Teacher route · development draft · Australian Curriculum v9 Foundation reference
This folder is the class-day spine for the opening ten weeks. It works with the daily English and mathematics packs below. It is ten weeks of draft material, not a whole-year course, a state-approved syllabus, or an instruction to replace your school's routine. Check the locally adopted curriculum, child safety procedures and each learner's agreed adjustments before using it. The adaptation playbook offers concrete changes to access, context and response. Queensland kindergarten, the year before Prep, has a separate play pathway.
| Week | Integrated guide: one 30–40 minute block each day | English: one 25-minute lesson each day | Mathematics: one 25-minute lesson each day | Friday evidence worth keeping |
|---|---|---|---|---|
| 1 · Classroom detectives | Places, safe observation, movement and making | English days 1–5 | Maths days 1–5 | A child's map explanation, one first/after observation, an English oral response and a concrete number representation. |
| 2 · Signs and stories | Signs, texts and the people who use them | English days 6–10 | Maths days 6–10 | A sign with a reason, a supported retell, and the English and maths fortnight checks. |
| 3 · People, places and help | Fictional sources, relationship language, consent and school help routes | English days 11–15 | Maths days 11–15 | A fictional source-based relationship model, a practised help route and 10–15 represented in two ways. Keep family information private and optional. |
| 4 · Roll, slide, stop | Prediction, controlled comparisons, fair movement and original dance | English days 16–20 | Maths days 16–20 | A before/after test card, a safe movement observation, a reason about a dance choice, and the English and maths checks. |
| 5 · Living things we can notice | Safe observation and feature-based groups | English days 21–25 | Maths days 21–25 | A child-chosen question, two plant features, an animal feature from a clearly named source and a grouping reason. Mark uncertainty. |
| 6 · Materials that help | Observe material properties, design, test and revise a five-card holder | English days 26–30 | Maths days 26–30 | First and second holder tests, a material choice with a reason, and the English and maths checks. |
| 7 · Signs and safe choices | School-approved signs, fictional data requests, adult help routes | English days 31–35 | Maths days 31–35 | A real sign/action link, a paper-only personal-data choice and a practical change story. Keep safety evidence private. |
| 8 · Patterns we can share | Repeated units in soft/quiet rhythm, movement and visual making | English days 36–40 | Maths days 36–40 | A repeat unit transferred across two modes, an arts-purpose response, and the English and maths checks. |
| 9 · Show what we found | Ask, sort and display observed information; make an original welcome rhythm | English days 41–45 | Maths days 41–45 | A child-made information page, a question-linked display and a reason about when a rhythm helps a group gather. Keep fictional practice data separate from real class evidence. |
| 10 · What changed? | Choice-led portfolio conference and next teaching moves | English days 46–50 | Maths days 46–50 | Two dated work samples where available, a child's explanation and specific next steps, plus the English and maths reviews. No single score certifies a term. |
Separate subject-specific draft sequences complement this spine: Science Weeks 1–2, 3–4, 5–6, 7–8 and 9–10, plus HASS Weeks 1–2, HPE Weeks 1–2, Dance Weeks 1–2, Drama Weeks 1–2, Media Arts Weeks 1–2, Music Weeks 1–2, Visual Arts Weeks 1–2, Design and Technologies Weeks 1–2 and Digital Technologies Weeks 1–2. Each has its own daily plan, learner routes and public formative checks. Fit them to the local timetable and follow their source, consent, safety and evidence limits. A fictional source or paper movement score does not become a local observation or physical performance; a silent music score does not show hearing or sound-production skill. A paper drama scene does not prove enacted role or audience sharing. Paper media storyboards do not show camera/editing skill or viewer reaction. Geometric practice images do not replace an authorised real artwork encounter. A Design and Technologies drawing does not establish physical making or a tested result. A paper system diagram does not evidence actual device exploration.
Continue with the Term 2 teacher route, Term 3 and Term 4. Paired English and mathematics lessons and integrated guides now extend through Week 40 as drafts.
The next subject-specific blocks are Media Arts Weeks 3–4, Media Arts Weeks 5–6, Media Arts Weeks 7–8, Media Arts Weeks 9–10, Design and Technologies Weeks 3–4, Design and Technologies Weeks 5–6 and Design and Technologies Weeks 7–8. Each adds ten daily 25-minute scripts, flexible equivalent response routes, original A4 aids and two public formative checks. Media work still needs an authorised real source and actual willing viewer before those experiences can be claimed; the optional sound files need educator listening and volume review before classroom playback. Design making and testing need a school-approved physical trial with its actual result recorded.
HASS Weeks 3–4, HPE Weeks 3–4 and Music Weeks 3–4 now add their own optional daily routes, fresh checks and original aids. The HASS fictional inquiry cannot fill own-family or Country/Place requirements. HPE help routes require local safeguarding verification and physical outcomes require actual suitable observed participation. Music's candidate cues require educator listening and volume review; silent scores show plans, not a heard or performed result.
Continue to HASS Weeks 5–6, HPE Weeks 5–6 and Music Weeks 5–6 for source-bound place inquiry, checked optional outdoor/cooperative activity and a four-beat rhythm sequence. Each has new learner cards, worked swaps, two public formative checks with a separate key, and original A4 aids. These sessions can be selected within each school's actual timetable. Fictional HASS sources cannot establish local place or culture, paper HPE planning cannot show physical participation, and Music candidate sound requires educator listening and volume review before playback.
The HASS Weeks 7–8, HPE Weeks 7–8 and Music Weeks 7–8 packs take the same optional route into source chronology and perspective, real-sign verification and quiet movement choice, and two-phrase graphic music. Their six new checks are public formative practice; the keys stay separate from initial learner responses. HASS still needs authentic local content, HPE physical claims need actual approved observed participation, and Music candidate cues need local listening and volume approval.
Dance Weeks 3–4 develops an original invitation-and-answer paper score, a smooth/change/pause phrase and optional safe movement. Visual Arts Weeks 3–4 explores size, framing, open regions and marks with nine large A4 pages including two fresh checks. Both offer same-goal response routes and worked examples. Physical making or movement, real works and audiences require separate school approval and observation.
Digital Technologies Weeks 3–4 moves from a four-entry invented picture source into broad object tokens, picture and symbol representations, copy repair and private personal-data categories. Its offline checker has keyboard controls and the same task on paper. Actual running-device exploration remains a separate supervised, locally approved observation.
Drama Weeks 3–4 lets children devise a prop/reveal/entrance scene with a silent cue, broad picture cards and optional safe enactment. Nine original A4 pages include two fresh checks with a separate key. A paper score records choices; performance, real works and an actual willing audience remain separately approved and observed.
HPE Weeks 9–10 uses an invented two-choice game to practise invitation, rest/pass and fair-rule revision. Its public checks ask what a paper display can show and what only an approved, observed real try could show. Six A4 aids and flexible response routes allow a quiet paper plan when physical access or consent is unavailable.
The day, in ordinary classroom terms
- Before children arrive: put out the day's English and maths cards, one integrated activity station, and a choice of response tools: pencil/paper, objects, large print, tactile materials or AAC access already used by the child. Read the guide's safety and privacy note.
- Arrival and connection: offer a familiar choice and short preview. Ask a few children what they remember from yesterday. This is conversation, not a scored quiz.
- English, 25 minutes: teach the corresponding numbered lesson. Follow its distinction between teacher-read story and child decoding. Do not ask a child to decode untaught spelling patterns.
- Movement, food, play and rest: follow your school's routine. Allow child-led play, outdoor experience where safe and an indoor alternative. A plan on paper cannot replace responsive teaching.
- Mathematics, 25 minutes: teach the corresponding numbered lesson with large objects and a visible number model. Ask a child to show or explain, and record the exact strategy used.
- Integrated block, 30–40 minutes: run the matching day's steps in the week guide. Split the block if the group needs a break. One child may observe first, join later or use an equivalent access route.
- Close and set up tomorrow: ask what changed in a child's thinking or what they want to try next. Choose 4–6 focus learners for a close observation across the day; note whom you did not yet observe and return to them at a familiar station. Prepare only the next day's materials.
The order can change with local timetables. Preserve the daily English and mathematics progression and the week's observation, play, movement and making opportunities. A child absent for a day can receive a short catch-up at the taught point; do not use the next decoding task to infer a difficulty if the sound was never taught.
Keep the paperwork small and useful
Use one row per significant observation: date · task · what the learner did or said · access and support used · next teaching move. A photo is optional; use one only when the school permits it. Do not put names, family details, health notes or child work into the public repository. The two-week assessment packs give exact prompts and next-step guidance. An individual response route changes how evidence is gathered; it should not silently change the mathematical or language idea being checked.
At each fortnight review, ask: Which correspondences have actually been taught and used in new words? Which number representations does the child use without a model? What can they explain from a source, test or design? What did they communicate through play, movement or making? What access route worked? What does the next lesson need to change? One sheet or one quiet day cannot settle a broad achievement judgement.
Source and reuse
National reference: ACARA Australian Curriculum v9 official downloads, Foundation Year, source workbook retrieved 29 September 2026 and SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Exact mappings and caveats are in each guide. ACARA's terms apply to curriculum source material. The practice of recording observations and changing the next teaching step is informed by AERO's monitor progress guide; no outcome benefit is claimed for this unpiloted route.
© NeuroForgeIO Pty Ltd 2026, “SubjectNest Foundation First Ten Weeks Teacher Route”, version 0.4.0-draft. Original text is CC BY 4.0: credit SubjectNest by NeuroForgeIO Pty Ltd, link the source and licence, and note changes. ACARA and other third-party source material retain their own terms. No third-party worksheet, story, image or recording is embedded.