One 12-minute block each day. The opening fortnight already covers a consumer-choice lab, so this menu centres government, source evaluation, geographic connection and public decisions. Cases and counts are invented. Use the decision mat. Verify actual local responsibilities with the relevant authority before action; different levels can cooperate. No learner is asked to disclose citizenship, family migration history, political preference or finances.
Day 11 · Who is responsible? · AC9HS6K07, AC9HS6S01
Kit: fictional issues: local playground bin, state school timetable, national passport rule. 0–2: Name federal, state/territory and local levels. 2–4: Learners predict the likely first contact for each, allowing overlap. 4–10: Place issue cards on three columns; write one research question where responsibility is shared. 10–12: Check: a council is not a state parliament; confirm details with a real official source before writing anyone. Routes: card sort; draw decision tree; dictate question. Response move: if every issue goes “to government,” ask which level and why. Home: ask an adult how they find a council service page, no address shared.
Day 12 · Which source explains a rule? · AC9HS6S02, AC9HS6S04
Kit: invented dated council agenda extract and unsigned social post about a playground closure. 0–2: Read source labels. 2–4: Predict which better records a proposed meeting item. 4–10: Compare maker, date, purpose and what neither proves: whether a final decision was made. 10–12: Check: proposal is not enacted rule. Routes: highlight; source grid; oral comparison. Response move: if learner confuses post with decision, ask for an official minutes/notice source. Home: identify “made by” on a public notice without sharing private data.
Day 13 · What changed at Federation? · AC9HS6K01, AC9HS6S03
Kit: original four-card sequence: six British colonies; colonial referendum votes on a Constitution; 1 January 1901 Federation; first federal Parliament opens 9 May 1901. 0–2: Say sequence is simplified and omits many voices, especially First Nations perspectives. 2–4: Predict which cards are before/after 1901. 4–10: Order cards; identify one national function and one power retained by states from Parliamentary Education Office, not from invented memory. 10–12: Check: Federation did not mean every resident had equal political rights. Routes: tactile timeline; illustrated arrows; spoken sequence. Response move: if “all rights equal,” flag need for separately sourced history unit. Home: ask an adult what a constitution does, not family political views.
Day 14 · A constitution is a rule framework · AC9HS6K01, AC9HS6K06
Kit: fictional class-club rules and a two-line official PEO summary of Australia’s Constitution, linked in ledger. 0–2: Distinguish analogy from real Constitution. 2–4: Ask which document sets enduring decision powers. 4–10: Compare “who can decide what” in club rules with federal/state law-making powers; list one difference (real constitution has legal force and history). 10–12: Check: a classroom rule can illustrate structure but cannot teach the full Westminster system. Routes: two-column sort; diagram; talk-through. Response move: if analogy treated as law, relabel each column. Home: find a non-private club rule and ask who can change it.
Day 15 · HASS Check A · AC9HS6K07, AC9HS6S04, AC9HS6S06
Kit: new public-space notice and service issue in ASSESSMENT. 0–2: Recall levels and source purpose. 2–4: Work a different “proposal versus decision” example. 4–10: Independent HASS A. 10–12: Check: staff sorts level, source evaluation and criterion using private key. Routes: annotate; speak; write. Response move: revisit the specific role/source confusion. Home: explain why the date on a public notice matters.
Day 16 · Locate Asia in relation to Australia · AC9HS6K04, AC9HS6S02
Kit: teacher-provided approved atlas or official map, not an invented scale map. 0–2: State Asia is a diverse region, not one country or culture. 2–4: Locate Australia, Indonesia, Japan and India, then compare directions using map north. 4–10: Learners name two different environments or distances as questions to investigate, not claims made from a small locator map. 10–12: Check: geographic proximity does not imply cultural sameness. Routes: atlas pointer; tactile globe; spoken relative directions. Response move: if “Asia is one place,” locate two contrasting countries. Home: browse an atlas with an adult if available; no device required.
Day 17 · Connections have more than one effect · AC9HS6K05, AC9HS6S05
Kit: invented route: a book designed in Australia, printed in another country, sold locally; no claim about an actual publisher. 0–2: Trace people/material/information moves. 2–4: Predict one benefit and one possible cost or question. 4–10: Create an evidence-needed chain (jobs, transport, price, waste); distinguish possibilities from known facts. 10–12: Check: an origin label alone does not prove working conditions or impact. Routes: route arrows; oral chain; comparison table. Response move: if learner claims a country-wide fact, ask for a specific source. Home: notice one product origin label with adult permission; no purchase needed.
Day 18 · Whose perspective is missing? · AC9HS6S04, AC9HS6S05
Kit: fictional transport survey: 12 bus riders, 0 wheelchair users interviewed, 0 caregivers interviewed. 0–2: Read who was asked. 2–4: Predict how a broad “everyone likes route A” claim could fail. 4–10: Write two missing questions and a cautious conclusion that does not speak for absent groups. 10–12: Check: small/unrepresentative sample limits inference, without assuming what unasked people think. Routes: tally grid; role cards; dictated conclusion. Response move: if learner guesses a group’s view, replace with a question. Home: ask what a survey might miss.
Day 19 · Which level, which next step? · AC9HS6K07, AC9HS6S06, AC9HS6S07
Kit: fictional wet-weather route beside a local park and state school; no live safety advice. 0–2: Name the problem and unknown land responsibility. 2–4: Identify official sources for land owner and school access policy. 4–10: Draft two safe adult-led enquiries and criteria (safe, accessible, timely); make a conditional recommendation. 10–12: Check: do not enter floodwater or claim one level owns the route without checking. Routes: action cards; formal note; spoken plan. Response move: if learner leaps to action, insert the verification step. Home: identify a trusted adult for reporting a public-space concern.
Day 20 · HASS Check B · AC9HS6K01, AC9HS6K05, AC9HS6S05
Kit: fresh Federation and interconnection prompts in ASSESSMENT. 0–2: Recall sequence and source limitations. 2–4: Model an unrelated “fact versus inference.” 4–10: Independent HASS B. 10–12: Check: staff uses key to distinguish historical fact, conditional inference and missing voice. Routes: timeline; written explanation; dictated response. Response move: introduce an authoritative source for the missing fact, not a guessed story. Home: explain one question you would ask before a public claim.