1. Start with the next learning step
Pick the next skill from your school's year plan and the learner's recent work. Open its actual lesson rather than choosing from the title alone. Read the supplied source, demonstration, guided work and own attempt. Put the few necessary objects or print pages in one place. Keep a paper route ready when a screen adds work.
For a first look, choose one English start, one maths start and one short practical activity. Check the prerequisites before moving forward. A child who needs another try can revisit the relationship with a different source or less clutter; the calendar does not make that learning step expire.
2. Give the core subjects enough time
Queensland's 2026 framework recommends annual allocations of 280 hours for English, 200 for maths and 80 for HPE in Prep, delivered in both semesters. It also gives flexible Science, HASS and Technologies allocations of 20 hours each, Arts 40, and encourages Languages with 20. Check the current framework and your school's provision plan. These are planning allocations, not the running time of one worksheet. Current framework, Prep table.
Here is one nominal 40-week planning model, using a 25-hour teaching week. It is our arithmetic model; it is not an approved school timetable.
| Learning | Weekly planning time | 40-week total | How to use the resources |
|---|---|---|---|
| English | 7 hours | 280 hours | A daily lesson alongside explicit word/reading instruction, handwriting/writing and rich shared texts |
| Maths | 5 hours | 200 hours | A daily lesson, practical guided work, retrieval and a brief independent check |
| HPE | 2 hours | 80 hours | Actual safe movement and games alongside health, help and relationship learning |
| Science | 30 minutes | 20 hours | Selected investigations with real observations and equipment |
| HASS | 30 minutes | 20 hours | Selected actual source and inquiry routes with the appropriate local preparation |
| Technologies | 30 minutes | 20 hours | Selected real digital-system and practical design/making opportunities |
| Arts | 1 hour | 40 hours | A deliberate choice of art forms, making, responding and willing sharing |
| Languages, if selected | 30 minutes | 20 hours | A suitable teacher and accurately reviewed language pathway |
| Flexible school provision | 8 hours | 320 hours | Planned support, extension, integrated learning and other local offerings |
The table totals 25 hours per nominal week and 1,000 hours over 40 weeks. If Languages is not selected, that half-hour returns to flexible provision. Count integrated time once in your timetable and name the learning it serves. For schools with a specialist music teacher, check the framework's separate Music arrangement before allocating Arts time.
Use the resource starts inside the school's actual teaching time. A 25-minute English activity does not supply seven hours of weekly reading, writing, speaking and listening. Check the taught letter/sound progression and suitable texts, and retain the school's reading screening, explicit instruction and progress monitoring. The annual English review still needs to confirm its full progression and literature breadth.
HPE needs real opportunities to practise, revise and use movement skills. Plan suitable space, equipment, supervision and adjustments. Annual water-safety learning includes school-arranged practical provision; a classroom discussion or online card does not supply the water-location experience. Queensland framework.
3. Fit resource weeks to the actual calendar
The official 2027 calendar lists 193 school days and terms of 9, 11, 10 and 10 weeks. The resource-week CSV maps resource weeks 1–9, 10–20, 21–30 and 31–40 to those terms. A date window is not five guaranteed attendance days. Confirm local closures and flexible staff days. Official dates · 2027 school calendar.
A bank labelled “Term 1, weeks 9–10” can be used across the end of Term 1 and the start of Term 2. Keep its original filename and carry the learning forward. Before a break, leave a short restart note: source used, skill being learnt, access support, what to revisit, and next available lesson. You can split a start over visits or keep an extra start in reserve. Do not rush a child through five activities to match a printed week number.
4. Make one week's choices visible
Use the blank CSV in a spreadsheet or copy its headings onto paper. For each chosen start, record the exact lesson link, intended learning, one response route, preparation, a check and a next move. Do not put identifiable learner information in a shared plan.
- Before Monday: choose the source, check factual dates/quantities, prepare affordable materials and decide the core learning.
- During the lesson: model one example, guide a different try, then leave space for the child's own response. Let them handle, draw, tell, point or use their usual communication where that still shows the intended skill.
- After the lesson: keep a brief private note of what they showed, the help used and the next teaching step. “Finished the sheet” is not the learning judgement.
- At the end of the week: revisit one useful idea with a changed source. Keep what worked and replace an option that imposed unnecessary reading, sensory or motor demands.
For example, a counting goal can be shown with large objects, marks or spoken/pointed matching. A letter-formation goal still needs an appropriate formation opportunity; answering orally is useful support but does not itself show that skill. Change access thoughtfully rather than assigning a permanent “learning style”.
5. Keep assessment connected to teaching
Use a short entry check before a new sequence, informal observation during guided work and a separate own attempt after teaching. At a planned checkpoint, choose a task that actually shows the targeted achievement-standard aspect. Read the staff criteria before administering it. Keep teaching examples separate from the learner's first response, and note source familiarity and any mathematical, reading or language help.
Build a balanced private folio over time: for example, an explained model, a written/drawn response, a practical observation and a recorded or exactly scribed oral response where appropriate. Use the school's marking, moderation and reporting process. Local lesson criteria help identify a next teaching step; adding their ticks does not create an annual grade. Resource readiness is separate from a child's achievement.
6. Bring in a real local example
Start with one public fact that matters to the job: a school date, an official weather observation, a public library opening time or a named place's accessible facilities. Open the actual provider item. Record its title, exact section, period, update date if supplied, and the day you checked it. Check units, geography, permission and what the item cannot tell you.
Use the local-card desk to keep the fact, your working, the learner task and a checked example response together. The calendar card is a complete editable example of that workflow. Its human-review fields are deliberately empty and its decision stays draft.
If a fact changes, update all the affected parts together. Give the changed card a new version and review it again. Choose a concrete recheck trigger: before an excursion, when an official timetable changes, before the new term, or after a fresh observation. A recent date in the “checked” field does not make old data current. Community knowledge and First Nations language need appropriate authority and involvement; a generic substitution does not supply that teaching.
7. Know the current resource position
The 14 October fixed-source audit found 200 actual starts each for English, maths, Science, HASS, Music and Design and Technologies. Dance and HPE reach week 24; Digital Technologies and Visual Arts reach week 26; Drama and Media Arts reach week 22. The broader 40-week bank for each of the 12 subjects still needs 48 fortnights. This is a count of authored starts, not annual approval or a current hosted inventory.
The current completion work includes a usable annual selector, standard-to-teaching/assessment review, appropriate repertoire and Country/Place source work, further practical HPE teaching and published workflow checks. The older HASS family-connections and Music pulse recommendations already have current repairs; do not rebuild them from a stale review.
Use the growing library now within your own planning, and check the particular resource's limits. The complete Foundation year will be labelled complete only after the substantive annual and released-workflow reviews pass.