# Foundation / Prep · Week 12 · Sharing tools and space

**Five 35-minute integrated blocks · development draft**  
Pair with the separate planned English sequence and [mathematics](../mathematics/term-2/weeks-11-12/README.md) lessons. The English daily pack remains in development; use the school's locally approved English lessons until it is ready. Mathematics Days 56–60 explicitly teach equal sharing and grouping. Here children practise permission, take turns with shared materials and redesign a classroom routine. Keep mathematical **equal numbers under the stated rule** distinct from the social question of what is fair or needed in real life.

**Question:** How can we make a shared activity clear and welcoming?  
**National links:** AC9HPFP02 (practise respectful interaction), AC9HPFP04 (seek, give or deny permission for possessions or personal space), AC9TDEFK01 and AC9TDEFP01 (notice, plan, make and evaluate a familiar designed arrangement). AC9MFN06 belongs to the separate daily mathematics sequence. Partial links only; check the currently adopted local syllabus.

## Get ready

- Prepare **fictional** people or puppet cards, two large mats, paper “tool” tokens and large blocks. The maths pack has [plain-text share/group cards](../mathematics/term-2/weeks-11-12/print-aids.md) and an [A4 visual mat](../mathematics/term-2/weeks-11-12/ten-and-share.svg) for the related number lesson. No real food, money or prized personal item is needed. Avoid small parts where unsafe. A child may use a drawn or adult-operated version.
- Agree on a classroom rule: ask before touching another person's belongings or body; “no” and “not now” are acceptable; an adult helps find another plan. Do not require children to hand over a personal item to demonstrate learning.
- Set an accessible station where a learner can observe, direct an adult, move tokens, draw, sign, use AAC or speak. Show a first/then/finish sequence and offer a quiet/private role rather than making public acting compulsory.
- Keep the distinct daily English, mathematics, play, movement and routine time. If the school has safeguarding or behaviour protocols for a real incident, follow those rather than treating a lesson script as the response.

## Day 1 — What is being shared?

1. **Story invitation, 6 min:** “Two pretend makers want to use the class's cardboard ruler. One is using it now. What could the other maker say?” Do not assign a child's real situation to the puppets.
2. **Try words, 11 min:** model: “Can I use it after you?” “Not yet; I need one more turn.” “Okay, I can draw while I wait.” Children choose a puppet, picture, gesture, AAC, sign or voice. Rehearse accepting a refusal without punishment.
3. **Make a routine, 13 min:** pairs arrange three original cards: **ask → hear the answer → choose the next step**. A child can propose a different safe phrase. Ask who the routine helps and when an adult may be needed.
4. **Close, 5 min:** each learner points to or demonstrates one possible next step after “not now.” Passing on public performance is allowed.

**Evidence:** a specific respectful action in the fictional situation, with supports recorded. A fluent spoken line is not required evidence of social understanding.

## Day 2 — Equal sets are a maths idea

1. **Name the rule, 5 min:** use six paper tokens and two fictional makers. “Our maths rule for this game is the same number for each mat.” The separate maths lesson supplies explicit sharing instruction.
2. **Connect, 12 min:** children place tokens on mats or direct an adult. Ask, “What do you notice about the number on each mat?” Make the count visible in objects, tactile marks or speech.
3. **Change the story, 13 min:** one maker has already used a tool or needs an adapted tool. Ask, “Would exactly the same objects always meet what each person needs?” Accept several reasoned answers; explain that the number rule answers the *maths* question, while people may need to talk, ask permission and make another plan. Do not ask children to disclose their own disability, care or resource circumstances.
4. **Close, 5 min:** return to the stated six-to-two case; distinguish “three each” from “everyone's needs are solved.”

**Evidence boundary:** object placement can support AC9MFN06 in the separate maths check if the child counted/subitised as required. A moral explanation is not a substitute for that quantity evidence.

## Day 3 — Grouping is a different action

1. **Show the difference, 6 min:** present ten large paper tokens. Say, “We can **share to two people**, or **put tokens into pairs**.” Ask children to predict if these will give the same number of groups.
2. **Try both, 15 min:** use two receiver mats for sharing, then five paper circles for grouping by two. Keep the terms “people/receivers” and “groups” visible, tactile or spoken. Do not tell a learner the answer before their attempt; model after observing the need.
3. **Design a label, 9 min:** each child makes a simple sign or symbol for **share to** or **group by** and explains it to a partner. Writing may be dictated; assess meaning separately from spelling or handwriting.
4. **Close, 5 min:** ask, “What would your sign help someone do?” Keep a child-created example, not a photograph of a child unless consent permits.

**Look and listen for:** the child naming or demonstrating which operation their sign directs. “Ten is five each” and “ten is five pairs” happen to use five, but describe different structures.

## Day 4 — Design a shared place

1. **Choose a fictional problem, 6 min:** two pretend children want to make art with one set of large cards, or three pretend builders need space at one low table. Let children choose art, library, garden model, imaginary planet station or another respectful context.
2. **Plan, 10 min:** child draws/builds where materials go and how a new participant can ask. Ask: “Can someone reach or see the materials? Is there a quiet route? What happens if somebody says no?” Do not infer one arrangement fits all real learners.
3. **Test, 14 min:** a willing peer or adult follows the child's plan using puppets or paper labels. The designer listens to the user's feedback and changes one feature if useful. An adult can act as the user for a private learner.
4. **Close, 5 min:** “I kept/changed ___ because the user ___.” Keep the first plan too, so a change has a trace.

**Access:** use a stable table, wider paths, reachable card positions and clear contrast. Ask the actual user what works rather than assuming access needs from appearance or identity.

## Day 5 — A new case, a useful next step

1. **Fresh case, 7 min:** “Eight paper badges are for two pretend teams. A ninth arrives after the first plan. What maths question could we ask? What people question could we ask?” Teams are fictional and no child is left out in real play.
2. **Child choice, 13 min:** learner may demonstrate equal sharing including a spare, use their ask/answer/next card, or revise the shared-place plan. The teacher makes an additional prompt available, but records which idea came from the child.
3. **Explain to a chosen audience, 10 min:** child uses objects, drawing, AAC, gesture, sign or speech. Ask “What is equal here? What else would people need to decide?” If the child chooses a different context, preserve the structure.
4. **Close, 5 min:** put a short teacher note in school custody: demonstrated action, supports, one next maths move and one next interaction/design move. The two learning goals can need different next steps.

## Copy-ready cards and record

```text
ASK: “Can I use it after you?”
HEAR: “Yes.” / “Not yet.” / “I need help.”
NEXT: use it with permission / wait and choose another activity / ask an adult

OUR MATHS RULE: same number on each of ___ receiver mats.
I PLACED ___ TOKENS. EACH MAT HAS ___. SPARE: ___.
OUR PEOPLE QUESTION: who needs what, and who can we ask?
MY SHARED-PLACE PLAN HELPED THE USER BY: ______________________
I KEPT OR CHANGED: ___________________ BECAUSE: _______________
ADULT NOTE — exact child action, supports, next teaching move: ___
```

The phrases are options, not a demand that a child submit to sharing or physical contact. If a learner needs a more concrete maths step, start with four to two mats and count each matched placement. If secure, compare equal sharing with grouping by two using the same ten tokens and ask the child to explain the difference without relying on memorised words.

## Source and reuse

Codes were checked in [Australian Curriculum v9 official downloads](https://www.australiancurriculum.edu.au/downloads), workbook retrieved 29 September 2026, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. [ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) govern the descriptions and do not imply endorsement. This original, unpiloted guide does not replace local safeguarding, adjustment, assessment or behaviour policy.

© NeuroForgeIO Pty Ltd 2026, “SubjectNest Sharing Tools and Space”, version 0.1.0-draft. Original prompts, cards and sequence 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. No third-party worksheet, image or recording is embedded.