Five 35-minute integrated blocks, Foundation / Queensland Prep. Teacher draft. Use with English Days 96–100 and mathematics Days 96–100. This is a midyear portfolio conversation, using several dated samples and the child's own choice of format and audience. It is not a public exhibition requirement, a child ranking, a standardised test, or proof of every curriculum outcome. Families may contribute voluntarily; missing home material never counts against a child.
Prepare: gather two or three consented, child-owned school samples from different dates and topics (for example a number model, a story/caption revision and a test record or invented comparison). Prepare equivalent fictional samples for any child who declines sharing. Redact names, faces, family details, precise locations and medical/access notes from anything displayed beyond the child's approved private record. Ask the child what they want to explain; offer a familiar adult audience, a small peer audience or a private recorded message stored only in the approved system. A child can choose no public share and still complete the explanation with an adult.
| Day | Thirty-five-minute teaching route | Evidence and next move |
|---|---|---|
| 96 · Choose | 5 min show anonymous adult examples; 7 min child browses own or invented samples; 10 min selects one that shows a change or clear result; 8 min labels what the sample does show and what it does not; 5 min decides audience/format. | Teacher records consent and source. If the chosen sample is inaccessible, offer tactile/digital description or an invented equivalent. No child is asked to reveal family or home information. |
| 97 · Explain number | 5 min retrieve a ten-frame; 8 min child builds a selected 0–20 number; 8 min explains a ten-and-some or count/check strategy; 9 min listener tries to make the same number from the explanation; 5 min child revises one unclear step. | Keep the actual number objects and explanation. The maths check independently samples fresh number knowledge. |
| 98 · Explain a result | 5 min revisit prediction/observation difference; 8 min choose a real labelled class test record or an invented labelled record; 10 min child explains what happened in that source; 7 min listener asks what remains uncertain; 5 min child revises or says “I don't know yet.” | Never silently replace a child's actual mixed/unclear result with the tidy fictional fallback. Preserve exact source label. |
| 99 · Make it understandable | 5 min model an original four-beat silent or sounded pattern, with rest symbols; 8 min child chooses picture, gesture, tactile pulse or spoken route to make a short score; 8 min listener follows it; 9 min child revises one mark/instruction so another user can follow; 5 min child says why the change helped. | This is an arts create/share/respond opportunity, not a claim to meet the whole Music standard. No loud sound, touch or performance is required. |
| 100 · Conversation | 5 min child chooses two samples and audience; 10 min explains one thing they can do and one thing they want to try; 8 min adult asks for evidence and listens; 7 min child selects a next question, book, number or making task; 5 min adult writes a private next-teaching note. | Keep child voice in their chosen route, exact adult prompt, two dated samples and one next action. Teacher later checks the locally adopted achievement standard across a broader body of evidence. |
Sample adult feedback: “You showed the ten and the four extra counters, so I can see why you called it fourteen. Next time, show me how you know sixteen is more.” Or: “Your picture shows the cup. Your test record says the stop mark changed. Which one do you want to use for this claim?” State the observed action and an actionable next step; avoid “smart”, “low”, “visual learner” or a permanent ability label.
Proposed links: AC9EFLY07 (short spoken reporting; valid AAC/sign route recorded), AC9MFN01/03 (number representations and comparison), AC9SFI05 (share questions/observations), AC9AMUFC01 and AC9AMUFP01 if the music-making opportunity is taught and evidenced, and AC9HSFS05 only where a child actually shares an observation with an appropriate source and place term. Exact Foundation code/text checked in the official ACARA v9 workbook, retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. These are proposed partial links, not endorsement or an achievement-standard decision.
Access and dignity: live adult description and transcript for images/audio, captions, quiet route, AAC/sign/gesture/tactile/digital response, motor-accessible placement, movement/rest breaks, no forced eye contact or public performance. A child may pass on a specific personal item. Record what they independently controlled, not an assumed preferred “style”. Keep records in school-approved private storage.
Original guide and example feedback © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. Credit SubjectNest by NeuroForgeIO Pty Ltd, link source/licence and note changes. ACARA material remains under its own terms. Educator, access, cultural and local-syllabus review pending.