Status: planned sequence, not a complete year of lessons. A row is a teaching brief, not a substitute for a daily lesson, learner material or local syllabus check. English and mathematics have paired daily drafts and integrated sessions across the forty-week map. Separate-subject coverage is changing as packs are written. The live Foundation coverage map shows how many complete five-day script weeks exist for each additional learning area and which weeks remain. That count checks quantity only; it does not establish quality, accessibility, local fit, learner progress or classroom readiness. Local overlays, Languages pathways and human review remain incomplete. Do not advance a “complete Foundation” claim from this plan.
Reference point: Australian Curriculum Version 9.0, Foundation Year, official workbook retrieved 29 September 2026; original workbook SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The exact year/band, achievement standard and local implementation need to be checked for each subject. Queensland's phased v9 schedule is one reason this national map is not automatically a current state plan.
The machine-readable outcome plan gives each of the 94 non-Languages Foundation content descriptions one principal focus week. A code can also be touched earlier or revisited later; the focus placement is a planning anchor, not a claim that a learner has achieved it. scripts/audit_foundation_plan.py checks that the codes match the pinned official import and that none is absent from the plan. The two cultural/content holds in that ledger remain open until appropriate review and local contribution.
The repeating weekly spine
- Every school day: oral language and a story or information text; planned phonological/phonemic work, letter–sound instruction and supported reading/writing at the child's taught point; number talk with objects, movement and drawing; outdoor or indoor movement; child-led exploration; a short closing reflection. Keep decoding tasks tied to graphemes actually taught; never call a memorised picture-word match “decoding.”
- Every week: at least one planned investigation with a prediction or question, one hands-on making/art experience, one HASS or community/place conversation, explicit and practised safety/permission language, and a chance to explain learning in more than one format. The exact subject focus varies below.
- Assessment: notice, record, respond and revisit. Sample a few children closely each day rather than attempting to score every child on every activity. Use the published achievement standard and a body of work at the review point, with professional judgment. No single worksheet certifies a broad outcome.
- Languages: choose a locally available language and its correct ACARA pathway plus local authority/specialist. The 57 Foundation Languages records are alternative language/pathway choices, not 57 topics every child must study. First Nations languages require language-owner authority and a community-led process; do not invent word lists or machine-translate cultural material.
Forty-week route
Schools can move weeks to suit local terms, climate, events and community partnership. “Evidence” names a small artefact or observation worth keeping, not a grade. The English and mathematics columns show the main new focus; earlier skills continue in short daily practice.
| Week | Question children can explore | English focus | Mathematics focus | Integrated focus and evidence to keep |
|---|---|---|---|---|
| 1 | How do we find, use and care for our learning places? | Preferred names, listening/turns, oral description, picture/text meaning | See, say and make 0–5; compare small collections | HASS room map; safe science observations; respectful space and design a counter holder. Keep a child's map explanation and one observation. |
| 2 | How do signs and pictures help us? | Texts in room, book/screen conventions, rhyme and initial sounds | Subitise to 5; build 6–10, order 0–10 and compare small sets | Make an original sign, compare picture/symbol data, ask who a sign helps. Keep a sign with the child's reason. |
| 3 | Who helps us, and how do we ask? | Oral story beginning/end, character feelings, sentence as one idea | Build, order and compare 10–15 as ten and some more | HASS people/relationships with child-chosen, private family evidence if offered; fictional examples teach inquiry but do not alone show knowledge of the child's family. HPE help-seeking and permission. |
| 4 | Why do some things roll, slide or stop? | Rhymes, syllables, clear spoken prediction | Build, order and compare 16–20; revisit 0–15 | Science movement test, fair-play route and dance shapes. Keep prediction and what actually happened. |
| 5 | What can we notice about living things? | Picture/information text, topic words, orally blend taught sounds | Count living/non-living object pictures without making the classification the maths score | Observe approved local plants and animals; sort by visible features. Keep a dated drawing with one exact observation. |
| 6 | How are useful things made? | Label with taught sounds; one spoken complete idea | Make and name parts of collections up to 5, then up to 10 | Compare material properties, design and safely test a small holder. Keep first and revised design. |
| 7 | Which messages help keep us safe? | Signs versus stories; capitals and sentence stop in shared writing | Add/remove objects in a real tidy-up story | Health symbols and protective help-seeking; digital personal-information example with teacher guidance. Keep an explanation of a safe choice. |
| 8 | What does a pattern let us predict? | Sound patterns and oral retell | Copy, continue and create repeating patterns | Music, movement and visual patterns; ask “What repeats?” Keep two representations of one pattern. |
| 9 | How do we show what we found? | Create a short informative page; speak to a partner | Sort objects and make a picture/object display | Music: make an original class welcome rhythm and ask why music can help a group gather; use a simple data display for science observations. Keep a child's reason and display. |
| 10 | What changed in our thinking? | Reread, retell and revise a sentence | Revisit 0–10, subitising and parts of 10 | Choice of Week 1–9 investigation, share privately or with permission. Use a portfolio conference and plan next teaching. |
| 11 | What can ten look like? | New taught letter–sounds and blending in decodable text | Ten as ten objects, marks, fingers, grouped collections | Design a ten-frame from reusable card; show a match in two formats. |
| 12 | What is a fair way to share? | Explain steps in order; use sequence words | Equal sharing and grouping with objects | Food-free picnic or tool-sharing story; photograph only if local consent allows, or keep a drawing. |
| 13 | Where do people in a story belong? | Compare fiction with a factual account; character viewpoint | More/less/equal up to 20 with concrete sets | HASS: use fictional families to practise respectful questions, then invite a child-chosen, private account of people in their own family if safe and welcome. Do not infer AC9HSFK01 knowledge from fictional-only work or require public personal disclosure. |
| 14 | How does a plant change when we look again? | Question words, topic vocabulary and an observation sentence | Count/compare leaves or seeds only where safe and meaningful | Repeated living-thing observation; keep two dated views, without claiming all plants change alike. |
| 15 | How can one quantity be made two ways? | Shared edit for meaning, space and sentence boundary | Partition/compose up to 10 with physical sets | Music call-and-response of two parts; keep concrete model and spoken explanation. |
| 16 | Which container can hold more? | Explain a test orally before writing | Direct comparison of capacity; no invented units | Try two safe containers with dry large objects or water under local safety rules; keep method and result. |
| 17 | What can a picture tell, and what can it leave out? | Word/image relationship and simple comprehension questions | Collect/sort picture responses to a class question | Media arts framing and digital data as pictures/symbols; keep two views of the same information. |
| 18 | How do we look after a shared outdoor place? | A request and a reason | Location words and simple map paths | HASS place care; outdoor activity; local Country/Place teaching only with approved knowledge-holder input. Keep a care proposal, permission status and any action actually approved. |
| 19 | What does a good test tell us? | Retell test steps and one result | Add/remove in a practical test setup | Revisit motion or material test, change one feature with guidance, compare results. |
| 20 | What can I teach someone else? | Short prepared spoken explanation or dictated text | Revisit numbers to at least 20 with objects, numerals and order | Mid-year portfolio conversation using several samples, not one speed test. |
| 21 | Which shapes can we find and make? | Descriptive vocabulary and one reason | Sort/name/create familiar shapes in objects | Visual art print/collage with student-made shapes; look at an original room/community picture and ask why that artwork helps or matters to people. Keep both shape reasoning and a child's art response. |
| 22 | How do we find our way? | Listen to and give a two-step direction | Position/location relative to people and objects | Map a safe route in the room, then show it with blocks, words or movement. |
| 23 | What belongs in a celebration story? | Retell an event with before/after | Days of week and parts of day tied to actual routines | HASS family/community celebrations with opt-in fictional alternatives; avoid assuming a single calendar or faith. |
| 24 | What do we feel, and whom can we ask? | Precise feeling words, conversation turn | Compare duration of two familiar activities directly | HPE emotions and protective help-seeking; private response option. Keep a rehearsed help route, not personal disclosure. |
| 25 | Can a digital tool help us tell a story? | English Days 121–125: plan a beginning, event and ending | Maths Days 121–125: collect/sort/compare picture data | Paper storyboard and child-chosen audience; optional approved offline hardware/software exploration, recorded separately. Daily drafts authored; digital and media claims depend on actual observation. |
| 26 | What makes a movement safe and fair? | English Days 126–130: give a rule and reason | Maths Days 126–130: describe paper object position and route | Adapted physical game and child-created movement sequence if locally safe and approved; paper participation remains available. Daily drafts authored; physical HPE/Dance and familiar-space claims depend on actual observation. |
| 27 | How are objects alike and different? | English Days 131–135: information labels bound to observation | Maths Days 131–135: direct length and mass comparison | Science material sort and tested property with counterexample. Daily and integrated drafts authored; record only direct observations. |
| 28 | What do we learn by asking someone? | English Days 136–140: neutral question and faithful attributed report | Maths Days 136–140: sort and compare fictional picture responses | HASS source and perspective with opt-in fictional interviews. Daily and integrated drafts authored; real-person evidence requires consent and actual observation. |
| 29 | Can a rhythm or picture carry an idea? | English Days 141–145: hear rhyme and alliteration in an original poem, then revise a message | Maths Days 141–145: name and continue a repeating unit in sound or marks | Original Music, Media Arts and Visual Arts choices with an optional quiet audio cue and consent-led sharing. Daily and integrated drafts authored; record sound and audience actions only when they happen. |
| 30 | How do we make a stronger design? | English Days 146–150: explain a change from actual test evidence | Maths Days 146–150: count and compare broad material sets to 20 | Folded-paper holder with one-change revision and controlled five-count test. Daily and integrated drafts authored; a stronger result must be observed, never presumed. |
| 31 | What can a book, sign and paper screen each do? | English Days 151–155: compare form, purpose and evidence in original texts | Maths Days 151–155: represent, compare and order 0–20 | Original book/sign/paper-screen sources and a two-frame choice aid. Daily and integrated drafts authored; paper frames do not prove digital-system use. |
| 32 | How do adding and taking-away change a count? | English Days 156–160: retell first/action/then accurately | Maths Days 156–160: model add-to and take-away within ten | Invented inventories with broad paper pieces and a child-revised holder. Daily and integrated drafts authored; actual design performance depends on observation. |
| 33 | What can we say about a drawing, and what would a real observation need? | English Days 161–165: source-bound information page | Maths Days 161–165: given question, sort and count fictional picture cards | Distinguish invented drawings from actual living things. Daily and integrated drafts authored; a real Science observation requires separate local evidence. |
| 34 | What can a test really tell us about a material? | English Days 166–170: compare bounded explanations of a fictional report | Maths Days 166–170: direct physical length/capacity/mass comparisons | Plan a safe toy-shelter revision and record actual results only where locally tested. Daily and integrated drafts authored; no completed design cycle claimed from a sketch. |
| 35 | How can we propose a fair try and check it? | English Days 171–175: two views, respectful requests and untested plan | Maths Days 171–175: equal share/group and object location | Fictional no-touch mat story and paper groups. Daily and integrated drafts authored; paper equality does not establish an actual fair agreement or HPE outcome. |
| 36 | What pattern or shape can we teach someone clearly? | English Days 176–180: specific instructions and meaningful repair | Maths Days 176–180: repeating units and boundary-based shapes | Paper/text/tactile instruction and optional listener check. Daily and integrated drafts authored; real listener evidence requires a real response. |
| 37 | What can this source answer? | English Days 181–185: given questions, invented inventory and source-bounded report | Maths Days 181–185: given question, picture-card sort and compare | Fictional paper sources, two sorting rules and one-to-one checks. Daily and integrated drafts authored; no real child preference survey or community-data claim. |
| 38 | What must we check before sharing a claim? | English Days 186–190: mock drawing, shown versus imagined and sentence revision | Maths Days 186–190: recheck object counts and visible add/remove models | Separate invented drawing and paper-count sources. Daily and integrated drafts authored; no real plant observation or local experiment claimed. |
| 39 | How can an audience understand our work? | English Days 191–195: purposeful explanation and accurate MODEL/actual feedback | Maths Days 191–195: selected number, part, shape/place and given data question | Original fictional visitor sources with same-target response routes. Daily and integrated drafts authored; actual listener evidence only where someone responded. |
| 40 | What can we do now, and what might we try next? | English Days 196–200: story/sign purpose, retell, taught-point print and honest handover | Maths Days 196–200: selected parts, add/remove, pattern, length, space and given picture-data work | Original A4 length source, separate after-check transfer and only available dated work samples. Daily and integrated drafts authored; no year-end certification or classroom validation. |
Daily continuity that a weekly theme must not displace
Themed projects are not the whole English or mathematics program. The daily subject lessons must specify: the particular sound/letter correspondences already taught, blending and spelling examples that use them, oral vocabulary, a meaningful text for comprehension, handwriting or alternative composition access, number representations, task examples, teacher models, guided practice, independent/partner attempt, and a check that changes tomorrow's teaching. If a week has no complete daily lessons, it remains a plan.
Movement, consent, safe help-seeking, arts making and opportunities to enjoy stories recur through the year. The five Arts subjects each need planned create/share/respond experiences. Do not use “learning style” labels: offer formats and genuine choices to everyone, then adjust individually. Refer to ACARA student diversity, EAL/D guidance, and AERO's early literacy and early numeracy.
Completion ledger
| Gate | Current state | Needed before “year complete” |
|---|---|---|
| Framework and local authority | National v9 import exists; local overlays are being built | Exact source/version/rights and implementation for every jurisdiction and subject used |
| Daily English and maths | Forty weeks of English and mathematics paired as drafts | Human educator and learner testing, systematic review, retention planning and evidence-based next steps across all forty weeks |
| Other learning areas | Integrated guides through Week 40; separate-subject drafts have uneven coverage, shown in the live Foundation coverage map | Planned and reviewed subject lesson sequences across the year, not merely theme labels |
| Assessments | Opening observations and two-week checks | Rubrics and exemplars tied to achievement standards and several modes of response |
| Learner materials/media | Opening print/visual and short sound packs drafted | Print/text/audio transcripts, accessible media and rights metadata across the year |
| Languages | Pathway selection rule only | School-selected language with expert/community review and source/translation records |
| Classroom evidence | None | Teacher usability, child/family feedback, correction log and revised release |
Reuse: © NeuroForgeIO Pty Ltd 2026, “SubjectNest Foundation year sequence”, version 0.1.0-draft. Original planning and activities are licensed under CC BY 4.0: credit SubjectNest by NeuroForgeIO Pty Ltd, link the source and licence, and note changes. ACARA codes and descriptions remain governed by ACARA's terms. No third-party worksheets, stories or media are included.