This is the teacher start guide's first teachable block. The daily mathematics and English lessons each last 25 minutes; integrated Week 1 and Week 2 supply one additional 35-minute session per day. The three periods are only part of a full timetable. Original print/text aids are ready for low-ink A4 or tactile copying. All content is draft and awaits educator/local review.
| Day | Mathematics | English | Integrated inquiry |
|---|---|---|---|
| 1 | Build a five-digit number | Story: first impression and setting | Which observations can a sealed sample give? |
| 2 | Zero and numeral conventions | Read a longer word in parts | Make a fair comparison plan |
| 3 | Compare/order beyond 10 000 | Reread for a supported inference | Observe and record samples |
| 4 | Estimate a collection | Verbs, tense and paragraph | Compare records, not memories |
| 5 | Place-value and estimate check | Revise a short narrative | Report a bounded result |
| 6 | Add with regrouping | Information text and source | What does a real rule say? |
| 7 | Subtract with exchange | Base word, prefix, suffix | Who uses a shared place? |
| 8 | Inverse and unknown | Group related ideas in a paragraph | Compare possible actions |
| 9 | Practical calculation model | Texts for different audiences | Draft a supported proposal |
| 10 | Solve, explain, decide next move | Read, understand, compose | Present, question, revise |
Mathematics initial links: AC9M3N01, AC9M3N03, AC9M3N05, AC9M3N06, AC9M3A01, AC9M3A02. English initial links: AC9E3LA03, AC9E3LA04, AC9E3LA07, AC9E3LA08, AC9E3LA10, AC9E3LE03, AC9E3LE05, AC9E3LY01, AC9E3LY03, AC9E3LY04, AC9E3LY05, AC9E3LY06, AC9E3LY09, AC9E3LY10. Integrated Year 3 Science/HASS links appear in those guides. All are verified content-description codes from the pinned ACARA v9 workbook. A two-week encounter with a description is not full achievement.
Prepare once: scrap card digit tiles, place labels to ten-thousands, bundles/diagrams, 50 large paper counters, several sheets of paper, two closed transparent containers with school-approved samples supplied/prepared under local risk policy, and a current school-authorised rule or notice about a shared space. For the Science block, keep samples sealed; no tasting, smelling, opening, shaking, dusty preparation, collection from an unapproved site or taking material home. Do not use commercial potting mix for this pack; Queensland Health identifies a soil/compost/potting-mix microorganism concern, and Safe Work Australia identifies dust exposure risks. If approved samples are unavailable, use empty transparent containers with adult-created labelled diagrams, and state that children observed models rather than actual soil. For HASS, if the real rule/source is unavailable, practise with an explicitly fictional model and withhold real-school conclusions.
Evidence routine: all children try the brief prompt; teacher focuses on a rotating few. Record an exact action or phrase, the support provided and one change to teaching. A score based on an unseen answer is not evidence. The mathematics key and English key show examples and next moves. Keep identifying work within school policy, never in a public repository.
Reuse: Original SubjectNest material © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; credit, link and indicate changes. Curriculum material has separate ACARA terms, without ACARA endorsement.