# Year 5: four weeks of English and mathematics, with an honest map

**Status:** original Australian Curriculum Version 9.0 teaching draft, not yet tried with a class. [Weeks 1–2](term-1/weeks-01-02/README.md) have 10 English lessons, 10 mathematics lessons and two five-session integrated guides. [Weeks 3–4 English](english/term-1/weeks-03-04/README.md) and [Weeks 3–4 mathematics](mathematics/term-1/weeks-03-04/README.md) add 20 daily lessons, original learner copies, optional practice, fresh checks, staff keys and five new printable aids. The [Weeks 3–4 decision desk](integrated/term-1/weeks-03-04/README.md) adds ten 35-minute application blocks and a source-and-product project. A separate [five-area supplementary menu](supplementary/term-1/weeks-03-04/README.md) offers 50 optional 12-minute blocks across Science, HASS, HPE, Technologies and Arts, with alternatives, checks, four print aids and an original sound cue. These short menus are **not** the full subject allocation. The [40-week sequence](year-sequence.md) remains a planning sketch for Weeks 5–40 and for any remaining full-area requirements. This does **not** claim full coverage or replace your state or territory syllabus.

## How to start on Monday

1. Check your school's Year 5 syllabus, timetable, safety rules, assessment and access plans. Decide which examples will feel familiar to this class and which need changing. No state implementation claim is made here.
2. Read [the opening fortnight route](term-1/weeks-01-02/README.md). For Days 1–10, run the numbered [25-minute English lesson](term-1/weeks-01-02/english/LESSONS.md), [25-minute maths lesson](term-1/weeks-01-02/mathematics/LESSONS.md) and, where your timetable allows, a separate [35-minute integrated session](term-1/weeks-01-02/integrated/week-01.md). Continue on Days 11–20 with the [English](english/term-1/weeks-03-04/LESSONS.md) and [mathematics](mathematics/term-1/weeks-03-04/LESSONS.md) scripts and their learner cards. Add the [decision-desk project](integrated/term-1/weeks-03-04/TEACHER-SEQUENCE.md) and choose [supplementary blocks](supplementary/term-1/weeks-03-04/README.md) within your real timetable. These are **slices**, not a whole school day or a complete weekly timetable.
3. Give each learner a usable response route: speech, keyboard, handwriting, AAC, pointing, a tactile model or supported dictation when the construct allows it. Read rich English texts aloud or provide accessible text while keeping *reading independently* distinct from *understanding an idea*. Invite home-language discussion with a trusted speaker or interpreter where available. No translations in this pack are claimed to be verified.
4. Print only the aids needed that day. The opening [decimal line](term-1/weeks-01-02/print/decimal-line.pdf), [factor array](term-1/weeks-01-02/print/factor-array.pdf) and [claim/evidence mat](term-1/weeks-01-02/print/claim-evidence-mat.pdf) have editable SVGs and [text alternatives](term-1/weeks-01-02/print/TEXT-ALTERNATIVES.md). Weeks 3–4 add three [English mats](english/term-1/weeks-03-04/README.md), two [mathematics mats](mathematics/term-1/weeks-03-04/README.md), a [decision mat](integrated/term-1/weeks-03-04/print/decision-mat.pdf) and four [supplementary aids](supplementary/term-1/weeks-03-04/print/TEXT-ALTERNATIVES.md), each with PDF, editable SVG and text/tactile route. Plain paper works too; nothing must be bought.
5. During each two-minute exit, look closely at two or three planned learners and rotate. Keep the independent Week 1 and Week 2 checks, then the fresh Day 15/20 checks in both new subject packs, for everyone. Run the decision-desk Day 15/20 guided blocks **after** those subject checks; its answers can be revised openly. Optional five-area checks have their own [staff keys](supplementary/term-1/weeks-03-04/TEACHER-KEY.md). Record the actual prompt and support used. A whole-class answer or a copied partner answer is teaching information, not independent evidence.

The context cards are fictional. They do not describe a particular school, climate, community, Country or Place. Ask locally before using any actual student or school data. Keep identifiable work in school systems. Check individual adjustments with each learner, family and support staff; avoid assigning fixed “learning styles”.

## Source, ownership and review

[Source and rights notes](SOURCES-AND-REVIEW.md) give exact content-description codes, their source, limitations and human review holds. The local import of ACARA's [official Version 9.0 workbook](https://www.australiancurriculum.edu.au/downloads) was checked at Year 5 and Years 5 and 6 band levels, with source workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3` and retrieval date 29 September 2026. A code here means the lesson addresses a **part** of that description, not that a child has met the Year 5 achievement standard. ACARA does not endorse SubjectNest.

**Original resources:** © NeuroForgeIO Pty Ltd 2026, SubjectNest Year 5 starter, draft 0.1.0. Lesson prose, fictional data, original print designs, drawings and supplementary sound cue in this tree are available under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): credit “SubjectNest by NeuroForgeIO Pty Ltd”, link the source and licence, and say what you changed. The PDFs embed DejaVu font subsets under separate notices in their packs, including the [opening font notice](term-1/weeks-01-02/print/FONT-RIGHTS.md). This permission does not relicense those fonts or ACARA material. Verification code is Apache-2.0.