# Foundation / Prep · Term 4 teacher route

**Development draft, 29 September 2026.** Weeks 31–40 have authored English and mathematics subject packs and fifty complementary integrated sessions below. The [year map](../year-sequence.md) is an indicative 40-week canvas, not a Queensland school calendar. Follow your school's adopted program, local term dates, entry evidence and learner-specific access arrangements.

| Week | Teach from these authored routes | Keep the evidence separate |
| --- | --- | --- |
| [31 · One idea, three ways to say it](week-31-book-sign-paper-screen.md) | [English Days 151–155](../english/term-4/weeks-31-32/LESSONS.md), [mathematics Days 151–155](../mathematics/term-4/weeks-31-32/LESSONS.md), optional book/sign/paper-screen and child-made storyboard | A source-backed explanation of form and purpose; counted/orderable 0–20 models; the child's own media decision and an actual audience response only where one happened |
| [32 · The count has a story](week-32-an-inventory-we-can-explain.md) | [English Days 156–160](../english/term-4/weeks-31-32/LESSONS.md), [mathematics Days 156–160](../mathematics/term-4/weeks-31-32/LESSONS.md), optional broad-paper inventory and holder design | First/action/then retelling; visible add-to/take-away models within ten; a child-chosen holder revision and tested audience clarity where one happened |
| [33 · What can this drawing actually tell us?](week-33-what-the-drawing-shows.md) | [English Days 161–165](../english/term-4/weeks-33-34/LESSONS.md), [mathematics Days 161–165](../mathematics/term-4/weeks-33-34/LESSONS.md), optional source-labelled picture-card questions | Exact *drawn* details and an honest open question; a given sort question with tracked counts; no invented local plant observation |
| [34 · Test the claim, then say what happened](week-34-test-the-claim.md) | [English Days 166–170](../english/term-4/weeks-33-34/LESSONS.md), [mathematics Days 166–170](../mathematics/term-4/weeks-33-34/LESSONS.md), optional real adult-run direct comparisons and separate invented paper-roof reading | Bounded fictional-report explanation; aligned physical lengths and, only after safe actual transfer/balance use, observed capacity/mass reasoning; prediction clearly separate from result |
| [35 · A fair try needs listening](week-35-a-fair-try.md) | [English Days 171–175](../english/term-4/weeks-35-36/LESSONS.md), [mathematics Days 171–175](../mathematics/term-4/weeks-35-36/LESSONS.md), optional fictional mat story and equal paper grouping | Both characters' stated views and an untested plan; child-controlled sharing/grouping and fixed-object location; paper equality does not settle a real disagreement |
| [36 · Teach the pattern so someone can build it](week-36-teach-the-pattern.md) | [English Days 176–180](../english/term-4/weeks-35-36/LESSONS.md), [mathematics Days 176–180](../mathematics/term-4/weeks-35-36/LESSONS.md), optional paper/tactile instruction and listener repair | Entire repeating part and next cards, boundary-based shape reasons, original and revised directions; actual listener feedback only when someone responded |
| [37 · Ask what the source can answer](week-37-ask-what-the-source-can-answer.md) | [English Days 181–185](../english/term-4/weeks-37-38/LESSONS.md), [mathematics Days 181–185](../mathematics/term-4/weeks-37-38/LESSONS.md), optional fictional picture questions and two-way sort | Given question, one-to-one card trail, two different sort rules on the same source, source-bound answer; no actual child preference survey |
| [38 · Check the model before sharing the claim](week-38-check-the-model.md) | [English Days 186–190](../english/term-4/weeks-37-38/LESSONS.md), [mathematics Days 186–190](../mathematics/term-4/weeks-37-38/LESSONS.md), optional drawing/source check and separate paper change model | What the mock drawings actually show, checked count and add/remove model, first/revised claim; no inferred real plant growth or actual experiment |
| [39 · Explain it for a visitor](week-39-explain-it-for-a-visitor.md) | [English Days 191–195](../english/term-4/weeks-39-40/LESSONS.md), [mathematics Days 191–195](../mathematics/term-4/weeks-39-40/LESSONS.md), optional visitor explanation from separate paper number/part/shape/data sources | Clear audience, one-to-one trails, parts of a whole, fixed-place directions and answers to a **given** question; MODEL feedback separate from actual feedback |
| [40 · What the work really shows](week-40-what-the-work-really-shows.md) | [English Days 196–200](../english/term-4/weeks-39-40/LESSONS.md), [mathematics Days 196–200](../mathematics/term-4/weeks-39-40/LESSONS.md), optional story/sign, pattern, [same-scale length](week-40-length-source.pdf) and handover | Fictional source versus actual event, checked paper model, direct length only where equal-scale strips are actually compared, genuine dated samples and a specific next move; no invented year-end level |

**Ready for class:** Open each subject pack's guide and print its full learner pages and exact text alternative, not its teacher key. Prepare broad paper pieces, a 0–20 track, a reachable mat and a quiet/private way to respond. The [optional two-frame button model](return-route.html) has a complete paper/text route and needs locally approved device use. The [optional five-minute family cards](FAMILY-PLAY-CARDS.md) work in class too. They require no purchase, device, login, child recording or returned homework. An educator can read them to a child or offer paper text. None is formal evidence unless the learner's action is actually observed under known conditions.

**Order matters:** Give the subject packs' unseen Day 155, 160, 165, 170, 175, 180, 185, 190, 195 and 200 checks before the integrated activity on those days. Use their separate public worked keys for feedback. The checks and keys are public by URL, **not secure school exams**. The integrated sessions reuse the learning target with **different** contexts; they are not independent retests and do not replace school-designed instruments. A read-aloud can provide access to interpretation but does not prove independent reading. A paper screen supports representation and choice but does not prove digital system use. A fictional plant drawing does not prove a real observation. A fictional roof report does not prove a local material result, and a dry drawing does not replace direct capacity/mass comparison. Equal paper shares do not prove an interpersonal agreement was fair; model listener actions do not count as real peer feedback. Picture-card counts do not prove real preferences, and a corrected invented count does not become a local observation. These subject packs and this integrated route give proposed partial Australian Curriculum v9 opportunities, not an approved local syllabus or a complete term.

The Week 31–40 route is original SubjectNest teaching material © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): credit SubjectNest, link the licence and indicate changes. ACARA and QCAA sources retain their own rights. Current official sources: [ACARA v9 downloads](https://www.australiancurriculum.edu.au/downloads) and [Australian Curriculum v9 in Queensland](https://www.qcaa.qld.edu.au/p-10/aciq/version-9), checked 29 September 2026. Exact source rows and still-open review items appear in each subject pack. Human educator, accessibility and local cultural review remain pending; no classroom pilot is claimed.