Version: v0.1 draft, 29 September 2026. Status: educator, accessibility, language and local-syllabus review pending. Audience: Year 1 teachers, school leaders and families using teacher-approved extracts. This is an Australian Curriculum Version 9.0 planning and opening-lesson draft, not a complete Year 1 program or a state syllabus.
What is authored now
| Resource | Actual coverage | What remains |
|---|---|---|
| 40-week map | Forty weekly planning briefs with a possible sequence | Weeks 1–6 have paired daily English/maths; integrated inquiry is authored for Weeks 1–4. Other later rows are planning, not achievement evidence. |
| Mathematics Weeks 1–2 | Ten 25-minute daily lessons, keyed cards, formative check and original print aid | First fortnight practices 0–50 and tens/ones; AC9M1N01 extends to at least 120. |
| Mathematics Weeks 3–4 | Ten further 25-minute daily lessons, 30 varied context cards, two fresh checks, projects and an original print chart | Reaches 51–90; the Year 1 number expectation still extends to at least 120. |
| Mathematics Weeks 5–6 | Ten 25-minute Days 21–30, 30 varied number contexts, separate fresh checks and a printable 91–120 chart | Reaches at least 120 through reading, representing and ordering; AC9M1N02 partition work stays within one and two digits. |
| English Weeks 1–2 | Ten 25-minute daily lessons, original controlled texts, oral language, comprehension, spelling/writing and checks | The taught graphemes must match the school's phonics sequence and each learner's entry point; this is only an opening slice of Year 1 English. |
| English Weeks 3–4 | Ten further 25-minute daily scripts, 45 controlled practice choices, two held-out checks, adult-read stories and an original A4 aid | Week 4 offers complete ck or cumulative-code routes according to the school's phonics sequence. |
| English Weeks 5–6 | Ten 25-minute Days 21–30, 30 core context choices, optional gated ck choices, two original adult-read stories and separate held-out checks |
Match child-read lines and Route A/B checks to each learner's actually taught print; adult-read literature remains a separate language task. |
| Integrated Week 1 and Week 2 | Two five-day guides, 35 minutes per day, with original source/record cards | These supplement daily English, mathematics, movement and routines; they do not cover every learning area. |
| Integrated Week 3 and Week 4 | Ten further 35-minute sessions and a Technologies support pack with learner cards, two assignments/rubrics and original print aids | The physical design and paper algorithm routes are distinct. Digital-system claims need approved device interaction; fictional user briefs are not real user tests. |
| Weeks 1–2 supplementary subjects | Forty optional 12-minute blocks across Science, HASS, HPE and all five Arts forms, with learner cards, separate keys, next moves and original print aids | These are short additions, not full subject allocations. Technologies, Languages and later subject sequences still need development. |
| Weeks 1–2 interactive studios | Two offline HTML aids with 12 maths and 12 English cards, adjustable display, print/text routes, and separate teacher guidance | Practice for selected opening targets only; they do not replace manipulatives, oral reading, held-out checks or the full subject lessons. |
How a teacher starts
- Check the school's currently adopted syllabus, term calendar, phonics scope, accessibility plans, safety rules and privacy/consent process. QCAA's ACiQ v9 page is a Queensland entry point; schools elsewhere must use their own authority. Do not assume the national map automatically matches the local reporting schedule.
- Read the preparation page for the relevant mathematics Weeks 1–2, 3–4 or 5–6 and English Weeks 1–2, 3–4 or 5–6. Prepare only the manipulatives and aids needed. Start the English sound sequence at each learner's observed point; a child who has not secured assumed correspondences needs explicit prior instruction, not a forced “Year 1 text” label.
- For Weeks 1–4, pair the daily 25-minute subject lessons with the relevant integrated Week 1, Week 2, Week 3 or Week 4 35-minute block. Select supplementary Science, HASS, HPE and Arts and interactive studios when they fit the school's timetable. Weeks 5–6 currently have daily English and maths, so supply school-approved other-subject teaching there. None of these combinations is a whole-day timetable.
- Schedule a few close observations each day. Use the named fresh checks in the relevant subject pack, including Weeks 5–6 maths and Weeks 5–6 English, to choose a next teaching move. An accessible response may use speech, sign, AAC, objects, tactile formats, drawing or child-directed adult movement. Record the format and mathematical or linguistic prompts separately. Keep learner records under school policy, not in the public content folder.
The pack offers choices and individual adjustments without assigning a child a fixed “learning style.” No invented translations are supplied. Translation or EAL/D adaptation needs a specified locale, a qualified human language reviewer and the school's language pathway; do not treat English decodable text as automatically decodable after translation.
Source, claim boundary and rights
National content codes in these files were checked against the Australian Curriculum Version 9.0 official download, workbook retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The locally imported canonical snapshot is products/curriculum-studio/data/frameworks/acara-v9.json. AERO early literacy and explicit instruction inform explicit modelling and response checks; the original lessons are not classroom validated. Curriculum alignment is to content descriptions, with partial practice stated honestly; no fortnight score proves the Year 1 achievement standard.
ACARA material: © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Where exact descriptions are reproduced, they were downloaded from the Australian Curriculum website (accessed 29 September 2026) and not modified. See ACARA copyright and terms for CC BY 4.0 and exclusions. ACARA does not endorse, sponsor or approve SubjectNest.
Original material: © NeuroForgeIO Pty Ltd 2026. Original plans, lesson scripts, examples, cards and aids in this Year 1 tree are CC BY 4.0, including commercial reuse with attribution. Suggested credit: “NeuroForgeIO Pty Ltd, SubjectNest Year 1 Australian-first starter, v0.1 (2026), source, CC BY 4.0”; indicate changes. This does not relicense ACARA or third-party material. No third-party worksheet, photograph, audio, story or song is embedded. The source and quality record states the evidence and review boundaries. The root hash manifest covers every file in this starter except itself; each subject pack has its own manifest.