Weeks 1–2 have English, mathematics and integrated lessons. Weeks 3–4 have English and mathematics daily lessons, ten decision-desk integrated blocks, and optional short daily menus for five other learning areas. The optional menus do not complete those subjects' full teaching load or replace Languages. Weeks 5–40 are plan-only prompts. Do not book plan-only rows as taught lessons or treat this as a complete curriculum map. Move weeks to suit your actual school calendar, state or territory requirements and learner needs. Every future topic needs sourced content codes, teachable daily scripts, materials, assessments, access checks and educator review before publication as “ready”.
| Week | Working idea | Status |
|---|---|---|
| 1 | Tiny differences: thousandths, observation, evidence and claims | Authored |
| 2 | Fair sharing: factors, multiples, resource choices and counterclaims | Authored |
| 3 | Estimate and multiply; check a source and a bounded paper-card plan | English, mathematics, integrated decision desk and five-area optional menu authored; full other-area allocations still needed |
| 4 | Multiplication in bounded decisions; compare viewpoints and defend a fair recommendation | English, mathematics, integrated decision desk and five-area optional menu authored; full other-area allocations still needed |
| 5 | Division and what a remainder means in different situations | Plan only |
| 6 | Fractions on a line; comparing related denominators | Plan only |
| 7 | Fraction addition and subtraction with models | Plan only |
| 8 | Percent as the whole; familiar fraction links | Plan only |
| 9 | Informative writing from checked primary and secondary sources | Plan only |
| 10 | Review, reteach and independent evidence | Plan only |
| 11 | Measurement choices and accuracy in making | Plan only |
| 12 | Perimeter and area of irregular designs | Plan only |
| 13 | Light, shadows and safe repeatable investigations | Plan only |
| 14 | How images and sequence shape meaning | Plan only |
| 15 | Fair tests: variable, controls and permissions | Plan only |
| 16 | Sources, viewpoints and why a claim changes | Plan only |
| 17 | Line graphs and change over time | Plan only |
| 18 | Statistical questions and representative data | Plan only |
| 19 | Chance experiments, fairness and frequency | Plan only |
| 20 | Review, reteach and independent evidence | Plan only |
| 21 | Coordinate maps and navigation | Plan only |
| 22 | Transformations and symmetry in design | Plan only |
| 23 | Nets, structures and spatial reasoning | Plan only |
| 24 | Time systems and planning across a day | Plan only |
| 25 | Habitats, structure and survival | Plan only |
| 26 | Weathering, erosion, transport and deposition | Plan only |
| 27 | Particle models of solids, liquids and gases | Plan only |
| 28 | How people manage Australian environments | Plan only |
| 29 | Narrative viewpoint and figurative language | Plan only |
| 30 | Review, reteach and independent evidence | Plan only |
| 31 | Resource needs, wants and financial modelling | Plan only |
| 32 | Democracy, elections and civic action | Plan only |
| 33 | Australian colonial history with verified, responsible sources | Plan only; cultural and historical review required |
| 34 | Migration stories and source perspectives | Plan only; permissions and attribution required |
| 35 | Persuasive texts and fair counterargument | Plan only |
| 36 | Oral and multimodal presentation for a real audience | Plan only |
| 37 | Choice-led inquiry across science, HASS and mathematics | Plan only |
| 38 | Testing an explanation with evidence and revision | Plan only |
| 39 | Portfolio selection and constructive feedback | Plan only |
| 40 | Year reflection and transition | Plan only |
This map does not yet sequence the full required load of Science, HASS, Technologies, The Arts, Health and Physical Education or Languages. It cannot establish state compliance. The official curriculum downloads, relevant state or territory authority, school curriculum leader and local community should guide completion.