Pick the response route that helps you show your own idea: speak, sign, use AAC, point, draw, move a paper piece, make, type or direct a trusted adult where the task allows. You may work quietly or pass on public movement, sound, filming and sharing. The teacher will say when a card is REAL, MODEL, PLAN, or an actual PERFORMANCE/PROGRAM RUN. Keep that label with your work. These activities do not ask for private home, health, identity or access information. Original source cards and text/tactile aid are available; nothing must be bought.
Day 11 — Dance: a near-far phrase
Create a four-count phrase meaning 'near, far, pause, return'. Use voluntary small/large movements, mobility-aid movement or a directed paper figure. Rehearse and change the use of space so the idea becomes clearer.
Choose a route: Seated/standing movement; hand dance; directed figure with performance label kept separate.
Show: Show the phrase privately if willing and name the changed element.
Home/low-material: Arrange paper arrows at home; actual dancing is optional.
Day 12 — Dance: tempo changes meaning
Choose a tempo that communicates 'careful arrival' or 'excited discovery'. Rehearse and perform once for an agreed informal audience, then explain which element changed. A planning-only route remains available but is labelled PLAN.
Choose a route: Whole-body, seated or hand phrase; AAC rhythm cues; private teacher audience.
Show: Audience names the perceived change; dancer can accept or revise it.
Home/low-material: Use paper-count marks or a quiet voluntary move; no recording.
Day 13 — Drama: a missing instruction
Improvise a 30-second scene in which one character wants a box and another has only a vague instruction. Use voice, puppet movement, AAC or directed action; shape a clearer turning point by adding a precise label.
Choose a route: Puppets; two-person improvisation by choice; AAC dialogue cards.
Show: Show or explain how the obstacle changed; keep the conflict fictional.
Home/low-material: Use two paper shapes as characters; no costume or partner needed.
Day 14 — Drama: two possible endings
Devise two endings: one where the label helps and one where the character asks another question. Choose one, rehearse and perform to a consenting small audience or teacher. Explain why the ending changes the audience's view.
Choose a route: Puppet stage; seated actor; AAC/audio-free performance with gesture.
Show: Name the character choice and one performance adjustment.
Home/low-material: Plan two paper endings at home; no sharing required.
Day 15 — Media Arts: framing a paper object
Make two still images of the same paper holder—one wide, one close—on an approved offline device. Compare what each makes salient and choose one for a fictional how-to message. If no device, draw two frames and mark PLAN.
Choose a route: Keyboard-accessible image choice; adult-operated camera directed by learner; paper storyboard.
Show: Show the pair or frames privately and name the changed meaning.
Home/low-material: Use paper frames at home; no family camera or account required.
Day 16 — Media Arts: sequence responsibly
Arrange three frames into a short how-to for the fictional paper holder, add captions and, if an approved offline media tool is available, construct and privately share the sequence. Paper-only storyboard is a valid plan but not digital media construction.
Choose a route: Device editing with access support; paper storyboard; AAC caption selection.
Show: Explain one caption/sequence decision and check the audience's question.
Home/low-material: Make a paper sequence and show nobody unless you choose; no device/purchase.
Day 17 — Music: a soft sound pattern
Compose a four-beat pattern using tap, clap or quiet voice and at least one rest. Sound it softly if willing; then change tempo or rest position and explain the effect. A silent symbol card remains a composition idea only.
Choose a route: Soft taps; AAC beat selection with a partner sounding by consent; silent notation.
Show: Perform or point to the changed beat and say what it communicates.
Home/low-material: Mark beats on paper; sound is optional and no instrument purchase is needed.
Day 18 — Music: call and answer
Create your own two-beat answer to a teacher-made call. Rehearse and sound the four-beat pair informally, or direct a willing partner by AAC. Explain whether the answer repeated or contrasted the call.
Choose a route: Tap on paper; soft voice; partner plays a child-directed AAC score.
Show: Sound/describe the pair and one deliberate musical change.
Home/low-material: Use an original quiet tap pattern or make a paper score; no public performance.
Day 19 — Visual Arts: line and texture trials
Experiment with three original mark types—straight, curved, broken—plus a paper texture made by repeated marks. Compare how pressure, spacing and line direction change the look; choose a mark for a fictional card-holder label.
Choose a route: Large grip pencil; tactile raised-line guide; adult scribe of child choice.
Show: Show one trial and describe the visual effect.
Home/low-material: Use any scrap paper and pencil; no kit or special pigment.
Day 20 — Visual Arts: make and share a label
Create an original paper label for the fictional Share Shelf using your chosen line/texture treatment and a readable word. Decide where a viewer should look first, then share privately if willing and revise after one question.
Choose a route: Draw; tactile marks; dictate label placement to a maker.
Show: Point to the focal choice and one change made for the reader.
Home/low-material: Make a paper label at home or just describe it; no public display required.
Original SubjectNest lesson text and cards © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; credit, link and indicate changes. Curriculum wording keeps separate ACARA terms.