Foundation / Queensland Prep · five optional 35-minute integrated blocks, Days 176–180. Pair with English Days 176–180 and mathematics Days 176–180. Their fresh Day 180 cases stay unseen until the first responses are captured. Run this guide's Day 180 after those checks. Its different pattern and instructions are practice, not another independent test.
Prepare a complete route for each child: Use the original English six-tile source and instruction examples plus wide teacher-made circle, triangle and square cards. Make shape names readable in text as well as visible in outline; offer large tactile boundaries or a child-directed adult mover. No colour, hearing, clapping, fine-motor drawing, device or peer performance is required. If using the optional original tap/clap sound, its exact text and paper route carry the whole task. A listener can be a consenting person; a paper listener must be labelled MODEL, not reported as real feedback.
| Day | Thirty-five-minute sequence | Keep this evidence; use it for the next move |
|---|---|---|
| 176 · The whole part repeats | 5 min read English source D's circle–circle–square twice, letting a child point to its three-shape unit; 7 min child compares “repeat those three shapes” with the unclear “put those there again”; 8 min use a different broad triangle–square pair repeated three times and ask for the whole two-card unit and next two cards; 10 min child dictates or builds an instruction a new fictional helper could follow for this pair, with material, first step and repeat step; 5 min check the two-card continuation against the source without treating one lucky next card as full understanding. | Save the copied/continued pair and child's exact instruction. If they name only triangle, place a box around one whole pair and ask what repeats in the second and third boxes. |
| 177 · Give the shape a place | 5 min adult shows English source E's unclear “Put it by that one”; 7 min child repairs it with a named shape, one fixed reference and an unambiguous position on an upright paper mat; 8 min copy and continue a new three-card circle–triangle–square unit twice, then one more whole unit; 10 min child makes a two-step direction to place the triangle above a fixed square and the circle to the right of the square; 5 min use paper or a chosen listener to check whether the direction has one clear result. | Keep the three-part unit, next full unit and first/revised spatial words. A listener's action is actual feedback only if another person really followed the instruction. Paper success does not certify real-room navigation. |
| 178 · Try the words with a listener | 5 min child chooses a safe paper pattern from square–circle repeated three times; 7 min child records first words for a consenting adult/peer or for a clearly labelled fictional listener; 8 min the listener or adult model builds the next two cards while the child checks against the original unit; 10 min child changes one word or step that would help the listener, then tests again only if the person willingly continues; 5 min note what the child predicted and what a real listener actually did, or write “model only.” | Save two wordings and full next pair. Do not invent peer participation, mark a child down for choosing a quiet route, or treat adult coaching as the child's first direction. |
| 179 · Shapes have reasons | 5 min show a fictional paper theatre with a triangular roof, circular window and rectangular door; 7 min child names two shapes from straight sides/corners or continuous curve, using accessible boundary descriptions; 8 min create and continue a triangle–square–circle border, explaining the three-card unit and all next three cards; 10 min child writes, signs or dictates one instruction for a chosen listener to add a matching roof/window card, then revises after actual willing feedback or a labelled model; 5 min ask which evidence came from a boundary, which from the repeat and which from a person. | Save two reasoned shape names, a full repeat unit, original/revised instruction and provenance of any listener response. The theatre is fictional; do not claim shape recognition in every real environment. |
| 180 · A different pattern after the checks | 5 min after the subject-held Day 180 checks, show a new six-card **circle–triangle–square | circle–triangle–square border on a pretend book stand; 7 min child points to the whole repeating part and says what a helper must know before copying it; 8 min child directs the next three cards and explains why a three-sided roof outline is a triangle; 10 min child makes a short “start / put / repeat / check” instruction for an imaginary helper and labels any listener action as actual or modelled; 5 min** choose next teaching from the subject checks: unit length, shape boundary or clear direction. |
Curriculum and limits: The English crosswalk governs listening/viewing, sentence choice, short instruction creation, taught print and any actual peer delivery. The mathematics crosswalk pins AC9MFA01 (official workbook row 17181) for recognising, copying and continuing a repeating unit in different representations, and AC9MFSP01 (row 17199) for familiar shape identification, creation and boundary reasons. These small paper examples do not cover every pattern form, every shape or a real local environment. A private or AAC route can show meaning without being recoded as spoken peer delivery. Official ACARA v9 workbook, retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3; QCAA Queensland v9 entry point. Check the school's adopted plan.
Original SubjectNest scripts, shapes, patterns and instructions © NeuroForgeIO Pty Ltd 2026, CC BY 4.0: credit SubjectNest, link the licence and indicate changes. ACARA retains rights in its wording. Educator, child, access and local review remain pending; no learner outcome or school approval is claimed.