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Year 1 / Supplementary / Term 1 / Weeks 01 02 / Hass

Development draft · local review needed

HASS · ten optional 12-minute source inquiriesYear 1 Subjects · T1 W1–2 · Teacher

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Teacher copy · prompts and answer keys

Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Status: draft awaiting local educator, cultural and accessibility review. This companion adds careful past/present and perspective work to the existing place-mapping guide. Each day is 2 + 7 + 3 = 12 minutes and can stand alone using learner source cards, the original A4 then/now aid or text equivalent, and the teacher key. All dated people and place accounts in this pack are invented teaching sources, not real oral histories or evidence for how Australians generally lived. A local teacher may substitute a properly sourced, rights-cleared object or site record.

Week 1 real-life domains: care roles in different households, school bags, and games or shopping bags. Week 2 domains: a school library, a community park bench/path and a public noticeboard. They are familiar contexts; no child must describe their own family, home, route, belief or identity. First Nations histories, places, languages and cultural practices require local authority and appropriate sources; this pack makes no invented cultural claim. National Year 1 codes in the crosswalk are partial links, not full achievement or a state syllabus. Fictional library and park cards prepare feature language; AC9HS1K03's local place and location requirement needs later genuine, rights-cleared local evidence.

Access and safeguarding: Read exact source text aloud or offer large print, tangible date strips, tactile two-column board, AAC, pointing, sign, speech, drawing or child-directed adult writing. Let a child pass on personal comparison. Fictional names do not identify actual pupils. Do not map security-sensitive areas, ask for family photos or publish children's stories. Record source used | exact evidence | independent/prompted/not yet observed | response mode | next move locally.

Day 1 — A source has a date

Codes: AC9HS1S01, AC9HS1S02. Prepare: fictional 1989 and 2026 household cards.

  1. Notice · 2 min. Say: “These two people are invented. Their cards have dates. What question can a date help us ask?”
  2. Try · 7 min. Read the cards exactly. Model placing 1989 in earlier and 2026 in later, then ask children to place one fact from each under its source. Do not turn a fictional fact into a claim about all families at that time.
  3. Show · 3 min. Child names one date and one question about change or sameness. Collect a short source-aware response.

Home/low-material: Two scraps labelled earlier/later; no family interview or photo needed.

Day 2 — Many ways to share care

Codes: AC9HS1K01, AC9HS1S04. Prepare: Nia and Kai invented household cards.

  1. Notice · 2 min. “Families can have different people and care arrangements. We compare only what these cards say.”
  2. Try · 7 min. Children sort each named role (cooking, shop trip, school pickup) to the fictional source that actually mentions it. Ask what is shared across cards and what differs; avoid labels such as “normal family”.
  3. Show · 3 min. Child gives one similarity and one difference with a source name. Accept a child declining to discuss their own household.

Home/low-material: Read the two cards and point to role words; no personal sharing.

Day 3 — A bag can tell us something, but not everything

Codes: AC9HS1K02, AC9HS1S03. Prepare: fictional 1996 and 2026 school-bag cards.

  1. Notice · 2 min. Ask: “What can a description of one bag show? What can't it tell us about every child?”
  2. Try · 7 min. Compare the two invented bags: both hold books; one has a hand-drawn timetable, the other a printed timetable. Sort same / different / unknown. Make children point to the words that support each placement.
  3. Show · 3 min. Child says one continuity and one change in these two cards, with dates.

Home/low-material: Two paper rectangles as bags; do not inspect a child's real belongings.

Day 4 — Games and shopping tools can persist

Codes: AC9HS1K02, AC9HS1S03, AC9HS1S04. Prepare: invented game/bag cards.

  1. Notice · 2 min. “Not everything changes because time passes. What might stay similar?”
  2. Try · 7 min. Read the fictional 1995 chalk-grid game and 2026 chalk-grid game; both involve turns. Compare with a paper shopping list and a phone list only if the provided source says so. Ask why two examples are too few for a universal history claim.
  3. Show · 3 min. Child places one item under still similar and one under changed in these cards, naming the source.

Home/low-material: Use words and sketches; no screen or shopping trip.

Day 5 — New source check: a childhood object

Codes: AC9HS1K02, AC9HS1S02, AC9HS1S03, AC9HS1S06. Prepare: learner Card 5 and teacher check.

  1. Notice · 2 min. Give the new fictional 1998 and 2026 lunch-container descriptions. Read them exactly, without suggesting a comparison.
  2. Try · 7 min. Individually place dates, name one same feature and one difference, and say what these two cards cannot prove about all households.
  3. Show · 3 min. Child points, speaks, signs, draws or dictates a two-source sentence. Collect before sharing a model response.

Home/low-material: Printed/dictated cards only; no food or container purchase.

Day 6 — The library source says what changed

Codes: AC9HS1K03, AC9HS1S02, AC9HS1S03. Prepare: two fictional library sketches with dates.

  1. Notice · 2 min. “A 2016 card and 2026 card show one imagined library. Which is earlier? What stays?”
  2. Try · 7 min. Compare: same doorway; later card adds a reading corner and low shelf. Label features constructed and managed where useful. A drawn change is not evidence of a real local redesign.
  3. Show · 3 min. Child gives a same/change pair and points to the exact source marks.

Home/low-material: Compare two supplied simple diagrams; no library visit.

Day 7 — A park proposal needs a source

Codes: AC9HS1K03, AC9HS1S05. Prepare: fictional park bench/path cards.

  1. Notice · 2 min. Ask what a 2018 drawing and a 2026 drawing show about benches and paths; say the dates are invented.
  2. Try · 7 min. Children mark a managed planted area and constructed bench/path, then propose one small care action supported by visible features. “Keep the pictured path clear” is a proposal, not proof that it is currently blocked.
  3. Show · 3 min. Child separates “source shows ” from “I propose ”. Ask who would decide a real change: the responsible adults/authority.

Home/low-material: Use the provided source sketches; no public-space change is made.

Day 8 — Two people may notice different benefits

Codes: AC9HS1S04, AC9HS1S06. Prepare: fictional librarian/visitor quote cards.

  1. Notice · 2 min. “Two invented speakers see the same reading-corner change. Must they value it the same way?”
  2. Try · 7 min. Read: librarian values organised shelves; visitor values a quiet reading seat. Children match each quote to the speaker and find what both need to know before deciding whether a real place works for everyone.
  3. Show · 3 min. Child reports two perspectives, not two universal truths. No real child's access need is used as a prop.

Home/low-material: Adult reads the quotes; child selects name cards.

Day 9 — What does a noticeboard source leave out?

Codes: AC9HS1S01, AC9HS1S03, AC9HS1S05. Prepare: invented paper-sign/printed-sign cards.

  1. Notice · 2 min. Ask: “One card has an earlier paper notice, one a later printed notice. What can we see? Who might not see either?”
  2. Try · 7 min. Compare text size/position only from the supplied descriptions. Children ask a source question before proposing an accessible notice. Avoid claiming any real school sign meets/does not meet access needs.
  3. Show · 3 min. Child gives a question that could be checked with the responsible adult, and a provisional proposal with a source clue.

Home/low-material: Draw two rectangles as notices; no photo or public posting.

Day 10 — Build a careful then/now account

Codes: AC9HS1K02, AC9HS1S03, AC9HS1S05, AC9HS1S06. Prepare: new learner Card 10, teacher key.

  1. Notice · 2 min. Give a fresh fictional 2014/2026 community-hall card pair. Ask which source is earlier; no personal family or local-history disclosure.
  2. Try · 7 min. Independently order the cards, state one changed and one unchanged feature, then make a modest proposal for the fictional place and name what needs real checking.
  3. Show · 3 min. Collect the child's two-source statement and proposal before teacher discussion. Schedule a later unseen comparison when needed.

Home/low-material: Use the supplied cards and paper labels; no hall visit.

Reuse: Original SubjectNest fictional source cards and teaching prose © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit source/licence and mark changes. ACARA wording retains separate terms.

Source: https://neuroforge.io/subjectnest/library/resources/year-1/supplementary/term-1/weeks-01-02/hass/TEACHER · Original material © NeuroForgeIO Pty Ltd 2026 · CC BY 4.0: https://creativecommons.org/licenses/by/4.0/ · Credit the source and note changes. External sources keep their own terms.