# Year 1 opening-fortnight interactive studios

**Draft for educator, accessibility and local-syllabus review · 29 September 2026.** Two original, offline-first aids turn selected practice from the existing [Year 1 maths sequence](../../../mathematics/term-1/weeks-01-02/lessons.md) and [English sequence](../../../english/term-1/weeks-01-02/lessons.md) into learner-controlled activities. Use them for a short model–try–explain–recheck cycle. They are not a complete lesson, an assessment instrument, a child's reading level or a claim that Year 1 content is covered.

| Open | Learning target | Fresh practice |
| --- | --- | --- |
| [Ten and Ones Studio](tens-ones-studio.html) | Represent 0–50 with ten-strips and ones; explain that exchanging ten ones for one ten preserves the total. An optional card opens a ten into ten ones. | Four cards each in library returns, art studio and weekend market signs: 12 original sets, including zero, teen, 20s, 30s, 40s and 50. |
| [Sound and Story Studio](sound-story-studio.html) | Group taught `sh`/`ch` digraphs as one sound and `st`/`nd` blends as separate sounds; retell first–next–last after an adult-read story. | Three word cards and one original adult-read story in each of a market, toy repair bench and community garden: 12 sets. |

## A teacher can start in five minutes

1. Open each `.html` file with the adjacent `.js` files in the **same folder**. Both run from `file://` with JavaScript enabled or from a local school web server. No install, account, network call, font download or data upload is required. If scripts are blocked, use [plain-text/print cards](learner-print.md) with the same content.
2. For maths, first verify that a physical ten-strip really has **ten** cells. Model one exchange with large/tactile objects. Then let the learner choose a context and card. Ask them to explain the amount after a check. The digital strips are visual; the live text model gives the same counts to a screen reader. Use real manipulatives alongside the screen when useful.
3. For English, check the school's actual phonics scope and the learner's entry point. Select only word cards whose code has been taught: prerequisite single letters/short vowels, then `sh`, `ch`, `st` or `nd` as appropriate. Say the word normally, model a new pattern before independent use and keep printed sound-box practice distinct from oral reading. The longer story text is **for an adult to read aloud**; it includes untaught spelling and is never labelled decodable here.
4. Use **Check my model/thinking** for immediate feedback, then give a fresh card rather than drilling the same item. Use [teacher answers and next moves](teacher-checks.md) to notice a digit reversal, an exchange misconception or a phoneme grouping issue. The English cards avoid the pack's exact exit and assessment words. Some maths values overlap the existing formative check; if a learner has practised one here, use a different value or task for fresh transfer evidence. Record the actual response and support in school-managed notes; the aids store no learner history.
5. Print the current card or use the complete [learner print page](learner-print.md). Let learners use keyboard, touch, mouse, pointing, sign, AAC, speech, a tactile model or an adult moving pieces under their direction. Choose display size or high contrast. There is no timer, score, animation or forced sound. A learner who needs a quieter route can work on paper with an adult.

**Curriculum boundary:** [AC9M1N01](sources-rights-qa.md) requires numbers **to at least 120**, while this aid stops at 50. [AC9M1N02](sources-rights-qa.md) includes other partitions. English links are partial practice for [AC9E1LY09, AC9E1LY11, AC9E1LY05 and AC9E1LE03](sources-rights-qa.md). The adult-read scenes support listening and retell; a correct order does not show independent decoding or meet AC9E1LY04's full reading scope. Check the school's state or territory implementation before teaching.

**Privacy:** No name field, cookie, local storage, analytics, score history, external script, fetch, upload or automatic speech. Selecting a card and changing pieces lives only in that page until it closes. Opening the optional external source/licence links is a separate user action. Fictional settings do not ask for a child's household, disability, culture or work information. No translation, recorded narration or First Nations language material is claimed.

**Review trail:** [Sources, rights and accessibility checks](sources-rights-qa.md) · [teacher/student/funder run-through](run-through.md). The `test-aids.cjs` test script is in the authoring repository and is not part of the learner-facing public mirror. Run it with `node --test products/curriculum-studio/content/year-1/interactive/term-1/weeks-01-02/test-aids.cjs`. The logic tests use built-in Node only; optional browser checks use Playwright when installed. School and user testing remain pending.

**Rights:** Original cards, stories, HTML presentation and printable text © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). JavaScript and test code in this folder is Apache-2.0. QCAA, ACARA and AERO sources are linked, not copied into the activities.