# Year 2 supplementary Weeks 3–4 · four learning areas

**Forty optional 12-minute blocks, new for Days 11–20:** ten Science, ten HASS, ten Health and Physical Education, and ten Arts blocks (two each in Dance, Drama, Media Arts, Music and Visual Arts). They extend [Weeks 1–2](../weeks-01-02/README.md) and loosely connect with Year 2's direction/renaming themes. They can fill short teaching slots; they do not replace a full subject timetable, local syllabus or professional judgement.

| Area | Teacher scripts | Clean learner prompts | Staff evidence and next moves | Original A4 aid |
| --- | --- | --- | --- | --- |
| Science: sky/shadow patterns and models | [Teacher](science/TEACHER.md) | [Learner](science/LEARNER.md) | [Assessment](science/ASSESSMENT.md) | [PDF](print/science-sky.pdf) · [text](print/TEXT-ALTERNATIVES.md#science-sky-aid) |
| HASS: map-source questions and a documented stock-tracking change | [Teacher](hass/TEACHER.md) | [Learner](hass/LEARNER.md) | [Assessment](hass/ASSESSMENT.md) | [PDF](print/hass-source.pdf) · [text](print/TEXT-ALTERNATIVES.md#hass-source-aid) |
| HPE: message purpose and inclusive cooperative movement | [Teacher](hpe/TEACHER.md) | [Learner](hpe/LEARNER.md) | [Assessment](hpe/ASSESSMENT.md) | [PDF](print/hpe-choice.pdf) · [text](print/TEXT-ALTERNATIVES.md#hpe-choice-aid) |
| The Arts: five distinct art forms | [Teacher](arts/TEACHER.md) | [Learner](arts/LEARNER.md) | [Assessment](arts/ASSESSMENT.md) | [PDF](print/arts-workbench.pdf) · [text](print/TEXT-ALTERNATIVES.md#arts-workbench-aid) |

**Run one block:** Read its setup and evidence boundary, provide only the learner card and blank aid, then use **2 minutes notice, 7 minutes try/make, 3 minutes show**. Read text aloud or use tactile/AAC alternatives. Staff record what was actually seen and the next move; a completed paper card does not stand in for sound, movement, media-tool use or an actual sky observation. Three timed moves do not imply a child must be quick: pause, finish later or use an equivalent response route.

**Source distinction:** Science's numbered shadow record is explicitly **invented practice data**; a real observation needs date, place, same object and safe procedure. HASS's Museums Victoria barcode-history summary is a sourced fact about **that museum**, while the store and route scenarios are imaginary. Geoscience Australia offers reference maps; a local-to-regional-to-state claim requires a school-approved local map and source note. The Australian Government movement fact sheet is a public message for investigation, not an individual medical prescription. All cultural/local content requires local authority; no First Nations language, place significance or art is invented.

**Safety, privacy and access:** Never look directly at the Sun; use adult-led shadow observation or indoor model data. No near-ear sounds, filming/uploading children, compulsory touch, racing, disclosure of personal health, household, address or access needs. Check school policy and actual clear space before movement. Use fictional maps/materials at home. Children may respond with speech, writing, pointing, tactile models, movement by choice, AAC or a partner moving at their direction. Actual performance evidence is recorded only for actions observed.

[Exact ACARA v9 crosswalk](CURRICULUM-CROSSWALK.md) · [sources/rights and review](SOURCES-AND-REVIEW.md) · [teacher/student/funder run-through](RUN-THROUGH.md) · [read-only verifier](verify_pack.py) · [hash manifest](MANIFEST.sha256). Codes link to Year 2 Science/HASS or the official **Years 1 and 2** HPE/Arts band and are partial, not mastery claims.

Original lesson words, fictional data, printable vectors and text © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); credit, link and note changes. ACARA, NASA, Geoscience Australia, Museums Victoria and Australian Government sources retain their own terms and attribution. Code and font rights are in the ledger.