# Foundation / Prep year sequence — planning map

**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](https://neuroforge.io/subjectnest/library/#foundation) 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](https://www.australiancurriculum.edu.au/downloads), 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](https://www.qcaa.qld.edu.au/downloads/memos/23/043-23.pdf) is one reason this national map is not automatically a current state plan.

The machine-readable [outcome plan](outcome-plan.json) 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](term-3/week-25-picture-stories-and-tools.md) | Can a digital tool help us tell a story? | [English Days 121–125](english/term-3/weeks-25-26/LESSONS.md): plan a beginning, event and ending | [Maths Days 121–125](mathematics/term-3/weeks-25-26/LESSONS.md): 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](term-3/week-26-move-and-make-fair-rules.md) | What makes a movement safe and fair? | [English Days 126–130](english/term-3/weeks-25-26/LESSONS.md): give a rule and reason | [Maths Days 126–130](mathematics/term-3/weeks-25-26/LESSONS.md): 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](term-3/week-27-objects-alike-and-different.md) | How are objects alike and different? | [English Days 131–135](english/term-3/weeks-27-28/LESSONS.md): information labels bound to observation | [Maths Days 131–135](mathematics/term-3/weeks-27-28/LESSONS.md): direct length and mass comparison | Science material sort and tested property with counterexample. **Daily and integrated drafts authored; record only direct observations.** |
| [28](term-3/week-28-what-we-learn-by-asking.md) | What do we learn by asking someone? | [English Days 136–140](english/term-3/weeks-27-28/LESSONS.md): neutral question and faithful attributed report | [Maths Days 136–140](mathematics/term-3/weeks-27-28/LESSONS.md): 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](term-3/week-29-rhythm-picture-message.md) | Can a rhythm or picture carry an idea? | [English Days 141–145](english/term-3/weeks-29-30/LESSONS.md): hear rhyme and alliteration in an original poem, then revise a message | [Maths Days 141–145](mathematics/term-3/weeks-29-30/LESSONS.md): 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](term-3/week-30-a-stronger-design.md) | How do we make a stronger design? | [English Days 146–150](english/term-3/weeks-29-30/LESSONS.md): explain a change from actual test evidence | [Maths Days 146–150](mathematics/term-3/weeks-29-30/LESSONS.md): 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](term-4/week-31-book-sign-paper-screen.md) | What can a book, sign and paper screen each do? | [English Days 151–155](english/term-4/weeks-31-32/LESSONS.md): compare form, purpose and evidence in original texts | [Maths Days 151–155](mathematics/term-4/weeks-31-32/LESSONS.md): 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](term-4/week-32-an-inventory-we-can-explain.md) | How do adding and taking-away change a count? | [English Days 156–160](english/term-4/weeks-31-32/LESSONS.md): retell first/action/then accurately | [Maths Days 156–160](mathematics/term-4/weeks-31-32/LESSONS.md): 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](term-4/week-33-what-the-drawing-shows.md) | What can we say about a drawing, and what would a real observation need? | [English Days 161–165](english/term-4/weeks-33-34/LESSONS.md): source-bound information page | [Maths Days 161–165](mathematics/term-4/weeks-33-34/LESSONS.md): 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](term-4/week-34-test-the-claim.md) | What can a test really tell us about a material? | [English Days 166–170](english/term-4/weeks-33-34/LESSONS.md): compare bounded explanations of a fictional report | [Maths Days 166–170](mathematics/term-4/weeks-33-34/LESSONS.md): 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](term-4/week-35-a-fair-try.md) | How can we propose a fair try and check it? | [English Days 171–175](english/term-4/weeks-35-36/LESSONS.md): two views, respectful requests and untested plan | [Maths Days 171–175](mathematics/term-4/weeks-35-36/LESSONS.md): 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](term-4/week-36-teach-the-pattern.md) | What pattern or shape can we teach someone clearly? | [English Days 176–180](english/term-4/weeks-35-36/LESSONS.md): specific instructions and meaningful repair | [Maths Days 176–180](mathematics/term-4/weeks-35-36/LESSONS.md): 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](term-4/week-37-ask-what-the-source-can-answer.md) | What can this source answer? | [English Days 181–185](english/term-4/weeks-37-38/LESSONS.md): given questions, invented inventory and source-bounded report | [Maths Days 181–185](mathematics/term-4/weeks-37-38/LESSONS.md): 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](term-4/week-38-check-the-model.md) | What must we check before sharing a claim? | [English Days 186–190](english/term-4/weeks-37-38/LESSONS.md): mock drawing, shown versus imagined and sentence revision | [Maths Days 186–190](mathematics/term-4/weeks-37-38/LESSONS.md): 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](term-4/week-39-explain-it-for-a-visitor.md) | How can an audience understand our work? | [English Days 191–195](english/term-4/weeks-39-40/LESSONS.md): purposeful explanation and accurate MODEL/actual feedback | [Maths Days 191–195](mathematics/term-4/weeks-39-40/LESSONS.md): 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](term-4/week-40-what-the-work-really-shows.md) | What can we do now, and what might we try next? | [English Days 196–200](english/term-4/weeks-39-40/LESSONS.md): story/sign purpose, retell, taught-point print and honest handover | [Maths Days 196–200](mathematics/term-4/weeks-39-40/LESSONS.md): selected parts, add/remove, pattern, length, space and given picture-data work | [Original A4 length source](term-4/week-40-length-source.pdf), 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](https://www.australiancurriculum.edu.au/student-diversity/students-with-disability), [EAL/D guidance](https://www.australiancurriculum.edu.au/student-diversity/eal-d-students), and [AERO's early literacy](https://www.edresearch.edu.au/guides-resources/practice-guides/early-literacy-practice-guide) and [early numeracy](https://www.edresearch.edu.au/guides-resources/practice-guides/early-numeracy-practice-guide-full-publication).

## 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](https://neuroforge.io/subjectnest/library/#foundation) | 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](https://creativecommons.org/licenses/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](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). No third-party worksheets, stories or media are included.