# Year 7 English · Term 1 Weeks 3–4 · Days 11–20

**Ten distinct 25-minute daily lessons** continue the [Year 7 opening fortnight](../../../term-1/weeks-01-02/README.md) and its [forty-week planning route](../../../year-sequence.md). Week 3 asks what a revised paper key's new test actually establishes and how to explain its limit. Week 4 explores technical versus everyday number language, a new literary vignette and an explanation a younger reader can follow. The contexts are invented; no card is a real specimen, parcel, gallery, student result or local fact. These sessions are a **partial English route**, not the full term or a claim that local syllabus requirements have been met.

| Open first | What it supplies |
| --- | --- |
| [Teacher lessons](LESSONS.md) | Ten six-step, 25-minute scripts with explicit goals, prompts, source links, access notes and exits. |
| [Original reading set](TEXTS.md) | A fresh test log, paired nonfiction captions, reader notes, number explainer, literary vignette and short poem. |
| [Clean learner cards](LEARNER-COPY.md) | Thirty distinct A/B/C core response routes; no staff answer key. |
| [Optional practice and home](OPTIONAL-PRACTICE-AND-HOME.md) | Twenty alternative five-minute extras and ten no-purchase, low-demand home continuations. |
| [Staff-held checks](ASSESSMENT.md) and [separate worked key](TEACHER-KEY.md) | Fresh Days 15 and 20 sources, 0/1/2 criterion rubrics, feedback decisions and daily answer boundaries. |
| [Three A4 aids](print/TEXT-ALTERNATIVES.md) | Original [claim–reach](print/claim-reach-mat.pdf), [paragraph path](print/paragraph-path.pdf) and [number meaning](print/number-meaning-map.pdf) PDF/SVG pairs plus full text and tactile routes. |

**Teach tomorrow:** Preview the day's text and one blank aid. Read the lesson aloud to yourself, then give learners the reading and one chosen A/B/C route. Keep fresh checks sealed until their day. Ask each learner for a source phrase, what it justifies and what remains open. Record the first independent response, any later revision and the exact support used. Read-aloud gives access to comprehension but is not independent print-reading evidence. A child's choice of AAC, speech, writing, drawing with labels or movable cards is a way to show the **same intended thinking**; do not assign a fixed “learning style”. An optional extra is just one alternative when useful, never a second compulsory lesson.

**Coverage and honest limits:** The [exact pinned ACARA Year 7 crosswalk](CURRICULUM-CROSSWALK.md) gives all used codes, original workbook rows, official wording and day opportunities. It is partial; a single check cannot establish the achievement standard. The two-week originals do not fulfil Year 7's broader obligation to encounter literary works by First Nations Australian and diverse Australian/world authors. A school selects those works and follows relevant rights and community protocols. No unverified translation, First Nations-language phrase, cultural work, child data or published artwork is included. Teachers confirm their state/territory syllabus, text selection, permissions and access routes. [Sources and rights](SOURCES-AND-RIGHTS.md) · [teacher/learner/funder desk run-through](RUN-THROUGH.md) · [repeatable verifier](verify_pack.py) · [hash manifest](MANIFEST.sha256).

**Reuse:** Original SubjectNest texts, tasks and vector aids © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit, link, licence and changes. Original generation/verification code carries Apache-2.0 notices. Curriculum wording and embedded font subsets retain [separate terms](SOURCES-AND-RIGHTS.md); ACARA does not endorse SubjectNest.