HASS · fictional sources, perspectives and cautious conclusions…Year 4 Subjects · T1 W3–4 · Teacher

Ten distinct 12-minute Days 11–20 blocks. Choose what fits the school timetable; these are optional short sessions, not a full allocation. Every block uses 2 minutes notice + 7 minutes try/make + 3 minutes show. Read the preparation and evidence boundary first. Give children only the clean learner cards, keeping the staff evidence/next moves private. Original shared source cards and A4/text/tactile aid are optional. A plan, invented record or paper score is not automatically an observed investigation, movement, digital program or performance. Record source/action, child choice, access support and the next move.

Day 11 — Ask before you map

Codes: AC9HS4S01. Prepare: Fictional Source H1: paper Share Shelf plan; not a real local map.

1. Notice · 2 min. Show H1's legend and ask what a map can answer versus what people use it for.
2. Try/make · 7 min. Write two investigation questions about H1: one answerable by its labels and one needing another source. Name who could help check the second without asking for anyone's private details.
3. Show · 3 min. Read one useful question and why the map alone is insufficient.

Learner choices: Question cards; oral/AAC; two-column sketch.

No-purchase home/low-material route: Use H1 on paper; no local outing or address required.

Evidence boundary: Questions are inquiry evidence; H1 cannot establish real local geography, community use or accessibility.

Next teaching move: If a child asserts a place fact, add 'in this fictional plan' and identify a current approved map needed.

Day 12 — Record a source, not a guess

Codes: AC9HS4S02. Prepare: Original fictional H1 map and H2 note, each with title/date/source label.

1. Notice · 2 min. Point to the source line before any feature. Explain that a date can matter.
2. Try/make · 7 min. Locate H1's entrance arrow and two baskets; record each feature with source title and date. Compare with H2's written note and mark a question where information is missing.
3. Show · 3 min. Show one annotated map label and a proper source note.

Learner choices: Trace H1; movable labels; dictate source metadata.

No-purchase home/low-material route: Use the fictional sheets only; no real place search.

Evidence boundary: Copying a feature without its fictional source/date cannot support a local-world claim.

Next teaching move: If source is omitted, add a simple title/date/what-it-shows strip before discussing conclusions.

Day 13 — Map and table tell different things

Codes: AC9HS4S03. Prepare: Fictional H1 map and H3 proposal table; no actual council data.

1. Notice · 2 min. Ask which format shows position and which shows counts/choices.
2. Try/make · 7 min. Find the proposed location of the reading mat on H1 and the three proposal options in H3. Explain why H3 cannot locate a route and H1 cannot show an option's stated cost.
3. Show · 3 min. Name a useful question each format answers and one it cannot.

Learner choices: Point between formats; tactile grid; spoken comparison.

No-purchase home/low-material route: Compare the two printed sources; no web access.

Evidence boundary: Interpretation is of original models only, not an Australian place or real service.

Next teaching move: If the learner swaps roles of map/table, physically place one location token and one count token on the suitable source.

Day 14 — Two readers, two priorities

Codes: AC9HS4S04. Prepare: Fictional H4 note A and B with different preferences; names invented.

1. Notice · 2 min. Read both viewpoints with no winner announced.
2. Try/make · 7 min. Sort each note into a source-supported fact about H1 and a preference. Explain how the same planned entrance could lead to different priorities and what evidence would test each concern.
3. Show · 3 min. Name both viewpoints fairly and one shared fact.

Learner choices: Two voice cards; write F/V labels; partner reads a note.

No-purchase home/low-material route: Use the fictional note pair; no personal family opinion requested.

Evidence boundary: Perspective analysis does not tell what actual community members think. One letter is not a representative survey.

Next teaching move: If a child labels one writer 'wrong', ask for the exact words and separate preference from a checkable fact.

Day 15 — What source is missing?

Codes: AC9HS4S01, AC9HS4S04. Prepare: Fictional H1/H4; a blank source request slip.

1. Notice · 2 min. Offer the claim 'everyone can reach the shelf' and ask which source proves it; none does.
2. Try/make · 7 min. Choose two missing-source requests: a measured path and a voluntary access test are possibilities. Explain who should authorise real data collection and why no classmate must disclose an access need.
3. Show · 3 min. Give one specific source request and one privacy boundary.

Learner choices: Write a request; arrange evidence tokens; speak a question.

No-purchase home/low-material route: Draft a paper source request only; no contacting anyone.

Evidence boundary: A proposed source is not collected evidence; local participation needs permission and safeguarding.

Next teaching move: If the request asks for personal disclosure, replace it with a nonpersonal measure or school-approved consent process.

Day 16 — An invented timeline

Codes: AC9HS4S02, AC9HS4S03. Prepare: Fictional H5 timeline cards dated 2022, 2024, 2026; not actual local history.

1. Notice · 2 min. Put source dates in chronological order before asking what changed.
2. Try/make · 7 min. Order H5's three notes and build an annotated mini-timeline. Explain the documented change in the invented plan and name one thing the timeline cannot explain about why it changed.
3. Show · 3 min. Point to earliest/latest and cite the exact note for the change.

Learner choices: Move date cards; draw line; dictate a timeline caption.

No-purchase home/low-material route: Use H5 cards at home; do not research a family or place.

Evidence boundary: Ordering fictional dates is a history-inquiry skill, not evidence of actual local events or motives.

Next teaching move: If causation is invented, separate 'after' from 'because' and request another source.

Day 17 — A proposal table needs a key

Codes: AC9HS4S03, AC9HS4S04. Prepare: Fictional H3 table with three options and a missing unit note.

1. Notice · 2 min. Ask if a bare 12 in a table means dollars, minutes or people; it does not.
2. Try/make · 7 min. Read H3's stated columns and identify which cells have clear units. Compare two proposal viewpoints without deciding from an unlabeled number. Add a question for the author of H3.
3. Show · 3 min. Explain one ambiguity and what cannot yet be concluded.

Learner choices: Large table; unit tokens; verbal annotation.

No-purchase home/low-material route: Use H3 on paper; no real purchase or service data.

Evidence boundary: An unlabeled number cannot establish cost or popularity; invented table is not council evidence.

Next teaching move: If a learner chooses a plan from 12 alone, ask '12 what?' and revise the claim.

Day 18 — A conclusion with two citations

Codes: AC9HS4S04, AC9HS4S05. Prepare: Fictional H1/H2/H4; source tags ready.

1. Notice · 2 min. Model a limited statement: H1 places the mat beside the shelf; H2 reports no use data.
2. Try/make · 7 min. Write or say a two-source conclusion about what the paper design shows and does not show. Attach H1 and H2/H4 tags to the exact claims; do not infer actual community preference.
3. Show · 3 min. Give the conclusion and one missing source.

Learner choices: Sentence strips; oral citation; annotated sketch.

No-purchase home/low-material route: Use the fictional sources only; no local claim.

Evidence boundary: A conclusion must follow the cited model sources; fictional design cannot certify real accessibility.

Next teaching move: If one source does all the work, ask what the second genuinely adds or withdraw the extra claim.

Day 19 — An action and a possible effect

Codes: AC9HS4S06. Prepare: Fictional H3 proposals and H4 perspectives; no actual council request.

1. Notice · 2 min. Ask whose need an action might help and who could face a new barrier.
2. Try/make · 7 min. Propose a change to the paper Share Shelf plan, name one possible benefit and one possible cost/barrier, and state what evidence would be needed before a real decision. Do not use personal disclosures.
3. Show · 3 min. Present the action, both possible effects and the evidence gap.

Learner choices: Three-card plan; drawing with labels; AAC sequence.

No-purchase home/low-material route: Make the proposal on paper for an imaginary design team.

Evidence boundary: Considering effects is inquiry practice, not proof the action would work for an actual community.

Next teaching move: If only a benefit appears, invite a second perspective and an unintended effect.

Day 20 — Tell a source-bound story

Codes: AC9HS4S05, AC9HS4S07. Prepare: Fictional H1–H5 cards; choose only claims the sources support.

1. Notice · 2 min. Show a short explanation structure: model, two sourced details, uncertainty.
2. Try/make · 7 min. Present a 30-second or written explanation of how the fictional plan changed and what remains unknown. Name at least two original source labels and avoid a real local-government or Country/Place claim.
3. Show · 3 min. Give the explanation to a teacher/partner and answer one source question.

Learner choices: Speech/AAC; short note; tactile timeline with source tags.

No-purchase home/low-material route: Use printed model cards; no filming or posting.

Evidence boundary: An explanation using invented sources is not evidence about a real place, community or First Nations knowledge.

Next teaching move: If a detail has no source, delete or qualify it and rehearse with a clear citation.

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.