Geography Days 11–12, History 13–14, Civics 16–17 and Economics 18–19, with fresh mixed-area checks on 15 and 20. This is sampling, not each area's weekly allocation. Fictional maps, population/price tables and budgets are explicitly invented. The Magna Carta archive and Australian Parliament facts are narrowly paraphrased from the primary institution pages; no image or historical text is copied. No local Country/Place, First Nations cultural knowledge, personal money or current legal advice is inferred. Use the source grid.
Day 11 · Landform shape and process · AC9HG8K01, AC9HG8S01
Kit: original fictional valley cross-section with river, steep slope and flat deposit zone; no real scale. 0–2: Identify landform versus process. 2–4: Ask which process might move loose sediment and where it might be deposited. 4–10: Draw two arrows for erosion/transport/deposition; frame a question that would need measured flow or geological evidence before describing a real valley. 10–12: Check: a sketch cannot give local erosion rate. Routes: move arrow cards; raised cross-section; text/AAC explanation. Response move: if a learner cites the invented map as a location, relabel it a model and ask for verified geographic data. Home: notice an official map's scale symbol, no field visit.
Day 12 · Urban figures, careful inference · AC9HG8S03, AC9HG8S05
Kit: invented two-town table, same years: Town L 1,000→1,300 people; Town M 1,000→1,050. 0–2: Declare numbers fictional and neither town Australian. 2–4: Predict which changes faster in count. 4–10: Calculate +300 versus +50, compare patterns and list missing boundary, migration and service data; propose a question, not a universal urban policy. 10–12: Check: the table cannot establish why either town changed. Routes: number bars; tactile counters; spoken/written comparison. Response move: if trend becomes cause, ask for another source and timeframe. Home: invent two small-number trends and say what they cannot show.
Day 13 · What is the archive record? · AC9HH8K03, AC9HH8S03
Kit: teacher's short paraphrase of the British Library catalogue: the Articles of the Barons were submitted to King John at Runnymede as the basis of Magna Carta in 1215. 0–2: Distinguish the surviving historical document from a modern catalogue description. 2–4: Ask what the catalogue can tell us about origin and context. 4–10: Record document / creator or submitter / date / modern archivist / missing voices; name one question about power and change that the record alone cannot settle. 10–12: Check: modern catalogue words are not a medieval eyewitness quote. Routes: provenance cards; timeline strip; oral/AAC source table. Response move: if the document is treated as all people's view, ask whose perspectives are not represented. Home: read a museum/archives label if available; no object collection.
Day 14 · Authority and absent perspectives · AC9HH8K04, AC9HH8S04
Kit: same British Library catalogue summary plus two original hypothetical claims: “the document tells us what rulers wanted” and “it tells us what every resident wanted.” 0–2: Mark both claims as student practice claims, not quotes from historians. 2–4: Predict which the document's provenance can partly inform. 4–10: Evaluate usefulness/limits: submitted baron demands to King John help ask about ruler–baron authority but cannot stand for every subject person's experience. Request another contemporary source for that question. 10–12: Check: usefulness depends on the inquiry question. Routes: claim-source cards; two-column grid; dictated comparison. Response move: if “useless because biased”, ask what it does reveal about one group. Home: explain how one source can be useful and incomplete.
Day 15 · Fresh HASS check A · AC9HG8S03, AC9HH8S04
Kit: new invented map/table and provenance card in ASSESSMENT. 0–2: Recall source / claim / limit. 2–4: Explain modes, not answers. 4–10: Independent first response. 10–12: Collect before feedback; use teacher key later. Routes: annotate source; tactile number strips; exact-word spoken/sign/AAC answer. Response move: if a trend or provenance claim is overconfident, reteach with a new source after collection. Home: ask what a map or archive label leaves out.
Day 16 · Where does a law come from? · AC9HC8K03, AC9HC8S02
Kit: original three cards Parliament/statute, court/common law, executive/delegated rule, with PEO as the official source. 0–2: Name these as Australian legal-source categories, not advice for a case. 2–4: Predict which institution makes a statute. 4–10: Sort a fictional policy-question card into “need to check legal source” and map the three institution roles; say a classroom rule is not an Act of Parliament. 10–12: Check: courts can make common law through decisions. Routes: role cards; plain-text table; oral/AAC arrows. Response move: if a principal is called Parliament, separate school rules from Australian law. Home: read a public institution label, no legal problem disclosure.
Day 17 · Parties and independents · AC9HC8K02, AC9HC8S03
Kit: original comparison cards and PEO fact sheet: independents are MPs not belonging to a political party. 0–2: Say no learner states party preference. 2–4: Predict one difference between party membership and independent status. 4–10: Compare how a fictional parliamentary vote might be discussed, without predicting how any real MP votes; ask what evidence would show a member's actual position. 10–12: Check: “independent” does not mean “cannot vote” or “represents no one”. Routes: comparison grid; tactile role cards; short spoken/written explanation. Response move: if the card becomes an assumed policy stance, return to the PEO definition only. Home: find where Parliament publishes member information, no account needed.
Day 18 · A price change is not one cause · AC9HE8K01, AC9HE8S03
Kit: fictional maker-market cards: at $4, 30 orders; a week later at $5, 24 orders, with no supply, advertising or audience record. 0–2: Declare invented data, not a real business. 2–4: Predict the observed direction of price and orders. 4–10: Compare +$1 and −6 orders, then identify at least two missing factors before claiming a cause; discuss how a price may signal decisions without treating one pair as a demand law test. 10–12: Check: correlation across two weeks alone cannot prove price caused order change. Routes: number tiles; table annotation; dictated cause/limit. Response move: if learner says a seller must set $4, ask about cost and supply data. Home: invent a two-row table, no real shopping required.
Day 19 · Budget is a plan with trade-offs · AC9HE8K05, AC9HE8S04
Kit: fictional club's $60 allocation: display board $25, paper packs $18, access print $12, reserve $5. 0–2: Say this is an invented group budget, not household finance. 2–4: Check that 25+18+12+5=60. 4–10: A proposal adds a $10 sign; learners revise the plan without dropping the $12 access-print line silently, then describe a short-term cost and longer-term question. No purchase is made. 10–12: Check: adding $10 requires a $10 saving or more funds. Routes: budget counters; spreadsheet-like table on paper; oral/AAC negotiation. Response move: if money appears from nowhere, rebalance and label what was reduced. Home: plan with fictional tokens, no disclosure of family budgets.
Day 20 · Fresh HASS check B · AC9HC8S03, AC9HE8S04
Kit: new civic/economic mini-cases in ASSESSMENT. 0–2: Recall to cite an institutional source or an invented number accurately. 2–4: Give access directions. 4–10: Independent response. 10–12: Collect and compare to staff key after first evidence is saved. Routes: card sort; text calculation; spoken/sign/AAC response. Response move: reteach institution role or budget balancing with a different fictional example. Home: name one decision that needs more information.