Foundation / Queensland Prep · five optional 35-minute connecting sessions, Days 181–185. Teach alongside English Days 181–185 and mathematics Days 181–185. The subject packs carry their own first-response formative checks and keys. Run Day 185 below after both subject checks; these different cards are supported transfer practice, not a second independent assessment.
Five-minute preparation: Read the English pack's fictional shape inventory and questions, then keep it visibly separate from this guide's new picture-card sets. Use broad, plain paper shapes or an exact spoken list; mark one source picture once before any count. A child can point, sign, use AAC, speak privately, draw marks or direct an adult to move pieces. If an adult supplies a category or number, record the prompt. No survey of real children, personal preference, home circumstance, login, small loose piece or printer is needed.
| Day | Thirty-five-minute sequence | What to keep and teach next |
|---|---|---|
| 181 · A question needs a source | 5 min show English source A's 6 circle, 4 square and 2 triangle drawn cards and ask what one symbol means; 7 min sort “Which is most on this page?” from “Which do children like most?” and show why only the first is answerable; 8 min introduce a different fictional nine-label packet with 5 wide arch icons and 4 wide dot icons; give the question “Which icon occurs more in this packet?”; 10 min child tracks all nine once by cards, large marks or adult mover and makes a one-sentence source-labelled answer plus one still-open question; 5 min compare the page answer with any unsupported claim about real library use. | Save the exact question, a 5/4 count trail and “in these nine labels”. If a child answers from the visual size of an icon, pair one source picture with one mark and revisit the given question. |
| 182 · One mark stands for one card | 5 min revisit A's one-symbol-per-paper-card rule; 7 min ask whether a repeated picture in a new set still stands for another card, not another kind of child; 8 min present eleven invented paper display labels: 6 long-outline, 5 short-outline and state the given question “Which outline appears more on this sheet?”; 10 min child makes an exact one-to-one trail and a tiny caption naming 6, 5 and the sheet as source; 5 min deliberately double-mark one source item and invite a repair. | Keep the first and repaired trail, including any adult help. Eleven label drawings are neither eleven actual displays nor an observation of what a shop stocks. |
| 183 · Same cards, two honest questions | 5 min show that the English report can answer a card-count question but not a preference question; 7 min give eight original fictional paper cards: 3 ROUND+STRIPE, 1 ROUND+PLAIN, 2 SQUARE+STRIPE, 2 SQUARE+PLAIN; 8 min child sorts the entire set by shape (4 round, 4 square), resets, then sorts by mark (5 stripe, 3 plain); 10 min give “How many of each shape?” and “How many of each mark?”; child answers each, names the rule and keeps the same total of eight, then may suggest another question without scoring it for AC9MFST01; 5 min reject “more children chose stripes” because no person was asked. | Preserve two labelled sort records of the same eight source cards. If a child adds the two sorts into sixteen objects, physically reset and track the original eight before sorting again. |
| 184 · Tell the reader what was counted | 5 min read the English question/source/answer frame as an adult, without scoring the child's print; 7 min present ten new wide invented paper tokens, 6 curved-edge and 4 straight-edge, and give “Which edge kind is more on this page?”; 8 min child pairs/counts with a chosen route and drafts “On this page, six… four…”; 10 min child adds a question mark or end mark where taught, names a source clue, and revises after a willing real listener or a clearly labelled MODEL listener; 5 min ask which part reflects the child's own count and which rich word an adult supplied. | Save exact first/revised words, 6/4 source trail and actual versus modelled feedback. A dictated report can show reasoning without being scored as independent spelling or peer speech. |
| 185 · Another question after both checks | 5 min after the held English and maths Day 185 checks, give a different imaginary game-box sheet with 2 loop icons and 8 angle icons; 7 min give “Which icon occurs more on this sheet?” and “Which game do real children prefer?”; child identifies which can be answered from the sheet and may suggest another question; 8 min track the two groups, 2/8, once each; 10 min make a source-bound one-sentence answer and show it to a consenting listener or keep it private; 5 min use the separate subject checks to choose the next teaching move: question fit, one-to-one tracking or source-limited wording. | Keep the after-check practice apart from the first responses. The held English theatre MASK/FLAG/DRUM source and held maths thirteen ARC/BAR source are absent here; public teaching checks remain non-secure. |
Curriculum and honest limits: The English crosswalk supports question, image/text and small report opportunities only where the child's exact action occurred; adult reading does not show independent decoding. The mathematics crosswalk pins AC9MFST01 (official workbook row 17211) for collecting, sorting and comparing supplied object/picture data in response to a given question, and AC9MFN03 (row 17160) for selected counted comparisons. These cases sample counts up to eleven, not the full “to at least 20” breadth. The cards are invented; they do not establish real preferences, library behaviour, community data or school inquiry results. Official ACARA v9 workbook, retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3; QCAA Queensland v9 entry. Local school sequence and learner access still need educator review.
Original SubjectNest scripts, picture sets and family invitations © NeuroForgeIO Pty Ltd 2026, CC BY 4.0: credit SubjectNest, link the licence and indicate changes. ACARA and QCAA source material keep their own rights. No classroom, child, carer, screen-reader or cultural-authority trial is claimed.