Stage: first year of school in Australia. The national Australian Curriculum calls it Foundation; Queensland calls the school year Prep. Queensland kindergarten is the preceding early-years program and needs its own QKLG 2024 / EYLF v2.0 pathway. State and territory syllabuses, names and implementation dates must be checked before a school uses any national mapping as a local requirement.
Current status: authored development material, not independently educator-reviewed, child-tested or classroom piloted. This folder is growing toward a complete year. Do not describe it as a complete course until every week, subject, assessment, access route and local overlay has passed review.
Start here as a teacher
- Read the week guide, then select the English and mathematics daily lessons in their subject folders. The integrated week guide gives the rest of each day and the practical preparation.
- Check your school calendar, student safety policy, approved local curriculum version and any individual adjustments with the people responsible for them.
- Read the look and listen for note in each lesson. Record the child's idea or action and whether support was needed; do not turn one observation into a fixed ability label.
- Use the named access routes as options available to everyone. The adaptation playbook gives concrete ways to change format, context and response while keeping the learning goal. Ask the learner and family what works, and adapt with relevant specialists where needed.
- Keep pupil work locally according to your school policy. No personal learner data belongs in this repository.
Curriculum, evidence and rights
- National source: Australian Curriculum Version 9.0, official downloads. The local source snapshot is
data/frameworks/acara-v9.json, imported from ACARA's workbook on 29 September 2026, original workbook SHA-256db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. A content code in a lesson means that the activity supports part of that description; it does not certify full achievement. - ACARA's copyright and reuse terms cover core curriculum text under stated terms and exclude or separately govern some resources and third-party material. ACARA has not endorsed SubjectNest.
- Original lesson wording and learner materials in this folder are © NeuroForgeIO Pty Ltd 2026 and licensed under Creative Commons Attribution 4.0 International (CC BY 4.0). You may copy, adapt and use them commercially. Credit “SubjectNest by NeuroForgeIO Pty Ltd”, link the source and licence, and indicate changes. ACARA wording and other third-party or community-held material are outside this grant and retain their own terms. Each outside asset needs its own rights record.
- Instructional choices draw on AERO's early literacy, early numeracy, explicit teaching, and monitoring progress guidance. These are guidance sources, not evidence that this particular pack has improved learning.
- ACARA's disability guidance calls for individual adjustment and consultation. EAL/D guidance calls for both curriculum access and explicit English-language support while valuing first languages. Offer representation and response choices without assigning a learner a fixed “learning style.”
- A translation is a draft until a qualified human reviewer checks the exact locale, classroom meaning, source version and read-aloud quality. Never replace a child's home language with an assumed “standard” variant. Important safety, health and consent messages need professional review before use.
- The national source does not settle every local adoption date. In Queensland, the QCAA implementation schedule phases learning areas through 2027. Verify the locally applicable syllabus for each subject and year.
What a complete Foundation year will need
The exit gate is concrete: a sequenced 40-week school-year plan; daily English and mathematics; a planned and teachable route through HASS, Science, Health and Physical Education, Technologies and all five Arts subjects; a chosen Languages pathway with local authority and appropriate language expertise; original learner materials in print, text and spoken/transcript forms where relevant; formative and summative evidence with usable next steps; source/rights/accessibility review; state and territory overlays; and user testing with educators, children and families. One national curriculum description or one attractive asset is not a year of teaching.
Start with the opening ten-week teacher route, then the Term 2 route, Term 3 Weeks 21–30 and Term 4 Weeks 31–40. English and mathematics have paired daily drafts and integrated guides through Week 40, with original aids and formative checks. Separate subject coverage varies by learning area and is still in development. The public Foundation coverage map shows the current authored fortnight routes and missing weeks for the ten additional subjects. It counts five timed scripts before calling a week drafted; it does not certify local fit, quality or learning. These are draft blocks for Foundation / Prep; the pre-Prep play library is separate.
Each fortnight has its own exact curriculum crosswalk, lesson sequence, source/rights notes and access options. A planned paper task can teach representation and reasoning; it cannot establish that a learner physically tested a material, heard a sound, used a device, met a real audience or observed a local place. Record what actually happened, who did it and under which approved conditions. Use the pack's local safety, consent and evidence gates before any optional real-world activity.
HASS and Arts tasks use fictional material to practise questions, making and explanation. Real family, Country/Place, community artwork and audience learning needs an appropriate source, authority and consent. HPE movement, music heard or made, arts sharing, physical design results, media production and running digital systems must be observed directly before those outcomes are recorded. These subject starts sit alongside the integrated plan; they are not extra compulsory periods in a fixed daily timetable.
Open the current fortnight links from the Foundation coverage map. That list updates as new packs are published, so it remains the best place to see what is available and which weeks still need writing. Every subject block is a draft, not an official syllabus interpretation or a complete year.
HASS Weeks 5–6, HPE Weeks 5–6 and Music Weeks 5–6 continue with thirty optional teacher scripts, three response routes per session, worked context swaps, six public checks and original A4 aids. HASS children examine what a fictional drawing, notice and attributed view can actually tell them; a real familiar place, family, celebration or Country/Place still needs an approved authentic source. HPE separates an outdoor or cooperative movement plan from chosen, safe and actually observed participation. Music explores rhythm rests and held sounds against four steady beat places, with three optional candidate cues that still need human listening and volume review. Each teacher records the learner's first response and the next teaching step; no classroom outcome has been claimed.
HASS Weeks 7–8, HPE Weeks 7–8 and Music Weeks 7–8 add another thirty optional scripts, ninety switchable learner routes, sixty worked swaps, six fresh public checks, and original printable aids. HASS compares an invented invitation, plan, later report and different views without treating them as a real event or place. HPE requires school-verified signs and separately observed, chosen movement before local sign or physical outcomes can be claimed. Music makes two-phrase graphic scores with optional candidate sound; an actual authorised work, performance and audience response need separate real evidence. These are reviewed author drafts, not classroom or accessibility trials.
Dance Weeks 3–4 and Visual Arts Weeks 3–4 each add ten optional 25-minute scripts, thirty response routes, twenty worked swaps and two fresh public checks with separate keys. Dance uses six original A4 score/choice aids and an optional quiet cue with a silent route; Visual Arts uses seven original practice pages and two fresh check sheets. A paper score or image plan can show a child's idea, while real movement, physical materials, authentic works and actual willing-audience sharing still need locally approved encounters and observation. The print pages and source receipts are author-checked, not classroom trials.
Digital Technologies Weeks 3–4 adds ten optional 25-minute scripts, thirty response routes, twenty worked swaps, two fresh public checks, eight original A4 picture pages and an offline source-copy checker with a complete paper route. Children can compare objects, pictures and symbols using broad physical tokens or accessible alternatives. An actual school-approved child-controlled device action must be observed separately before digital-system exploration is claimed; the fictional screen and paper cases cannot supply that evidence.
Drama Weeks 3–4 adds ten optional 25-minute scripts, thirty choice routes, twenty worked examples, twenty home bridges, nine large A4 practice/check pages and two separate public checks. The learner devises an invented scene with a prop, cue, reveal and entrance through a chosen paper, AAC, adult-directed or locally approved enactment route. Paper planning can evidence a child's scene choice; real performance, an authorised maker encounter and audience response need separate observed events.
HPE Weeks 9–10 offers ten optional 25-minute sessions on fair invitations, two ways to join, rest/pass, revising one rule and distinguishing paper plans from actual activity. Thirty response routes, twenty worked context swaps, two fresh public checks and six original A4 aids support the fortnight. The fictional display does not report that children moved; physical participation and outdoor benefit require suitable, chosen and separately observed local activity.