# Year 6 integrated inquiry · Term 1 Weeks 3–4 · Days 11–20

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](../../../english/term-1/weeks-03-04/README.md) and [mathematics](../../../mathematics/term-1/weeks-03-04/README.md) 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

1. Prepare [the ten teacher scripts](LESSONS.md) and [fictional A–E source packet](SOURCE-PACKET.md). 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.
2. Give the [clean learner card](LEARNER.md). 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.
3. Use the [original print and access aids](#print-and-access). Keep [staff answers and response moves](teacher/ANSWER-AND-NEXT.md) out of learner view. On Days 15 and 20 give only the appropriate [new-case check](STUDENT-CHECKS.md), collect the first independent response, and record access separately from content hints.
4. Review [exact official content-description rows and taught limits](CURRICULUM-CROSSWALK.md), [source/rights ledger](SOURCE-AND-RIGHTS.md) and [desk run-through](RUN-THROUGH.md) when adapting. Run [the local verifier](verify_pack.py) after edits and update [the hash manifest](manifest.json).

## Print and access

The five original one-page A4 vector aids each have an SVG, PDF and complete [plain-text/tactile alternative](print/TEXT-ALTERNATIVES.md): [fictional source poster](print/trial-poster.pdf), [source audit](print/source-audit.pdf), [factor array and same-whole line](print/array-and-fraction.pdf), [repeatable test record](print/test-method.pdf) and [recommendation canvas](print/recommendation-canvas.pdf). 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](STUDENT-CHECKS.md) 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](https://creativecommons.org/licenses/by/4.0/) with credit and changes indicated. Python code is [Apache-2.0](CODE-LICENSE.txt); ACARA curriculum text and embedded DejaVu font subsets retain their own terms. See [the rights ledger](SOURCE-AND-RIGHTS.md).