# Year 7 Weeks 1–2: from a classification question to a resource decision

Teach [English](english/LESSONS.md) and [mathematics](mathematics/LESSONS.md) for **25 minutes each day**, then the relevant [Science Week 1](integrated/week-01.md) or [Economics and Business Week 2](integrated/week-02.md) guide for a separate **35-minute** block. These are the core scripted periods, not a whole-day timetable. The [teacher start guide](../../README.md) 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](../../CURRICULUM-CROSSWALK.md); the codes were checked against the pinned current [ACARA v9 workbook](https://www.australiancurriculum.edu.au/downloads). No one session or fortnight completes a description.

**Low-cost setup:** printed [model leaves](print/model-leaves.pdf), scrap paper, pencil, ruler, a calculator **only where a lesson explicitly allows a check**, and the [benchmark](print/rational-benchmarks.pdf) and [decision](print/decision-evidence-board.pdf) 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](print/TEXT-ALTERNATIVES.md). 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](mathematics/ASSESSMENT.md) and [English assessment](english/ASSESSMENT.md) to choose the next prompt. Store identifiable work under school policy.

**Reuse:** Original SubjectNest text and visuals © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit source/licence and indicate changes. ACARA content remains under [separate ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use), without endorsement.