# Ten 25-minute teacher scripts · General Health Days 1–10

Use only the fictional [public message and desk note](SOURCE-CARDS.md), a [learner route](LEARNER.md), an optional [A4 aid/text route](print/TEXT-ALTERNATIVES.md), and the [public teacher-targeted worked guide](teacher/KEY-AND-NEXT.md). The common schedule is **3 + 4 + 5 + 8 + 3 + 2 = 25 minutes**. Every route produces **(1) a named frame/resource/barrier or source claim, (2) exact case evidence and an explanation, (3) a bounded revision or issue question plus an unknown**. The third-person cases require no personal health disclosure, diagnosis, intervention, medical advice or claim about local services. Permit a parallel fictional context without asking why. Keep access support and content prompting separate in the evidence log. These are not QCAA instruments.

## Day 1 · Replace a fixed health binary

**0–3 notice:** Display the smiling poster and ask what criteria it actually gives. **3–7 source:** Reveal the desk note and mark “no individual health measurement”; do not invite self-rating. **7–12 teach:** On the [lens-and-language mat](print/lens-language.pdf), contrast a static either/or label with a dynamic, multidimensional description. The smiling face and absence of stated symptoms cannot decide health status. **12–20 choice:** A/B/C revises the poster for fictional readers with at least two dimensions and one unknown. **20–23 audit:** Ask who could be left out if room access or social connection is ignored. **23–25 exit:** One specific overclaim and a careful replacement phrase.

## Day 2 · Risks and resources ask different questions

**0–3 notice:** Read “resources are a distraction” and solicit two possible questions, not personal stories. **3–7 source:** Locate one possible barrier and two offered resources in the puzzle-league note. **7–12 teach:** The [lens-and-language mat](print/lens-language.pdf) contrasts a pathogenic/risk-oriented question with a salutogenic/strengths-oriented resource question; neither is a verdict on a person. **12–20 choice:** Learners make a two-column welcome revision through A/B/C. **20–23 audit:** Peer checks that the quiet area and buddy remain optional and that no diagnosis was added. **23–25 exit:** State one risk-reduction question and one resource-access question.

## Day 3 · Resources live at more than one level

**0–3 notice:** Circle *only confidence* in the radio-club line. **3–7 source:** Reveal preparation notes, buddy and community room; none has known uptake. **7–12 teach:** On the [resource-and-access mat](print/resource-access.pdf), sort **personal, social, community** resources without ranking a person. Explain that availability is not automatically usability. **12–20 choice:** A/B/C makes a three-level map and rewrites *only*. **20–23 audit:** Ask whether a booking page proves the room worked for every presenter (no). **23–25 exit:** Name three resources and one question for users.

## Day 4 · An offered desk is not universal access

**0–3 notice:** Read “non-use is a personal choice” and ask what the library has actually observed. **3–7 source:** Mark hours, online-only form, guide and volunteer; avoid inventing a user profile. **7–12 teach:** The [resource-and-access mat](print/resource-access.pdf) separates **resource**, **possible barrier**, **possible enabler** and **evidence still needed**. **12–20 choice:** Learners draft a responsible access question and rewrite the blame sentence. **20–23 audit:** Check that an online-only form is named as a possible barrier, not a proven disability exclusion or a legal violation. **23–25 exit:** What data would the fictional library need before saying “everyone”?

## Day 5 · Interrogate an 80% badge

**0–3 notice:** Show `80%` alone; ask for its denominator, date and outcome definition. **3–7 source:** Reveal that the invented BrightStep ad provides none. **7–12 teach:** On the [message-evidence mat](print/message-evidence.pdf), move from understanding the literal claim to asking the maker, then testing source validity, reliability and currency. Do not search for or recommend an actual app. **12–20 choice:** A/B/C produces three specific evidence questions and a non-promotional rewrite. **20–23 audit:** Peer flags *every user* and *clinically proven* as unsupported in this card. **23–25 exit:** Name one fact absent that would be essential before repeating 80%. Offer [fresh Check A](STUDENT-CHECKS.md) later if new to the learner.

## Day 6 · Look past a single-cause story

**0–3 notice:** Read “motivation alone” and ask what the message leaves out. **3–7 source:** Reveal 07:30 timing, heavy webpage and step; no attendance data or person is described. **7–12 teach:** Use [resource-and-access](print/resource-access.pdf) to connect possible environmental/economic and psycho-sociocultural determinants without claiming a causal ranking. **12–20 choice:** A/B/C revises the claim and poses a non-intrusive access question. **20–23 audit:** Ask whether any learner named a real person's diagnosis, finances or work schedule (remove it). **23–25 exit:** Two possible determinants and one uncertainty.

## Day 7 · One visit cannot fix five dimensions

**0–3 notice:** Circle *fixes every* in the fictional arts-centre line. **3–7 source:** List only the offered making, conversation, quiet and meaning opportunities; no outcomes. **7–12 teach:** On the [dimension-map mat](print/dimension-map.pdf), label physical, mental, emotional, social and spiritual as possible ways to discuss health. Treat spiritual as meaning/connection without assigning belief or cultural identity. **12–20 choice:** A/B/C gives at least three possible dimensions and a cautious message. **20–23 audit:** Ask which outcomes were actually measured (none). **23–25 exit:** Replace “fixes” with an opportunity statement and an evidence need.

## Day 8 · Resilience is not a blame score

**0–3 notice:** Read “asking for support means weakness” and ask whose interests that wording serves. **3–7 source:** Reveal the planning tool, tutor and room; no uptake or benefit data. **7–12 teach:** Use [resource-and-access](print/resource-access.pdf) to show a possible personal resource alongside social/community resources and possible access conditions. Resilience is a context-sensitive resource, not a fixed virtue, diagnosis or score. **12–20 choice:** Learners replace blame with a menu of optional supports and an unknown. **20–23 audit:** Strike any sentence that prescribes a support to a real classmate. **23–25 exit:** A source-bound correction about asking for help.

## Day 9 · Twelve volunteers are not a population

**0–3 notice:** Read *most local young people* and ask who was actually asked. **3–7 source:** Reveal 8 hard and 4 easy responses from 12 volunteers. **7–12 teach:** On [message-evidence](print/message-evidence.pdf), compute `8/12≈66.7%` hard and `4/12≈33.3%` easy **among these respondents only**. Distinguish primary-style fictional responses from an authorised, representative study; name missing sampling/validation/nonresponse information. **12–20 choice:** A/B/C rewrites the headline and gives one research-quality question. **20–23 audit:** Check denominator 12 and remove a claim about all local young people. **23–25 exit:** Report one bounded proportion and one credibility limit.

## Day 10 · Narrow a topic into a useful question

**0–3 notice:** Read “solve resilience for all” and circle the outcome promise. **3–7 source:** Reveal the small-print single-entrance board and missing user consultation; no policy breach is claimed. **7–12 teach:** On the [issue-question mat](print/issue-question.pdf), identify **specific group/context, possible barrier, resource/enabler and information needed**. Model an inquiry question about how programme participants using different information routes can find schedule changes. **12–20 choice:** A/B/C drafts one narrow preparatory Unit 1 question, two information needs and a bounded public line. **20–23 audit:** Peers check that a board redesign is **not** presented as implemented or effective. **23–25 exit:** One question, one evidence gap and no personal disclosure. Offer separate [fresh Check B](STUDENT-CHECKS.md) later if new.

**Evidence log:** `day | exact fictional source detail | frame/resource/barrier/dimension or source-quality reasoning | bounded revision/question | access mode | content prompt | next move`. Save actual learner work only in a school-approved system. The [QCAA crosswalk](CURRICULUM-CROSSWALK.md) names sampled Stage 1 opportunities and major unfinished work.

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit author, source, licence and changes.