# Foundation Media Arts · Term 1 Weeks 07–08

Ten **25-minute** Queensland Prep / Australian Curriculum v9 sessions (Days 31–40). Earlier weeks explored image sequence, framing, branching and a small interactive paper work. This arc turns to a **single-panel message card**: a maker chooses a purpose, invents a symbol meaning, gives a reader a usable legend, and revises for clarity without relying on colour alone. Children may create an original paper guide for an imaginary shape-sorting game. A paper plan, a child-made card and an actual willing reader’s interpretation are distinct records.

Begin with the [educator scripts](LESSONS.md) and [A–F preparation and aids](MATERIALS.md). Pick one of [three same-target routes per day](LEARNER-CARDS.md). [Twenty worked swaps](PRACTICE-SWAPS.md), [twenty everyday bridges](EXAMPLE-BANK.md), and [prompts](PROMPTS.md) vary context. [Public checks K/L](STUDENT-CHECKS.md) have a separate [educator key](teacher/KEY-AND-NEXT.md). All eight original A4 SVG/PDF pages have [exact text and tactile alternatives](print/TEXT-ALTERNATIVES.md).

See [curriculum crosswalk](CURRICULUM-CROSSWALK.md), [source and rights ledger](SOURCE-AND-RIGHTS.md), [authentic-source hold](AUTHENTIC-SOURCE-SLOT.md), and [desk run-through](RUN-THROUGH.md). This is a bounded starter, not a complete unit, formal instrument, proof of classroom impact or claim that a paper legend has one meaning for all cultures. No child image, voice, identity, location, upload, personal data or device is needed. A child may direct a neutral adult to draw or place large cards; no public performance, fine motor drawing or touching materials is compulsory.

Run `python generate_assets.py --write` to intentionally regenerate owned artwork and searchable A4 PDFs. `python verify_pack.py` audits the pack read-only; `--write-manifest` is an intentional SHA256 refresh after reviewed changes.