Version: v0.1, 29 September 2026. Status: planning draft; local syllabus, educator and accessibility review pending. This map sketches a possible Australian Curriculum v9 progression. Weeks 1–6 have paired daily English and mathematics lessons; Weeks 1–4 have integrated sessions. A row below is not a lesson, an assessment, or evidence of coverage unless linked to an authored pack. Schools must fit term dates, local syllabus, mandated texts, phonics sequence and learner plans.
Use the exact national code list in the official ACARA v9 download, retrieved 29 September 2026 (pinned workbook SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3). Codes name relevant content descriptions, not a claim that the brief achieves them. AC9M1N01 requires numbers to at least 120; the opening fortnight reaches only 50. The English sound order is provisional and must follow the school's established phonics scope and each learner's entry point.
| Week | Mathematics planning focus | English planning focus | Integrated inquiry possibility | Status |
|---|---|---|---|---|
| 1 | Check 0–20; make 21–30 as tens and ones (AC9M1N01, AC9M1N02) | Check CVC; teach /sh/ and /ch/ if ready (AC9E1LY09, AC9E1LY11) | Our learning place: observe and map permitted school spaces (AC9HS1K03, AC9HS1S02) | Daily lessons authored |
| 2 | Make, read, order and partition 31–50 (AC9M1N01, AC9M1N02) | Initial /st/, final /nd/; cumulative reading and writing (AC9E1LY09, AC9E1LY11) | How things move: safe toy pushes/pulls (AC9S1U03, AC9S1I03) | Daily lessons authored |
| 3 | Count, order and locate 51–70 (AC9M1N01) | Consolidate taught graphemes; oral retell (AC9E1LY04, AC9E1LY05) | Story-card stand: test a physical design with an invented user brief | Daily maths, English and five integrated sessions authored |
| 4 | 71–90, tens/ones and exchange (AC9M1N01, AC9M1N02) | School-sequenced ck or cumulative-code route; sentence boundaries (AC9E1LY11, AC9E1LA06) |
Two-choice learning guide: paper algorithm; approved device route when available | Daily maths, English and five integrated sessions authored |
| 5 | 91–105 on charts and number lines (AC9M1N01) | Child-matched print and teacher-read sign story (AC9E1LY04, AC9E1LE03) | Community signs, no child location data | Maths and English daily lessons authored; inquiry plan only |
| 6 | 106–120 in multiple representations (AC9M1N01; AC9M1N02 only for one/two-digit partitions) | Retell plot/character and compose short sentences (AC9E1LE03, AC9E1LY06) | Local features and stories | Maths and English daily lessons authored; inquiry plan only |
| 7 | Equal groups to 120; twos (AC9M1N03, AC9M1A01) | School-sequenced phonics; sentence edit (AC9E1LY11, AC9E1LY06) | Games and collections | Plan only |
| 8 | Fives and tens; count collections (AC9M1N03, AC9M1A01) | Reading phrasing; literal inference (AC9E1LY04, AC9E1LY05) | Shared information display | Plan only |
| 9 | Compare representations and partition (AC9M1N01, AC9M1N02) | Informative text structure (AC9E1LA03, AC9E1LY06) | Ask questions about local place | Plan only |
| 10 | Review and sample evidence, then reteach (codes chosen from evidence) | Cumulative reading, spelling and oral language check | Term portfolio, not a single attainment verdict | Plan only |
| 11 | Add within 20 concretely (AC9M1N04) | Oral interaction and listening (AC9E1LY02) | Design a fair game | Plan only |
| 12 | Subtract within 20; inverse connection (AC9M1N04) | Sentence construction and punctuation (AC9E1LA06, AC9E1LA10) | Changes in materials | Plan only |
| 13 | Model join/separate stories (AC9M1N05) | Narrative sequence and retell (AC9E1LE03, AC9E1LY05) | Class story lab | Plan only |
| 14 | Compare additive strategies (AC9M1N04, AC9M1N05) | Re-read/edit short text (AC9E1LY06) | Evidence and explanation | Plan only |
| 15 | Share fairly with objects (AC9M1N06) | Ask/answer questions (AC9E1LY02, AC9E1LY05) | Shared materials | Plan only |
| 16 | Group collections and explain leftover cases (AC9M1N06) | School-sequenced decoding/spelling (AC9E1LY11, AC9E1LY13) | Packing task | Plan only |
| 17 | Make and continue repeating patterns (AC9M1A02) | Text organisation for purpose (AC9E1LA03) | Art and sound patterns | Plan only |
| 18 | Identify and create shape patterns (AC9M1A02, AC9M1SP01) | Describe and compare settings (AC9E1LE03) | Shape walk | Plan only |
| 19 | Name and sort familiar 2D/3D shapes (AC9M1SP01) | Create a short explanation (AC9E1LY06) | Built spaces | Plan only |
| 20 | Review and responsive reteaching | Cumulative fluency/comprehension sample | Midyear sharing with families | Plan only |
| 21 | Compare and order length directly (AC9M1M01) | Instructions and sequence (AC9E1LA03, AC9E1LY06) | Build a path | Plan only |
| 22 | Measure length with uniform informal units (AC9M1M02) | Precise oral descriptions (AC9E1LY02) | Test a design | Plan only |
| 23 | Compare mass with safe objects (AC9M1M01) | Explain a choice with evidence (AC9E1LY06) | Material choices | Plan only |
| 24 | Compare capacity directly (AC9M1M01) | Read and follow familiar signs (AC9E1LA05, AC9E1LY05) | Container design | Plan only |
| 25 | Sequence and compare familiar durations (AC9M1M01, AC9M1M03) | Narrative event order (AC9E1LE03) | Daily routines | Plan only |
| 26 | Follow and give directions (AC9M1SP02) | Clear spoken instructions (AC9E1LY02) | Accessible route design | Plan only |
| 27 | Apply spatial language to maps/models (AC9M1SP02) | Label and explain a representation (AC9E1LY06) | School model | Plan only |
| 28 | Collect and record categorical data (AC9M1ST01) | Ask a respectful question (AC9E1LY02) | Class choice survey, optional response | Plan only |
| 29 | Make a display and compare counts (AC9M1ST02) | Explain what a display says (AC9E1LY05, AC9E1LY06) | Choices and evidence | Plan only |
| 30 | Review and responsive reteaching | Cumulative reading and composition | Term portfolio | Plan only |
| 31 | Connect two-digit partitions and number line (AC9M1N01, AC9M1N02) | Meaningful independent reading at entry point (AC9E1LY04) | Collection museum | Plan only |
| 32 | Choose counting strategy for larger sets (AC9M1N03, AC9M1A01) | Compare two text purposes (AC9E1LA03) | Community information | Plan only |
| 33 | Choose additive strategy for problems (AC9M1N04, AC9M1N05) | Write a clear response to a text (AC9E1LY05, AC9E1LY06) | Problem stories | Plan only |
| 34 | Revisit equal sharing and grouping (AC9M1N06) | Oral explanation and listening (AC9E1LY02) | Resource design | Plan only |
| 35 | Compare measures in a design (AC9M1M01, AC9M1M02) | Draft and edit instructions (AC9E1LY06) | Test and revise | Plan only |
| 36 | Use shape/position in a model (AC9M1SP01, AC9M1SP02) | Describe place precisely (AC9E1LY06) | Accessible model | Plan only |
| 37 | Ask a data question, gather and display (AC9M1ST01, AC9M1ST02) | Present a supported conclusion (AC9E1LY02, AC9E1LY06) | Child-chosen inquiry | Plan only |
| 38 | Solve mixed practical number tasks | Read varied text with suitable supports | Revisit interests | Plan only |
| 39 | Collect multiple evidence samples, reteach | Reading/writing/oral samples across modes | Showcase preparation | Plan only |
| 40 | Transition notes and next-year entry evidence | Celebrate authentic growth | Student-chosen sharing | Plan only |
How to use this map
Choose a week's focus only after checking the prior assessment and school scope. A daily lesson must specify materials, exact examples, access, safe setup, teacher moves, checks and next teaching. Weeks 1–6 now have that detail for mathematics and English; Weeks 1–4 also have integrated sessions, with the Weeks 3–4 Technologies pack adding learner cards, assignments and rubrics. Inquiry in Weeks 5–6 and most later rows remains a planning brief. A school day also requires health, arts, technologies, movement, routines and locally mandated learning; the authored blocks are a contribution, not a whole day.
Rights: Original planning text © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit SubjectNest Year 1 Australian-first starter, v0.1, source, license and changes. ACARA codes and any description text remain separately governed by ACARA terms. No endorsement implied. Educator review pending.