Each invitation: 2 + 3 + 5 + 3 + 2 = 15 minutes. Select the useful ones, spread them through the programme and continue in another short sitting if needed. These are supplements/replacements, not extra numbered daily scripts or a compulsory six-lesson timetable. Complete local preparation first. The local authority reviews the exact content and proposed activities before delivery; no actual local content is supplied here.
Prepare one agreed source kit: the short account/excerpt, its speaker/creator and date/version, any approved school cue/representation, and plain response space. A printed full set is unnecessary. Adults keep source/permission notes; children handle one cue or ask one question. Sample a few learners' responses during an activity and revisit others later rather than complete a record for every child at once.
1. Help a puppet find the school cue
Goal: locate the school in an authorised representation and connect it to the agreed Country/Place name. K04 school-location aspect conditional; S02 only when an actual map/model-location task occurs.
- Invite · 2 min. “Our pretend visitor wants to find our school on this source. Can you help?” A puppet is optional; an imagined visitor or direct invitation works.
- Encounter · 3 min. Identify the actual source and read/say its agreed name and school context accurately. Adult points to the supplied school cue; no national-map boundary guess.
- Child action · 5 min. Child points, places/directs a broad school cue, or directs the same exact relation in an agreed tactile model. Keep the cue beside the relevant source rather than marking on an item whose copying terms do not permit it.
- Notice · 3 min. Ask “What helps our visitor find it?” Notice the child's actual location/source connection and assistance. Selecting the shown cue is supported recognition; do not label it independent map creation.
- Return · 2 min. Put the source/cue back in its approved place. Keep, pause or pass are valid.
If no representation is authorised: encounter the approved school Country/Place name and account orally/textually. This is a useful K04 opportunity; mark the map-location component not offered. Do not invent a map to fill that field.
2. Hear or read one account of importance
Goal: explore a source-grounded account of why Country/Place matters to First Nations Australians. K04 importance aspect; S03/S04 only where the child actually offers a perspective/conclusion.
- Invite · 2 min. “Let's learn one thing this person wants us to know about Country/Place.” Use the source's permitted name or agreed attribution.
- Encounter · 3 min. Hear/read/show one approved short passage in its context. Include the source's account of importance; the child's own favourite place alone does not supply this content.
- Child action · 5 min. Offer “Which part would you like to return to?” Child points/directs a replay or exact rereading, chooses an authorised ordinary source feature, or offers a short response in their chosen mode.
- Notice · 3 min. Ask “What does this source tell us?” Save one exact child response/help. Do not require an expected feeling or a statement about every First Nations person.
- Return · 2 min. Revisit the agreed school context if useful; keep one source cue for next time.
Access options: approved transcript/exact description, sign/communication-board/scribe route, small group, quiet individual encounter or later component. Exact source meaning and credit remain attached. Where an equivalent source route has not yet been agreed, prepare one before counting that component as offered.
3. Choose a question worth asking
Goal: pose a question about the encountered place/account. S01; K04 remains source-content teaching, not a question-quality score.
- Invite · 2 min. “What would you like to find out next?”
- Encounter · 3 min. Return to one agreed source detail. Keep the person's/authority's allowed question scope clear.
- Child action · 5 min. Child generates a question, directs a question to be scribed, selects an adult-offered question, or chooses to leave it for later. Optional broad prompts: “Where does this source show the school?” or “Could we hear that part again?” A child may have a different question.
- Notice · 3 min. Record generated versus selected question and help. Answer only from a source that supports the answer; route a new local-content question through the agreed school contact. No immediate answer promise.
- Return · 2 min. Keep one question cue privately or stop. A pass is not a wrong cultural answer.
Practical job: choose one genuinely useful question for the next encounter, rather than a page of hypothetical questions. Child choice controls whether it is shared; no contact details are collected from the child.
4. Make a source response to keep
Goal: record/share a small source-grounded observation or perspective. S02 recording and S03/S05 conditional on the actual task/response; not automatically an arts production or full K04 assessment.
- Invite · 2 min. “Which permitted part would you like to remember?” Offer pointing, one word/sign, an agreed drawing or directing an adult.
- Encounter · 3 min. Revisit that exact part and its source attribution. Confirm a drawn/copied response is within the agreed scope.
- Child action · 5 min. On ordinary paper or the place/source mat, child records one allowed source detail. Adult reads back dictated content and waits for agreement. A response can stay private or be discarded through the school's ordinary process.
- Notice · 3 min. Ask “Is that what you wanted to show?” Record actual source response versus child's own new idea. Do not turn an invented story into a community account.
- Return · 2 min. Child chooses keep/stop/later. Store only permitted material in the school's approved place.
If copying/drawing is not permitted: an exact pointed or oral response can be the whole activity. No decorative cultural patterns, ceremony reenactment, compulsory craft or speculative meaning is introduced.
5. Give a willing listener one useful explanation
Goal: use the actual approved source and place terms in a short explanation. S05 and K04 aspects conditional on content/response; a listening audience is optional.
- Invite · 2 min. “Would you like to help a willing listener understand one part?” A quiet adult partner, school-approved small group or private rehearsal is welcome.
- Encounter · 3 min. Return to the agreed school cue/name and one source-grounded account of importance. Adult models attribution using the exact authorised source.
- Child action · 5 min. Child points/directs/speaks/signs one explanation: where this source places the school, or what this source says matters. An adult may scribe/read the child's agreed words with attribution.
- Notice · 3 min. Record the actual explanation/support and whether there was a freely agreeing listener. The source is not proof a listener understood; a private rehearsal is not public sharing.
- Return · 2 min. Invite one source-based follow-up or stop. No performance, volume, accent, neatness or cultural-identity criterion.
Audience scope: use only the audience agreed for this source/response. A classroom approval does not permit a public exhibition, social-media post or recording. A complete private response remains useful learning.
6. Return, check one detail and choose what comes next
Goal: revisit actual work and draw a small supported conclusion/question. S04/S05 conditional; no assumed growth or whole-description tick.
- Invite · 2 min. “Shall we return to something we actually made or said?” If no earlier response was kept, use a new encounter; do not invent an earlier sample.
- Encounter · 3 min. Reopen the approved source/version and optional genuine earlier response. Check that today's use remains in scope.
- Child action · 5 min. Child checks one detail, keeps/corrects their record, or chooses a new question. An unchanged response can be a deliberate choice; an adult correction is attributed.
- Notice · 3 min. Record what actually happened and help. Source-grounded recognition, question selection, child-generated question and independent explanation are different observations. Unfinished or unoffered components stay not yet observed.
- Return · 2 min. Choose a later local-source opportunity, another permitted account or an ordinary familiar-place task. Review any new source/use with the relevant school and authority process first.
Time-poor home option
No family source, identity disclosure or homework return is requested. If school/source scope allows a home recap, the educator supplies only the agreed ordinary prompt and exact source context: “Is there one question you would like to keep for school?” It can take under two minutes or be skipped. Without agreed home-sharing scope, offer the generic familiar-place game from the existing home bridges instead; that recap is not K04 content.