# Week 36 · Teach the pattern so someone can build it

**Foundation / Queensland Prep · five optional 35-minute integrated blocks, Days 176–180.** Pair with [English Days 176–180](../english/term-4/weeks-35-36/LESSONS.md) and [mathematics Days 176–180](../mathematics/term-4/weeks-35-36/LESSONS.md). 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](../english/term-4/weeks-35-36/MATERIALS.md) 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](../mathematics/term-4/weeks-35-36/audio/TEXT-ALTERNATIVE.md), 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. | Keep the next three cards and the child's own boundary and word choice. The held English square–triangle–triangle and held maths rectangle–circle–circle cases are absent; this adds no new independent assessment result. |

**Curriculum and limits:** The [English crosswalk](../english/term-4/weeks-35-36/CURRICULUM-CROSSWALK.md) governs listening/viewing, sentence choice, short instruction creation, taught print and any *actual* peer delivery. The [mathematics crosswalk](../mathematics/term-4/weeks-35-36/CURRICULUM-CROSSWALK.md) 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](https://www.australiancurriculum.edu.au/downloads), retrieved 29 September 2026, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`; [QCAA Queensland v9 entry point](https://www.qcaa.qld.edu.au/p-10/aciq/version-9). Check the school's adopted plan.

Original SubjectNest scripts, shapes, patterns and instructions © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/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.