# Year 1 supplementary fortnight · Science, HASS, HPE and The Arts

Forty optional, standalone **12-minute** teaching blocks for Weeks 1–2: ten per subject. Each block has a 2-minute notice, 7-minute try and 3-minute show; a learner card, separate teacher check, and a next teaching move. Start with the relevant [teacher sequence](science/TEACHER.md), [HASS sequence](hass/TEACHER.md), [HPE sequence](hpe/TEACHER.md), or [Arts sequence](arts/TEACHER.md). Hand out only that subject's `LEARNER.md` cards or a blank [print aid](print/TEXT-ALTERNATIVES.md). Keep `ASSESSMENT.md` teacher-side. Print aids are available as [Science](print/science-aid.pdf), [HASS](print/hass-aid.pdf), [HPE](print/hpe-aid.pdf) and [Arts](print/arts-aid.pdf) PDFs or matching accessible SVG files.

Every day can be run with paper and adult read-aloud; every day also has a home variant without purchase or personal disclosure. Response routes include speech, drawing, pointing, gesture, sign, AAC, typing and child-directed adult recording. Check each learner's access plan and invite a private response. Teachers may use a day individually, but preserve the source label: **invented** teaching scenario, actual approved observation, or local source. The 12-minute blocks are additions to a broader program, not a full subject allocation.

The [crosswalk](CURRICULUM-CROSSWALK.md) uses exact Australian Curriculum v9 codes and source wording from the pinned ACARA import. Year 1 Science and HASS have Year 1 descriptions; HPE and all five Arts subjects use the official **Years 1 and 2** band. Alignment is partial: practising a description once does not establish achievement. Local state/territory requirements and school scope/sequence still need mapping. This pack does not cover all Year 1 or replace Foundation/Prep transition planning. See the [source, rights and review ledger](SOURCES-AND-REVIEW.md), [teacher/student/funder run-through](RUN-THROUGH.md), and [manifest](MANIFEST.sha256).

Safety and dignity are part of the routine: supervise any real outdoor activity; avoid looking at the Sun, handling wildlife, tasting plants, recording child media or requesting household disclosures. Do not use invented scenarios as evidence of real families, places, First Nations histories, languages or cultural practice. Check local First Nations authority and ICIP before adding cultural material. Translation, state overlays, educator classroom trial and family testing are still pending.

The lesson wording, cards and vector drawings were newly authored for SubjectNest and are offered under **CC BY 4.0** with credit and change marking. The print generator is **Apache-2.0**; embedded DejaVu font rights are separate. ACARA wording and attribution follow the official source's terms; ACARA does not endorse this product.