# Week 23 · What belongs in a shared-event story?

**Five 35-minute integrated blocks, Foundation / Queensland Prep · teacher draft.** Use alongside [English Days 111–115](../english/term-3/weeks-23-24/LESSONS.md) and [mathematics Days 111–115](../mathematics/term-3/weeks-23-24/LESSONS.md). Adult-read fictional [Book Day and other event stories](../english/term-3/weeks-23-24/MATERIALS.md), the [before/during/after mat](../english/term-3/weeks-23-24/story-and-choice-mat.svg), and the [week/day-parts mat](../mathematics/term-3/weeks-23-24/week-and-day-parts.svg) give every child a full route without family disclosure. If using an actual shared event, first check its source and permission; the child controls whether any personal connection is shared.

**Prepare:** large movable before/during/after cards; seven day names and four day-part names; copies of invented stories A/B; adult scribe or AAC/gesture route; private response place; any locally approved optional source about an actual school/community event, such as an approved class invitation/photo **without identifying children**, or a child-chosen family account provided willingly. Do not solicit images, names, addresses, faith or family histories for a public display. A source may support what happened, not every person's view of it.

| Day | Thirty-five-minute integrated route | Evidence and next move |
| ---: | --- | --- |
| **111 · Before, during, after** | **5 min** ask what a story source can tell us; **7 min** adult reads invented Book Day story A aloud/visually; **8 min** model three source-backed event cards on the mat; **10 min** child chooses voice, pointing, sign, AAC or scribing to put cards in order; **5 min** ask which sentence supports the first card. | Keep first child order and exact source detail. If order is copied, change to a new fictional event; if a detail is invented, reread the clause. This is English event-order practice, not HASS evidence about a real shared event. |
| **112 · Place the story in the week** | **5 min** touch/read Monday → Sunday on the mathematics strip; **7 min** reread Book Day's Monday plan and Thursday share; **8 min** put Thursday morning/lunchtime/afternoon actions into broad parts of the day; **10 min** child retells with both day and before/during/after cards; **5 min** ask what the story does **not** say about any visitor or night time. | Save day-order and story-order responses separately. A child may use the fictional route. If day names are inaccessible in print, adult reads them; if an action is misplaced, cite the exact source phrase and use a new card tomorrow. |
| **113 · Different shared events** | **5 min** recall one Book Day detail; **7 min** adult reads the garden-paper display, puzzle-project finish and quiet book-sign options; **8 min** compare two invented events for one similarity and one difference; **10 min** child chooses an event to map in three parts, or privately and voluntarily describes a real source-backed shared event; **5 min** ask whether the examples prove all families celebrate alike. | Record the child's choice without scoring private disclosure. Fictional comparison demonstrates source reading and respect for difference. For AC9HSFK02, consider only an authentic, willingly sourced **significant** event actually celebrated or commemorated with family/others; a school-only event needs a local syllabus check before being treated as evidence. Otherwise mark **not observed**. |
| **114 · Ask a source, then tell a listener** | **5 min** show a fictional event card with missing “when” detail; **7 min** model “The story does not tell us” and a respectful clarifying question; **8 min** child checks day/part and before/during/after against the chosen source; **10 min** child tells a listener an ordered account and listener repeats what came first/last; **5 min** child revises one unclear connector or unsupported claim. | Preserve original and revised account. The listener need not be a peer; a private adult route is equal. If an authentic event is offered, confirm whose account/document supports each detail; do not ask the class to verify a family member's identity or belief. |
| **115 · Make a small event guide** | **5 min** revisit source, day and sequence; **7 min** choose a **practice** fictional event, separate from the held-out English/maths Day 115 checks; **8 min** map before/during/after and one stated day/part; **10 min** child creates a three-card spoken, tactile, drawn or written guide for an imagined listener; **5 min** listener asks “What can we know, and what remains unknown?” | Run after the separate held-out subject checks. Collect a child-controlled version and one response to the listener. If a real event was chosen privately and permission allows, retain only the minimum educational evidence under school policy. |

**Three example routes:** (1) lively invented Book Day with a visitor **who can attend** and a familiar school adult; (2) quiet invented book-sign or puzzle finish with no audience; (3) garden-paper display using a drawing rather than live plants. They vary social/sensory demands and domain, without standing in for any actual family's tradition. A child may substitute a willingly sourced local event or keep all work fictional. Avoid universal claims such as “every family celebrates X,” ranking observances, or inventing First Nations ceremony/knowledge. First Nations events or language belong here only with community authority, accurate provenance and appropriate permission.

**Curriculum boundary:** English AC9EFLE03/AC9EFLY05 support event retell; mathematics AC9MFM02 supports ordered day/part labels and action links. HASS AC9HSFK02 concerns **celebrations and commemorations of significant events shared with their families and others**. A story we invented cannot alone evidence that authentic HASS description. An educator may offer an opt-in private real event with an appropriate source, and must record whether the child's response describes its significance, how it was marked and who shared it. A school-only event is not automatically a family-shared celebration. If no such accessible option occurs, write **not observed**, while affirming full participation in English/maths. Exact Foundation descriptions checked against the [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/downloads), retrieved 29 September 2026, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The links are partial proposals, not attainment, endorsement or a substitute for the applied state syllabus.

**Access and care:** adult-read/transcript, enlarged or high-contrast cards, tactile three-position mat, child-directed adult movement, speech/AAC/sign/drawing, quiet partner, headphones only if locally suitable. An oral word such as *commemoration* is not assigned as child decodable print. Do not infer lack of knowledge from a family declining to provide a story. Store evidence privately. These scripts and aids are original © 2026 NeuroForgeIO Pty Ltd, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); credit, link and indicate changes. ACARA material retains its own terms. Human cultural, access, local syllabus and classroom trial review pending.