Every day has English and mathematics at 25 minutes each, plus a separate 35-minute Week 1 or Week 2 integrated guide. This is not a whole-day timetable. All offers, costs, populations, survey results and quotes are fictional. Materials are in English source cards, maths cards and the print/text aid set; exact keys and next moves are in English assessment and maths assessment.
| Day | English | Mathematics | Integrated |
|---|---|---|---|
| 1 | Test a headline against a table | Build two linear expressions | Define a decision and unknown costs |
| 2 | Put a substantiated claim in a paragraph | Make and check a cost table | Compare costs at 0, 2 and 8 repairs |
| 3 | Examine a hybrid flyer/explainer | Plot discrete cost points | Graph without claiming a continuous purchase |
| 4 | Restore actors hidden by nominalisation | Solve and verify the crossover | Test hidden assumptions |
| 5 | Independent price-plan note | Independent linear-model check | Present a bounded recommendation |
| 6 | Spot an overclaim in a poll post | Population, census and sample | Frame an ethical question |
| 7 | Ask how a quotation was selected | Compare two random samples | Plan random selection on model cards |
| 8 | Show viewpoint through word choice | Compare convenience and random samples | Audit two conflicting percentages |
| 9 | Challenge a claim respectfully | Report variation and uncertainty | Make a source-aware graphic |
| 10 | Fresh source response/pitch | Fresh sample assessment | Revise a claim for a school audience |
Prep once: print/display the three original source cards. Supply counters, a ruler, the graph, sample grid and claim mat or their text/tactile equivalents. Give a quiet response option; do not require a public pitch to demonstrate mathematical understanding. No personal student travel survey is needed or suggested. If comparing real prices or collecting local data later, check school consent and currency first.
Evidence routine: all learners answer each brief exit through a workable mode; the teacher samples two or three focus learners in detail and rotates. Day 5 and Day 10 tasks are independent checks with fresh numbers/text. Mark independent / prompted / shared / not yet observed and keep mathematics, comprehension, composition and presentation evidence separate.
Selected narrow links: AC9M8A01, AC9M8A02, AC9M8A03, AC9M8ST01, AC9M8ST02, AC9M8ST03, AC9M8ST04; AC9E8LA03, AC9E8LA04, AC9E8LA05, AC9E8LA06, AC9E8LY02, AC9E8LY03, AC9E8LY06, AC9E8LY07; AC9HE8K01, AC9HE8S01, AC9HE8S02, AC9HE8S03, AC9HE8S04, AC9HE8S05. Each exact code is checked at Year 8 level in the pinned official workbook and used only for the part taught here; see source limits.