# Year 10 Weeks 1–2 · practical access and extension menu

Choose with the learner and local support staff. Use observed barriers in **this task**, not a permanent “learning style” or diagnosis. Keep the target reasoning visible: identify evidence and limits, describe an association, interpret a model, or justify a conditional decision. Offer the same fiction and privacy boundaries to everyone. Document the route used so a teacher can tell what the learner reasoned independently. School adjustment plans and qualified specialist advice take priority.

| When this task is hard to access | Change the route before the lesson | Keep this evidence | Do not infer |
|---|---|---|---|
| Dense English source overwhelms reading or attention | Give one numbered paragraph or card at a time; preview the four questions **source / claim / support / limit**; offer exact adult reading or selectable text. On Day 4, move four sentence strips physically or in a simple document. | An exact phrase and an explanation of its effect, or a reordered caption with a reason. | Slow decoding or shorter written output means weak analysis. |
| The poem's implied voice is difficult to discuss immediately | Allow private rereading, then offer two lines for comparison. Ask “Who says *I* here?” and “What question appears at the end?” Give a silent annotation route before partner talk. | A claim about first-person voice tied to a poem line and a contrasting narrative phrase. | Hesitation in a group means no interpretation. |
| A graph is visually or physically inaccessible | Supply the ordered-pair list and labelled axes in text; offer large print, high contrast, raised grid or a partner moving marks only under the learner's directions. Ask the learner to dictate x/y placement and pattern. | Correct pairing, units, direction, approximate form and limitation. | Pen control, vision or spatial placement is identical to statistical reasoning. |
| Algebra steps compete with working memory | Keep a visible four-step strip: **name variable → write both rules → make equal/compare cap → substitute and interpret**. Provide one row at a time; permit a calculator after the equation is chosen. | The learner states which charge is once, which repeats, and what `(8, $880)` or a whole-month bound means. | A calculator or step card makes the mathematical decision invalid. |
| Social discussion is stressful or communication is non-speaking | Offer an individual think-and-submit route, partner chosen by the learner, text chat kept under school policy, or AAC/typed answer. Invite rather than require public speech. Allow a short pause after a question. | The same source quotation, computation or conditional recommendation, with a local transcript where needed. | Public speaking frequency equals understanding. |
| Sensory load or transitions interrupt work | Give the three-block day schedule in advance: English 25, maths 25, separate integrated 35. Keep the worksheet visually plain, show which card is current, and provide a quiet place for Day 5/10 checks under school policy. | Independent response to the same core prompt, with the timing or break adjustment noted. | Needing a predictable route is a lower target. |
| A learner returns after absence | Give the [student reading](term-1/weeks-01-02/english/STUDENT-READING.md), [data cards](term-1/weeks-01-02/mathematics/STUDENT-DATA.md) and one 10-minute catch-up: name source, one valid finding and one limit. Check prior knowledge before a Day 5/10 assessment; schedule it separately if needed. | A new independent explanation using an unseen route or plan after catch-up. | Missed practice is the same as an incorrect concept. |
| A learner is ready for further depth | Offer one of the eight [new transfer cards](term-1/weeks-01-02/mathematics/TRANSFER-CARDS.md), an alternative caption for a different audience, a counterexample to “always”, or an account of why same applied push does not automatically mean same net force. Use the [teacher key](term-1/weeks-01-02/mathematics/TRANSFER-KEY.md) only after independent work. | More precise assumptions, explicit comparison conditions, and a justified revision of a model or claim. | Fast arithmetic alone proves full Year 10 achievement. |

**Four-minute teacher preparation:** choose two access routes before class; keep the learner and teacher packets apart; place one alternative prompt beside the main task; decide which two or three learners to observe closely today. At exit, record `exact evidence | access route | independent/prompted/not yet observed | next move`. A whole-class quick response is useful, but it does not replace individual evidence. The [assessment keys](term-1/weeks-01-02/english/ASSESSMENT.md) and [maths checks](term-1/weeks-01-02/mathematics/ASSESSMENT.md) provide new recheck tasks for a later lesson.

The [ACARA student-diversity guidance](https://www.australiancurriculum.edu.au/student-diversity/students-with-disability) supports flexible access routes. This menu is original implementation guidance, not a diagnosis, an individual adjustment plan or evidence that any specific accommodation suits every learner. No unreviewed translation or invented First Nations language text is supplied.

**Reuse:** Original SubjectNest adaptation guidance © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit source/licence and mark changes.