# Foundation / Prep · Term 3 teacher route

**Development draft, 29 September 2026.** The [year map](../year-sequence.md) describes a possible Weeks 21–30 route. **Weeks 21–30** have authored daily English, mathematics and integrated sessions in this folder and linked subject packs. Later year-map rows are plans, not runnable lessons. Check local term dates, state/territory curriculum adoption, class entry evidence and individual adjustments before scheduling.

| Week | Run these authored materials | Main evidence |
| --- | --- | --- |
| [21 · Shapes we find and make](week-21-shapes-we-find-and-make.md) | [English Days 101–105](../english/term-3/weeks-21-22/LESSONS.md), [maths Days 101–105](../mathematics/term-3/weeks-21-22/LESSONS.md), optional [Science Days 101–105](../science/term-3/weeks-21-22/LESSONS.md) and art/shape investigation | Child's shape reason, controlled print, own art choice; actual material property only after an approved dated observation |
| [22 · Find our way](week-22-find-our-way.md) | [English Days 106–110](../english/term-3/weeks-21-22/LESSONS.md), [maths Days 106–110](../mathematics/term-3/weeks-21-22/LESSONS.md), optional [Science Days 106–110](../science/term-3/weeks-21-22/LESSONS.md) and paper-map route | First and revised two-step paper route, named spatial reference; real marker usefulness requires a separate approved viewer check |
| [23 · A story we can place in time](week-23-a-story-we-can-place-in-time.md) | [English Days 111–115](../english/term-3/weeks-23-24/LESSONS.md), [maths Days 111–115](../mathematics/term-3/weeks-23-24/LESSONS.md), optional [Science Days 111–115](../science/term-3/weeks-23-24/LESSONS.md) and shared-event story inquiry | Source-backed event order and day/part sequence; actual Science surface marks only after an approved dated adult action |
| [24 · Feelings and help](week-24-feelings-and-help.md) | [English Days 116–120](../english/term-3/weeks-23-24/LESSONS.md), [maths Days 116–120](../mathematics/term-3/weeks-23-24/LESSONS.md), optional [Science Days 116–120](../science/term-3/weeks-23-24/LESSONS.md) and safe help rehearsal | Precise fictional-source reading and duration comparison; Science appearance cannot establish water destination or personal-emotion evidence |
| [25 · Picture stories and tools](week-25-picture-stories-and-tools.md) | [English Days 121–125](../english/term-3/weeks-25-26/LESSONS.md), [maths Days 121–125](../mathematics/term-3/weeks-25-26/LESSONS.md), optional paper story and locally approved offline device | Child-made story and chosen audience, sorted fictional picture choices; hardware/software evidence only after actual approved exploration |
| [26 · Safe and fair movement](week-26-move-and-make-fair-rules.md) | [English Days 126–130](../english/term-3/weeks-25-26/LESSONS.md), [maths Days 126–130](../mathematics/term-3/weeks-25-26/LESSONS.md), optional adapted movement game | Rule and reason, object-relative paper route; HPE and Dance physical evidence only when the child actually participates in an approved route |
| [27 · Objects alike and different](week-27-objects-alike-and-different.md) | [English Days 131–135](../english/term-3/weeks-27-28/LESSONS.md), [maths Days 131–135](../mathematics/term-3/weeks-27-28/LESSONS.md), optional safe property sort | Direct comparison and observed property; an untested material or use claim stays a question |
| [28 · What asking can tell us](week-28-what-we-learn-by-asking.md) | [English Days 136–140](../english/term-3/weeks-27-28/LESSONS.md), [maths Days 136–140](../mathematics/term-3/weeks-27-28/LESSONS.md), optional fictional interview | Faithful source report, one-image-per-fictional-answer display, and explicit opt-out; never infer real class preferences |
| [29 · Rhythm and picture message](week-29-rhythm-picture-message.md) | [English Days 141–145](../english/term-3/weeks-29-30/LESSONS.md), [maths Days 141–145](../mathematics/term-3/weeks-29-30/LESSONS.md), optional original quiet-beat audio and visual/media making | Repeating-unit explanation, child-chosen art decision, audience response only when a listener consents and participates |
| [30 · A stronger design](week-30-a-stronger-design.md) | [English Days 146–150](../english/term-3/weeks-29-30/LESSONS.md), [maths Days 146–150](../mathematics/term-3/weeks-29-30/LESSONS.md), safe folded-paper holder test | First and revised design, same-card five-count results, exact reason and uncertainty; do not infer strength from quantity |

Before the first lesson, prepare the named print/text aids and learner-controlled response options in each subject pack. Keep learner sheets separate from teacher keys. Schedule integrated Day 105, 110, 115, 120, 125, 130, 135, 140, 145 and 150 practice **after** the corresponding held-out subject checks if a fresh individual response matters. The fictional map never replaces a school's real movement or evacuation instructions. Fictional event and feeling cards are open to every child; a real family celebration, feeling or safety concern must never be required for public sharing or scoring. Check the school's safeguarding route before Week 24. Do not ask for a child's home address or photograph or publicly display their work without local permission. Week 25 needs locally approved device and retention checks before any digital route; Week 26 needs a locally approved safe movement setup before physical claims are recorded. Week 27 needs safe large comparison objects and checked balance results; Week 28 uses fictional interviews and data by default, with real participants only under local consent and privacy rules. Week 29 requires no sound, touch or public sharing; Week 30 records an actual test result even when the paper design fails.

These are partial Australian Curriculum v9 learning links, not a complete term or local syllabus. See each pack for exact official workbook codes and rights. Original route © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); credit the source, link the licence and indicate changes. Educator and classroom review remain pending.