What changed in our thinking?Foundation · T1 · Week 10 What Changed

Foundation / Prep · five school days · development draft
Question: What can we show now, what evidence helped us, and what might we try next?
Status: human educator, local-syllabus, privacy and accessibility review pending. Pair with separate daily English and mathematics Weeks 9–10 lessons and their end-of-term evidence checks. This is a teaching and reflection week, not a stand-alone final examination or proof that the Foundation achievement standards are met.

National ACARA v9 links are conditional on the child's chosen work: Science AC9SFI04 and AC9SFI05 when the child compares a prediction and observation or shares a question; Design and Technologies AC9TDEFP01 when they evaluate/revise a solution; HASS AC9HSFS05 when they share a source-based narrative/observation; Arts Foundation AC9ADAFP01, AC9AMUFP01 or AC9AVAFP01 when they choose to share an original arts work. The daily subject packs hold the English/mathematics codes. Do not mark every code as “covered” merely because it is listed as a possible route here.

Prepare once

• Collect a small, private sample of each child's work or teacher observations from Weeks 1–9, following school storage and consent policy. Useful choices include a room map explanation, sign and reason, fictional-source relation model, ball-test record, living-feature observation, material holder plan/test, safe-choice puppet response, pattern strip and data display. Do not use a child's private family details or safety disclosure as a display item.
• Prepare a table with four labelled places: I chose · I can show · I changed or checked · I might try next. Use objects, photos only with consent, large print, tactile labels, AAC, sign, drawing or adult scribe. A child can do the whole conference privately with the teacher.
• Keep the planned 25-minute English and maths lessons each day, play, movement, food/rest and familiar routines. Run one 30–40 minute integrated block below. A quiet, predictable station is available, and a child may have more than one short meeting instead of one long conference.
• Before judging achievement, obtain the current locally adopted Foundation/Prep achievement standard and school reporting guidance. This pack's national content codes and one week's evidence cannot determine a report grade on their own. Record what the child did independently, with prompts and with access supports separately.

Day 1 — Choose two pieces of evidence (35 minutes)

Goal: choose and describe two learning moments without ranking children.

1. Invitation, 6 min. Show a teacher-made example, such as an early paper sign and a later revised sign. Say: “I can show something I made, something I tested, or an idea I changed. I can tell the story of the work.” Avoid “best” and “worst.”
2. Choice stations, 17 min. Children look at their own approved samples and choose two. If no stored work is available, offer a fresh low-stakes task from Weeks 1–9 and mark it as new evidence, not an earlier sample. A child can choose a number model, original drawing, object construction, movement sequence or spoken/AAC idea. Adult helps retrieve without making the selection for the child.
3. Tell or show, 8 min. Ask, “What were you trying to do? What did you notice? What might you do again?” Accept object placement, pointing, sign, AAC, speech or adult scribe. Record exact action/words and any prompts.
4. Close, 4 min. Put chosen items in a private folder. No class wall display without school consent and the child's choice.

Evidence: child can connect one chosen artefact to an action or idea. Selecting a favourite is valuable voice, but it does not alone prove the underlying curriculum skill.

Day 2 — Revisit a test or design (35 minutes)

Goal: use evidence to explain a changed idea or a next test. Conditional links: AC9SFI04, AC9SFI05 or AC9TDEFP01, depending on the task selected.

1. Pick one route, 6 min. Offer the Week 4 roll/slide test or Week 6 card holder. A learner may choose another safe test they completed. The adult retrieves the original record if available.
2. Read the earlier note, 7 min. Point to what the child predicted, observed, designed or changed. If the earlier record is missing, say so; do not invent a “before” statement.
3. Try or explain, 15 min. A child can repeat the same low, safe roll setup, adjust a holder with the same five cards, or point to the first and second design drawings. Keep test conditions consistent when comparing results. Ask, “What did we change? What stayed the same? What did you see this time?”
4. Record a next idea, 7 min. “My earlier idea was . The record shows . Today I noticed ___. I would try ___ next.” A child may demonstrate this instead of speaking. A changed answer without a comparable setup is a new idea, not measured growth.

Evidence: source-linked explanation and next question. A more polished product does not automatically show better scientific reasoning; record the reason the child gives.

Day 3 — Teach one small idea (35 minutes)

Goal: show a strategy to a chosen audience and notice what the audience needs.

1. Choose, 6 min. Offer an idea children actually studied: making ten and some more, splitting a set, continuing a pattern, reading a taught word, sorting a fictional source, identifying a safe help route, or explaining a material choice. The daily English/maths checks remain separate; this is a chance to see transfer.
2. Plan, 9 min. Child chooses a two-step demonstration: “First I . Then I .” They may use objects, cards, a drawing, AAC, sign, speech or a partner following their directions. Teacher ensures any printed reading words are within the child's taught correspondences.
3. Show, 14 min. Audience may be one peer, a willing adult, puppet or private teacher. Ask the audience, “What did you understand? What would help?” Do not require public speaking or assign the quieter child a lower learning score.
4. Reflect, 6 min. Child may revise one instruction or show the same idea in another format. Record independent choices and adult prompts separately.

Evidence: the actual strategy and whether the audience could follow it. Do not score the attractiveness of materials as content mastery.

Day 4 — A portfolio conversation the child can steer (40 minutes)

Goal: let a child explain two selected pieces and choose a next curiosity, with private family input if locally appropriate.

1. Set up, 5 min. Keep two chosen pieces, the four labelled places and a quiet response route ready. Invite the child to choose which piece comes first.
2. Short individual conferences, 25 min as rotating stations. Teacher meets 4–6 focus learners for 4–5 minutes each while others use familiar independent play stations. Ask: “Show me what you did. What helped you? What would you change or try next?” Record exact evidence and support, not a personality judgement. Meet the remaining children over Day 5 or later days; do not claim all were individually assessed in 25 minutes.
3. Child choice, 6 min. The child can add one work item, remove a non-required display item, choose a private audience or ask for a different way to respond. School record rules still apply.
4. Close, 4 min. Ask for one curiosity: a book topic, place question, number problem, material design or game. This informs planning; no child must promise future performance.

Family note, only through school-approved private communication: “Your child chose to show [non-sensitive learning example]. We noticed [specific action]. We will next offer [specific opportunity]. If you wish, tell us an interest or language route that helps your child engage.” Do not send it automatically or request private family history.

Day 5 — Use the evidence to plan next teaching (40 minutes)

Goal: complete missed child conferences, revisit a meaningful choice and make a teacher plan grounded in more than one sample.

1. Familiar choice stations, 20 min. Children revisit safe tasks: number objects, original sign/card, pattern strip, observation card or holder. Teacher finishes 4–6 minute meetings with learners not yet seen. A child who was absent can choose a new task; label it new evidence.
2. One question, 10 min. Each child may show a next curiosity to a teacher, partner, puppet or in a private mark. Ask, “What would you need to try it?” Avoid assigning a goal based solely on a guessed deficit.
3. Close together, 10 min. Reflect on what the class can now ask, make, count, notice or explain. Children may pass, use objects or respond later. Keep individual achievement discussion private.

Teacher after-class decision: for each child, list (a) what was demonstrated across at least two suitable contexts when available, (b) what remains unobserved, (c) access/support used, (d) one next teaching move and (e) which local achievement-standard statement needs more evidence. For groups, plan a short retrieval task, a guided practice group or an extension by the same learning goal. Do not convert “not observed” into “cannot do.” Share with families through the school's channels and retention rules.

Copy-ready then / now / next card

I CHOSE THIS WORK: ____________________________________________
I WAS TRYING TO: ______________________________________________
I CAN SHOW OR EXPLAIN: ________________________________________
THE SOURCE / OBJECT / TEST THAT HELPED ME: ____________________
SOMETHING I CHANGED OR CHECKED: _______________________________
I WOULD LIKE TO TRY NEXT: _____________________________________
MY RESPONSE ROUTE: [objects] [drawing] [speech] [sign] [AAC] [scribe]
ADULT NOTE — exact action and support, not a score: ____________

No child name or private family detail belongs on a public copy of this template. A completed card stays in school custody under local policy. A family can use the blank card at home without submitting it.

Source and reuse

The conditional Foundation code links above were checked against ACARA Australian Curriculum v9 official downloads, workbook retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. ACARA terms govern curriculum wording and do not imply endorsement. AERO's monitor progress guide informs collecting evidence and adjusting teaching; this unpiloted guide makes no child-outcome claim. Local standards, assessment policy, consent and privacy rules control classroom use.

© NeuroForgeIO Pty Ltd 2026, “SubjectNest What Changed in Our Thinking?, Foundation Week 10”, version 0.1.0-draft. Original conference prompts, routines and card are CC BY 4.0: credit SubjectNest by NeuroForgeIO Pty Ltd, link the source and licence, and note changes. ACARA and other third-party materials retain their own terms. No third-party worksheet, story, image or recording is embedded.