# Find-and-Care Place Play · ten 25-minute HASS starts

Each start stays **3 + 4 + 5 + 7 + 4 + 2 = 25 minutes**. P is the complete imagined Paper Learning Place route using [A–E](MATERIALS.md). R is the optional actual familiar-place route inside Days **1–4, 6 and 9**, after the [short shared-source setup](ACTUAL-PLACE-PATHWAY.md). 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](LOCAL-SOURCE-INSERT.md).

Use the [three switchable routes](LEARNER-CARDS.md), 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](../../../term-1/week-01-classroom-detectives.md) and [Week 2](../../../term-1/week-02-signs-and-stories.md) 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](ACTUAL-PLACE-PATHWAY.md#k03-components--dont-turn-belonging-into-an-interview); 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](ACTUAL-PLACE-PATHWAY.md#k03-components--dont-turn-belonging-into-an-interview).

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](ACTUAL-PLACE-PATHWAY.md#k03-components--dont-turn-belonging-into-an-interview).

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](ACTUAL-PLACE-PATHWAY.md#k03-components--dont-turn-belonging-into-an-interview).

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](STUDENT-CHECKS.md) and [fresh source sheet](print/check-a-fresh-place.pdf). 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](teacher/KEY-AND-NEXT.md) after first responses.
6. **Close · 2 min.** Give one next move, then offer Day 5 [after-check practice](LEARNER-CARDS.md) 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](ACTUAL-PLACE-PATHWAY.md#k03-components--dont-turn-belonging-into-an-interview).

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](print/sign-making-timeline.pdf), [record mat](print/picture-record-mat.pdf).

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](print/fictional-views-and-care-cards.pdf), [Source D signs](print/original-sign-bank.pdf), [source/conclusion mat](print/source-and-conclusion-mat.pdf).

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](ACTUAL-PLACE-PATHWAY.md#k03-components--dont-turn-belonging-into-an-interview).

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](STUDENT-CHECKS.md), [new pavilion source](print/check-b-fresh-signs.pdf). 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](teacher/KEY-AND-NEXT.md) after first responses.
6. **Close · 2 min.** Give a precise next move based on a source action. Use Day 10 [after-check practice](LEARNER-CARDS.md) with different labels; keep K01/K02/K04 on the local-source hold.

The [desk run-through](RUN-THROUGH.md) 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.