Find-and-Care Place Play · ten 25-minute HASS startsFoundation HASS · T1 W1–2 · Lesson sequence

Each start stays 3 + 4 + 5 + 7 + 4 + 2 = 25 minutes. P is the complete imagined Paper Learning Place route using A–E. R is the optional actual familiar-place route inside Days 1–4, 6 and 9, after the short shared-source setup. Reuse one actual view/sketch, one short particular-person account and local care procedure. Children choose one useful job first; source/date/scope/help notes are teacher work. K03 is partial/conditional by component, not whole-code/year attainment; no actual outcomes collected in authoring. K01/K02/K04 remain held.

Use the three switchable routes, broad/no-print/oral/director choices, and one source phrase/question at a time. A child can choose P, private/pause/pass without a home contribution or emotional belonging interview. Sample a few responses under the school's actual supervision/access plan; unfinished parts can continue later with extra time/support noted honestly. Days 5/10 sources and first responses remain fresh: read one relevant part neutrally, capture it, then continue or stop before feedback/key. Do not substitute actual-place material for those new fictional sources. Integrated Week 1 and Week 2 are read-only references; their longer timings are not claimed inside this clock.

Week 1 · Day 1 · Choose a feature and ask

Target/codes: identify a source-backed actual or imagined place feature and pose one question; AC9HSFK03, AC9HSFS01.

R opportunity: actual feature identification; familiarity/belonging needs its separate basis. See component decisions; no whole K03 outcome.

1. Choose/play · 3 min. Offer actual R feature cue or P map. “Which shall we find?” R only after setup/current choice; a child can keep a response private or pass.

2. Match/look · 4 min. Child first points/matches/directs one cue. P: STORY MAT on A. R: chosen actual feature from the fixed safe view or authorised equivalent. Read only matching source words; no walk required.

3. Model · 5 min. P: ask “Where is STORY MAT on this map?” R: demonstrate one small question about the actual supplied feature, separating a viewed feature from an attributed account. Adult model is help, not independent child evidence.

4. Make/direct · 7 min. Child chooses one source-visible feature and asks one small question: “What is here?” or their own. P fixed map; R actual source/view. Broad mark, sign/AAC, oral or directing adult all work; no school/home plan is required.

5. Check/respond · 4 min. Ask “Which part helps us?” Capture one actual source-linked feature/question and help before feedback. R cue matching alone is not familiarity/belonging proof; note its separate basis where available.

6. Exit · 2 min. Keep one cue/question or return/close it. “What shall we find next?” A question without an available answer stays open, not a failed curiosity task.

Next move: reuse one source kit, choose one small missing aspect next sitting and record actual extra time/help. No additional home return or private disclosure is needed.

Week 1 · Day 2 · Put a landmark where it belongs

Target/codes: sort and record pictorial locations from the actual or imagined source; AC9HSFK03, AC9HSFS02.

R opportunity: actual feature and pictorial location; a map match alone does not establish familiarity/belonging. See component decisions.

1. Choose/play · 3 min. Offer broad sketch/model or oral/director equivalent. “Where shall this piece go?” Keep source/view orientation fixed. P A or approved R; no actual safe-route claim.

2. Place/look · 4 min. Child first moves/directs one landmark cue. P: MAKER TABLE at centre; R: one actual landmark on the prepared sketch/model, with the actual feature/source available to check.

3. Model · 5 min. P: show WATER POINT bottom-right from A. R: show how the broad source cue and viewed feature match, using agreed source description if not directly seen. Do not invent a relative location.

4. Make/direct · 7 min. Record one R location now and a second if ready; P records MAKER TABLE/WATER POINT. Child may point/direct large pieces, draw, use a table model or speak/sign/AAC with a directed pictorial record. No copying a full room grid.

5. Check/respond · 4 min. Ask “Does this piece match what we saw?” Record exact placement/source/help and unfinished parts. A spoken name without a pictorial location record is not automatically a map task. No map score becomes belonging.

6. Exit · 2 min. Keep one useful map/model match. “Shall we add another later?” Preserve current view/date in the teacher note; later time is a separate sitting.

Next move: reuse one source kit, choose one small missing aspect next sitting and record actual extra time/help. No additional home return or private disclosure is needed.

Week 1 · Day 3 · Give a place reason its speaker

Target/codes: identify a feature and share an attributed place perspective; AC9HSFK03, AC9HSFS03.

R opportunity: why this actual feature matters to the particular source person, if a reason is supplied and shared. See component decisions.

1. Choose/play · 3 min. Offer large speaker and feature cues. “Who shall we hear?” P fictional Pip/Ren or R actual willing person account. No child must name an own favourite or explain a private need.

2. Pair/look · 4 min. Child first pairs/directs a speaker cue with the account-named feature while hearing one exact short reason. P: Pip REST SEAT; R: actual particular-person words/source/date, kept at permitted scope.

3. Model · 5 min. P: Pip book reason differs from Ren paper-design reason. R: “This person says it matters to them because…” Use only the actual account; a care sentence alone is not a supplied specialness reason.

4. Make/direct · 7 min. P match both stated reasons; R tell/sign/point/direct one attributed source reason and its feature. A child may offer an own bounded view if wanted, keep it private, or ask to hear the account again. No class vote or required emotional interview.

5. Check/respond · 4 min. Ask “Whose reason is this?” Capture actual attributed perspective/help. Other people and the child do not automatically share that reason. If no perspective is communicated, leave S03 unobserved rather than count cue naming alone.

6. Exit · 2 min. Keep one source-linked reason or close it. “Which part would you hear again?” Missing reason/account can be a later opportunity or P now.

Next move: reuse one source kit, choose one small missing aspect next sitting and record actual extra time/help. No additional home return or private disclosure is needed.

Week 1 · Day 4 · Choose one way to care

Target/codes: draw a source-supported care conclusion and share it using place terms; AC9HSFK03, AC9HSFS04, AC9HSFS05.

R opportunity: how the actual place can be looked after; a suitable explanation need not be performed. See component decisions.

1. Choose/play · 3 min. Offer one broad care cue or exact oral choice. “How could we look after it?” P Source C; R current local procedure/account. Children never handle a hazard or move furniture.

2. Show/look · 4 min. Child first chooses/directs a suitable care idea. P tell an adult about the story sign; R one source-supported ordinary care step, heard exactly. Choosing an idea is not a completed act.

3. Model · 5 min. P: adult returns sign visibly in the fiction. R: give only the actual sourced care explanation. Understanding a suitable possible step can count without doing it or showing a benefit.

4. Make/direct · 7 min. Tell/show/draw/direct one care explanation for the named feature. If current school procedure allows and child chooses, an ordinary return action may follow; otherwise explanation/tabletop cue is the complete job. No action or impact test is required.

5. Check/respond · 4 min. Ask “What could we do, and why?” Capture source-supported conclusion/terms/help. R explanation, any actual chosen action and any actually observed effect are separate. P remains imagined-place concept learning, not a real incident.

6. Exit · 2 min. Keep one care cue/line. “Which part shall we remember?” A private/paused response is not an error; no whole K03 score.

Next move: reuse one source kit, choose one small missing aspect next sitting and record actual extra time/help. No additional home return or private disclosure is needed.

Week 1 · Day 5 · Fresh place-source check

Target/codes: on a new paper room, record one pictorial location, attribute two views, and draw a limited care conclusion from a source; AC9HSFK03, AC9HSFS02, AC9HSFS03, AC9HSFS04, AC9HSFS05. Prepare: unseen Check A and fresh source sheet. Do not rehearse its labels, arrangement or voices.

1. Welcome · 3 min. Explain this is a new paper story to decide what to teach next, not a judgment of a real family's place or a race.
2. Access · 4 min. Show/describe the whole new map and two source cards neutrally. Offer AAC, pointing, child-directed movement or a linear/tactile map without leading the answer.
3. First location · 5 min. Child records the requested place from the new map, showing which printed label/cell supports it. Save the first child-controlled record.
4. Independent route · 7 min. Check A A/B/C all attribute the two new speaker reasons and choose a safe, source-bounded care conclusion. Do not supply speaker names as cues.
5. Boundary · 4 min. Ask “Whose card says that?” and “Which part was your suggestion?” Record content help separately; read the public teacher key after first responses.
6. Close · 2 min. Give one next move, then offer Day 5 after-check practice with different places and voices.

Week 2 · Day 6 · Match a useful place cue

Target/codes: pose a place-cue question and share a sourced observation of its intended job; AC9HSFK03, AC9HSFS01, AC9HSFS05.

R opportunity: actual place feature/cue and question; no sign-effect or belonging inference. See component decisions.

1. Choose/play · 3 min. Offer a plain broad cue and source feature. “Which cue fits here?” P A/D or approved R. No official safety/access sign, hazard symbol or real navigation is changed.

2. Match/look · 4 min. Child first matches/directs one cue to its actual or imagined source feature. P: BOOK/STORY MAT; R: actual feature cue/source from the shared kit, not an invented visitor line.

3. Model · 5 min. P read D exact visitor line and intended sign job. R describe the cue's intended place/care job from the chosen feature/account. A matching cue does not prove a visitor used or understood it.

4. Make/direct · 7 min. Ask one useful question and tell/sign/AAC/direct a short sourced place observation. A cue can stay beside the source/tabletop. “What would you like to find out?” No viewer test or public speech required.

5. Check/respond · 4 min. Capture question, source-linked place term and help. Distinguish actual source match from any real viewer response; do not infer universal readability/access. A question selected from choices is not independently generated.

6. Exit · 2 min. Keep one cue/question or return it. “What does this cue show?” A useful small observation need not end in a recital of evidence limits.

Next move: reuse one source kit, choose one small missing aspect next sitting and record actual extra time/help. No additional home return or private disclosure is needed.

Week 2 · Day 7 · Put the sign-making pictures in order

Target/codes: sort/record a three-picture timeline and share a narrative using before, next, after from the printed source; AC9HSFS02, AC9HSFS05. Prepare: Source E timeline, record mat.

1. Welcome · 3 min. Name this as a made-up sign-making sequence, not a historical event at a real school.
2. Read · 4 min. Show blank board, symbol/words added, and sign beside STORY MAT as three source frames. Read every label.
3. Model · 5 min. Place blank board under BEFORE, then pause. Explain that a finished sign cannot be placed before it exists in these pictures.
4. Independent route · 7 min. Day 7 A/B/C order the remaining cards and retell all three from the source, using broad pictures, drawn boxes or child-directed adult placement.
5. Evidence check · 4 min. Swap frames 2 and 3 on a spare copy. Ask which picture shows the mark being added and repair from visible details.
6. Exit · 2 min. Keep a source-linked before/next/after record. If only the first and last are named, revisit the middle source picture with a new case.

Week 2 · Day 8 · A voice card is not a sign test

Target/codes: distinguish source statements, possible perspectives and an evidence-limited conclusion about signs/places; AC9HSFS03, AC9HSFS04, AC9HSFS05. Prepare: Pip/Ren cards, Source D signs, source/conclusion mat.

1. Welcome · 3 min. Tell children the two voice cards and four signs are fictional paper sources; no real peer is being assessed or represented.
2. Read · 4 min. Revisit Pip's REST SEAT and Ren's MAKER TABLE reasons. Show the corresponding two signs without claiming either person saw them.
3. Model · 5 min. Separate “Ren says the table matters for designs” from “a MAKER TABLE sign might be useful to someone seeking it.” One is a quoted view; the other is a tentative inference.
4. Independent route · 7 min. Day 8 A/B/C attribute one speaker's view, pick a matching sign and state one conclusion with might/intended/unknown, citing the card or label.
5. Boundary check · 4 min. Ask “Did Pip or Ren actually test this sign?” No source says so. Record sign effectiveness as unknown.
6. Exit · 2 min. Keep the child's source and inference separately. If the distinction blurs, next use a fresh two-column “says / might” example.

Week 2 · Day 9 · Make one place or care cue

Target/codes: ask a source-based question and make/share a plain cue for a chosen actual or imagined feature; AC9HSFK03, AC9HSFS01, AC9HSFS05.

R opportunity: actual feature and source-linked reason or care explanation where supplied; cue making alone is not a knowledge outcome. See component decisions.

1. Choose/play · 3 min. Child chooses feature and broad piece. “What shall it show?” P A or R permitted actual feature. Use ordinary paper or the optional place play card; no personal location required.

2. Try/look · 4 min. Child first places/directs a plain mark by the chosen source feature. P: source-labelled paper place; R: actual feature sketch/view and its permitted account/procedure. Keep the HASS feature/meaning/care job central.

3. Model · 5 min. Show an unrelated plain cue and one source-linked place sentence. P uses imaginary visitor intent; R uses actual particular-person reason or care explanation if supplied. Adult model is attributed.

4. Make/direct · 7 min. Child makes/directs one large cue, asks one useful question and explains its source-linked place/care job. In R place/use it only under the actual agreed procedure/audience; if placement is not agreed, keeping it beside the tabletop/source is enough.

5. Check/respond · 4 min. Ask “Which feature is it for? Who tells us its job?” Capture child-controlled cue, question, place/source words and help. Actual cue making today is not earlier history, visitor understanding or a measured place benefit.

6. Exit · 2 min. Choose keep, revise, return, private or pause. “What would you try next?” One cue is a bounded sample; unfinished work can continue later.

Next move: reuse one source kit, choose one small missing aspect next sitting and record actual extra time/help. No additional home return or private disclosure is needed.

Week 2 · Day 10 · Fresh sign-and-source check

Target/codes: pose an answerable question, record a new pictorial map/timeline, attribute a visitor statement, draw a narrow conclusion and share a source-linked narrative; AC9HSFK03, AC9HSFS01, AC9HSFS02, AC9HSFS03, AC9HSFS04, AC9HSFS05. Prepare: unseen Check B, new pavilion source. Do not rehearse its labels/layout/sequence.

1. Welcome · 3 min. Explain the new fictional source helps select the next HASS lesson; it is not a real place, safety sign, family story or secure exam.
2. Access · 4 min. Present whole new map, visitor line and three picture sequence. Offer neutral read-aloud/linear/tactile route; no answer gesture.
3. First map/question · 5 min. Child locates the requested labelled place and poses one question answerable from this map or sequence. Keep first map record and question.
4. Independent route · 7 min. Check B A/B/C order the three new sign frames and retell before/next/after, then attribute what the fictional visitor says and describe what the sign is intended to do.
5. Boundary · 4 min. Ask “What does the source show? What remains unknown?” Record content cue separately; read public teacher key after first responses.
6. Close · 2 min. Give a precise next move based on a source action. Use Day 10 after-check practice with different labels; keep K01/K02/K04 on the local-source hold.

The desk run-through records author simulations only. An educator should check local Prep implementation, actual safety/access, privacy and approved Country/Place sources before any real-place extension.