# Week 20 · What can I teach someone else?

**Five 35-minute integrated blocks, Foundation / Queensland Prep. Teacher draft.** Use with [English Days 96–100](../english/term-2/weeks-19-20/LESSONS.md) and [mathematics Days 96–100](../mathematics/term-2/weeks-19-20/LESSONS.md). 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](../mathematics/term-2/weeks-19-20/ASSESSMENT.md) 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](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), 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](https://creativecommons.org/licenses/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.