Teacher route · development draft · Australian Curriculum v9 Foundation reference
The paired English and mathematics lessons and integrated blocks for Weeks 11–20 are draft parts of a larger school program. Read the Foundation start guide, year map and adaptation playbook, then check the locally adopted syllabus, safety procedure and each learner's agreed adjustments. These are national mappings, not state or territory approval.
| Week | Integrated 35-minute block each day | English 25 minutes each day | Mathematics 25 minutes each day | Evidence to keep |
|---|---|---|---|---|
| 11 · Ten ways to see | Design, test and revise a tool that helps a user see ten | Days 51–55: taught sounds, oral retell and a clear instruction | Days 51–55: ten in objects, marks, two fives and parts | First/revised design, user feedback, separately recorded reading and number evidence. |
| 12 · Sharing tools and space | Permission language, shared-place plan and the distinction between equal counter sets and people's varied needs | Days 56–60: taught print and an ordered explanation | Days 56–60: equal sharing, grouping, leftovers and transfer | Fictional ask/answer/next route, revised place plan and fresh subject checks. |
| 13 · People in a story | Compare fictional sources and protect real family privacy | Days 61–65: source type, viewpoint and taught print | Days 61–65: count, pair and compare sets to 20 | Source-backed statement, exact relation/place from fiction, and a fresh count comparison. |
| 14 · Looking again at plants | Make dated observations of approved real plants; an unchanged view counts | Days 66–70: question and evidence-based observation sentence | Days 66–70: compare paper plant symbols by number | Two dated records, an honest comparison and separately recorded English/maths evidence. |
| 15 · Two parts, one idea | Create, test and revise an original call-and-response score with quiet/visual/tactile options | Days 71–75: taught print and editing an original music cue | Days 71–75: partition and compose with real objects | Score version, user feedback and a separate part-whole model. |
| 16 · A clear place to compare | Design and revise a dry model of a comparison station | Days 76–80: adult oral test explanation and child-readable dry steps | Days 76–80: direct capacity comparison with teacher-pretested safe vessels | First/revised model, exact user test and a distinct live-capacity record. |
| 17 · What a picture shows | Make a wide and a close view of one fictional six-card set; test what a viewer can and cannot know | Days 81–85: words, pictures and questions | Days 81–85: one anonymous response per willing child and a truthful picture display | Both views, maker's purpose, exact viewer answer and the separate class-data record. |
| 18 · Care for a shared place | Observe an approved place, request permission and record only an action actually allowed | Days 86–90: a request with a reason | Days 86–90: location and a tabletop path | Dated observations, request and permission status, route user feedback, and actual action or no action. |
| 19 · What a test tells us | Plan and, if locally approved, run a low tabletop motion comparison with a single changed surface | Days 91–95: prediction, observation, source and caption | Days 91–95: add/remove in practical paper setups | Actual stop marks or a clearly fictional fallback; separate count and reading records. |
| 20 · Teach someone else | Explain two dated samples to a chosen audience, with a short create/share/respond task | Days 96–100: accurate short explanation and fresh print check | Days 96–100: 0–20, ten-and-some, parts and fresh change check | Child voice, actual sample/source, response route and one next teaching action. |
Set up the day's cards, large safe counters, optional print/tactile aids and the child's established response system before arrival. Keep the 25-minute mathematics lesson distinct from the 35-minute integrated block, and preserve child-led play, movement, food/rest and familiar routines. A child may show learning with objects, gesture, sign, AAC, drawing, speech or a child-directed adult; note exactly which route and prompt was used. Keep personal and family information out of the activity records shared publicly.
Optional separate Science Weeks 11–12, 13–14, 15–16, 17–18 and 19–20 sequences add fifty 25-minute inquiry starts, original model/record aids and ten public formative checks. Fit them to the local timetable. Paper passage, plant, material and animal-like diagrams support predictions or source explanations; only safe, school-approved, dated real observations can support movement, material-response or living-feature claims. A rights-cleared real animal photograph may support depicted visible features, but not a live local sighting. The optional gentle adult material action has a quiet paper route for every child. Weeks 19–20 distinguish fictional fair-comparison records from an approved, dated real trial; no model result is a real movement observation.
These drafts have machine-checked timings, links, ACARA code years and file hashes in the authoring library audit. That check cannot establish classroom effectiveness, local syllabus fit or the quality of an individual adjustment. Educator, child/family and accessibility review remain pending.
Source and reuse
National reference: ACARA Australian Curriculum v9 official downloads, source workbook retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. ACARA terms govern its curriculum descriptions and do not imply endorsement. Each lesson contains its own limited code links and evidence boundaries.
© NeuroForgeIO Pty Ltd 2026, “SubjectNest Foundation Weeks 11–20 Teacher Route”, version 0.4.0-draft. Original guide text is CC BY 4.0: credit SubjectNest by NeuroForgeIO Pty Ltd, link the source and licence, and note changes. No third-party worksheet, story, image or recording is embedded.