# Year 7 supplementary menu · Term 1 Weeks 3–4 · Days 11–20

Five optional subject menus with **ten distinct 12-minute blocks each**: [Science](SCIENCE.md), [HASS](HASS.md), [Health and Physical Education](HPE.md), [Technologies](TECHNOLOGIES.md), and [The Arts](ARTS.md). HASS samples Geography, History, Civics and Economics; The Arts offers two days each of Dance, Drama, Media Arts, Music and Visual Arts. [Fifty swap-in contexts](ALTERNATIVE-CONTEXTS.md) give another example for every block. This supplements English, mathematics and the opening integrated work; it does **not** represent a complete weekly subject allocation or full Year 7 scope.

## Use a block today

1. Pick the day and one menu, check school equipment/access policy and prepare the ordinary kit. Each block has **0–2, 2–4, 4–10 and 10–12 minute** stages, a response move and an optional no-cost home invitation. If setup or access needs more time, extend rather than hurry the learner.
2. Give the [clean learner prompts](LEARNER-COPY.md). Use one of the [six original A4 print aids](print/TEXT-ALTERNATIVES.md) as SVG/PDF or plain text/tactile cards. Music has an optional [original layered cue](audio/layered-eight-beat.wav) with [text/tactile equivalent](audio/TEXT-ALTERNATIVE.md). Digital Technologies has an [offline Python starter](code/route_choice.py) requiring only a school-approved local runtime, with no account, network or personal data.
3. Give the chosen subject’s [fresh Day 15/20 check](ASSESSMENT.md). Keep [staff answers and next moves](TEACHER-KEY.md) private. Record what actually happened on the [observation card](print/observation-card.pdf): a paper plan can show reasoning; it does not prove participation, making, performance, filtration or running code.
4. Consult [exact official curriculum rows](CURRICULUM-CROSSWALK.md), [source/rights ledger](SOURCE-AND-RIGHTS.md) and [desk review](QA-RUN-THROUGH.md) before local adaptation. Run the [pack verifier](verify_pack.py) after editing.

## Choice without fixed learner labels

Each day offers at least three routes: practical, visual/tactile and spoken/written/AAC as appropriate. Learners can switch routes. Provide short predictable instructions, reading/sensory adjustments, processing time, accessible tools and a private willing audience. Do not treat these as fixed “learning styles.” The route affects *which evidence exists*: a directing role may show design or leadership reasoning, while a movement code needs observed movement; a score may show composition, while performance needs heard sound. Never infer a disability or home resources from a route.

## Truth and safety boundary

All unnamed datasets, maps, source snippets, people, businesses, prices and organisms are fictional practice material. Follow school lab, movement, device, privacy and safeguarding procedures. No tasting filtrate, unknown materials, heritage objects, mains electricity, unsafe ramps, child image upload or real password. The [source ledger](SOURCE-AND-RIGHTS.md) identifies official facts and what they support. Science and HASS are **Year 7** content descriptions; HPE, Technologies and The Arts use the **Years 7 and 8** band. Links are partial or conditional, not year-level completion. State/territory compliance, First Nations cultural content, local Country/Place permissions, translations and classroom effectiveness are not claimed.