# Year 9 optional five-area fortnight · Term 1 Weeks 3–4 · Days 11–20

This pack provides **50 distinct 12-minute blocks**: ten each in [Science](SCIENCE.md), [HASS](HASS.md), [HPE](HPE.md), [Technologies](TECHNOLOGIES.md) and [The Arts](ARTS.md). Arts rotates through Dance, Drama, Media Arts, Music and Visual Arts twice each. HASS samples Geography, History inquiry, Civics and Economics; Technologies samples Digital and Design and Technologies. [Fifty further context swaps](ALTERNATIVE-CONTEXTS.md) add life-domain variety. This is optional supplementary material, **not** a complete timetable, curriculum or state/territory sequence. The Year 9 English, maths and integrated inquiry packs provide separate longer sessions.

## Run one block

1. Select the day's area and read its teacher block. Each uses **0–2 introduce, 2–4 predict, 4–10 make/reason, 10–12 check**. Prepare only ordinary paper/card materials unless school rules approve more. Source status and safe participation conditions are stated in each block.
2. Give the [clean learner cards](LEARNER-COPY.md). The three switchable routes in each teacher block include paper/tactile, text/mark and speech/AAC or direction, with specific variants. Choice is flexible and does not assign fixed “learning styles”. A movement or arts plan is logged as planning unless performance was actually observed.
3. Use six original A4 aids: [Science inquiry](print/science-inquiry.pdf), [HASS source grid](print/hass-source-grid.pdf), [HPE participation](print/hpe-participation.pdf), [Technology decision](print/technology-decision.pdf), [Arts process](print/arts-process.pdf), and [eight-count music score](print/eight-count-score.pdf). Every label and spatial relation has a [full text/tactile version](print/TEXT-ALTERNATIVES.md). Music has an optional [original quiet pulse](audio/folded-pulse.wav) with [silent/tactile score](audio/TEXT-ALTERNATIVE.md). Digital Technologies has a runnable [offline toy logic lab](code/README.md) and a paper equivalent.
4. On Days 15/20 use the chosen area's [new-case formative prompt](ASSESSMENT.md), then the [teacher-facing worked key](teacher/ANSWER-AND-NEXT.md) for feedback and next moves. **Both are publicly accessible.** They are new relative to earlier lessons, not secure or validated exams. Use a locally unseen parallel case when prior access matters; record neutral access support and content hints separately.
5. Consult the [exact pinned ACARA v9 crosswalk](CURRICULUM-CROSSWALK.md), [fact/rights ledger](SOURCE-AND-RIGHTS.md), [desk review](QA-RUN-THROUGH.md) and [SHA-256 receipt](MANIFEST.sha256). The crosswalk is a selected **partial** encounter with Year 9 or Years 9 and 10 band content descriptions. From this pack's folder, run `python3 print/generate_print.py --write` after changing a print design, `python3 make_audio.py` after changing the pulse, then `python3 verify_pack.py --write-crosswalk --write-manifest` to refresh the crosswalk and receipt. Run `python3 verify_pack.py` again for the read-only check.

## Limits of the evidence

The constructed cases are explicitly fictional; no real school, student, historical document, travel service, public vote, health result, product performance or media audience is described. The original hands-on/audio/code materials are supplementary **routes**, not claims of equal outcomes across modalities. Only the national curriculum workbook and cited primary sources support factual principles. A local educator must review current state/territory syllabus, timing, accessibility, safeguarding, equipment and privacy before use. There has been **no classroom pilot, user study, impact measure, translation validation, First Nations/community review or state sign-off**. No language or cultural knowledge has been invented.

Original SubjectNest teaching words, SVG/PDF/audio and fictional cases © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Generator and offline code are [MIT](CODE-LICENSE.txt). ACARA, external references and DejaVu font retain separate terms.