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Year 3 / Supplementary / Term 1 / Weeks 03 04 / Hass

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Hass · optional teacher sequenceYear 3 Subjects · T1 W3–4 · 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.

Source-aware, entirely fictional shared-place rule and community-participation cases. A real local conclusion requires a current authorised local source; this pack does not supply one. No invented First Nations knowledge, Country/Place or testimony.

Each Day 11–20 block is 12 minutes: notice 2, try/make 7, show 3. Choose what fits the timetable; these are supplements, not a complete subject allocation. Prepare the stated safe materials, give the separate learner card, and retain the checks and next moves teacher-side. The original print mat and text route support spoken, visual, tactile and low-print access. Code links are partial and exact in the crosswalk.

Day 11 — What does the sign actually say?

Codes: AC9HS3K06, AC9HS3S01. Prepare: Original fictional sign; local school rule only if current authorised copy supplied.

  1. Notice · 2 min. Read an invented library sign: ‘Return the shared atlas to the marked shelf after use.’ Ask who might make and use such a rule.
  2. Try/make · 7 min. Write one investigable question about the rule and one observation the sign itself supports. Circle any claim about a real school that needs a real source.
  3. Show · 3 min. State a question that could guide checking and a claim the invented sign cannot establish.

Learner choices: Adult reads; child underlines; movable question-mark card.

Home/low-material: Make a made-up sign for a pretend shared shelf; do not name family rules.

Evidence boundary: Invented sign is rehearsal, not local policy evidence.

Day 12 — Who makes a school rule?

Codes: AC9HS3K06, AC9HS3S02. Prepare: Blank source card and optional approved school policy; no copied private document published.

  1. Notice · 2 min. Offer three possible sources: approved current school policy, a pupil suggestion and an invented poster. Ask which can establish an actual current rule.
  2. Try/make · 7 min. Sort source labels by what each can tell us. If an approved current policy is supplied, record its title/date and the relevant wording in a short paraphrase.
  3. Show · 3 min. Name the source needed to answer ‘What is our current rule?’

Learner choices: Colour-free source cards; spoken sort; tactile yes/unknown columns.

Home/low-material: Ask about a pretend school or use paper source labels.

Evidence boundary: Do not publish or infer local rules from an invented card.

Day 13 — A consequence is not a punishment guess

Codes: AC9HS3K06, AC9HS3S03. Prepare: Two invented visitor notes, deliberately labelled as fiction.

  1. Notice · 2 min. In an invented library, one atlas is left on a desk. Two visitor cards say ‘I could not find it’ and ‘I found it later’. Ask what each actually reports.
  2. Try/make · 7 min. Match each source to a supported consequence. Distinguish an effect on finding the atlas from an invented claim about punishment or intent.
  3. Show · 3 min. Explain one likely purpose of the return rule with ‘could’ rather than ‘always’.

Learner choices: Two speaker cards; comic strip; oral source matching.

Home/low-material: Use two paper messages about a pretend shared item.

Evidence boundary: No real pupil or family behaviour is disclosed or judged.

Day 14 — Two views of one rule

Codes: AC9HS3S04, AC9HS3K06. Prepare: Original fiction. Do not role-play a real classmate's disability or speak for a community.

  1. Notice · 2 min. Read invented voices: Ari values finding a shared atlas quickly; Bela finds the shelf label hard to read. Ask how both perspectives can matter.
  2. Try/make · 7 min. Make a two-column ‘values/needs’ note. Suggest a change that keeps the return aim but makes access easier, such as a larger tactile shelf label.
  3. Show · 3 min. Name whose views are represented and whose are still missing.

Learner choices: Listen to adult-read roles; draw a viewpoint bubble; point to tactile labels.

Home/low-material: Invent two neutral character needs about a shared box.

Evidence boundary: Fictional perspectives are practice, not testimony.

Day 15 — A rule proposal with evidence

Codes: AC9HS3S05, AC9HS3S06. Prepare: Invented visitor note and original source/action mat.

  1. Notice · 2 min. Fresh fictional issue: a borrowed magnifier cannot be found at the made-up Maru room. Visitor notes say shelf marks are unclear; no real school is named.
  2. Try/make · 7 min. Propose one action, such as a larger return label, and draw a possible positive effect and a possible cost or difficulty. Say which note supports the proposal.
  3. Show · 3 min. Finish with ‘This might help because…; we would check…’.

Learner choices: Voice, picture-plus-caption or AAC; two consequence tokens.

Home/low-material: Use one paper notice in a pretend place; no purchase or real sign change.

Evidence boundary: A proposal is not a claim of measured effect.

Day 16 — Why join a community task?

Codes: AC9HS3K07, AC9HS3S01. Prepare: Original fictional description; no names or real volunteering data.

  1. Notice · 2 min. Describe an invented neighbourhood book swap with optional roles: label maker, book organiser and access checker. Ask why someone might take part.
  2. Try/make · 7 min. List two reasons people could choose to participate and one reason a person might not. Frame participation as voluntary; a role can be private or brief.
  3. Show · 3 min. Ask a respectful question that a real organiser would need to answer before inviting people.

Learner choices: Role tokens; oral list; drawing of optional tasks.

Home/low-material: Use a pretend swap on paper; no actual donation or family contribution.

Evidence boundary: Real community motives require sourced or invited testimony.

Day 17 — Map a contribution carefully

Codes: AC9HS3K07, AC9HS3S02. Prepare: Original fictional diagram; no private school floorplan or personal route.

  1. Notice · 2 min. Provide an invented service map with hall, return desk and quiet table. It is not a real site or public route.
  2. Try/make · 7 min. Annotate where three optional roles could happen and record ‘source: invented model’. Add one question about access that the map cannot answer.
  3. Show · 3 min. Explain how the map could help plan but not prove a real location or accessibility feature.

Learner choices: Raised-line outline; verbal left/right description; colour-free labels.

Home/low-material: Use boxes and arrows for a made-up service.

Evidence boundary: A map model is not geospatial evidence for a real community.

Day 18 — Action and unintended effect

Codes: AC9HS3S04, AC9HS3S06. Prepare: Two invented action cards; never make a real safety/access policy alone.

  1. Notice · 2 min. At a pretend book swap, a loud announcement might help some visitors find the desk but bother others. Ask whose perspective is missing.
  2. Try/make · 7 min. Compare two actions: loud announcement or clear written/tactile sign. Give a possible benefit and drawback for each, then choose a trial with a way to invite feedback.
  3. Show · 3 min. State the proposed action with ‘may’ and name who would decide in a real setting.

Learner choices: Two-option cards; short spoken argument; drawn pros/limits.

Home/low-material: Compare paper options for a pretend desk.

Evidence boundary: Do not claim actual users prefer a solution without asking them.

Day 19 — Short sourced explanation

Codes: AC9HS3S03, AC9HS3S07. Prepare: Printed original fiction; no child names or class opinion data.

  1. Notice · 2 min. Give two clearly labelled fictional cards: sign says ‘return atlas’; visitor says ‘larger label might help me’. Ask for a source-aware account.
  2. Try/make · 7 min. Write or dictate three sentences: what the sign says, what the visitor suggests, and one thing we do not know. Use ‘rule’, ‘source’ and ‘perspective’.
  3. Show · 3 min. Share privately and point to the source for each sentence.

Learner choices: Three-part frame; AAC choices; picture/source matching.

Home/low-material: Tell the three-sentence account orally with paper tokens.

Evidence boundary: Sourced language must not turn fictional notes into real facts.

Day 20 — New issue, bounded proposal

Codes: AC9HS3K06, AC9HS3K07, AC9HS3S05, AC9HS3S06. Prepare: Original fictional Pera cards; no actual school layout or policy.

  1. Notice · 2 min. Fresh fictional setting: at the invented Pera shared-games table, a board stays out after closing. One visitor needs a clear return place; another values easy access.
  2. Try/make · 7 min. Name a rule question, two perspectives and a reversible proposal. Add the possible good effect, possible difficulty and the real source/permission needed before trying it locally.
  3. Show · 3 min. Give a short evidence-limited recommendation to a chosen listener.

Learner choices: Move source/view/action tokens; diagram; dictate a proposal with a reason.

Home/low-material: Build the proposed rule on a paper pretend table.

Evidence boundary: The assessment is a fictional transfer, not a real community finding.

Original SubjectNest cards © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; credit, link and note changes.

Source: https://neuroforge.io/subjectnest/library/resources/year-3/supplementary/term-1/weeks-03-04/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.