# Year 3 classroom starter — Australian Curriculum v9

This is a **draft teaching library for Weeks 1–4**, with a [40-week planning map](year-sequence.md) showing possible later work. The map is not a year of lessons. The first fortnight has ten [English](term-1/weeks-01-02/english/LESSONS.md), ten [mathematics](term-1/weeks-01-02/mathematics/LESSONS.md) and two [integrated five-day sequences](term-1/weeks-01-02/README.md). Weeks 3–4 add [ten English days](english/term-1/weeks-03-04/README.md), [ten maths days](mathematics/term-1/weeks-03-04/README.md) and [50 optional 12-minute blocks](supplementary/term-1/weeks-03-04/README.md) across Science, HASS, HPE, Technologies and all five Arts forms. These have learner choices, fresh checks or staff next moves and original print aids. Weeks 3–4 integrated inquiry remains a planning brief; the short subject blocks do not form a full daily timetable. A human educator has not yet piloted or reviewed the material, and no state or territory syllabus overlay has been verified.

## Before children arrive

1. Use your school's locally current Year 3 syllabus, assessment policy, reading scope and sequence, safety procedures and individual adjustment plans. This national draft does not decide a jurisdiction's implementation date or replace your professional judgement.
2. Set out paper place-value cards, counters or bundles, pencils, the [number builder PDF](term-1/weeks-01-02/print/number-builder.pdf) and [evidence board PDF](term-1/weeks-01-02/print/evidence-board.pdf). The [SVG originals and full text alternatives](term-1/weeks-01-02/print/TEXT-ALTERNATIVES.md) can be enlarged, read aloud, turned into tactile cards or copied without a printer.
3. For Weeks 1–2, read that day's subject lessons and the relevant [Week 1 soil observation](term-1/weeks-01-02/integrated/week-01.md) or [Week 2 shared-space decision](term-1/weeks-01-02/integrated/week-02.md). For Weeks 3–4, use the linked English/maths packs and select a [supplementary subject block](supplementary/term-1/weeks-03-04/README.md) that fits the current timetable and local syllabus. English and mathematics each take 25 minutes; the opening integrated sessions take another 35 minutes. The five supplementary menus are choices, not five compulsory extra periods each day. The pack is not a whole-day timetable.
4. For brief checks, all learners try the prompt while you closely observe a small planned group. Rotate the names over days. Use a quiet individual station later when you need independent reading or reasoning. Write “not yet observed” when you did not see a response, with its support and access route.
5. Use the opening [keyed maths checks](term-1/weeks-01-02/mathematics/ASSESSMENT.md) and [keyed English checks](term-1/weeks-01-02/english/ASSESSMENT.md), then the Week 3–4 [English checks](english/term-1/weeks-03-04/STUDENT-CHECKS.md) with [teacher key](english/term-1/weeks-03-04/teacher/ANSWER-AND-NEXT.md) and [maths checks](mathematics/term-1/weeks-03-04/STUDENT-CHECKS.md) with [teacher key](mathematics/term-1/weeks-03-04/TEACHER-KEY.md), to plan tomorrow's model. Store identifiable pupil work in school-approved systems only.
6. If you run a [Science, HASS, HPE, Technologies or Arts short block](supplementary/term-1/weeks-03-04/README.md), use its separate learner and staff pages. Record only actions actually observed: a paper temperature model is not a measurement, a paper route is not physical movement, and a storyboard is not media capture.

**Access choices:** speech, writing, tactile arrangement, drawing, pointing, AAC and adult transcription are offered where they preserve the learning goal. Give instructions in chunks, readable print, visible key words, quiet and movement choices, and time to think. Separate a child's English word-reading evidence from what they understand after a text is read to them. Home language is welcome in discussion with an appropriate speaker/interpreter where available; the pack contains **no unreviewed translations**. Use learner/family knowledge and specialist advice for individual adjustments. A child does not have one fixed “learning style”.

## National source and rights

Every cited content code is checked against the local import of the [official ACARA Australian Curriculum Version 9.0 workbook](https://www.australiancurriculum.edu.au/downloads), downloaded 29 September 2026. Original workbook SHA-256: `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`; canonical JSON: `products/curriculum-studio/data/frameworks/acara-v9.json`. The [exact Year 3 and Years 3–4 band wording and source rows](CURRICULUM-CROSSWALK.md) support human review; the [manifest](manifest.json) pins each used description by hash. A proposed link signals a **part** of a content description taught or practised, not completion of the description or achievement standard. The short Arts, HPE and Technologies menus do not replace fuller specialist sequences; a locally chosen Languages pathway also needs appropriate authority and expertise.

[ACARA's reuse terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) govern its material. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. The workbook was downloaded from the Australian Curriculum website (accessed 29 September 2026) and modified into normalized plain text. ACARA does not endorse, sponsor or approve SubjectNest. Its codes/descriptions are separate from our original-material licence. We have not copied ACARA logos, images or teacher resources. Locally held knowledge, especially First Nations cultural and intellectual property, requires proper authority, consent and attribution; this pack supplies none on another community's behalf.

**Original materials:** © NeuroForgeIO Pty Ltd 2026, *SubjectNest Year 3 classroom starter*, version 0.1.0-draft. Original prose, stories and print graphics in this tree are [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): credit “SubjectNest by NeuroForgeIO Pty Ltd”, link the source and licence, and identify changes. This grant does not cover ACARA, a school's local source, or the [DejaVu font subsets](term-1/weeks-01-02/print/FONT-RIGHTS.md) embedded in the PDF aids; newer packs carry their own font notices. The verifier code is Apache-2.0. Local educator, access, cultural and pilot review remain pending.