# Year 3: proposed forty-week route

**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](supplementary/term-1/weeks-03-04/README.md) across five subject menus; integrated inquiry remains a planning brief. Weeks **5–40** below are *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](https://www.australiancurriculum.edu.au/downloads), workbook retrieved 29 September 2026, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. Authored packs' cited codes are verified in the [manifest](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](english/term-1/weeks-03-04/LESSONS.md): purposeful directions, verbs and revision | [Maths Days 11–15](mathematics/term-1/weeks-03-04/LESSONS.md): maps and relative landmarks | [Optional Science/HASS/HPE/Technologies/Arts blocks](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](english/term-1/weeks-03-04/LESSONS.md): sourced stock explanation and oral presentation | [Maths Days 16–20](mathematics/term-1/weeks-03-04/LESSONS.md): place-value exchange and regrouping | [Optional subject blocks](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. |

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](https://creativecommons.org/licenses/by/4.0/). Credit, link and note changes. ACARA material retains [its terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use).