# Integrated Week 2 — what should happen in a shared school space?

Five **35-minute** blocks. Proposed partial Year 3 HASS links: `AC9HS3K06` (who makes school/community rules, why they matter and effects of not following them), `AC9HS3K07` (why people participate and how learners may contribute), plus inquiry `AC9HS3S01`, `AC9HS3S02`, `AC9HS3S03`, `AC9HS3S04`, `AC9HS3S05`, `AC9HS3S06`, `AC9HS3S07` (questions, sourced information, interpretation, perspectives, conclusions, possible actions and presentation). All codes were checked against the Year 3 records of the pinned [ACARA workbook](https://www.australiancurriculum.edu.au/downloads). This small inquiry does **not** complete these descriptions. Daily [English](../english/LESSONS.md) and [mathematics](../mathematics/LESSONS.md) periods remain separate.

**Source gate before Day 6:** choose one **current, school-authorised** rule or notice for a shared, accessible space: e.g. a path, library corner or equipment shelf. Record exact wording, issuer, date/current-status check, permission to show/reproduce and any restriction. Confirm who actually makes/maintains that rule with an authorised school contact. If the source is missing, use the original **fictional** “Keep the path clear” sign in [Story A](../english/MATERIALS.md#story-a--the-trays-on-the-path) only to rehearse inquiry language; label every account fictional and withhold a claim about the actual school. Do not improvise local history, First Nations perspectives or cultural significance. Do not display children's names, home routes or photos without school consent. A proposal in class is **not** a school policy change.

Use [evidence board](../print/evidence-board.svg) to keep source, observation, perspective, proposal and uncertainty separate. Children can use text, tactile cards, speech, drawing, AAC or an adult scribe; preserve their ideas and exact supports. No child must disclose a personal access need to make the lesson work.

## Day 6 — Find who says the rule and what it says (35 minutes)

1. **Question · 3 min.** Say: “Rules for a shared place have a source. We need to know what this one actually says before giving an opinion.” Name the chosen space only if approved.
2. **Source model · 7 min.** Display or read the dated authorised notice. Point to the issuer and exact instruction. Say, “This is what the source says; this is what I still need to ask the school.” If using fictional Story A, mark `invented sign` visibly and avoid a real-school conclusion.
3. **Child investigation · 15 min.** Pairs use `source / words / what it might help / question` columns. They find a phrase in the rule and develop a question about why or who it helps. A teacher may read aloud. Learners identify one item from their own observation separately.
4. **Ask about authority · 7 min.** Use the pre-confirmed authorised answer to “Who makes or maintains this school rule?” If not confirmed, record it as a question for a staff member; don't guess. Ask how the same rule might affect two users differently without requesting personal disclosures.
5. **Close · 3 min.** Each child names source versus their interpretation. Teacher samples a few independently and schedules others later.

**If needed next:** reread a short line and mark direct wording with a box, interpretation with a question mark.

## Day 7 — Listen for different uses of a place (35 minutes)

1. **Recall · 3 min.** Revisit the actual authorised wording or the labelled fictional model. Ask what is known and what remains open.
2. **Model perspectives · 7 min.** Offer two clearly invented roles: a learner carrying equipment and a learner trying to pass through. Say: “Both have a purpose. A person is more than one need, and we cannot speak for a real group without asking.”
3. **Role-card dialogue · 15 min.** Pairs choose or invent two fictional roles and say what each might want from a shared space. Give a frame: “From this role, I would need __ because __.” Partners paraphrase before disagreeing. Real staff/community comments are included only with permission and exact attribution.
4. **Compare with source · 7 min.** Ask which role concern the rule appears to address, and which concern may need more information. Put a question on the board rather than declaring that everyone agrees or that a rule is unfair.
5. **Close · 3 min.** Learners name one respectful question they could ask an authorised decision-maker. Teacher records whether a perspective was attributed or merely assumed.

**Access:** private pair or puppet/board response, no compulsory public role play, communication devices and written response accepted. Avoid making a learner embody a disability or culture as a classroom role.

## Day 8 — Actions have possible effects (35 minutes)

1. **Prompt · 3 min.** Say: “A proposal can help some people and cause a new problem. Let's think through more than one effect.”
2. **Model two choices · 7 min.** Use fictional trays: leave them in path or move them to an approved shelf after asking the responsible adult. Put possible effects under `helps / may cause / need to check`. Explain that only the school can approve a real location change.
3. **Group option map · 15 min.** Each group chooses two **proposed** actions about the verified shared space, or fictional practice if no source. They mark likely users, possible benefit, possible inconvenience and what permission/fact is missing. No child is asked to implement an action.
4. **Check the source · 7 min.** Compare options with the actual rule and an observation. Ask: “Which part is supported? Which part is just our idea? Who would decide?” Let children revise an option after a concern.
5. **Close · 3 min.** Each child states one possible effect with `could` or `might`, rather than promising an outcome.

**If needed next:** when a learner says “this will help everyone,” invite a counterexample or ask who has not been heard.

## Day 9 — Draft a proposal someone can evaluate (35 minutes)

1. **Set audience · 3 min.** Say: “Our audience is a school adult who can tell us whether the idea is safe and possible. They need the source, evidence and limits.” No outside message is sent without school approval.
2. **Teacher model · 7 min.** Fill a blank template with a **fictional** example: “The invented sign says keep the path clear. In our story, trays blocked it. We propose asking the teacher for a storage place. This could help people pass; we need to check where the trays can safely go.” Explicitly label it practice.
3. **Child draft · 15 min.** Each learner or pair uses a **real verified** source, or a clearly fictional case, to make a 4-part proposal: issue/source; observation/perspective; possible action; possible benefit/limit. A drawing with exact dictated labels is fine. Avoid private pupil details.
4. **Peer question · 7 min.** Reader asks “How do you know?”, “Who else might be affected?” and “Who may approve?” Author revises one unsupported certainty to a question or conditional statement.
5. **Close · 3 min.** Teacher keeps draft/revision and notes one next skill per focus learner: evidence, perspective or effect.

**Access:** sentence strips, enlarged source line, AAC, dictated text, quiet pair. Propose access for everyone without asking a child to disclose why they need it.

## Day 10 — Present, question, revise (35 minutes)

1. **Purpose · 3 min.** Say: “A useful proposal can be checked and improved. We will share with a small classroom audience or privately.”
2. **Rehearse · 7 min.** Invite learners to point to the source line, say one observed/fictional event, then the possible action and effect. Remind them to label **fiction** and **fact** correctly.
3. **Present · 15 min.** Small groups use a poster, spoken explanation, AAC or tactile model. Listeners ask one question about source or consequence. Teacher samples 2–3 scheduled focus learners closely; mark others not yet observed if their own reasoning was not heard.
4. **Revise · 7 min.** Each learner changes one claim, label or action in response to evidence or a question; keep both versions. If a real-source proposal is sound, teacher may take it through normal school channels **only under local permission**; no child-facing promise is made.
5. **Next teaching · 3 min.** Choose: locate/source exact wording; distinguish observed from inferred; compare perspectives; or weigh effects. Record an actual learner example. Return to the Year 3 HASS achievement standard only in the school's broader assessment process.

**Rights:** Original activities © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); credit, link and note changes. ACARA material has [separate terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). School/local sources keep their own rights and permissions. Educator and local review pending.