SubjectNest · Year 3 maths · Make it fit, then check

Year 3: proposed forty-week routeYear 3 Maths · T1 W5–6 · Readers / Curriculum / Year sequence

Source review complete · local suitability still needs review.

Teaching status: Weeks 1–2 have daily English, maths and integrated lessons. Weeks 3–4 have daily English/maths packs plus 50 optional supplementary blocks (historical reference: supplementary/term-1/weeks-03-04/README.md) across five subject menus; integrated inquiry remains a planning brief. The separate Digital Technologies Weeks 5–6 (historical reference: digital-technologies/term-1/weeks-05-06/README.md) now have ten independently source/teaching-reviewed lessons and an original runnable Route Studio. The separate Music Weeks 5–6 (historical reference: music/term-1/weeks-05-06/README.md) also has ten authored optional musical starts, scores, access routes and separate formative checks. Its synthetic audio remains NOT LISTENED and requires adult review before playback. The separate HPE Weeks 5–6: Make the game fit (historical reference: health-and-physical-education/term-1/weeks-05-06/README.md) now adds ten reviewed game-design/adaptation starts, varied examples, family invitations, component checks and original aids. Remaining subject work in Weeks 5–6, and Weeks 7–40, remains *planning prompts only*. This does not demonstrate complete Year 3 curriculum coverage. Revise the order for the school calendar and learners, check the current local syllabus, then develop materials, evidence and expert review for each missing week. The four groups of ten weeks are a convenient planning grid, not an imposed term structure.

National reference: Australian Curriculum v9 downloads, workbook retrieved 29 September 2026, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. Authored packs' cited codes are verified in the manifest (historical reference: manifest.json); the future rows are not an audited outcome ledger.

Week	Question or setting	English next focus	Mathematics next focus	Other learning / evidence to design
1	What can we actually see in two soil samples?	Story paragraphs, mood, word parts, supported inference	Numerals beyond 10 000, place, order, estimate	Science: sealed samples, prediction and observed-property record. Authored.
2	How do we decide about a shared school space?	Information purpose, prefixes/suffixes, paragraph, short report	Two/three-digit addition and subtraction, inverse and modelling	HASS: source-backed school rule and proposal with possible effects. Authored.
3	What makes a direction easy to follow?	English Days 11–15 (historical reference: english/term-1/weeks-03-04/LESSONS.md): purposeful directions, verbs and revision	Maths Days 11–15 (historical reference: mathematics/term-1/weeks-03-04/LESSONS.md): maps and relative landmarks	Optional Science/HASS/HPE/Technologies/Arts blocks (historical reference: supplementary/term-1/weeks-03-04/README.md) add source, model, movement-plan, design and art choices. English, maths and supplementary blocks authored; integrated brief only.
4	How can a number be renamed?	English Days 16–20 (historical reference: english/term-1/weeks-03-04/LESSONS.md): sourced stock explanation and oral presentation	Maths Days 16–20 (historical reference: mathematics/term-1/weeks-03-04/LESSONS.md): place-value exchange and regrouping	Optional subject blocks (historical reference: supplementary/term-1/weeks-03-04/README.md) revisit evidence, participation, design and art with separate checks. English, maths and supplementary blocks authored; integrated brief only.
5	What can a rock's surface tell us?	Observation versus inference, technical words	Formal metric units for length/mass	Safe approved rock samples; source and scale recorded.
6	Which statements need more evidence?	Compare claims in two information texts	Estimation and reasonableness	Teacher-vetted source comparison with dated notes.
7	What does a fraction show?	Precise noun groups in explanation	Unit fractions and multiples to a whole	Paper/physical fraction models, equal parts explicitly checked.
8	How do readers find the right part?	Contents, headings, layout and navigation	Data tables	Build and user-test a short guide.
9	What can a small survey answer?	Audience-aware question and report	Categorical and discrete data	Consent-safe class data, including no-response.
10	What is our strongest example?	Reread, edit and present a chosen text	Revisit place/operation/data through work samples	Portfolio talk and teacher next-step note.
11	How can we multiply with a model?	Explanation with labelled diagram	Arrays, multiplication and related division	Shared-object distribution without ranking children.
12	Why can a rule help a community?	Persuasive claim with reason	Practical additive problem	Source-backed school rule, effect and alternative.
13	What changed in this local place?	Compare dated sources, mark uncertainty	Timelines and duration	HASS local change only with verified community/school sources.
14	How can a test be fairer?	Procedure and results separated	Measure with scaled instruments	Science repeats, controlled changes and observed limits.
15	What do words say about mood?	Verbs, setting and illustration choices	Angle as turn	Original small narrative/visual sequence and reader response.
16	When does a table help more than a graph?	Describe patterns cautiously	Frequency table/column graph	Same verified dataset shown in two forms.
17	Which items fit a task?	Compare reasons in an information text	Object properties and classification	Make and test a safe reusable object, note user feedback.
18	How do we work with money values?	Instructions for a fictional shop	Dollars/cents and equivalent values	No real spending; check models and context.
19	What can make temperature change?	Cause language versus observation	Metric measure and estimated values	Adult-run, school-approved heat study; no hot-water handling by children.
20	What should we practise next?	Reading and composition evidence conference	Strategy review across strands	Midyear teacher judgement from more than one sample.
21	Which facts help with a larger calculation?	Explicit explanation and critique	Mental addition/subtraction from facts to 20	Two valid strategies for a practical quantity.
22	What can a place map omit?	Compare text and image evidence	Two-dimensional representation	Source-checked local and broader maps, privacy-aware.
23	Can an array solve two questions?	Precise oral directions	Multiplication/division facts 3, 4, 5 and 10	Grouping models and related facts.
24	Where does a paragraph belong?	Paragraphs group one related idea	Algorithmic steps and decisions	Write/read an original set of decision rules.
25	What is the time really showing?	Audience-aware timetable description	Analog/digital time to nearest minute	Compare duration of low-stakes class routines.
26	What can a repeated trial tell us?	Report claim tied to evidence	Chance outcomes and variation	Repeated simple chance experiment, fair language.
27	How might a character's view change?	Story arc, dialogue, mood	Fractions revisited	Original fiction in a child-chosen context.
28	What could help this local space?	Proposal and counter-question	Estimate material quantity	HASS action with source/permission and possible effects.
29	Why did two measurements differ?	Explain uncertainty and revision	Metric length, mass or capacity	Compare instruments and technique safely.
30	What work should we keep?	Edit selected informative and imaginative text	Operations and data review	Teacher/learner portfolio conference.
31	What is alive in our observation?	Categorise claims and evidence	Data categories	Science life cycles from approved sources; no live-animal handling requirement.
32	How do two accounts describe one event?	Perspective and source attribution	Timeline/number line	HASS account comparison with rights and date checks.
33	What can heat change safely?	Procedure, tense and technical words	Formal measure table	Adult-led solid/liquid observation under school policy.
34	Can a graph mislead?	Evaluate wording and image	Graph scale, labels and context	Construct two displays, ask what each permits.
35	Which strategy is easiest to explain?	Clear presentation and question response	Mixed practical operations	Learner-selected strategy with a checking method.
36	How do communities recognise events?	Source-aware informative text	Date/time representation	Locally approved HASS sources; do not fabricate cultural accounts.
37	What makes a safer design?	Audience, instruction and revision	Object features and measure	Test with consent; document revision, not a safety certification.
38	How can we improve our inquiry?	Question, evidence and conclusion	Estimate/measure/data combined	Child-selected question with adult safety/source check.
39	What would a new learner need to know?	Publish an accessible short guide	Explain a chosen numerical model	User-test and adjust a learner-created explanation.
40	What can we show and what comes next?	Portfolio of reading, writing and speaking at current taught point	Evidence across number, algebra, measure, space, statistics and probability	Professional assessment against locally current standards and useful handover.

Separate HPE source addition · 2 October 2026: Make the game fit (historical reference: health-and-physical-education/term-1/weeks-05-06/README.md) offers Days 21–30 with thirty switchable routes, twenty solved contexts, four playable invented seeds, ten free home activities, ten extras and eight print pairs. Plans, actual movement, caller/observer roles, support and outcomes remain distinct. The official Years 3–4 band/end-Year 4 standard supports partial opportunities; exact site delivery, locally appropriate practical activity, wider health/movement scope, other jurisdictions and classroom use remain open. The integrated rock/source themes above are still future prompts, not lessons supplied by this HPE pack.

Every future week needs daily reading and word-study practice at the child's taught point, oral language, actual composition and feedback; daily maths needs fact retrieval, explicit model, practice, new application and a check. The theme does not replace these. The Weeks 3–4 Science, HASS, Health/Physical Education, Technologies and Arts menus are short optional blocks; fuller verified subject sequences and a locally selected Languages pathway still need specialists. Do not fill First Nations knowledge or language gaps with invented or machine-translated material.

Reuse: Original route © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY 4.0. Credit, link and note changes. ACARA material retains its terms.

The separate Digital source covers selected partial Years 3–4 opportunities, with actual implementation, access, paper/adult attribution, source and original notices distinguished. Website qualification and human/local trials remain open; it does not complete Year 3, the band or every state.

Map reconciliation · 1 October 2026: Linked packs above contain authored lesson bodies in the committed source. This map correction adds no lesson, curriculum coverage, classroom trial, live website qualification or local approval. Planned topics remain future work unless their exact pack supplies them.

Separate Science bank · Weeks 1–2

A little Earth-material clue guide (historical reference: science/term-1/weeks-01-02/README.md) supplies ten flexible 35-minute scaffolds, thirty response routes, twenty worked contexts, H10/X10, four ordinary aid families and twelve separately staged fresh/reserve aids. Dated general soil/mineral facts, a historical Sydney sandstone example and a clearly scoped US clay-use account support useful guides and source questions; none identifies a local specimen or supplies current local conditions. A teacher local-source card (historical reference: science/term-1/weeks-01-02/LOCAL-SOURCE-REVIEW.md) helps replace the fact, task and checked answer together after reviewing its exact source, dates, place, rights and unknowns. Complete text and printable aids travel with full notice companions in closed downloads. Actual child reasoning, attributed helper acts, supplied fiction, published fact, experiment and plan remain distinct. This partial U02/conditional inquiry and human-endeavour bank leaves other Science descriptions, broader repertoire, whole-year and local/state requirements open; the forty-week future themes remain planning prompts.

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Reviewed source edition

Source review is complete for this two-week edition. Local suitability and classroom use still need review. Earlier candidate or pending-review words are retained in the original files; full-year coverage, translations and audio are not claimed.

Exact source: 95323884b9050c38dcc293971eb35fdfabdb578b · 2026-10-08. Source edition, roles and hashes

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