Status: Weeks 1–2 and Weeks 3–4 have scripted English, mathematics and integrated sessions with learner materials and keyed formative checks. Weeks 3–4 also have an optional five-area menu. Weeks 5–40 are planning prompts only, not ready-to-teach units or an audited coverage ledger. The school must verify timetable, jurisdictional adoption, senior-pathway needs, local community and learner access. Each later week needs its own exact ACARA v9 code check, official/primary sources, readable texts, assessment key, rights review and teacher trial before publication.
The map is deliberately broad across English, mathematics, Science and HASS. The short Weeks 3–4 five-area menu adds optional HPE, Arts and Technologies work; it does not establish full subject coverage. Languages, the full range of literature and First Nations perspectives need qualified local authors and authorised sources. No map row licenses invented cultural material, unreviewed translation, personal data collection or unsafe practical work.
| Week | Inquiry or life context | English development to author | Mathematics development to author | Integrated/source and evidence to author |
|---|---|---|---|---|
| 1 | Can a striking headline outrun its evidence? | Narrative/poem voice, media evaluation, accurate caption | Scatterplots, association, scope | Science: fictional cart model and Newton-law reasoning. Authored opening. |
| 2 | When does the cheaper plan change? | Values, conditions and provisional recommendation | Linear models, crossing, inequalities | Economics: fictional adult device decision. Authored opening. |
| 3 | How does a question change an investigation? | Authored English: method explanation and source evaluation | Authored maths: scatterplot transfer and residual thinking | Authored integrated and optional five-area work with invented sources; any local dataset or physical test requires separate approval. |
| 4 | What can a two-way table hide? | Authored English: compare report structure and omitted groups | Authored maths: categorical association and two-way tables | Authored integrated and optional five-area work on category ethics and privacy using fictional data. |
| 5 | How far does an estimate travel? | Precise qualification in argument | Approximation in repeated calculations | Measurement/source limits in safe local context. |
| 6 | How do patterns scale? | Technical vocabulary and visual explanation | Exponent laws and algebraic simplification | Compare original scale diagrams; no third-party images without rights. |
| 7 | When do two constraints conflict? | Write a balanced decision memo | Simultaneous equations and inequalities | Fictional design/resource criteria, then verified sources. |
| 8 | Can a model be revised? | Explain a rejected assumption | Linear versus quadratic/exponential possibilities | Growth/decay with context, sensitivity and no financial advice. |
| 9 | What changes a motion? | Analyse scientific claims in media | Graphs of change with units | School-approved motion study with risk and access plan. |
| 10 | What did the first term establish? | Reading/writing evidence conference | Cross-strand strategy and rechecks | Teacher judgement from several independent samples. |
| 11 | What is a fair comparison of places? | Analyse viewpoint and source selection | Distribution, median and spread | Geography with current, sourced environmental data. |
| 12 | What does a boxplot compress? | Explain omission and emphasis | Boxplots, outliers and continuous data | Compare fictional then rights-cleared real datasets. |
| 13 | How can an image persuade? | Still/moving image choices and context | Scale and proportion | Original images or licensed sources with full descriptions. |
| 14 | What does a network show? | Report connectedness for an audience | Network diagrams and paths | Community or digital network model without personal data. |
| 15 | How does a consumer rule work? | Evaluate conditions and fine print | Modelling a repeated cost | Economics: current authoritative rights/terms source, local review. |
| 16 | Can a claim be replicated? | Compare source methods | Statistical investigation design | Science reproducibility with approved equipment. |
| 17 | What does a right triangle help solve? | Procedure and caution in measurement | Pythagoras and trigonometry | Accessible site-scale problem with verified dimensions. |
| 18 | How do errors propagate? | Write uncertainty clearly | Measurement error and sensible precision | Safe measurement study and recorded method. |
| 19 | Which energy account is supported? | Evaluate competing explanations | Graphs, rates and units | Science systems model from official data, scoped claims. |
| 20 | What is stronger than one test? | Portfolio editing and discussion | Recheck number/algebra/statistics | Teacher review of evidence and next-course readiness. |
| 21 | How should a place change? | Multiple perspectives and ethical attribution | Scale/area/cost models | Geography sustainability issue with authorised local sources. |
| 22 | What can an equation prove? | Proof-language explanation | Algebraic factorisation and equation solving | Original geometric or design claim. |
| 23 | When does growth become nonlinear? | Explain model choice | Exponential relation and graph | Fictional digital/storage or environmental example, checked units. |
| 24 | What is an appropriate historical source? | Context, purpose and provenance | Timelines or quantitative context with care | History of 20th-century events; trauma-informed, scholarly source review. |
| 25 | How do records disagree? | Compare historical interpretations | Evidence charting without false precision | Local history specialist and rights review; no invented testimony. |
| 26 | What does a rights claim require? | Analyze value-laden language | Model limits in civic statistics | Civics current official sources, legal accuracy review. |
| 27 | How does heredity work in a model? | Technical explanation and misconception repair | Ratios/probability with clear assumptions | Science genetics with sensitive trait/privacy care. |
| 28 | What does an inheritance model omit? | Ethical limits in science communication | Conditional probability introduction | Avoid predicting an individual person's traits or identity. |
| 29 | How do elements organise? | Explain classification to two audiences | Pattern/scale reasoning | Science periodic-table source and approved safe materials. |
| 30 | What evidence informs a revision? | Edit two prior texts | Mixed model/graph rechecks | Learner-selected revision with private feedback. |
| 31 | Why might a scale be logarithmic? | Explain an unfamiliar visual | Logarithmic scale in context | Official science data, units and interpretation review. |
| 32 | What makes a fair simulation? | Method critique | Conditional chance/simulation | Original chance model with recorded assumptions. |
| 33 | How should data be published? | Accessible report and alt text | Bivariate investigation and caveats | Ethical source use; avoid sensitive student data. |
| 34 | What can geometry justify? | Concise proof and counterexample | Deductive spatial reasoning | Test a design conjecture with original figures. |
| 35 | How does a system transfer energy? | Explanation across representations | Graphs and proportional reasoning | Science Earth-systems model with current, verified sources. |
| 36 | Which economic signal matters? | Compare explanations and values | Interpret rates/uncertainty | Economics indicators via official current sources, no advice. |
| 37 | What changed after a major event? | Contextualised historical argument | Quantitative source caution | History with qualified educator and primary-source provenance. |
| 38 | What should a public guide show first? | Multimodal structure and accessible editing | Explain an applied model | Original guide peer-tested for clarity and rights. |
| 39 | Which evidence shows growth? | Portfolio commentary and new reading | Independent cross-strand problems | Local teacher moderation, no automated ability label. |
| 40 | What should the next teacher know? | Sustained response and chosen audience | Senior-pathway prerequisite review | Handover with consent, adjustments and verified evidence. |
Weeks 5–40 require real authorship and review before classroom use. A theme in this table is not a lesson plan, assessment, local syllabus decision or promise of year-long coverage. Weeks 1–4 still need local educator, safety, access and jurisdiction review.
Reuse: Original SubjectNest planning © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit source/licence and mark changes. ACARA descriptions remain under their terms.