# Year 2, Term 1, Weeks 1–2 — notice, explain, check

**Draft, 10 school days.** Run the numbered [maths](mathematics/LESSONS.md) and [English](english/LESSONS.md) lessons on the same day, 25 minutes each. Add the appropriate [integrated Week 1](integrated/week-01.md) or [Week 2](integrated/week-02.md) session on a separate timetable block. These do **not** fill the whole school day. The [teacher start guide](../../README.md) sets the review, privacy and rights boundary.

| Day | Maths | English | Integrated session |
| ---: | --- | --- | --- |
| 1 | Build 3-digit numbers | Story: who, what, why | Ask and predict about paper |
| 2 | Zero and renaming | Hear/read `ai`, `ay` | Bend, fold and record |
| 3 | Order and number line | Reread and infer | Fair paper-span test |
| 4 | Regroup flexibly | Noun groups | Explain a finding |
| 5 | Place-value check | Adapt a story | Improve and share a test |
| 6 | Facts make families | Information text | A place and a source |
| 7 | Make ten to add | Hear/read `ee`, `ea` | Ask and sketch a route |
| 8 | Subtract with parts | Join two ideas | Follow and revise a map |
| 9 | Model a practical problem | Compare text purposes | Perspectives and evidence |
| 10 | Problem/check/next move | Read, write and explain | Share a supported conclusion |

**Preparation:** reuse paper, pencils, scrap card, two colours or shapes of counters, bundles of 10 sticks or paper strips, 100-squares/number-line strips if available, and the original [print aids](print/TEXT-ALTERNATIVES.md). For the Science span, an adult approves a low shelf/tabletop space and **small identical** paper tokens as loads; no sharp cutting, elevated structures or heavy objects. Choose a familiar school place for Week 2; get a verified date/source and follow access, excursion and photography rules. A fictional route is a model, not evidence about an actual place.

**Four evidence columns:** task/action; exact child explanation or mark; support/access route; next move. Across 10 days, rotate 2–3 focus names per 25-minute subject check. Use later quiet station checks to fill individual evidence. [Maths keyed check](mathematics/ASSESSMENT.md) and [English keyed check](english/ASSESSMENT.md) explain what to do with errors. Children can opt for a private response. Do not grade a child because a group result is missing.

**Mapped descriptions, partial introductory work:** Mathematics `AC9M2N01`, `AC9M2N02`, `AC9M2N04`, `AC9M2N06`, `AC9M2A01`, `AC9M2A02`; English `AC9E2LA03`, `AC9E2LA07`, `AC9E2LA09`, `AC9E2LE02`, `AC9E2LE05`, `AC9E2LY01`, `AC9E2LY02`, `AC9E2LY03`, `AC9E2LY04`, `AC9E2LY05`, `AC9E2LY06`, `AC9E2LY10`; integrated Science and HASS codes are in each guide. All codes were checked against the pinned Year 2 workbook snapshot cited in [the start guide](../../README.md). No single lesson certifies a description or the Year 2 standard.

**Original material rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit the source and licence and note changes. ACARA content has [separate terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use); no ACARA endorsement.