# Integrated Week 2 — show someone a place, and say how you know

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](../../../README.md). [Maths](../mathematics/LESSONS.md) and [English](../english/LESSONS.md) 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](../print/TEXT-ALTERNATIVES.md#route-and-source-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](https://creativecommons.org/licenses/by/4.0/); credit, link and note changes. Curriculum codes retain [ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). Outside local sources are **not** included in this grant. Local educator, permissions and cultural review pending.