Foundation / Prep year sequence — planning map
Historical relative collection paths are printed as reference paths in this standalone reader. They are not bundled doors or live checks. The preferred Markdown remains unchanged. Use the resource library for collection navigation.
Status: planned sequence, not a complete year of lessons. A row is a teaching brief, not a substitute for a daily lesson, learner material or local syllabus check. English and mathematics have paired daily drafts and integrated sessions across the forty-week map. Separate-subject coverage is changing as packs are written. The live Foundation coverage map shows how many complete five-day script weeks exist for each additional learning area and which weeks remain. That count checks quantity only; it does not establish quality, accessibility, local fit, learner progress or classroom readiness. Local overlays, Languages pathways and human review remain incomplete. Do not advance a “complete Foundation” claim from this plan.
Reference point: Australian Curriculum Version 9.0, Foundation Year, official workbook retrieved 29 September 2026; original workbook SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The exact year/band, achievement standard and local implementation need to be checked for each subject. Queensland's phased v9 schedule is one reason this national map is not automatically a current state plan.
The machine-readable outcome plan (historical source path: outcome-plan.json) gives each of the 94 non-Languages Foundation content descriptions one principal focus week. A code can also be touched earlier or revisited later; the focus placement is a planning anchor, not a claim that a learner has achieved it. scripts/audit_foundation_plan.py checks that the codes match the pinned official import and that none is absent from the plan. The two cultural/content holds in that ledger remain open until appropriate review and local contribution.
The repeating weekly spine
- Every school day: oral language and a story or information text; planned phonological/phonemic work, letter–sound instruction and supported reading/writing at the child's taught point; number talk with objects, movement and drawing; outdoor or indoor movement; child-led exploration; a short closing reflection. Keep decoding tasks tied to graphemes actually taught; never call a memorised picture-word match “decoding.”
- Every week: at least one planned investigation with a prediction or question, one hands-on making/art experience, one HASS or community/place conversation, explicit and practised safety/permission language, and a chance to explain learning in more than one format. The exact subject focus varies below.
- Assessment: notice, record, respond and revisit. Sample a few children closely each day rather than attempting to score every child on every activity. Use the published achievement standard and a body of work at the review point, with professional judgment. No single worksheet certifies a broad outcome.
- Languages: choose a locally available language and its correct ACARA pathway plus local authority/specialist. The 57 Foundation Languages records are alternative language/pathway choices, not 57 topics every child must study. First Nations languages require language-owner authority and a community-led process; do not invent word lists or machine-translate cultural material.
Forty-week route
Schools can move weeks to suit local terms, climate, events and community partnership. “Evidence” names a small artefact or observation worth keeping, not a grade. The English and mathematics columns show the main new focus; earlier skills continue in short daily practice.
| Week | Question children can explore | English focus | Mathematics focus | Integrated focus and evidence to keep |
|---|---|---|---|---|
| 1 | How do we find, use and care for our learning places? | Preferred names, listening/turns, oral description, picture/text meaning | See, say and make 0–5; compare small collections | HASS room map; safe science observations; respectful space and design a counter holder. Keep a child's map explanation and one observation. |
| 2 | How do signs and pictures help us? | Texts in room, book/screen conventions, rhyme and initial sounds | Subitise to 5; build 6–10, order 0–10 and compare small sets | Make an original sign, compare picture/symbol data, ask who a sign helps. Keep a sign with the child's reason. |
| 3 | Who helps us, and how do we ask? | Oral story beginning/end, character feelings, sentence as one idea | Build, order and compare 10–15 as ten and some more | HASS people/relationships with child-chosen, private family evidence if offered; fictional examples teach inquiry but do not alone show knowledge of the child's family. HPE help-seeking and permission. |
| 4 | Why do some things roll, slide or stop? | Rhymes, syllables, clear spoken prediction | Build, order and compare 16–20; revisit 0–15 | Science movement test, fair-play route and dance shapes. Keep prediction and what actually happened. |
| 5 | What can we notice about living things? | Picture/information text, topic words, orally blend taught sounds | Count living/non-living object pictures without making the classification the maths score | Observe approved local plants and animals; sort by visible features. Keep a dated drawing with one exact observation. |
| 6 | How are useful things made? | Label with taught sounds; one spoken complete idea | Make and name parts of collections up to 5, then up to 10 | Compare material properties, design and safely test a small holder. Keep first and revised design. |
| 7 | Which messages help keep us safe? | Signs versus stories; capitals and sentence stop in shared writing | Add/remove objects in a real tidy-up story | Health symbols and protective help-seeking; digital personal-information example with teacher guidance. Keep an explanation of a safe choice. |
| 8 | What does a pattern let us predict? | Sound patterns and oral retell | Copy, continue and create repeating patterns | Music, movement and visual patterns; ask “What repeats?” Keep two representations of one pattern. |
| 9 | How do we show what we found? | Create a short informative page; speak to a partner | Sort objects and make a picture/object display | Music: make an original class welcome rhythm and ask why music can help a group gather; use a simple data display for science observations. Keep a child's reason and display. |
| 10 | What changed in our thinking? | Reread, retell and revise a sentence | Revisit 0–10, subitising and parts of 10 | Choice of Week 1–9 investigation, share privately or with permission. Use a portfolio conference and plan next teaching. |
| 11 | What can ten look like? | New taught letter–sounds and blending in decodable text | Ten as ten objects, marks, fingers, grouped collections | Design a ten-frame from reusable card; show a match in two formats. |
| 12 | What is a fair way to share? | Explain steps in order; use sequence words | Equal sharing and grouping with objects | Food-free picnic or tool-sharing story; photograph only if local consent allows, or keep a drawing. |
| 13 | Where do people in a story belong? | Compare fiction with a factual account; character viewpoint | More/less/equal up to 20 with concrete sets | HASS: use fictional families to practise respectful questions, then invite a child-chosen, private account of people in their own family if safe and welcome. Do not infer AC9HSFK01 knowledge from fictional-only work or require public personal disclosure. |
| 14 | How does a plant change when we look again? | Question words, topic vocabulary and an observation sentence | Count/compare leaves or seeds only where safe and meaningful | Repeated living-thing observation; keep two dated views, without claiming all plants change alike. |
| 15 | How can one quantity be made two ways? | Shared edit for meaning, space and sentence boundary | Partition/compose up to 10 with physical sets | Music call-and-response of two parts; keep concrete model and spoken explanation. |
| 16 | Which container can hold more? | Explain a test orally before writing | Direct comparison of capacity; no invented units | Try two safe containers with dry large objects or water under local safety rules; keep method and result. |
| 17 | What can a picture tell, and what can it leave out? | Word/image relationship and simple comprehension questions | Collect/sort picture responses to a class question | Media arts framing and digital data as pictures/symbols; keep two views of the same information. |
| 18 | How do we look after a shared outdoor place? | A request and a reason | Location words and simple map paths | HASS place care; outdoor activity; local Country/Place teaching only with approved knowledge-holder input. Keep a care proposal, permission status and any action actually approved. |
| 19 | What does a good test tell us? | Retell test steps and one result | Add/remove in a practical test setup | Revisit motion or material test, change one feature with guidance, compare results. |
| 20 | What can I teach someone else? | Short prepared spoken explanation or dictated text | Revisit numbers to at least 20 with objects, numerals and order | Mid-year portfolio conversation using several samples, not one speed test. |
| 21 | Which shapes can we find and make? | Descriptive vocabulary and one reason | Sort/name/create familiar shapes in objects | Visual art print/collage with student-made shapes; look at an original room/community picture and ask why that artwork helps or matters to people. Keep both shape reasoning and a child's art response. |
| 22 | How do we find our way? | Listen to and give a two-step direction | Position/location relative to people and objects | Map a safe route in the room, then show it with blocks, words or movement. |
| 23 | What belongs in a celebration story? | Retell an event with before/after | Days of week and parts of day tied to actual routines | HASS family/community celebrations with opt-in fictional alternatives; avoid assuming a single calendar or faith. |
| 24 | What do we feel, and whom can we ask? | Precise feeling words, conversation turn | Compare duration of two familiar activities directly | HPE emotions and protective help-seeking; private response option. Keep a rehearsed help route, not personal disclosure. |
25 (historical source path: term-3/week-25-picture-stories-and-tools.md) | Can a digital tool help us tell a story? | English Days 121–125 (historical source path: english/term-3/weeks-25-26/LESSONS.md): plan a beginning, event and ending | Maths Days 121–125 (historical source path: mathematics/term-3/weeks-25-26/LESSONS.md): collect/sort/compare picture data | Paper storyboard and child-chosen audience; optional approved offline hardware/software exploration, recorded separately. Daily drafts authored; digital and media claims depend on actual observation. |
26 (historical source path: term-3/week-26-move-and-make-fair-rules.md) | What makes a movement safe and fair? | English Days 126–130 (historical source path: english/term-3/weeks-25-26/LESSONS.md): give a rule and reason | Maths Days 126–130 (historical source path: mathematics/term-3/weeks-25-26/LESSONS.md): describe paper object position and route | Adapted physical game and child-created movement sequence if locally safe and approved; paper participation remains available. Daily drafts authored; physical HPE/Dance and familiar-space claims depend on actual observation. |
27 (historical source path: term-3/week-27-objects-alike-and-different.md) | How are objects alike and different? | English Days 131–135 (historical source path: english/term-3/weeks-27-28/LESSONS.md): information labels bound to observation | Maths Days 131–135 (historical source path: mathematics/term-3/weeks-27-28/LESSONS.md): direct length and mass comparison | Science material sort and tested property with counterexample. Daily and integrated drafts authored; record only direct observations. |
28 (historical source path: term-3/week-28-what-we-learn-by-asking.md) | What do we learn by asking someone? | English Days 136–140 (historical source path: english/term-3/weeks-27-28/LESSONS.md): neutral question and faithful attributed report | Maths Days 136–140 (historical source path: mathematics/term-3/weeks-27-28/LESSONS.md): sort and compare fictional picture responses | HASS source and perspective with opt-in fictional interviews. Daily and integrated drafts authored; real-person evidence requires consent and actual observation. |
29 (historical source path: term-3/week-29-rhythm-picture-message.md) | Can a rhythm or picture carry an idea? | English Days 141–145 (historical source path: english/term-3/weeks-29-30/LESSONS.md): hear rhyme and alliteration in an original poem, then revise a message | Maths Days 141–145 (historical source path: mathematics/term-3/weeks-29-30/LESSONS.md): name and continue a repeating unit in sound or marks | Original Music, Media Arts and Visual Arts choices with an optional quiet audio cue and consent-led sharing. Daily and integrated drafts authored; record sound and audience actions only when they happen. |
30 (historical source path: term-3/week-30-a-stronger-design.md) | How do we make a stronger design? | English Days 146–150 (historical source path: english/term-3/weeks-29-30/LESSONS.md): explain a change from actual test evidence | Maths Days 146–150 (historical source path: mathematics/term-3/weeks-29-30/LESSONS.md): count and compare broad material sets to 20 | Folded-paper holder with one-change revision and controlled five-count test. Daily and integrated drafts authored; a stronger result must be observed, never presumed. |
31 (historical source path: term-4/week-31-book-sign-paper-screen.md) | What can a book, sign and paper screen each do? | English Days 151–155 (historical source path: english/term-4/weeks-31-32/LESSONS.md): compare form, purpose and evidence in original texts | Maths Days 151–155 (historical source path: mathematics/term-4/weeks-31-32/LESSONS.md): represent, compare and order 0–20 | Original book/sign/paper-screen sources and a two-frame choice aid. Daily and integrated drafts authored; paper frames do not prove digital-system use. |
32 (historical source path: term-4/week-32-an-inventory-we-can-explain.md) | How do adding and taking-away change a count? | English Days 156–160 (historical source path: english/term-4/weeks-31-32/LESSONS.md): retell first/action/then accurately | Maths Days 156–160 (historical source path: mathematics/term-4/weeks-31-32/LESSONS.md): model add-to and take-away within ten | Invented inventories with broad paper pieces and a child-revised holder. Daily and integrated drafts authored; actual design performance depends on observation. |
33 (historical source path: term-4/week-33-what-the-drawing-shows.md) | What can we say about a drawing, and what would a real observation need? | English Days 161–165 (historical source path: english/term-4/weeks-33-34/LESSONS.md): source-bound information page | Maths Days 161–165 (historical source path: mathematics/term-4/weeks-33-34/LESSONS.md): given question, sort and count fictional picture cards | Distinguish invented drawings from actual living things. Daily and integrated drafts authored; a real Science observation requires separate local evidence. |
34 (historical source path: term-4/week-34-test-the-claim.md) | What can a test really tell us about a material? | English Days 166–170 (historical source path: english/term-4/weeks-33-34/LESSONS.md): compare bounded explanations of a fictional report | Maths Days 166–170 (historical source path: mathematics/term-4/weeks-33-34/LESSONS.md): direct physical length/capacity/mass comparisons | Plan a safe toy-shelter revision and record *actual* results only where locally tested. Daily and integrated drafts authored; no completed design cycle claimed from a sketch. |
35 (historical source path: term-4/week-35-a-fair-try.md) | How can we propose a fair try and check it? | English Days 171–175 (historical source path: english/term-4/weeks-35-36/LESSONS.md): two views, respectful requests and untested plan | Maths Days 171–175 (historical source path: mathematics/term-4/weeks-35-36/LESSONS.md): equal share/group and object location | Fictional no-touch mat story and paper groups. Daily and integrated drafts authored; paper equality does not establish an actual fair agreement or HPE outcome. |
36 (historical source path: term-4/week-36-teach-the-pattern.md) | What pattern or shape can we teach someone clearly? | English Days 176–180 (historical source path: english/term-4/weeks-35-36/LESSONS.md): specific instructions and meaningful repair | Maths Days 176–180 (historical source path: mathematics/term-4/weeks-35-36/LESSONS.md): repeating units and boundary-based shapes | Paper/text/tactile instruction and optional listener check. Daily and integrated drafts authored; real listener evidence requires a real response. |
37 (historical source path: term-4/week-37-ask-what-the-source-can-answer.md) | What can this source answer? | English Days 181–185 (historical source path: english/term-4/weeks-37-38/LESSONS.md): given questions, invented inventory and source-bounded report | Maths Days 181–185 (historical source path: mathematics/term-4/weeks-37-38/LESSONS.md): given question, picture-card sort and compare | Fictional paper sources, two sorting rules and one-to-one checks. Daily and integrated drafts authored; no real child preference survey or community-data claim. |
38 (historical source path: term-4/week-38-check-the-model.md) | What must we check before sharing a claim? | English Days 186–190 (historical source path: english/term-4/weeks-37-38/LESSONS.md): mock drawing, shown versus imagined and sentence revision | Maths Days 186–190 (historical source path: mathematics/term-4/weeks-37-38/LESSONS.md): recheck object counts and visible add/remove models | Separate invented drawing and paper-count sources. Daily and integrated drafts authored; no real plant observation or local experiment claimed. |
39 (historical source path: term-4/week-39-explain-it-for-a-visitor.md) | How can an audience understand our work? | English Days 191–195 (historical source path: english/term-4/weeks-39-40/LESSONS.md): purposeful explanation and accurate MODEL/actual feedback | Maths Days 191–195 (historical source path: mathematics/term-4/weeks-39-40/LESSONS.md): selected number, part, shape/place and given data question | Original fictional visitor sources with same-target response routes. Daily and integrated drafts authored; actual listener evidence only where someone responded. |
40 (historical source path: term-4/week-40-what-the-work-really-shows.md) | What can we do now, and what might we try next? | English Days 196–200 (historical source path: english/term-4/weeks-39-40/LESSONS.md): story/sign purpose, retell, taught-point print and honest handover | Maths Days 196–200 (historical source path: mathematics/term-4/weeks-39-40/LESSONS.md): selected parts, add/remove, pattern, length, space and given picture-data work | Original A4 length source (historical source path: term-4/week-40-length-source.pdf), separate after-check transfer and only available dated work samples. Daily and integrated drafts authored; no year-end certification or classroom validation. |
Daily continuity that a weekly theme must not displace
Themed projects are not the whole English or mathematics program. The daily subject lessons must specify: the particular sound/letter correspondences already taught, blending and spelling examples that use them, oral vocabulary, a meaningful text for comprehension, handwriting or alternative composition access, number representations, task examples, teacher models, guided practice, independent/partner attempt, and a check that changes tomorrow's teaching. If a week has no complete daily lessons, it remains a plan.
Movement, consent, safe help-seeking, arts making and opportunities to enjoy stories recur through the year. The five Arts subjects each need planned create/share/respond experiences. Do not use “learning style” labels: offer formats and genuine choices to everyone, then adjust individually. Refer to ACARA student diversity, EAL/D guidance, and AERO's early literacy and early numeracy.
Separate Drama sequence · reviewed source addition, 2 October 2026
Same moment, another character · Drama Weeks 13–14 (historical source path: drama/term-2/weeks-13-14/README.md) offers ten optional Days 61–70 starts, thirty switchable routes, twenty worked contexts, ten family invitations, ten extras and eight original print pairs. Children can invent a character's event, explore another role, change a dramatic choice, rehearse privately or agree a real recipient. Performed drama, learner direction of an agreeing adult, actual adult enactment, an artifact and an unperformed plan remain distinct. The whole Foundation Arts standard and four Drama descriptions support partial opportunities; actual exploration of how/why arts matter and actual sharing require their own evidence. Exact ordinary/fresh/teacher site delivery, wider repertoires, other states and classroom use remain open. This adds a separate subject fortnight without changing the integrated week themes above.
Completion ledger
| Gate | Current state | Needed before “year complete” |
|---|---|---|
| Framework and local authority | National v9 import exists; local overlays are being built | Exact source/version/rights and implementation for every jurisdiction and subject used |
| Daily English and maths | Forty weeks of English and mathematics paired as drafts | Human educator and learner testing, systematic review, retention planning and evidence-based next steps across all forty weeks |
| Other learning areas | Integrated guides through Week 40; separate-subject drafts have uneven coverage, shown in the live Foundation coverage map | Planned and reviewed subject lesson sequences across the year, not merely theme labels |
| Assessments | Opening observations and two-week checks | Rubrics and exemplars tied to achievement standards and several modes of response |
| Learner materials/media | Opening print/visual and short sound packs drafted | Print/text/audio transcripts, accessible media and rights metadata across the year |
| Languages | Pathway selection rule only | School-selected language with expert/community review and source/translation records |
| Classroom evidence | None | Teacher usability, child/family feedback, correction log and revised release |
Reuse: © NeuroForgeIO Pty Ltd 2026, “SubjectNest Foundation year sequence”, version 0.1.0-draft. Original planning and activities are licensed under CC BY 4.0: credit SubjectNest by NeuroForgeIO Pty Ltd, link the source and licence, and note changes. ACARA codes and descriptions remain governed by ACARA's terms. No third-party worksheets, stories or media are included.
Reviewed Dance source bank: Weeks13–14
A picture can start my dance (historical source path: dance/term-2/weeks-13-14/README.md) supplies ten optional25-minute starts, thirty routes, twenty worked contexts, ten standalone family offers, ten supplements and eight original A4 pairs. Root approves47 ordinary, six separate fresh and one educator candidates for exact-source website qualification. This flexible bank samples picture-to-own-movement invention and chosen rehearsal/sharing; the complete Foundation Dance introduction, broader Arts standard, state/local repertoire and actual learner physical evidence remain open. Source approval is not hosted or human trial evidence.
Reviewed Media Arts source bank: Weeks13–14
Make a tiny picture magazine (historical source path: media-arts/term-2/weeks-13-14/README.md) adds ten flexible starts, thirty routes, twenty complete original contexts, ten home invitations, ten supplements and eight original multi-format aids. Root selects34 ordinary, eight separate Q/R and seven labelled educator candidates for website qualification. Child direction, adult fabrication, actual work, plan and real willing presentation remain separate. Actual authorised work/account exploration, broader Foundation Arts, local/state requirements and human use remain open; this is a bounded subject bank, not a full-year timetable.
Digital Technologies source checkpoint · 2 October 2026: My little play record (historical source path: digital-technologies/term-2/weeks-17-18/README.md) adds Days81–90 with10flexible starts/30routes/20contexts/H10/X10, individual E/F first sources, separate educator keys/reteach/reserves,6complete PDFs, optional factual local cards and teacher source review. Exact86-member source/print/default passes; actual optional maker Browser/local qualification remains pending. This partial representation/conditional systems/own-data bank preserves existing allocations and does not complete the year, states or achievement standard. The three closed ZIPs are private proof candidates, not new native download members.
Separate Drama bank · Weeks 15–16
Make a tiny scene (historical source path: drama/term-2/weeks-15-16/README.md) adds ten optional 25-minute starts for Days 71–80, thirty routes, twenty worked contexts, ten home offers and ten supplements. Five ordinary aids and twelve individually staged case aids have complete printable and text alternatives; complete notices accompany the closed downloads. A character with a useful job, an event change or a small original dramatic text can make the child’s own choice worth explaining. Dated theatre facts and an editable local-source workflow connect a fictional scene to a real setting without pretending that the child attended, performed or received audience feedback. The learner’s contribution, agreeing adult operation, rehearsal, plan and actual willing presentation remain distinct. This reviewed partial Foundation Drama bank leaves wider Arts repertoire, whole-year and state/local requirements open. The forty-week integrated planning themes above remain unchanged. Current source/download checks pass; classroom and hosted use need their own review.
Additional Media Arts Weeks15–16 resource
Make a small message (historical source path: media-arts/term-2/weeks-15-16/README.md) supplies Days71–80,30 flexible routes,20 ordinary contexts,10 home invitations and10 extra projects, five visual workspace families and eight illustrated fictional choices. Each of twelve optional selected stages has its own complete source and response pages; staff feedback is separate. The original40-row principal map still places Media Arts principal focus in Week25. This supplementary fortnight is source/native reviewed and does not establish whole-year or all-state completion.
Additional HPE Weeks 15–16 resource
Make your little game (historical source path: hpe/term-2/weeks-15-16/README.md) supplies Days71–80, thirty flexible routes, twenty ordinary examples, ten home offers and ten extra activities. Five roomy blank aid families, four filled fictional examples and twelve separate complete source-and-own-blank choices support planning and observation. The original principal map remains unchanged. Source/native review does not establish actual physical performance, whole-year or all-state completion.