# Year 7 opening sequence — Australian Curriculum v9 draft

**What is ready:** twenty 25-minute English lessons across [Weeks 1–2](term-1/weeks-01-02/english/LESSONS.md) and [Weeks 3–4](english/term-1/weeks-03-04/README.md); twenty 25-minute mathematics lessons across [Weeks 1–2](term-1/weeks-01-02/mathematics/LESSONS.md) and [Weeks 3–4](mathematics/term-1/weeks-03-04/README.md); twenty 35-minute integrated sessions across [Weeks 1–2](term-1/weeks-01-02/README.md) and [Weeks 3–4](integrated/term-1/weeks-03-04/README.md); and [50 optional 12-minute blocks across five other areas](supplementary/term-1/weeks-03-04/README.md) in Weeks 3–4. The [40-week route](year-sequence.md) describes possible later work; **Weeks 5–40 are plans, not lessons**. This is unpiloted development material awaiting classroom educator, local syllabus, safety, access and cultural review. It does not certify Year 7 achievement or provide a full-day or full-year timetable.

## Teacher launch

1. Confirm the version and timing of the Year 7 syllabus actually adopted by your school, the reading and mathematics progression already taught, approved laboratory/fieldwork practices, privacy rules and each learner's adjustments. National alignment is a starting point, not a state or territory overlay.
2. Pair the current fortnight's daily English and mathematics lessons with its integrated inquiry: [Weeks 1–2](term-1/weeks-01-02/README.md) or [Weeks 3–4](integrated/term-1/weeks-03-04/README.md). The latter also has new [English](english/term-1/weeks-03-04/README.md) and [maths](mathematics/term-1/weeks-03-04/README.md) teacher start routes. Core subject sessions take 25 minutes each; integrated sessions take 35 minutes. A larger class period can extend discussion, practice or reading; those times are the scripted cores.
3. Choose the original print/text/tactile aids linked from the current pack, such as the opening [rational-number benchmark strip](term-1/weeks-01-02/print/rational-benchmarks.pdf), [Weeks 3–4 operation/check mat](mathematics/term-1/weeks-03-04/print/operation-check.pdf) and [English claim–reach mat](english/term-1/weeks-03-04/print/claim-reach-mat.pdf). The aids have accessible text alternatives. No paid worksheet, account or screen is required.
4. Keep the current pack's staff keys apart from learner copies. Record first responses to the new Day 15/20 checks before offering the later practice routes. A short check is an opportunity to choose the next teaching move; rotate closer observation across learners and mark `not yet observed` when access or time prevents a valid response.
5. Add a locally suitable [Science, HASS, HPE, Technologies or Arts short block](supplementary/term-1/weeks-03-04/README.md) in Weeks 3–4. These are optional supplements with their own clean learner prompts, staff keys, six A4 aids, audio/text cue and offline code lab. A school still needs its full learning-area allocation and locally selected Languages pathway.
5. Offer the same learning goal through readable print, speech, tactile/physical models, accessible digital text, drawing, writing, keyboard and AAC where suitable. Ask students and families about access; use specialist advice for individual adjustments. A home-language explanation can show reasoning with a qualified speaker/interpreter, but this pack includes **no invented or unreviewed translations**. Do not assign a fixed “learning style” to any student.

## Source and reuse boundary

The codes and exact Year 7 descriptions were checked against the [official Australian Curriculum Version 9.0 workbook](https://www.australiancurriculum.edu.au/downloads). The [opening crosswalk](CURRICULUM-CROSSWALK.md), [Weeks 3–4 English](english/term-1/weeks-03-04/CURRICULUM-CROSSWALK.md) and [Weeks 3–4 maths](mathematics/term-1/weeks-03-04/CURRICULUM-CROSSWALK.md) give the relevant exact rows and taught limits. The locally imported workbook is `products/curriculum-studio/data/frameworks/acara-v9.json`, retrieved **29 September 2026** with original XLSX SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The [file manifest](manifest.json) pins source-description and asset hashes. A cited code means a lesson addresses **part** of its content description; no first-month task covers an entire achievement standard. Current [ACARA English Year 7 material](https://www.australiancurriculum.edu.au/resources/work-samples/english/year-7/picture-book) and the [official mathematics learning-area page](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/mathematics) were checked as a second primary-source route. Older Version 8.4 and consultation snippets were excluded.

ACARA's [copyright terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) apply separately to codes/descriptions. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (accessed 29 September 2026) and modified to normalized plain text. ACARA does not endorse, sponsor or approve SubjectNest. We include no ACARA logo, teacher worksheet or third-party photograph. No First Nations cultural material or language is fabricated; such work needs authority, consent, appropriate attribution and local relationships.

**Original work:** © NeuroForgeIO Pty Ltd 2026, *SubjectNest Year 7 opening sequence*, version 0.2.0-draft. The original lesson prose, fictional data/texts, print designs and accessibility descriptions are [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Share or adapt commercially with credit “SubjectNest by NeuroForgeIO Pty Ltd”, the source and licence links, and a notice of changes. This does not relicense ACARA or any later local source. PDF font subsets have [separate rights](term-1/weeks-01-02/print/FONT-RIGHTS.md); verifier code is Apache-2.0.