Ten 35-minute Australian-first inquiry sessions fill the Year 6 map's Week 3 source comparison and Week 4 responsible recommendation briefs. They accompany the separately authored English and mathematics lessons. The original fictional Table Signs case lets a learner compare a poster, recorder sheet, selected comments and a draft; use factors to plan a small retest; distinguish a proposed from an observed science result; and compare same-whole fractions before writing a cautious manager recommendation. Ten sessions are not a full school timetable, full subject allocation or whole-year curriculum.
Run a session
- Prepare the ten teacher scripts and fictional A–E source packet. Choose the day's 35-minute block and check local policy for paper testing, equipment, access and safeguarding. No real people or public signs are involved.
- Give the clean learner card. Each day has three genuine access/output routes, an alternative everyday-life context and an optional no-cost home prompt. A learner can switch route. Do not assign a fixed “learning style” or infer a diagnosis.
- Use the original print and access aids. Keep staff answers and response moves out of learner view. On Days 15 and 20 give only the appropriate new-case check, collect the first independent response, and record access separately from content hints.
- Review exact official content-description rows and taught limits, source/rights ledger and desk run-through when adapting. Run the local verifier after edits and update the hash manifest.
Print and access
The five original one-page A4 vector aids each have an SVG, PDF and complete plain-text/tactile alternative: fictional source poster, source audit, factor array and same-whole line, repeatable test record and recommendation canvas. All use selectable text. Enlarging, reflowing text, tactile counters, sign/AAC, exact-word scribing and quiet response are valid access options; note whether the specific curriculum action was observed.
What the evidence can say
The source data are explicitly invented. A poster and tally from the same team are not independent evidence. A student paper protocol does not prove a science investigation happened; a drawing does not prove a physical sign stood; an art plan is not a completed artwork. The source packet does not show real durability, universal readability, sustainability or outdoor use. Check A/B are original formative probes, not validated tests. These lessons were desk-simulated, rendered and mechanically checked; there is no classroom trial, outcome study, user accessibility test, local-syllabus sign-off or translation certification. The school still needs to check jurisdictional sequence and its learners' needs.
Original SubjectNest materials © NeuroForgeIO Pty Ltd 2026, CC BY 4.0 with credit and changes indicated. Python code is Apache-2.0; ACARA curriculum text and embedded DejaVu font subsets retain their own terms. See the rights ledger.