# Year 5 supplementary menu · Term 1 Weeks 3–4 · Days 11–20

Ten days of **optional 12-minute blocks** for [Science](SCIENCE.md), [HASS](HASS.md), [Health and Physical Education](HPE.md), [Technologies](TECHNOLOGIES.md) and [The Arts](ARTS.md). A teacher can choose one block that fits the day, or run more with a realistic timetable. The Arts rotates two days each through Dance, Drama, Media Arts, Music and Visual Arts. [One swap-in context per block](ALTERNATIVE-CONTEXTS.md) adds 50 ways to adapt without changing the target concept. These blocks supplement the main English and mathematics sequence; they do not replace full subject teaching or a state/territory scope and sequence.

## Run one block today

1. Select Day 11–20 and a subject menu above. Check the kit, environment and school policy; prepare the paper/objects in advance. All blocks follow **0–2, 2–4, 4–10, 10–12 minutes**.
2. Give learners [clean prompts and route choices](LEARNER-COPY.md). Use [four A4 aids](print/TEXT-ALTERNATIVES.md) and the optional [original beat cue](audio/four-beat-demo.wav) with [text alternative](audio/TEXT-ALTERNATIVE.md) as printable [SVG/PDF](print/inquiry-mat.pdf) or as plain text/tactile cards. Offer writing, speaking, cards, movement or supported tools where they genuinely express the same subject idea.
3. On Day 15 or 20, give only the chosen subject’s [fresh learner check](ASSESSMENT.md). Keep the [staff key and next teaching moves](TEACHER-KEY.md) private. A scribe can record a learner’s words. Note the access route and what was actually observed.
4. Use [the exact curriculum crosswalk](CURRICULUM-CROSSWALK.md) and [source/rights ledger](SOURCE-AND-RIGHTS.md) for planning or reporting. The [desk run-through](QA-RUN-THROUGH.md) documents usability and current limits. Run the [local verifier](verify_pack.py) after editing.

## Choice without stereotyping

Three routes appear in every daily block. They are **temporary access choices**, not labels or fixed “learning styles.” A learner may switch routes mid-block. Give short written and spoken directions; show a model once; allow processing time and a quiet/private response; make breaks, ear comfort and predictable starts available. Do not force eye contact, disclosure, touch, performance to a large audience, or a home device. For some outcomes, the access route changes the evidence: a plan may show reasoning, while an actual observed movement, performance, artefact or running program is needed for a doing claim. The staff card records this distinction without penalising the learner.

## Safety and scope

All cases are fictional unless a source is named. Adult/teacher handles water, torches and shared devices as appropriate; no glass, heat, open flames, traffic entry, waterway visit, public upload or live account is needed. Follow school safeguarding, privacy, accessibility and local curriculum policies. The learning area levels differ: Science/HASS descriptions are **Year 5**; HPE, Technologies and The Arts descriptions are the official **Years 5 and 6 band**. This is one short optional slice of those descriptions, not full coverage. No translation or First Nations language/community content is claimed.