Foundation / Queensland Prep · five optional 35-minute integrated blocks, Days 171–175. Pair with English Days 171–175 and mathematics Days 171–175. The subject packs carry their own first-response checks and worked feedback. Run Day 175 here after both fresh checks. This connecting route is supported transfer practice, not an independent retest or a classroom fairness intervention.
One low-cost setup: Read the complete Luma and Jay paper-mat story aloud. Their request to try turns is a proposal, and the story ends before the turn happens. Set out broad, safe paper tiles, wide labelled trays and fixed DESK A / DESK B / PUPPET markers on a reachable paper mat. An adult can move everything at a child's direction. Accept a point, sign, AAC, drawing, written words or private spoken response; do not demand role-play, physical contact, home stories or public sharing. The number of paper pieces can be equal while the real people still need to be asked what worked for them.
| Day | Thirty-five-minute sequence | Keep this evidence; use it for the next move |
|---|---|---|
| 171 · Two wishes, one paper mat | 5 min read Luma and Jay's four scenes and let the child name each person's stated wish; 7 min child chooses the exact request and reply from the source and names what happened before any trial; 8 min share four new broad paper stage tickets between two labelled pretend zones, dealing one to each until there are two per zone; 10 min child makes a two-part paper note, “The story proposes…” and “The four tickets show…”; 5 min ask what neither source tells us about how Luma or Jay felt after a trial. | Keep both source views, the 2/2 model and separate story/maths labels. If the child says equal tickets prove the turn plan was fair to everyone, ask which actual response would be needed. |
| 172 · Ask and give a reason | 5 min compare the original short command with the more useful request/reason reply; 7 min child gives a respectful alternate request for a fictional paper-theatre corner by AAC, words or child-directed adult script; 8 min deal twelve broad show cards between two labelled pretend trays and verify six in each by matching or counting; 10 min child draws two full-word signs that a visitor could use to understand the six/six arrangement, then adds one question to ask the fictional people before calling the arrangement fair; 5 min compare a count reason with an interpersonal reason. | Save first/revised request and a child-controlled 6/6 representation. Do not require disclosure of a real disagreement or score the tone of an AAC voice as a social skill. |
| 173 · A proposal is not a result | 5 min reread the story ending and explicitly leave RESULT unfilled; 7 min child chooses one question that would check whether both fictional people had a useful turn; 8 min make three equal groups of four from a fresh set of twelve broad pretend display cards, naming group size and number of groups; 10 min use a no-touch paper puppet or text-only route to show two possible replies after a proposed trial, labelling both invented rather than observed; 5 min say why either reply would change the next plan. | Keep 3 groups × 4 cards and the child's question. A fictional puppet answer is modelling, not evidence that a real child agreed or that a class rule succeeded. |
| 174 · Where is the group? | 5 min adult names the fixed DESK A, DESK B and PUPPET markers on the paper mat; 7 min child gives a two-step direction for a fictional helper, naming a group and its destination rather than “put it there”; 8 min share six broad labels into two groups of three, then put one group between DESK A and DESK B and one beside PUPPET without moving the markers; 10 min a consenting listener follows the child's direction or the adult models a fictional listener with MODEL written beside the response; child revises an unclear word; 5 min record what was actually understood, if anyone really listened. | Save 3/3, locations relative to fixed objects, first/revised wording and actual listener response only where it happened. Paper location does not demonstrate where the child's own body is in a real room. |
| 175 · A new place after the checks | 5 min after the subject-held Day 175 checks, introduce an unrelated imaginary library display with three labelled wide bays; 7 min child proposes a polite question about whose display needs which space while keeping outcome unknown; 8 min share twelve new broad pictureless cards one-to-one among three bays, count four in each and name a location for one bay relative to two fixed paper landmarks; 10 min child makes a short helper note saying exactly what the twelve cards show and one still-open social question; 5 min choose next teaching from the separate checks: source detail, equal dealing, or clearer location language. | Keep 4/4/4 and source-bound wording. The held English museum shelf and held maths ten-card case are never copied here. This after-check practice adds no second independent score. |
Curriculum and honest limits: The English crosswalk controls claims about preferences, requests, reply, text meaning and child-authored wording. The mathematics crosswalk pins AC9MFN06 (official workbook row 17176) for represented equal sharing/grouping, and AC9MFSP02 (row 17205) for object location relative to familiar fixed markers. The latter does not sample the child's own body location. A fictional equality model does not establish an HPE fairness outcome, consent or a real class agreement. A paper puppet performance is an optional way to think and respond, not a claimed Drama assessment. Source: official ACARA v9 workbook, retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3; QCAA Queensland v9 entry point. The local school program determines teaching and assessment.
Original SubjectNest scenarios, scripts and paper-model counts © NeuroForgeIO Pty Ltd 2026, CC BY 4.0: credit SubjectNest, link the licence and indicate changes. ACARA wording retains its own terms. Human educator, child, access, cultural and local curriculum review remain pending; no class trial or outcome improvement is claimed.