# Week 3 — People, places and help

**Foundation / Prep · five school days · development draft**  
**Question:** Who is in our world, how can we ask for help, and how do we respect somebody's answer?  
**Status:** human educator, local-syllabus, privacy and accessibility review pending. Paired with daily English and mathematics Weeks 3–4; this guide provides the integrated blocks, child-facing source cards and observation routes.

**National ACARA v9 links (partial):** AC9HSFK01 (people in the child's family, where they were born/raised and relationships); AC9HSFS01, AC9HSFS02, AC9HSFS03 and AC9HSFS05 (ask, sort/record, perspectives and narratives from sources); AC9HPFP01, AC9HPFP02 and AC9HPFP04 (people in one's world, respectful interaction and permission); revisit AC9HSFK03 (familiar places). A fictional family helps children practise the language and question. It is **not evidence that a learner knows their own family context**. Offer a child-controlled, private route for that part and record “not yet observed” if no safe evidence is available. Do not make the family disclosure a condition of play.

## Prepare once

- Print or read aloud the **three fictional cards** at the end. Use drawings of simple symbols if helpful; no outside clip art is needed. Never present them as real children or as examples of one cultural group's normal family structure.
- Keep a private blank “people and places” card for any child/family who *chooses* to share. The child can name roles rather than personal names, give a broad location, draw a relationship line, use a home language, or choose not to share. Follow local child information rules. Do not upload family details to SubjectNest or display them publicly.
- Prepare role-play puppets or paper circles, a familiar-school map, and an easy-to-see choice card: **ask / answer / no thanks / try another person / pass**. A spoken script is also supplied below. Ask the school which adults and help procedures are actually approved; do not invent a “safe adult” list that conflicts with local policy.
- Keep English and maths lessons in their own 25-minute blocks. Use the familiar daily arrival choice, preview, movement, rest/food, play and closing reflection from [Week 1](week-01-classroom-detectives.md). Every integrated block below is 30–40 minutes; split it if the class needs to move.

## Day 1 — People can be connected in different ways (35 minutes)

**Goal:** use a source card to describe at least one relationship; ask a respectful question. **Links:** AC9HSFS01/03/05, AC9HPFP02; preparation for AC9HSFK01.

1. **Teacher model, 7 min.** Read the *Rae* card aloud. Put three paper circles on the mat for Rae, their grandad and cousin. Join Rae to grandad with a line; join Rae to cousin with a different line. Say: “The card says who these people are to Rae. I can point to the words or pictures that told me.”
2. **Guided pairs, 10 min.** Offer the other two fictional cards. A pair chooses one. Ask: “Who is in this person's family? How are two people connected? What does the card say, and what do we still not know?” The second question prevents guessing family facts from names or appearance.
3. **Make a relation model, 12 min.** Children place circles, move objects, draw or direct an adult to join two people. A learner may narrate in any language or AAC. Ask “Which part of the card helped you?” Record the source detail, not a guessed identity.
4. **Close, 6 min.** “One question I could ask this character is ___.” Model a permission-respecting question such as “Would you like to tell me about someone important to you?” and a valid answer “No thanks.”

**What to record:** source-based relationship, question and the child's chosen communication route. Do **not** score AC9HSFK01 from a fictional card. **Everyday variations:** a pet-care team, a sports team, a library volunteer group or an invented spaceship crew can practise relationship language, but distinguish these from a child's own family.

## Day 2 — Born and raised are different parts of a story (35 minutes)

**Goal:** use a simple source/timeline to distinguish where someone was born from where they grew up; ask rather than assume. **Links:** AC9HSFK01, AC9HSFS01/02/05 as teaching context.

1. **Read, 7 min.** Read Rae's card again: “Rae's grandad was born in one town and raised in another.” Explain in child-friendly words: “Born means the place where a person's life began. Raised means a place where they grew up with care. A person may have more than one place that matters.” Do not assume the child or family knows or wants to share those places.
2. **Model a two-step timeline, 8 min.** Draw two large boxes, **born** and **grew up**, joined by an arrow. Put the fictional grandad's places from the card in the correct boxes. The arrow shows order, not that one place is more important.
3. **Choose and sort, 12 min.** Children select a fictional card, find any place detail it really gives, and place it on a timeline or a location picture. If the card does not say, use an **unknown** marker. Ask: “How do you know? Which detail is missing?” Accept “the card does not tell us.”
4. **Private invitation, 5 min.** Tell children: “Some people know about places in their own family, and some do not. If you want, you or your family can tell me privately about a person and a place. You can also pass.” Send the family note below only through the school's approved channel. Do not ask the class to announce birth locations.
5. **Close, 3 min.** Ask, “What question would help us learn a missing place detail without guessing?” Accept “Where did they grow up?” or “Would they like to tell us?”

**Evidence boundary:** sorting a fictional source shows understanding of the terms and source reading. To assess the descriptor about the child's family, use only voluntarily shared, consented personal/contextual evidence in the teacher's private record. If unavailable, leave it **not yet observed** and plan a family-supported or later opportunity. A child can still participate fully in every classroom activity.

## Day 3 — Ask, answer, and respect no (30 minutes)

**Goal:** practise a help request and a respectful response to a boundary. **Links:** AC9HPFP02/04 and AC9HPFP01 as personal-world context.

**Three original low-stakes scenes:** a pencil has rolled under a shelf; a child cannot find the paper station; two children want the same building block. Use puppets or teacher voices first. For each scene, model: “Could you help me find ___?” “Yes, I can show you,” **or** “I can't right now.” Then: “Okay. I can ask [approved adult] or try another safe option.” For sharing a possession, the owner may say “No”; the other child finds an alternative without arguing.

Run 5 minutes model, 10 minutes child choice of puppet scene, 10 minutes small-group practice, 5 minutes private reflection. A child may point to choice cards, move a puppet, sign, speak, use AAC or observe the first round. No child needs to share a real distressing event, touch another person, or give up a personal item. Name school-approved help routes only after checking local policy.

**What to record:** how the child requested help, granted/declined permission, and responded to a “no.” If they repeat a script after the adult, mark **with model**; offer a different low-stakes scene for an independent try. Do not interpret refusal to role-play as inability.

## Day 4 — Who could help in this place? (40 minutes)

**Goal:** ask a question about a familiar place, use the room map as a source, and choose a locally correct help route. **Links:** AC9HSFK03, AC9HSFS01/02/03/05, AC9HPFP01/02.

1. **Start, 5 min.** Put the Week 1 room map and the actual classroom side by side. Ask: “If we need a book, where could we look? If a child needs help finding the place, whom does our school say we can ask?” Use only locally approved helpers.
2. **Two perspectives, 10 min.** Puppet A knows the room; Puppet B is new. Ask what each might notice or need. Invite a child to move a marker for Puppet B. This creates a perspective to discuss without asking a child to disclose anxiety or personal history.
3. **Make a help route, 15 min.** Pairs draw or build a two-stop route: current place → approved help point. A seated/tactile model is available. Check the route on the real floor only if safe; otherwise move the marker on the map. Include a response if the first helper is unavailable, following school procedure.
4. **Share, 10 min.** Each pair may show the route to the teacher, another pair or nobody yet. Ask “What on our map helped you? What would you change for someone new?” Record one source-based reason from sampled children and follow up the rest at the next arrival station.

**Privacy/safety:** no public map of a child's personal safe places, medical needs or home location. This is a school help route, not a substitute for protective-behaviour instruction or an emergency procedure.

## Day 5 — People-and-place inquiry (40 minutes)

**Set up:** three stations in parallel: fictional relation model, born/raised timeline, and approved classroom-help route. Children choose two. The adult samples 4–6 focus learners for individual evidence while others use familiar cards; complete unobserved checks during next week's settling stations. Never infer all children were assessed in one block.

Ask at each station: “What question are you answering? What on the card or map helps you? What do you know, and what is still unknown?” Keep HASS observations separate from help/permission observations. Let a child choose a private, partner, puppet, drawing, object, spoken, signed or AAC response. The teacher notes exact words/actions, support used and next teaching move.

**Next moves:** if relationships are confused, model one link between two people on a new fictional card; if born/raised is confused, use the two-box timeline with one person; if a help route is unsafe or school-inaccurate, reteach the approved route with an adult; if a child is ready, ask what another person might see differently. A family detail that is unknown or kept private is **not** a misconception to fix.

## Ready-to-copy fictional source cards

These are made-up people and places; their details are intentionally varied without tying a family structure to an ethnicity, appearance, surname or ability.

```text
RAE
Rae lives with their grandad and cousin. Rae's grandad was born in Hill Town
and grew up in Bay Town. The card does not say where Rae was born.

MIN
Min spends time with their dad and aunt. Their aunt grew up in River Town.
The card does not say where Min's dad was born or where Min lives.

SOL
Sol lives with two carers. One carer was born in Forest Town and grew up
in Lake Town. The card does not say how the carers are related to each other.
```

All four town names are fictional. “Does not say” is a correct source-reading answer; do not fill a missing detail with a guess.

## Private family invitation (school-approved channel only)

> This week we are talking about people and places that matter to us. If your child wants to, they can tell me privately about one person in their family or care network, how they are connected, and a place the family is comfortable naming. A role such as “my aunt” and a broad place such as “another town” is enough. You may help them choose what to share. It is fine to leave any part blank. We will not display personal family information or place names to the class without asking. Please use the school's usual private communication route.

Do not send this as an automatic message from SubjectNest. A teacher decides if and how to use it. When the family does not share, the child continues the full classroom sequence with fictional sources and no penalty; the personal descriptor simply remains unobserved.

## Sources and rights

ACARA [Australian Curriculum v9 official workbook/downloads](https://www.australiancurriculum.edu.au/downloads), Foundation Year, retrieved 29 September 2026; workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. Codes and level were checked against the pinned local import. ACARA's [terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) govern curriculum wording and do not imply endorsement. The student diversity guidance supports [individual adjustments](https://www.australiancurriculum.edu.au/student-diversity/students-with-disability) and [EAL/D access](https://www.australiancurriculum.edu.au/student-diversity/eal-d-students). School safety, privacy and curriculum implementation need local educator review before use.

**Reuse this guide:** © NeuroForgeIO Pty Ltd 2026, “SubjectNest People and Help, Foundation Week 3”, version 0.1.0-draft. Original fictional cards, scripts and prompts are [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); credit SubjectNest by NeuroForgeIO Pty Ltd, link the source and licence, and note changes. ACARA source material is excluded from this grant.