Ten optional 25-minute Dance starts · Days 41–50Foundation Dance · T1 W9–10 · Lesson sequence

Each full start is 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. One tiny phrase, rest, a pass or another short sitting is allowed. Use one-minute setup/child words and three daily routes. Local staff check comfortable available space/support, warm-up/rest/cool-down and accessible stop; no required form/body part/range/speed/force/stillness/contact/voice/audience/materials. Never move a child's body or equipment.

Ordinary starts offer one actual comfortable trial before the marks. Child movement, adult actually enacted under child direction, object model and drawing/score-only are different records. Silent direction is a plan. Marks cannot show physical skill. A brief private note: date/observer, action idea, own decision/purpose, route/help, actual maker/observed qualities or not yet observed. Exact source encounter/own response and actual willing audience/response are separate; no recording needed. These are partial opportunities, not a whole achievement standard.

Week 9 · Day 41 · Find two qualities in my move

Goal/codes: choose an own action idea and explore connected/gently arriving qualities; proposed partial AC9ADAFD01 / AC9ADAFC01. Prepare: two-quality key, or exact/no-print route.

1. Welcome · 3 min. Ask “What feels comfortable today?” Offer a tiny picture reveal, puppet ending, dance alone or own purpose. Check local space/support/stop and a short chosen warm-up, or choose director/drawing route.
2. Try · 4 min. Before looking at marks, invite one comfortable child-chosen action: a small hand path is an example only if suitable. Try FLOW—“keep it connected”—then PLACE—“gently arrive”. No exact body part/form/range/speed or forced stillness. Child may direct a willing adult who actually moves, or plan silently; name what happened.
3. Explore · 5 min. Ask “Which would you like to keep?” The child may invent another way, keep both or neither. Only now show the broad FLOW/PLACE reminders and give the same action idea a simple A key. A mark is not a body instruction.
4. Make · 7 min. Child makes a tiny dance or plan for their chosen purpose using the action/qualities they want. Try once if wanted; then keep/change/stop. A one-action private dance is enough. A different action idea can be valid; record it accurately.
5. Notice · 4 min. Ask “What did you choose?” Privately note the action key, own decision and actual maker/route/help/date. Only actual movement supports a physical quality observation; drawing supports the plan.
6. Close · 2 min. Offer rest/cool-down in the locally agreed comfortable route. Save only what is available, or stop without saving.

Next teaching: If qualities are unclear, compare one comfortable action in two ways later; if secure, choose how it begins.

Week 9 · Day 42 · Same idea, another quality

Goal/codes: explore changing quality while retaining the action idea; proposed partial AC9ADAFD01 / AC9ADAFC01. Prepare: quality contrast, or exact/no-print route.

1. Welcome · 3 min. Read the child's action key or choose a new comfortable idea. Ask whether they want a tiny dance, an actual willing adult enactment, object model or plan today.
2. Try · 4 min. Try the action with FLOW, then PLACE, before score discussion, with rest if wanted. Keep the action idea rather than require identical physical form. The child can stop, or an adult can actually enact only what the child directs; silent directions remain a plan.
3. Explore · 5 min. Compare the reminders on Source A: FLOW then PLACE, then FINISH. Ask “What stayed? What did you choose differently?” Notice a connected carrying action versus a gentle clear arrival only when actually observed, not from the cards.
4. Make · 7 min. Child chooses either order or another own version for a pretend reveal, private dance or own purpose. Offer one more short trial, not a repeat-until-correct drill. Keep/change/stop; score afterward if useful.
5. Notice · 4 min. Privately distinguish action changes from quality-only choices. Save own preference and actual movement/adult enactment/object/plan status, with date/observer/help. Do not judge strength or speed.
6. Close · 2 min. Rest and keep the chosen version if wanted. Tomorrow one little quality choice can change inside a phrase.

Next teaching: If the action changes as well, record both; do not erase that creative choice to fit the model.

Week 9 · Day 43 · Change one little part

Goal/codes: change one quality within a three-moment phrase; proposed partial AC9ADAFD01 / AC9ADAFC01. Prepare: one-change page, or exact/no-print route.

1. Welcome · 3 min. Offer the child's own comfortable action and purpose. Check route/stop. A short phrase or another sitting is enough.
2. Try · 4 min. Before the marks, try the same action idea with three connected FLOW moments, then optionally a version with the middle gently arriving PLACE. Child may try only one, direct actual adult movement or plan quietly. There is no required equal count or tempo.
3. Explore · 5 min. Show Source B: FLOW/FLOW/FLOW becomes FLOW/PLACE/FLOW. Point to the middle choice if useful. Ask “What would you like that part to do?” Do not require a feeling or one exact physical arrival.
4. Make · 7 min. Child chooses where an own quality change belongs for their picture reveal, puppet ending, dance alone or idea. Make one short trial if wanted; keep/change/stop. A change elsewhere is welcome open play, while the supplied middle-change example remains clear.
5. Notice · 4 min. Save available before/after and own reason; mark actual action/quality observations separately from the row. One card change is not measured growth or proof of physical control.
6. Close · 2 min. Offer rest/cool-down and keep a reminder if wanted. Fresh O stays unseen.

Next teaching: If all parts change unintentionally, later choose one moment together on unrelated practice; keep fresh O out.

Week 9 · Day 44 · Choose how my dance begins

Goal/codes: choose an opening quality for an own purpose; proposed partial AC9ADAFD01 / AC9ADAFC01. Prepare: tiny phrase choices, or exact/no-print route.

1. Welcome · 3 min. Ask “A reveal, a little ending, dance alone, or your idea?” Read the action key and check comfort/stop.
2. Try · 4 min. Try a brief opening as PLACE then FLOW, or FLOW then PLACE, using the same action idea if suitable. Child chooses one trial or directs actual adult enactment/plan. Making comes before the marks; no forced movement or prescribed emotional effect.
3. Explore · 5 min. Show Source C openings PLACE/FLOW/FLOW and FLOW/PLACE/FLOW. Ask “Which opening belongs to yours?” These are options, not tests of right feeling. The child may choose neither.
4. Make · 7 min. Child invents/keeps/changes a tiny three-moment phrase and its purpose. One actual comfortable trial or director-supported enactment if wanted; then stop or remember it with marks. Materials/audience are unnecessary.
5. Notice · 4 min. Note the chosen beginning and own reason with actual route/maker/date/help. If only a plan exists, record that; no picture reveal or audience understanding is inferred.
6. Close · 2 min. Rest and save the chosen work if wanted. Tomorrow offers a new independent choice, with more time allowed.

Next teaching: If the maker wants a different number of moments, accept the art and note the particular three-moment target separately.

Week 9 · Day 45 · Fresh Check O · an own choice

Goal/codes: independently choose one quality revision while retaining the action idea; proposed partial AC9ADAFD01 / AC9ADAFC01. Prepare: held fresh O, A4, neutral route; close the separate key and practice examples.

1. Welcome · 3 min. Explain “Show your own first idea; more time is okay.” Offer movement/director/drawing/AAC/neutral scribe or pass. No physical performance, fluent speech or public audience is a check requirement.
2. Access · 4 min. Reveal only this new source now: PLACE → PLACE → PLACE; child changes exactly one moment to FLOW anywhere. Read the full unchanged public brief neutrally; describe marks/words without choosing a revision/order/reason. Record access help.
3. First choice · 5 min. Child independently chooses the new plan through their selected route. Capture the first row/decision before content coaching or feedback; do not demand an exact physical form or speed. An unfinished response is not yet observed.
4. Own response · 7 min. Child expresses an own reason/purpose and what actually happened. After the first plan is saved, optional comfortable actual child/adult enactment or object model can occur, with local review and consent; record it separately. No forced feeling or source-purpose guess.
5. Read back · 4 min. Invite neutral read-back of the chosen order and any self-revision, kept separate from the first response. Do not supply the key or infer adult movement from silent direction. Save actual performer/plan and sharing status only if observed.
6. Close · 2 min. Open the separate key only after capture; select one next teaching step. Unfinished at the time limit means not yet observed; offer another short sitting, with no completion-speed score. Check-day offers are After Check only.

Next teaching: Use the actual first choice/help to plan a small accessible next opportunity; no automatic full curriculum, physical skill, FE01 or audience completion.

Week 10 · Day 46 · Give my dance an ending

Goal/codes: choose a final quality and deliberate finish; proposed partial AC9ADAFD01 / AC9ADAFC01. Prepare: tiny phrase choices, or exact/no-print route.

1. Welcome · 3 min. Offer the child's earlier work or a new tiny piece. Check comfortable route and accessible stop; no source/key from yesterday's check is used as rehearsal.
2. Try · 4 min. Try one short phrase with FLOW/PLACE/FLOW, or FLOW/PLACE/PLACE, before looking at marks; choose one or none. Child movement and actual directed-adult movement are distinct, or use object/plan. FINISH ends the artwork, not a body-freeze demand.
3. Explore · 5 min. Compare Source D's same first two choices and two endings. Ask “How would you like yours to end?” A gently arriving ending need not mean strong/heavy; a connected ending can still finish clearly.
4. Make · 7 min. Child makes an own ending for a pretend puppet scene, dance alone or own purpose. Offer one short rehearsal if wanted. Invent/keep/change/stop; their own meaning may differ from the example.
5. Notice · 4 min. Save only available ending/key/own reason and actual maker/route/help/date. FINISH is outside the movement moments and not another quality/action. No performance or audience evidence from a line.
6. Close · 2 min. Rest/cool-down and keep the chosen version. Next time encounter an actual supplied score and its author purpose.

Next teaching: If finish is read as another action, place it just beyond the phrase, without requiring extra movement.

Week 10 · Day 47 · Meet Little Shape Reveal

Goal/codes: encounter a supplied work and respond to documented author purpose; proposed partial AC9ADAFD01 / AC9ADAFC01; narrow AC9ADAFE01 only when actual encounter and own response occur. Prepare: actual supplied work, source card, or exact/no-print route.

1. Welcome · 3 min. Offer private tiny making, director-supported actual enactment, drawing or rest. Check today's action/comfort/stop. The child can reject the supplied purpose.
2. Try · 4 min. Before score discussion, offer one short child-chosen FLOW/PLACE trial, or direct a willing adult who actually moves; a silent route remains a plan. Nobody must copy a human/body form.
3. Explore · 5 min. Encounter the actual supplied Little Shape Reveal graphic score or its exact read/raised version: FLOW/PLACE/FLOW then FINISH, same action idea A. Say “SubjectNest made this with a computer to help us try two qualities in a tiny dance.” Ask “What do you notice or want to try?” No filmed dancer or successful reveal is claimed.
4. Make · 7 min. Child chooses the source purpose, dance alone or an own idea and invents/keeps/changes/rejects a tiny phrase. Try actual comfortable movement if wanted, or use another route. Keep/change/stop; a source account is not the child's own response.
5. Notice · 4 min. Privately record exact source/version, actual encounter route/date/observer/help and own response or not yet observed. Narrow FE01 opportunity only; varied actual makers/people/community contexts still need appropriate additional sources. Record any enactment separately.
6. Close · 2 min. Rest and keep only available source-response/work notes. No cultural meaning or achieved effect is guessed.

Next teaching: If purpose and effect mix, say “That was the intention; an actual viewer response is still unknown.”

Week 10 · Day 48 · Share a tiny dance, or keep it mine

Goal/codes: choose actual willing sharing or private making; proposed partial AC9ADAFD01 / AC9ADAFC01; AC9ADAFP01 only upon actual willing sharing. Prepare: maker plan, available child work, or exact/no-print route.

1. Welcome · 3 min. Ask “Keep yours private, show a plan, or share a tiny dance?” Both child and any audience may decline. Check route/space/stop; no costume, public solo or recording.
2. Try · 4 min. Offer one brief private actual trial of the child's own phrase before reading its marks, if wanted/local review allows. A willing adult can actually enact the directed idea; otherwise model/plan. Rest after one try, no compulsory synchrony.
3. Explore · 5 min. Agree only what is needed: exact piece, performer/reader, beginning/finish, comfortable route and one willing recipient if chosen. Ask “What do you want them to notice?” Intention is not understanding.
4. Make · 7 min. If child and recipient agree, share the chosen actual dance, adult-enacted composition or score once. If either declines, keep private. An object/puppet rehearsal is not an actual audience; a willing attending teacher can be one only when the share occurs.
5. Notice · 4 min. Privately record actual maker/performance status, date/observer/help, willing recipient and medium only if actual. Ask an optional viewer “What did you notice?” Save their attributed response or NONE; do not invent praise/feeling.
6. Close · 2 min. Rest and keep only available work/notes. Child may withdraw future sharing; no submission is required.

Next teaching: If sharing is not wanted, offer private making later; do not score refusal as low attainment.

Week 10 · Day 49 · Keep, change, or invent again

Goal/codes: make an own revision from an actual observation or own purpose; proposed partial AC9ADAFD01 / AC9ADAFC01. Prepare: available before work, maker plan, or exact/no-print route.

1. Welcome · 3 min. Offer keep/change/new piece/stop. Retrieve actual earlier work if available; if missing, label today's piece new rather than invent a before record. Check comfort/stop.
2. Try · 4 min. Before marks, offer one brief actual trial of the available phrase or new child idea if wanted. Adult actually enacts only directed choices; object/plan is available. One trial is enough.
3. Explore · 5 min. Ask “What would you keep or change?” Use an own observation or actual attributed viewer response if one exists; otherwise the child's intention is enough. Do not fabricate feedback or require revision.
4. Make · 7 min. Child keeps the piece, changes a quality/ending or invents a new action/purpose. Make a short chosen rehearsal or plan, then keep/change/stop. Changing action and quality can be valid art; describe both.
5. Notice · 4 min. Save dated available before/after, own reason and route/help/maker, or new work/no actual movement. Do not claim measured growth or successful communication from a neater score.
6. Close · 2 min. Rest/cool-down and keep available work. Fresh P remains held for next time, with no speed score.

Next teaching: If the reason is not observable, offer another short sitting rather than guess what the child intended.

Week 10 · Day 50 · Fresh Check P · an own choice

Goal/codes: independently compose an own two-quality order and distinguish actual enactment from a plan; proposed partial AC9ADAFD01 / AC9ADAFC01. Prepare: held fresh P, A4, neutral route; close the separate key and practice examples.

1. Welcome · 3 min. Explain “Show your own first idea; more time is okay.” Offer movement/director/drawing/AAC/neutral scribe or pass. No physical performance, fluent speech or public audience is a check requirement.
2. Access · 4 min. Reveal only this new source now: FLOW → FLOW → PLACE; child chooses any own three-moment order containing both qualities. Read the full unchanged public brief neutrally; describe marks/words without choosing a revision/order/reason. Record access help.
3. First choice · 5 min. Child independently chooses the new plan through their selected route. Capture the first row/decision before content coaching or feedback; do not demand an exact physical form or speed. An unfinished response is not yet observed.
4. Own response · 7 min. Child expresses an own reason/purpose and what actually happened. After the first plan is saved, optional comfortable actual child/adult enactment or object model can occur, with local review and consent; record it separately. No forced feeling or source-purpose guess.
5. Read back · 4 min. Invite neutral read-back of the chosen order and any self-revision, kept separate from the first response. Do not supply the key or infer adult movement from silent direction. Save actual performer/plan and sharing status only if observed.
6. Close · 2 min. Open the separate key only after capture; select one next teaching step. Unfinished at the time limit means not yet observed; offer another short sitting, with no completion-speed score. Check-day offers are After Check only.

Next teaching: Use the actual first choice/help to plan a small accessible next opportunity; no automatic full curriculum, physical skill, FE01 or audience completion.