Truth in scope: Weeks 1–2 and Weeks 3–4 have scripted daily English, maths and integrated lessons; Weeks 3–4 also have five-area optional short blocks. Weeks 5–40 below are prompts for future authorship, not ready-to-run lessons, not an audited coverage ledger and not a claim about local adoption. A school must verify its own Year 7 syllabus and calendar. The four blocks of ten rows are only a planning convenience.
The reference point is the Australian Curriculum v9 workbook, downloaded 29 September 2026 (original XLSX SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3). See the exact-code crosswalk for the authored first fortnight. Each future row still needs sources, teachable daily scripts, accessible learner material, worked answers and review.
| Week | Inquiry / situation | English next focus | Mathematics next focus | Integrated work to author and evidence to keep |
|---|---|---|---|---|
| 1 | How can a key organise observable living variation? | Narrative/information purpose, inference, technical language | Rational equivalence and number-line benchmarks | Science: model leaves, two-way keys, limits. Authored. |
| 2 | What do we give up when choosing one use of a resource? | Compare claims, evidence, audience; write a recommendation | Rounding, rational operations, percentages and money model | Economics: fictional club choice, opportunity cost and considered response. Authored. |
| 3 | What counts as a strong explanation? | Key limits, source-based evaluation and paragraph links | Rational forms and operations | Revised-key model inquiry and five-area optional menu are authored. |
| 4 | Can one number have many forms? | Technical/everyday vocabulary and an original literary viewpoint | Prime factorisation, powers and positive square roots | Younger-reader explanation and bounded decision, plus five-area optional menu, are authored. |
| 5 | How can scale change a claim? | Visual angle, vector and distance | Powers of 10 and expanded notation | Critique an original diagram without using a third-party image. |
| 6 | When is an estimate enough? | Concise reasoning and qualification | Rounding and sensible precision | Compare fictional transport, sport and household quantities. |
| 7 | What can a ratio tell us? | Explain a procedure for a chosen reader | Ratios in recipes, maps and designs | Check units and safety; no mandatory food handling. |
| 8 | How do groups decide under limits? | Spoken disagreement and evidence | Percentages in budgets | Economics sourced issue, costs/benefits and perspectives. |
| 9 | How do organisms affect one another? | Summarise model limits | Food-web-linked quantities without false precision | Science: locally suitable, sourced ecosystem model; no unapproved cultural knowledge. |
| 10 | What changed in our reasoning? | Select and revise two writing samples | Mixed number/operation conference | Portfolio discussion with specific next teaching. |
| 11 | What is the area of this route? | Instructions and captions | Triangles and parallelograms | Design an accessible route on paper; site dimensions only if authorised. |
| 12 | How can an unknown be useful? | Clear explanation to a novice | Variables and substitution | Model a real but privacy-safe formula. |
| 13 | What makes a source useful? | Evaluate evidence and provenance | Tables of values | Compare dated primary/secondary sources chosen by local teachers. |
| 14 | Where do angles appear? | Precise definitions and examples | Parallel lines and transversals | Draw, measure and justify rather than accept appearances. |
| 15 | Can a model predict change? | Qualified cause/effect language | Integer order and change | Science force model with approved equipment and measured limitations. |
| 16 | How does context affect a decision? | Two-position argument | Rational-number modelling | Economics authentic source review without collecting personal finances. |
| 17 | What can a circle tell us? | Explain a mathematical comparison | Radius, diameter, circumference and π | Measure several safe circular objects and discuss error. |
| 18 | What makes a fair survey? | Write and test neutral questions | Mean, median, mode and range | Anonymous voluntary data, no sensitive traits. |
| 19 | Can a shape rule be an algorithm? | Instruction cohesion | Polygon classification | Peer-test a branching rule on original shapes. |
| 20 | Which claims survive checking? | Reading/writing conference | Multiple-strand assessment sample | Teacher judgement from a body of work, not one quiz. |
| 21 | What do maps reveal and hide? | Multimodal perspective | Coordinates and transformations | Geography source-checked liveability example; access considered. |
| 22 | How do mixtures separate? | Technical procedure and hazards | Ratio/percentage reasoning | Science approved low-risk mixture study, school lab protocol first. |
| 23 | What is a fair price comparison? | Evaluate persuasion | Percentage and unit cost | Fictional offers then current verified consumer source; no purchase required. |
| 24 | How does a text hold together? | Overview, topic links and conclusion | Linear equation solving | Explain a multi-step solution with checks. |
| 25 | Why might a graph mislead? | Evaluate visual evidence | Data display, centre and spread | Rework one supplied, rights-cleared dataset. |
| 26 | What can chance trials show? | Explain limits and variation | Single-stage probability | Repeat an original chance experiment; compare predicted/observed frequency. |
| 27 | Which account is historical evidence? | Distinguish narrative from source | Timeline and integer change | History source work only with verified provenance and cultural protocols. |
| 28 | How do people value a place? | Compare viewpoints with attribution | Spatial representation | Geography: locally authorised sources, no invented Country/Place claims. |
| 29 | What does a particle model explain? | Analogy and its limits | Volume of right prisms | Science model of substance arrangement; label model, not direct observation. |
| 30 | Where are we ready to go next? | Publish a revised piece for a chosen audience | Strategy conference | Evidence review and learner choice. |
| 31 | What does a triangle prove? | Compact justification | Triangle angle sum and polygons | Geometric proof with folded/drawn models and boundary cases. |
| 32 | Who benefits from a design? | Argument and counterargument | Ratios in practical design | User feedback with consent; do not presume a group's needs. |
| 33 | Can one dataset support two readings? | Source-based evaluation | Outliers, centre and spread | Statistical report with missing-data note. |
| 34 | How can a rule vary? | Clear conditional sentences | Function tables and graphs | Test a rule in a genuinely sourced dataset. |
| 35 | What forces changed motion? | Explanation with measured evidence | Units, graph and proportional sense | School-approved force study; no projectiles or unsafe loads. |
| 36 | How should we respond to a civic issue? | Balanced evidence-based presentation | Model consequences numerically | Civics with current authoritative source and local review. |
| 37 | How do we improve an investigation? | Method critique | Repeated chance/data investigation | Identify assumption, error source and one better method. |
| 38 | What should a reader know first? | Edit a long explanation for navigation | Multi-step problem with verification | Original guide with alt text and peer usability check. |
| 39 | Which work shows growth? | Compare drafts and explain decisions | Revisit misconceptions by strand | Private learner portfolio and teacher notes. |
| 40 | What evidence informs the next teacher? | Reading, writing and speaking across contexts | Evidence across number, algebra, measurement, space, statistics and probability | Local achievement-standard review and handover. |
Every unwritten week must still provide a daily English reading/composition route and daily mathematical teaching, not only a theme. Weeks 1–4 have daily core and integrated lessons, and Weeks 3–4 add optional five-area blocks, but the school still needs full local subject allocations. HASS subject strands, Science, HPE, Technologies, Arts and the locally selected Languages pathway need approved scope, sources and specialists. First Nations content, language and place knowledge must come through authorised sources and relationships. The map creates no permission to fill those gaps with invented material.
Reuse: Original planning © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY 4.0. Credit, link and indicate changes. ACARA content keeps its own terms.