Integrated show someone a place, and say how you knowYear 2 Inquiry · T1 W1–2 · Week 02

Five 35-minute sessions for a separate timetable block. Year 2 HASS partial links: AC9HS2S01 questions; AC9HS2S02 collect/sort/record from observation and provided sources, including labelled maps; AC9HS2S03 interpret information; AC9HS2S04 perspectives; AC9HS2S05 conclusions/proposals; AC9HS2S06 narratives and observations. AC9HS2K01 (local place and reasons for importance) applies only when a real, authorised local source supports it. AC9HS2K03 (spatial scales and interconnection) is introduced by contrasting room/school and a teacher-approved regional/state map; this week does not complete the description. Codes were checked against the pinned ACARA workbook in the start guide. Maths and English are separate periods.

Before Monday: select one school-accessible place, such as a library or garden, that children may observe under school safety/access rules. Get a verified source for its name, function and any proposed claim of importance: e.g. a dated school notice or an authorised staff member's words with permission to quote. Write source / date / exact claim / permission or restriction in the teacher record. If no such source is ready, teach mapping and questions only; leave significance blank and do not claim AC9HS2K01 evidence. Do not invent local Country/Place names, history, cultural significance or First Nations perspectives. Such content requires local authority and appropriate relationships. Use no child photos, routes home, addresses or names in public material.

Materials: blank A4 sheets, pencil, large text/tactile symbols for door, table, shelf, garden, optional classroom blocks. Text alternative route record. If visiting the place is inaccessible or not approved, use an authorised adult's description, a school-owned diagram with permission or a classroom model and record that evidence mode.

Day 6 — A place, a question, a source (35 minutes)

1. Invite · 3 min. Say: “We will show a familiar place so someone can find it. First we need to ask what we really know.” Display the chosen place name only if verified.
2. Model source language · 7 min. Show the dated school notice or paraphrase authorised staff words. Say: “This source tells us . I have not checked .” If no source is available, model with a fictional classroom corner and label it fictional practice, then use observation for the real place later.
3. Observe or model · 15 min. From a safe point, children notice 2–3 visible features, or inspect the approved model. Ask: “What did you see yourself? What did someone tell us?” Record two labelled columns observed / provided source. Accept pointing, sketch, speech, AAC or dictated text.
4. Ask · 7 min. Pairs choose one question a map could answer (“Where is the door?”) and one question requiring a person/source (“Why was this place chosen?”). Explain that a map does not prove personal significance.
5. Close · 3 min. Each child marks one observation and its route to knowledge. Teacher samples focus learners and notes exact source used.

Look for: children can distinguish direct observation from supplied statement. If a claim cannot be traced, leave it as a question.

Day 7 — Sketch a route for a reader (35 minutes)

1. Recall · 3 min. Ask: “Which part did we see? Which part came from the source?”
2. Model a simple plan · 7 min. Draw a rectangle for the approved space, a door mark and one fixed feature. Say: “A map looks down. It is smaller than the real place and leaves some things out.” Label door and shelf; add an arrow only for a safe school route, not a personal route.
3. Child map · 15 min. Learners draw or build a model with starting point, destination and at least two landmarks. They choose text, tactile objects or enlarged symbols. Teacher checks actual positions from safe observation or authorised diagram; do not reward decorative detail over usable position.
4. Give directions · 7 min. In pairs, one says: “Start at . Go toward . Stop beside __.” The partner traces rather than walking an unapproved path. Ask what label helped.
5. Close · 3 min. Child marks one uncertain location with a question mark. Teacher checks that tomorrow, rather than silently treating the sketch as fact.

Look for: position and route communicate to a reader; map is not used to disclose a home or child-specific location.

Day 8 — Test a map with another person (35 minutes)

1. Invite · 3 min. Say: “A good map helps its reader. We will see where a partner gets confused, then revise it.”
2. Model feedback · 7 min. Use the teacher's deliberately incomplete map without a door. Ask a partner to point where to start; when they cannot, add the door label. Say: “The reader's difficulty told me what to improve.”
3. Partner test · 15 min. Exchange maps with permission. The reader traces the route and asks one clarifying question. Mapper observes without rescuing every step. Use a tabletop model if mobility or safety rules prevent travel. No mark is given for walking speed.
4. Revise · 7 min. Each learner changes one label, arrow or landmark, and notes before / after / why. If the reader could already follow it, improve the legend or add a checkable fixed feature. Keep both versions.
5. Close · 3 min. Ask: “What could our map not tell someone?” Possible answer: why a person values the place. Record as an open question.

Look for: revision follows actual reader feedback, not teacher preference for neatness. Offer private peer review and no forced public display.

Day 9 — Two people can value one place differently (35 minutes)

1. Recall · 3 min. Display the source record and verified claim. Say: “We can hear a perspective without pretending everyone thinks the same.”
2. Model perspective · 7 min. Use authorised, sourced statements only. Example clearly fictional model: “In a made-up school, one child likes the library to read quietly; another likes it to meet a friend.” Ask what each notices. Do not present this model as testimony about the real selected place.
3. Compare sources · 15 min. Children return to the real source and their own observation. Ask: “What can we say from the notice/staff member? What do you notice about how the space is used?” If staff/family contributions are offered, seek permission, record exact wording, never press for private reasons or assume a group view.
4. Claim with boundary · 7 min. Write a sentence: “Our source says . We observed . We still wonder ___.” A child can dictate or arrange cards. If no permission/source exists, leave the first clause blank and mark “source needed”.
5. Close · 3 min. Ask what a visitor may need to know to use the place respectfully. Record a child proposal, separated from factual claim.

Look for: perspective is attributed to a particular permitted speaker/source, never to a whole cultural group by assumption.

Day 10 — A small guide that can be checked (35 minutes)

1. Set purpose · 3 min. Say: “Make a map and one explanation that another person could check. Mark what you still do not know.”
2. Review model · 7 min. Show a blank teacher guide structure: place name/source/date, two labelled landmarks, route, one observed feature, one sourced claim if permitted, one question. Do not show invented local facts.
3. Create · 15 min. Learners make a one-page guide by writing, drawing, building a tactile map and dictating labels, or AAC. Keep identifying data out. The teacher checks the local route and source before any sharing; a fictional guide is marked fictional.
4. Reader check · 7 min. A peer or teacher traces the route and asks “How do you know?” about one claim. Learner points to observation or named source. If not supported, change the claim into a question. Share privately if preferred.
5. Next move · 3 min. Teacher records a sample of 2–3 focus learners; others remain not yet observed until a later station. Choose next lesson: map position/labels; source versus observation; or compare local and regional/state scale using a teacher-approved current map. A Week 2 map alone does not show full geographical scale understanding.

Rights and source: Original guide © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY 4.0; credit, link and note changes. Curriculum codes retain ACARA terms. Outside local sources are not included in this grant. Local educator, permissions and cultural review pending.