Ten school days, each with English and mathematics 25-minute lessons. The Week 1 and Week 2 guides add five 35-minute sessions each. A teacher can split the sessions around the school timetable; they are not a whole-day plan. The materials, maths cards, assessment keys and maths assessment are ready to print or copy.
| Day | English 25 min | Maths 25 min | Integrated 35 min |
|---|---|---|---|
| 1 | Observe, infer, claim | Build tenths/hundredths/thousandths | Fictional shadow question and safe plan |
| 2 | Ask what makes a source useful | Exchange and compare decimals | Control one variable |
| 3 | Track a paragraph's message | Order decimal distances | Record and represent model data |
| 4 | Precise noun groups and conditions | Locate thousandths on a line | Interpret an evidence limit |
| 5 | Write a claim with a source | Decimal checkpoint | Explain finding and uncertainty |
| 6 | Bare assertion versus alternative | Factor pairs and arrays | Sort resource types and needs |
| 7 | Read a counterclaim fairly | Multiples and overlap | Plan a box distribution |
| 8 | Use a dependent clause for effect | Divisibility by checking factors | Test a changed condition |
| 9 | Rehearse a brief proposal | Model grouping choices | Critique a proposal with criteria |
| 10 | Independent response and oral pitch | Independent factor check | Revise and present for a chosen audience |
Set up once
- Print or display the two fictional English texts and response frame. Cut copies of the claim/evidence mat or make four labelled boxes on paper.
- Have decimal place cards, a ruler, counters or scrap paper, and the decimal line and factor array. The text alternatives give equivalent values and layout without vision-dependent tasks.
- For Week 1 science, use torch and cardboard indoors, or the supplied model observations; do not look at the sun or promise safe outdoor conditions. Before any local outdoor work, follow school permission and weather rules. No actual student/shadow results are pre-claimed.
- For Week 2, the “library boxes” and costs are invented. Substitute a locally relevant, permitted resource with the same mathematical structure; do not ask children to reveal family income or personal needs.
- On each day use the listed exit prompt and mark
independent / prompted / shared / not yet observed. After Days 5 and 10, use the answer keys to regroup for a short reteach. Do not infer a diagnosis from a single response.
Curriculum links: English AC9E5LA02, AC9E5LA04, AC9E5LA05, AC9E5LA06, AC9E5LY02, AC9E5LY05, AC9E5LY06, AC9E5LY07; mathematics AC9M5N01, AC9M5N02, AC9M5N09; integrated science inquiry AC9S5I01–AC9S5I06, science understanding AC9S5U03, HASS AC9HS5K08, AC9HS5S01, AC9HS5S03, AC9HS5S05, AC9HS5S06. These are partial lesson links checked in the Year 5 records of the pinned official workbook. See source and review limits.