# Year 4 · Weeks 3–4 · a small exhibit another person can use

**Australian classroom draft, 29 September 2026.** Ten [35-minute integrated blocks](TEACHER-SEQUENCE.md), Days 11–20, sit alongside the separate [English](../../../english/term-1/weeks-03-04/README.md) and [mathematics](../../../mathematics/term-1/weeks-03-04/README.md) lessons. Students choose a fictional pop-up exhibit context: a book cart, maker shelf, game display, garden model or their own safe, nonpersonal idea. They make a short visitor guide with a **0–1 decimal rail**, then an **equal-whole fifths model**. A visitor or private adult checks whether the guide makes sense. These blocks are a project, not a replacement for Science, HASS, HPE, Technologies, Arts or Languages teaching.

**Open in order:** [original visitor texts and exact model facts](ORIGINAL-SOURCES.md) → [teacher sequence](TEACHER-SEQUENCE.md) → [clean learner cards](LEARNER-CARDS.md) → [staff checks and next moves](TEACHER-KEY.md). Print the original [A4 exhibit mat](print/exhibit-rail.pdf) or [SVG](print/exhibit-rail.svg), or use the [full text/tactile route](print/TEXT-ALTERNATIVES.md). The English and maths subject packs also have their own aids. Keep the staff page and Day 15/20 subject checks out of the learner stack.

**Preparation:** Prepare same-size paper strips, broad paper markers, five equal-size panel cards and a ten-part strip; use no sharp tool, loose small piece, public child image, account or real route. The fictional texts and numbers do **not** describe a real school, collection or access route. If a teacher chooses a real local exhibit, verify every claim, permission, accessibility feature and source first. No child has to disclose their family, culture, health or home location, and no public performance is required. A child can direct an adult's placement while retaining the decision and explanation.

**How to use evidence:** During each block record the child's first placement or text, support given, explanation and one next move. The Day 15 and 20 project applications occur **after** the separate subject held-out checks and use different prompts; they are guided transfer and revision, not a second independent score. A read-aloud may support comprehension but does not establish independent word reading. A polished poster does not establish decimal or fraction reasoning unless the student can explain the equal whole and location. The [staff page](TEACHER-KEY.md) gives the actual solutions and common misconceptions.

The [exact source-row crosswalk](CURRICULUM-CROSSWALK.md) proposes partial Year 4 English and mathematics links. It does not establish the whole content description, the achievement standard, the adopted state or territory syllabus, learning impact or accessibility certification. The [author desk review](RUN-THROUGH.md) is simulated use, not classroom testing. Check the [rights and source ledger](SOURCES-AND-REVIEW.md). Original SubjectNest scripts, texts and artwork © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); credit the source, link the licence and note changes. ACARA descriptions have [their own terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use), and ACARA does not endorse SubjectNest.