **Close · 2 min.** The shapes can stay still while a caption changes where someone may look.

## Week 3 · Day 14 · Put the same caption under a chosen frame

**Target/codes:** hold two image frames fixed and move the same `HERE` caption from frame 1 to frame 2; explain intended attention; AC9AMAFD01, AC9AMAFC01. **Prepare:** [D caption place](print/caption-place.svg), one broad HERE card or point symbol, [D notes](MATERIALS.md#d--caption-place).

1. **Welcome · 3 min.** Show square in frame 1 and circle in frame 2. The word HERE can be heard, felt as a label, or represented by a thick pointer.
2. **Model · 4 min.** Place HERE beneath frame 1, then beneath frame 2. Keep both images and the word identical; only its attachment changes.
3. **Try together · 5 min.** Child tells/points to which image the caption asks a reader to attend to in each version. Admit readers may still look elsewhere.
4. **Child choice · 7 min.** Child chooses a caption placement for a fictional display card, gives a reason, or directs adult placement by AAC.
5. **Notice · 4 min.** Ask “What stayed?” and “What changed?” Record attachment to frame 1 or 2, not an assumed actual viewer reaction.
6. **Close · 2 min.** Tomorrow a fresh triangle/circle layer puzzle checks transfer.

## Week 3 · Day 15 · Fresh Check G: new front shape

**Target/codes:** independently change layer order in a new triangle/circle overlap to meet a stated paper brief; AC9AMAFD01, AC9AMAFC01. **Prepare:** [public Check G](STUDENT-CHECKS.md#check-g--new-layer-brief), [G print](check/fresh-g.svg), broad triangle/circle cards. Keep key out of view until first response.

1. **Welcome · 3 min.** Introduce a new picture challenge. It helps choose next teaching; there is no speed score.
2. **Access · 4 min.** Present start: CIRCLE partly covers TRIANGLE; read brief: “maker wants TRIANGLE in front.” Do not build the answer.
3. **Independent plan · 5 min.** Child decides which shape must be placed last/on top while keeping both shapes in the same frame.
4. **Child response · 7 min.** Child draws, places, points or directs. Ask which edge is visible and why this meets the brief; save first response verbatim.
5. **Self-check · 4 min.** Invite child to find the covered edge in their version without offering a correction.
6. **Close · 2 min.** Record first response before key. Day 15 supplementary examples are **After Check** only.

## Week 4 · Day 16 · One holds while one moves

**Target/codes:** make a three-frame sequence with circle fixed at TOP and a child-chosen square path that changes at least once; name the held and changing object; AC9AMAFD01, AC9AMAFC01. **Prepare:** [E two-token strip](print/held-moving.svg), numbered broad frames, [E notes](MATERIALS.md#e--held-and-moving).

1. **Welcome · 3 min.** Revisit Week 2’s one-token three frames. Today a second token stays in one place for comparison.
2. **Model · 4 min.** Put circle at TOP in all three frames; square moves L/M/R along lower cells. Read both tracks aloud.
3. **Try together · 5 min.** Ask child to trace circle’s unchanged track and then square’s changes. Tactile route uses one token at a time to prevent crowding.
4. **Child choice · 7 min.** Child chooses a new square path in three frames for an invented sign, with at least one changed position. Circle remains TOP; the child owns the path.
5. **Notice · 4 min.** Check three circle positions are TOP and describe square path exactly. If a child changes circle too, discuss the different idea rather than hiding it.
6. **Close · 2 min.** Tomorrow an optional sound idea can be planned on paper without audio equipment.

## Week 4 · Day 17 · Mark an optional sound cue

**Target/codes:** hold the same two-frame paper sequence and choose whether a single `TAP` cue belongs at frame 1 or 2 for a stated intention; AC9AMAFD01, AC9AMAFC01. **Prepare:** [B entry strip](print/entry-edge.svg), one TAP symbol card; no audio device.

1. **Welcome · 3 min.** A `TAP` on paper is a cue *plan*. It is not a soundtrack or proof that sound was made.
2. **Model · 4 min.** Keep circle LEFT→MIDDLE and move one TAP card from frame 1 to frame 2. Describe possible intended attention for each placement.
3. **Try together · 5 min.** Child locates image hold and cue change. An adult may make one gentle tap only by local consent/access plan; the quiet text route is equal for planning.
4. **Child choice · 7 min.** Child places, draws or directs one TAP cue for an invented welcome card and explains which moment should draw notice. A silent/“no cue” choice is recorded as a different intention.
5. **Notice · 4 min.** Check one cue position and child’s explanation; do not infer hearing, audio production or emotional effect.
6. **Close · 2 min.** Save the paper plan as a possible element for tomorrow’s original storyboard.

## Week 4 · Day 18 · Compose a child-owned three-frame work

**Target/codes:** create or direct an original three-frame geometric paper sequence using at least one deliberate layer, position or caption choice and state its intended idea; AC9AMAFD01, AC9AMAFC01. **Prepare:** [F maker/share sheet](print/maker-share.svg), thick tokens, caption strip; [source slot](AUTHENTIC-SOURCE-SLOT.md) if an approved real work is available.

1. **Welcome · 3 min.** Look back at one child-chosen decision from Days 11–17. The adult example is a model, not a template to claim as a child work.
2. **Model · 4 min.** Adult makes a distinct small example: square holds TOP while circle travels L/M/R; adult states intention and maker. Do not guide child to copy it.
3. **Try together · 5 min.** Child tells/points to a new intention and picks one technique to help it. Present blank numbered frames.
4. **Child choice · 7 min.** Child draws, selects or directs three frames and an optional caption/cue. Adult records who chose each element; no camera or upload.
5. **Notice · 4 min.** Read the exact three-frame decisions to child. Ask what they intended, and note uncertainty if adult help materially determined choices.
6. **Close · 2 min.** Store paper work under local practice; tomorrow sharing is an opt-in decision.

## Week 4 · Day 19 · A willing viewer and a real maker question

**Target/codes:** ask source-backed maker/purpose questions about an authorised work if available; offer an original paper work to a willing audience only if child chooses; AC9AMAFE01 as inquiry, AC9AMAFP01 only for actual sharing. **Prepare:** [F maker/share sheet](print/maker-share.svg), [authorised-source slot](AUTHENTIC-SOURCE-SLOT.md), child’s original work.

1. **Welcome · 3 min.** The child may show one person, rehearse with a paper puppet, postpone or pass. No group performance, recording or publication is needed.
2. **Model · 4 min.** Adult shares their own paper work with a willing adult and names the actual recipient. For a real work, read a verified maker statement only if permissions and source fields are complete.
3. **Try together · 5 min.** Ask “Who made it?” and “What purpose does that maker say it has?” If no authorised real source, practise the questions on the adult’s work and mark authentic encounter **not yet held**.
4. **Child choice · 7 min.** Child elects actual sharing, puppet rehearsal, later sharing or pass. Record what happened and the child’s own explanation if offered; do not attribute a viewer response without asking them.
5. **Notice · 4 min.** Separate child intention, actual recipient (if any), and any volunteered viewer response. Privacy and consent remain local educator duties.
6. **Close · 2 min.** Thank child for their choice. Tomorrow’s new crop brief tests one frame-boundary change.

## Week 4 · Day 20 · Fresh Check H: new close view

**Target/codes:** independently change only frame 2 from WIDE to CLOSE around CIRCLE, leaving frame 1 wide, for a new two-frame square/circle brief; AC9AMAFD01, AC9AMAFC01. **Prepare:** [public Check H](STUDENT-CHECKS.md#check-h--new-close-frame), [H print](check/fresh-h.svg), broad adjustable borders. Keep key out of view until first response.

1. **Welcome · 3 min.** Show two new numbered wide frames, each including SQUARE and CIRCLE. This is a public formative probe, not a camera task.
2. **Access · 4 min.** Read brief neutrally: “Frame 1 stays WIDE. Frame 2 should show only CIRCLE.” Do not move the border for the child.
3. **Independent plan · 5 min.** Child decides which frame boundary to change and what must remain visible in each.
4. **Child response · 7 min.** Child draws, places, points or directs the two borders and explains what is outside frame 2. Save first response.
5. **Self-check · 4 min.** Invite child to name both frame numbers and visible contents; do not supply the solution.
6. **Close · 2 min.** Review with the key after response and plan future real production, maker encounters and willing audiences as separate work.