Version: v0.2 draft, 29 September 2026. Status: educator, local-syllabus, accessibility, language, cultural and science-safety review pending. This is a national Australian Curriculum Version 9.0 planning map and four weeks of English, mathematics and integrated inquiry teaching, with optional five-area blocks in Weeks 3–4. It is not a complete Year 6 course, jurisdictional syllabus, achievement judgment or replacement for school-selected texts.
Authored coverage
| Resource | What is ready to inspect | Boundary |
|---|---|---|
| 40-week planning map | Possible weekly sequence | Weeks 5–40 are plan only. A map row is not proof of coverage. |
| Mathematics Weeks 1–2 | Ten 25-minute lessons on integers and four-quadrant coordinates; original printable/SVG aids, keyed check | Partial AC9M6N01 and AC9M6SP02 links only. |
| English Weeks 1–2 | Ten 25-minute lessons on media claims, source evidence and concise response; original fictional texts/cards, keyed check | A school library and the wider reading, writing, spelling and literature program are still required. |
| Integrated Week 1 and Week 2 | Two five-day, 35-minute HASS/Science inquiry guides with original cards and model | Fictional consumer data and a simplified astronomical model are named as such; no local observations are invented. |
| Mathematics Weeks 3–4 | Ten further 25-minute lessons, three routes per day, fresh Day 15/20 checks and four original A4 aids | Prime/square properties and same-whole fraction lines are partial links to two Year 6 descriptions. |
| English Weeks 3–4 | Ten further 25-minute lessons, original fictional source packet, three routes per day, fresh checks and three A4 aids | Media source evaluation and argument are partial English coverage; broader reading and writing continue. |
| Integrated Weeks 3–4 | Ten 35-minute Table Signs inquiry sessions, fictional source packet, two new-case checks and five A4 aids | A paper test plan is not a conducted science investigation; local making/testing and subject allocation still need teacher decisions. |
| Five-area optional menu, Weeks 3–4 | Fifty 12-minute Science, HASS, HPE, Technologies and Arts blocks, fifty context swaps, fresh checks, five A4 aids and audio/text option | Short supplements; implementation and conditional performance evidence still need local teacher review. |
Teacher start route
- Confirm your authority's current Year 6 syllabus, school calendar, text permissions, safety rules, privacy/consent process and individual plans. QCAA's ACiQ v9 is a Queensland entry point; use the appropriate local authority elsewhere. The national code map does not set your reporting timetable.
- Choose the current fortnight's maths and English preparation pages. For Weeks 3–4, start with the maths and English teacher routes, and keep staff answers separate from clean learner pages. Use the relevant labelled print/text/tactile aids; colour is never the sole information channel. Use readiness checks and age-respectful entry points.
- Teach one 25-minute mathematics block, one 25-minute English block and the current 35-minute integrated inquiry. In Weeks 3–4, use the integrated teacher route, then choose locally appropriate optional five-area blocks while supplying any further timetable requirements. These blocks sit inside a school day and do not amount to a full daily allocation. A block can be split into shorter access segments while preserving its teaching sequence.
- Use the current pack's checks to choose next teaching. Record independent evidence separately from responses after a prompt or read-aloud. A child may show reasoning via speech, sign, AAC, tactile model, typing, pointing, drawing or child-directed adult movement. Store learner records under school policy, not in this public tree.
No learner is assigned a fixed “learning style”. No translations have been invented or certified. Any translation needs a named locale, language expert and school process; local cultural knowledge, Country/Place or family financial information must not be fabricated or extracted to complete these public activities. The fictional price cards do not advertise real products; the Sun–Earth diagram is not to scale.
Sources, rights and review
Codes were checked against the official ACARA v9 download, workbook retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3, with canonical local import products/curriculum-studio/data/frameworks/acara-v9.json. Current primary checks include ACCC unit pricing, ACCC misleading claims and NASA Earth facts. AERO explicit instruction informs modelling and response checks; the scripts themselves are untrialled. See the source and QA record. These short formative checks cannot establish the Year 6 achievement standard.
ACARA material: © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Exact descriptions quoted from the Australian Curriculum website were accessed 29 September 2026 and, where quoted, are unmodified. ACARA copyright and terms govern its material and exclusions. ACARA does not endorse SubjectNest.
Original material: © NeuroForgeIO Pty Ltd 2026. Original plans, texts, cards, examples, diagrams, teaching scripts and checks in this Year 6 tree are CC BY 4.0, including commercial reuse with attribution. Suggested credit: “NeuroForgeIO Pty Ltd, SubjectNest Year 6 Australian-first opening sequence, v0.2 (2026), source, CC BY 4.0; changes indicated.” The verifier program and subpack Python tools are separately licensed Apache-2.0. This does not relicense ACARA, embedded DejaVu font subsets or other third-party work. The hash manifest covers this tree except itself.