# Year 1 HASS · ten optional 12-minute source inquiries

**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](LEARNER.md), the original [A4 then/now aid](../print/hass-aid.pdf) or [text equivalent](../print/TEXT-ALTERNATIVES.md), and the [teacher key](ASSESSMENT.md). 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](../CURRICULUM-CROSSWALK.md) 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](ASSESSMENT.md).

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](LEARNER.md), [teacher key](ASSESSMENT.md).

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](https://creativecommons.org/licenses/by/4.0/). Credit source/licence and mark changes. ACARA wording retains [separate terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use).