Teach English and mathematics for 25 minutes each day, then the relevant Science Week 1 or Economics and Business Week 2 guide for a separate 35-minute block. These are the core scripted periods, not a whole-day timetable. The teacher start guide explains the draft/review boundary and assessment rotation.
| Day | English | Mathematics | Integrated inquiry |
|---|---|---|---|
| 1 | Read a narrative's point of view | Equivalent fraction/decimal/percent | What feature can we see? |
| 2 | Compare story and explanation | Place rational values on a line | Draft a two-choice key |
| 3 | Technical words in context | Benchmarks and equivalence | Test the key with a seventh model |
| 4 | Link ideas in a complex sentence | Round with a stated precision | Represent and peer-test the revised key |
| 5 | Explain a key with a caveat | Week 1 check and feedback | Communicate a bounded conclusion |
| 6 | Read two resource claims | Add/subtract positive fractions | What is scarce and what is fixed? |
| 7 | Test a claim against a source | Decimal money calculations | Name the next-best forgone choice |
| 8 | Counterargument and punctuation | Percent of a quantity | Inspect poll, quotes and missing information |
| 9 | Write a recommendation | Practical financial model | Draft a reasoned club proposal |
| 10 | Reading/writing evidence check | Rational-number model and check | Present, question and revise |
Partial national links: Mathematics AC9M7N04, AC9M7N05, AC9M7N06, AC9M7N09; English AC9E7LA02, AC9E7LA03, AC9E7LA04, AC9E7LA05, AC9E7LA08, AC9E7LA09, AC9E7LE05, AC9E7LY03, AC9E7LY05, AC9E7LY06. Integrated Year 7 Science and Economics and Business codes are listed in those guides. Exact descriptions and source rows appear in the crosswalk; the codes were checked against the pinned current ACARA v9 workbook. No one session or fortnight completes a description.
Low-cost setup: printed model leaves, scrap paper, pencil, ruler, a calculator only where a lesson explicitly allows a check, and the benchmark and decision sheets. The leaf shapes and all club prices, choices and comments are invented teaching models. No botanical identification, field collection, real price or actual school policy is implied. A no-printer route is in the text equivalents. If a teacher later brings actual specimens or current community/business sources, confirm school safety, source rights and relevance first.
Evidence logistics: a 2-minute close samples a small rotating set of learners while everyone attempts the task. Day 5 and 10 are whole-class checks with 3–4 minute quiet individual conversations spread across available rotations; never infer independent oral reading or reasoning from copied partner work. Use the keyed maths assessment and English assessment to choose the next prompt. Store identifiable work under school policy.
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