Year 1 planning map — 40 weeks
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.
Version: v0.1, 29 September 2026. Status: planning draft; local syllabus, educator and accessibility review pending. This map sketches a possible Australian Curriculum v9 progression. Weeks 1–8 now have paired daily English and mathematics source lessons, with independently reviewed separate Weeks 7–8 packs. Weeks 1–4 have integrated sessions. A row below is not a lesson, an assessment, or evidence of coverage unless linked to an authored pack. Schools must fit term dates, local syllabus, mandated texts, phonics sequence and learner plans.
Use the exact national code list in the official ACARA v9 download, retrieved 29 September 2026 (pinned workbook SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3). Codes name relevant content descriptions, not a claim that the brief achieves them. AC9M1N01 requires numbers to at least 120; the opening fortnight reaches only 50. The English sound order is provisional and must follow the school's established phonics scope and each learner's entry point.
| Week | Mathematics planning focus | English planning focus | Integrated inquiry possibility | Status |
|---|---|---|---|---|
| 1 | Check 0–20; make 21–30 as tens and ones (AC9M1N01, AC9M1N02) | Check CVC; teach /sh/ and /ch/ if ready (AC9E1LY09, AC9E1LY11) | Our learning place (historical source path: term-1/week-01-our-learning-place.md): observe and map permitted school spaces (AC9HS1K03, AC9HS1S02) | Daily lessons authored |
| 2 | Make, read, order and partition 31–50 (AC9M1N01, AC9M1N02) | Initial /st/, final /nd/; cumulative reading and writing (AC9E1LY09, AC9E1LY11) | How things move (historical source path: term-1/week-02-how-things-move.md): safe toy pushes/pulls (AC9S1U03, AC9S1I03) | Daily lessons authored |
| 3 | Count, order and locate 51–70 (historical source path: mathematics/term-1/weeks-03-04/README.md) (AC9M1N01) | Consolidate taught graphemes; oral retell (historical source path: english/term-1/weeks-03-04/README.md) (AC9E1LY04, AC9E1LY05) | Story-card stand (historical source path: term-1/week-03-story-card-stand.md): test a physical design with an invented user brief | Daily maths, English and five integrated sessions authored |
| 4 | 71–90, tens/ones and exchange (historical source path: mathematics/term-1/weeks-03-04/README.md) (AC9M1N01, AC9M1N02) | School-sequenced ck or cumulative-code route; sentence boundaries (historical source path: english/term-1/weeks-03-04/README.md) (AC9E1LY11, AC9E1LA06) | Two-choice learning guide (historical source path: term-1/week-04-two-choice-learning-guide.md): paper algorithm; approved device route when available | Daily maths, English and five integrated sessions authored |
| 5 | 91–105 on charts and number lines (historical source path: mathematics/term-1/weeks-05-06/README.md) (AC9M1N01) | Child-matched print and teacher-read sign story (historical source path: english/term-1/weeks-05-06/README.md) (AC9E1LY04, AC9E1LE03) | Community signs, no child location data | Maths and English daily lessons authored; inquiry plan only |
| 6 | 106–120 in multiple representations (historical source path: mathematics/term-1/weeks-05-06/README.md) (AC9M1N01; AC9M1N02 only for one/two-digit partitions) | Retell plot/character and compose short sentences (historical source path: english/term-1/weeks-05-06/README.md) (AC9E1LE03, AC9E1LY06) | Local features and stories | Maths and English daily lessons authored; inquiry plan only |
| 7 | Equal groups to 120; twos (AC9M1N03, AC9M1A01) | School-sequenced phonics; sentence edit (AC9E1LY11, AC9E1LY06) | Games and collections | English starts authored (historical source path: english/term-1/weeks-07-08/README.md); maths grouping/count starts authored (historical source path: mathematics/term-1/weeks-07-08/README.md); inquiry plan only |
| 8 | Fives and tens; count collections (AC9M1N03, AC9M1A01) | Reading phrasing; literal inference (AC9E1LY04, AC9E1LY05) | Shared information display | English starts authored (historical source path: english/term-1/weeks-07-08/README.md); maths grouping/count starts authored (historical source path: mathematics/term-1/weeks-07-08/README.md); inquiry plan only |
| 9 | Compare representations and partition (AC9M1N01, AC9M1N02) | Informative text structure (AC9E1LA03, AC9E1LY06) | Ask questions about local place | Plan only |
| 10 | Review and sample evidence, then reteach (codes chosen from evidence) | Cumulative reading, spelling and oral language check | Term portfolio, not a single attainment verdict | Plan only |
| 11 | Add within 20 concretely (AC9M1N04) | Oral interaction and listening (AC9E1LY02) | Design a fair game | Plan only |
| 12 | Subtract within 20; inverse connection (AC9M1N04) | Sentence construction and punctuation (AC9E1LA06, AC9E1LA10) | Changes in materials | Plan only |
| 13 | Model join/separate stories (AC9M1N05) | Narrative sequence and retell (AC9E1LE03, AC9E1LY05) | Class story lab | Plan only |
| 14 | Compare additive strategies (AC9M1N04, AC9M1N05) | Re-read/edit short text (AC9E1LY06) | Evidence and explanation | Plan only |
| 15 | Share fairly with objects (AC9M1N06) | Ask/answer questions (AC9E1LY02, AC9E1LY05) | Shared materials | Plan only |
| 16 | Group collections and explain leftover cases (AC9M1N06) | School-sequenced decoding/spelling (AC9E1LY11, AC9E1LY13) | Packing task | Plan only |
| 17 | Make and continue repeating patterns (AC9M1A02) | Text organisation for purpose (AC9E1LA03) | Art and sound patterns | Plan only |
| 18 | Identify and create shape patterns (AC9M1A02, AC9M1SP01) | Describe and compare settings (AC9E1LE03) | Shape walk | Plan only |
| 19 | Name and sort familiar 2D/3D shapes (AC9M1SP01) | Create a short explanation (AC9E1LY06) | Built spaces | Plan only |
| 20 | Review and responsive reteaching | Cumulative fluency/comprehension sample | Midyear sharing with families | Plan only |
| 21 | Compare and order length directly (AC9M1M01) | Instructions and sequence (AC9E1LA03, AC9E1LY06) | Build a path | Plan only |
| 22 | Measure length with uniform informal units (AC9M1M02) | Precise oral descriptions (AC9E1LY02) | Test a design | Plan only |
| 23 | Compare mass with safe objects (AC9M1M01) | Explain a choice with evidence (AC9E1LY06) | Material choices | Plan only |
| 24 | Compare capacity directly (AC9M1M01) | Read and follow familiar signs (AC9E1LA05, AC9E1LY05) | Container design | Plan only |
| 25 | Sequence and compare familiar durations (AC9M1M01, AC9M1M03) | Narrative event order (AC9E1LE03) | Daily routines | Plan only |
| 26 | Follow and give directions (AC9M1SP02) | Clear spoken instructions (AC9E1LY02) | Accessible route design | Plan only |
| 27 | Apply spatial language to maps/models (AC9M1SP02) | Label and explain a representation (AC9E1LY06) | School model | Plan only |
| 28 | Collect and record categorical data (AC9M1ST01) | Ask a respectful question (AC9E1LY02) | Class choice survey, optional response | Plan only |
| 29 | Make a display and compare counts (AC9M1ST02) | Explain what a display says (AC9E1LY05, AC9E1LY06) | Choices and evidence | Plan only |
| 30 | Review and responsive reteaching | Cumulative reading and composition | Term portfolio | Plan only |
| 31 | Connect two-digit partitions and number line (AC9M1N01, AC9M1N02) | Meaningful independent reading at entry point (AC9E1LY04) | Collection museum | Plan only |
| 32 | Choose counting strategy for larger sets (AC9M1N03, AC9M1A01) | Compare two text purposes (AC9E1LA03) | Community information | Plan only |
| 33 | Choose additive strategy for problems (AC9M1N04, AC9M1N05) | Write a clear response to a text (AC9E1LY05, AC9E1LY06) | Problem stories | Plan only |
| 34 | Revisit equal sharing and grouping (AC9M1N06) | Oral explanation and listening (AC9E1LY02) | Resource design | Plan only |
| 35 | Compare measures in a design (AC9M1M01, AC9M1M02) | Draft and edit instructions (AC9E1LY06) | Test and revise | Plan only |
| 36 | Use shape/position in a model (AC9M1SP01, AC9M1SP02) | Describe place precisely (AC9E1LY06) | Accessible model | Plan only |
| 37 | Ask a data question, gather and display (AC9M1ST01, AC9M1ST02) | Present a supported conclusion (AC9E1LY02, AC9E1LY06) | Child-chosen inquiry | Plan only |
| 38 | Solve mixed practical number tasks | Read varied text with suitable supports | Revisit interests | Plan only |
| 39 | Collect multiple evidence samples, reteach | Reading/writing/oral samples across modes | Showcase preparation | Plan only |
| 40 | Transition notes and next-year entry evidence | Celebrate authentic growth | Student-chosen sharing | Plan only |
How to use this map
Choose a week's focus only after checking the prior assessment and school scope. A daily lesson must specify materials, exact examples, access, safe setup, teacher moves, checks and next teaching. Weeks 1–8 now have that detail for mathematics and English; Weeks 1–4 also have integrated sessions, with the Weeks 3–4 Technologies pack (historical source path: term-1/weeks-03-04-technologies/README.md) adding learner cards, assignments and rubrics. The Weeks 7–8 English pack (historical source path: english/term-1/weeks-07-08/README.md) adds a coherent pretend-game story sequence with locally matched print, adult-read sources, own composition and separate formative checks. Its exact scope governs use; the table’s proposed English labels are not an outcome-completion claim. The Weeks 7–8 Mathematics pack (historical source path: mathematics/term-1/weeks-07-08/README.md) adds chosen equal groups, skip counts/growing sequences, varied family starts, original aids and separate first-response checks with independent source/mathematics review. Inquiry in Weeks 5–8 and most later rows remain planning briefs; hosted delivery and local/human qualification of the new source remain separate. A school day also requires health, arts, technologies, movement, routines and locally mandated learning; the authored blocks are a contribution, not a whole day.
Rights: Original planning text © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit *SubjectNest Year 1 Australian-first starter*, v0.1, source, license and changes. ACARA codes and any description text remain separately governed by ACARA terms. No endorsement implied. Educator review pending.
Separate Digital Technologies source
Make a picture you can find again, Weeks 5–6 (historical source path: digital-technologies/term-1/weeks-05-06/README.md) has ten independently reviewed lessons, selected original print/picture aids and separate formative checks. Actual tool use, local requirements, notice routing, website qualification and human teaching remain open; this fortnight does not complete the Years 1–2 band or Year 1. The separate original Picture Studio is an optional source opportunity with its own exact authority and interaction checks.
Separate Media Arts source opportunity: Weeks 5–6 picture-story offers (historical source path: media-arts/term-1/weeks-05-06/README.md) provide ten optional Arts starts, varied making/support routes, home play, original print aids and a blank local storyboard. This is a bounded Years 1–2 contribution; full-band, authentic cultural-source breadth, actual website/in-app delivery and human/local review remain open.
Map reconciliation · 1 October 2026: Linked packs above contain authored lesson bodies in the committed source. This map correction adds no lesson, curriculum coverage, classroom trial, live website qualification or local approval. Planned topics remain future work unless their exact pack supplies them.
Separate Science bank · Weeks 5–6
Send it, stop it, shape it (historical source path: science/term-1/weeks-05-06/README.md) adds ten flexible Days21–30 starts,30 routes,20 fictional contexts,H10/X10 and four ordinary blank aid families. A paper-message destination, shape record or useful next question gives the learner a purpose to choose. Locally reviewed actual trials and complete source-record alternatives are different evidence; child meaning, wanted helper operation and unperformed plans remain named. Separate first/outcome/later sources and unused reserves preserve the sequence before models. The whole national core exposes partial U03 and conditional H01/I01–I06 contributions, with U01/U02 and broader repertoire open. Dated factual hooks and a reviewed local replacement card support context without inventing actual conditions or results. The forty existing planning rows above remain unchanged, and this bank does not turn their proposed integrated themes into implemented lessons. No complete year, all-state, human/classroom or hosted-use result is implied.
Separate Science bank · Weeks 3–4
Make a material choice you can explain (historical source path: science/term-1/weeks-03-04/README.md) supplies ten flexible20-minute starts,30routes,20worked contexts,H10/X10,six ordinary complete aid families and eight separately assigned first/later/reserve stage sources. Full words, original PDF/SVG/literal aids and complete notice-carrying packets are available. Material/function introduction, inquiry and the explicitly selected rain/environment change job remain partial curriculum opportunities. A record, a plan, adult operation and a child's actually observed reasoning/action are different evidence. Dated source hooks and an adult local review card help contextualise examples without inventing weather or permission. The40original allocation rows above are unchanged; this additional bank does not turn their planned inquiry into a completed course, all-state approval, actual experiment or classroom result.