The Arts · ten new 12-minute blocks · two per art formYear 2 Subjects · T1 W3–4 · Teacher

Use clean learner cards, five-form workbench and staff evidence notes. The first fortnight already explored fold/open dance, a missing ticket drama, three-frame return media, sorting-cue pulse, and a tool-library label. These ten activities give new expressive problems linked loosely to directions and regrouping. Each has 2 min notice + 7 min make/try + 3 min show = 12 minutes. Choice of seated/standing/partner-directed movement, low/silent sound, offline media technology, no filming of learners, no compulsory performance or touch. Paper plans are useful but do not prove an unheard sound, unperformed movement or unused camera/editor. No First Nations cultural form, symbol, language or music is invented.

Day 11 — Dance: turn, travel, pause

Codes: AC9ADA2D01, AC9ADA2C01; AC9ADA2P01 only if shared. Setup: two large direction arrows and a clear space or tactile tabletop path.

1. Notice · 2 min: Ask how a short movement can show “begin, turn, pause” without words.
2. Make · 7 min: Learner chooses three movements/gestures and varies pathway or level safely; rehearses, then changes one element for clarity. A seated gesture phrase is a full route.
3. Show · 3 min: Invite informal share or private teacher view; learner names which movement signals the turn. Record what actually moved.

Access/home: Seated/standing/partner-directed or tabletop plan; home gesture phrase with optional adult audience. Limit: tabletop arrows alone are choreography planning, not performed dance.

Day 12 — Drama: two people hear one direction

Codes: AC9ADR2D01, AC9ADR2C01; AC9ADR2P01 if shared. Setup: original paper characters Ari and Mo and a note “Put the box by the table”; no real child role required.

1. Notice · 2 min: Ask what “by the table” leaves open in a fictional scene.
2. Make · 7 min: Learner uses voice, gesture, puppet or typed dialogue to enact two different plausible interpretations, then adds a precise direction without blaming either character.
3. Show · 3 min: Informally share or show privately; listener states what changed in the imagined situation.

Access/home: Puppets, AAC dialogue or adult reader; home paper characters. Limit: a written script alone is composition evidence, not shared drama.

Day 13 — Media Arts: crop and caption a paper model

Codes: AC9AMA2D01, AC9AMA2C01 only with actual school-approved offline media tool; paper storyboard is preparation. Setup: original paper square/circle, plain background, offline camera or slide editor on school device; no people or personal data in frame.

1. Notice · 2 min: Show the same two paper shapes with near/far framing; ask what a viewer notices first.
2. Make · 7 min: Learner captures or constructs two different crops, adds a short caption for an imaginary audience, and checks no person/name is visible. Paper frame substitute is allowed but labelled plan.
3. Show · 3 min: Compare what each frame/caption emphasises; record actual tool use if it occurred.

Access/home: Adult operates offline tool at child direction; enlarged/tactile paper frames; home paper crops with no upload. Limit: paper-only route is not evidence of media-technology use.

Day 14 — Music: a turn and a rest

Codes: AC9AMU2D01, AC9AMU2C01; AC9AMU2P01 if played/shared. Setup: four pulse boxes, soft tap surface or voice/hum option, consent to low volume.

1. Notice · 2 min: Demonstrate four evenly spaced pulses with one silent/rest pulse; ask how the gap changes a listener's expectation.
2. Make · 7 min: Learner selects a four-pulse pattern with one rest, performs softly or directs a partner's sound, listens, then moves the rest and compares.
3. Show · 3 min: Share a low-volume version or privately demonstrate; learner identifies the audible/silent position without equating louder with better.

Access/home: Tactile pulse boxes, visual beats, AAC choice, silent notation for planning; home soft tapping only if welcome. Limit: silent notation does not show listening/playing.

Day 15 — Visual Arts: three readable symbols

Codes: AC9AVA2D01, AC9AVA2C01; AC9AVA2P01 if shared. Setup: three blank destination cards (water, rest, materials) and thick pen/tactile line materials; these are original generic symbols, not cultural motifs.

1. Notice · 2 min: Ask how a symbol can differ by shape/line, not colour alone.
2. Make · 7 min: Learner experiments with two shapes for one destination, chooses three distinct symbols, then labels them in words for an imaginary route aid.
3. Show · 3 min: A new viewer matches symbols to labels; learner records one confusion and revises a line/shape.

Access/home: Raised line, collage, large marks, adult handling at direction; home scrap paper. Limit: a private plan is not informal sharing until another viewer actually sees it.

Day 16 — Dance: revise the pathway

Codes: AC9ADA2D01, AC9ADA2C01; AC9ADA2P01 only if shared. Setup: a safe clear route or tabletop guide plus two contrasting path marks, straight and curved.

1. Notice · 2 min: Ask how a straight versus curved pathway changes the feel of a short phrase.
2. Make · 7 min: Learner performs or directs a 3-part phrase on one path, then changes path or level while keeping the beginning gesture. Rehearse both safely.
3. Show · 3 min: Peer/teacher sees one or both versions; learner names the changed element and intended effect.

Access/home: Seated arms, wheelchair-accessible space only if checked, partner movement at direction; home tabletop as planning. Limit: no performance evidence without observable expressive movement.

Day 17 — Drama: repair a mistaken stock count in role

Codes: AC9ADR2D01, AC9ADR2C01; AC9ADR2P01 if shared. Setup: original fictional storekeepers Ari and Mo, paper groups of ten and one vague line “There are lots more now.”

1. Notice · 2 min: Ask how a character could react when a count seems to change after a ten-pack is opened.
2. Make · 7 min: Create a short scene: one character worries, the other explains the same amount, new grouping using gesture/prop/dialogue; roles may swap. Keep the count simple and check it.
3. Show · 3 min: Informal or private share; listener identifies the character's problem and how the scene resolved it.

Access/home: Puppets, AAC lines, adult reader, no compulsory public performance. Limit: maths correctness supports the prop, while dramatic situation/role is the Arts evidence.

Day 18 — Media Arts: two frames, one changed grouping

Codes: AC9AMA2D01, AC9AMA2C01; AC9AMA2P01 if shared. Setup: 1 paper ten-strip and 10 single paper squares, plain background, offline school-approved camera/slide editor; no learners filmed.

1. Notice · 2 min: Ask how two frames can show a change of grouping without implying the amount grew.
2. Make · 7 min: Learner creates before/after images or slides of 1 ten then 10 ones, adds labels and checks all pieces are visible. Paper-only two-frame plan is permitted but recorded separately.
3. Show · 3 min: Invite an informal small audience and ask what the two-frame sequence communicates; record actual tool/presentation use.

Access/home: Adult controls camera under learner direction; tactile pieces or text-frame plan; home paper only, no upload. Limit: no Media Arts technology/presentation claim from a paper storyboard alone.

Day 19 — Music: a four-pulse question and answer

Codes: AC9AMU2D01, AC9AMU2C01; AC9AMU2P01 if played/shared. Setup: eight pulse boxes, low-volume tap/voice choice, optional ear-rest area.

1. Notice · 2 min: Play a soft four-pulse “question” with a rest; ask what an answer could repeat or change.
2. Make · 7 min: Learner chooses a four-pulse response, practises after the call, changes one element (rest position or timbre), and listens for contrast.
3. Show · 3 min: Perform quietly in pair or privately; listener identifies repeat/change from actual sound.

Access/home: Visual/tactile pulse tokens, AAC sequence choices, partner sound at direction; home optional quiet performance. Limit: drawn pulse boxes alone are a composition plan, not listening/playing evidence.

Day 20 — Visual Arts: a route sign for a viewer

Codes: AC9AVA2D01, AC9AVA2C01; AC9AVA2P01 if shared. Setup: fresh blank route-sign card, original water/rest/materials symbols from Day 15 or new learner-made ones, high-contrast marks.

1. Notice · 2 min: Ask which element a viewer should notice first when seeking a rest place.
2. Make · 7 min: Learner arranges symbol, directional arrow and text label with a clear visual order; tries a second layout if first is crowded. No real school sign is installed.
3. Show · 3 min: A viewer points to the intended destination; learner records one interpretation and revises a visual choice if needed.

Access/home: Large tactile shapes, collage, spoken layout with adult scribe; home imaginary sign. Limit: a peer test is local evidence of readability, not universal accessibility certification.