# Year 3 Hass · optional Weeks 3–4 teacher sequence

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](LEARNER.md), and retain the [checks and next moves](ASSESSMENT.md) teacher-side. The original [print mat and text route](../print/TEXT-ALTERNATIVES.md) support spoken, visual, tactile and low-print access. Code links are partial and exact in the [crosswalk](../CURRICULUM-CROSSWALK.md).

## 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](https://creativecommons.org/licenses/by/4.0/); credit, link and note changes.