This dated planning map keeps its original wording. Links open the resources offered in this library; other entries are marked beside their names.
Status: Weeks 1–2 and Weeks 3–4 have daily English and mathematics lessons; integrated guides are authored for Weeks 1–2. Weeks 1–2 and Weeks 3–4 supplementary packs add optional Science, HASS, HPE and Arts blocks. Weeks 5–6 English and Weeks 5–6 Mathematics (not offered here) now provide separate ten-start fortnights with original print aids, held checks and varied participation routes. Their independent source/print reviews do not establish a complete year, local adoption or human classroom effectiveness. Weeks 5–6 Science adds ten optional material-change starts, original aids and separately controlled formative sources. Weeks 5–6 HASS (not offered here) adds ten place-and-change starts with sourced public-place cards and a local replacement workflow. Remaining Weeks 5–6 learning areas and unlinked Weeks 7–40 remain teaching briefs. Prior follow-on additions checked 1 October 2026; HASS source and digital delivery reviewed 2 October 2026; website delivery follows its separate exact-source publication record. This map does not demonstrate full national or local content coverage. A school should reorder it for its calendar, climate, learner evidence and the locally adopted curriculum, then author and review every unbuilt week. The sequence revisits number, reading, writing and oral language rather than treating a theme as their replacement.
Reference: ACARA v9 official downloads, 29 September 2026 workbook snapshot SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Each eventual lesson needs exact content-description mapping and a local syllabus check. The four 10-week terms below are a planning convention, not a mandated Australian school calendar.
| Week | Inquiry or real-life setting | English teaching focus | Mathematics teaching focus | Integrated investigation / useful evidence |
|---|---|---|---|---|
| 1 | What changes when we bend paper? | Story purpose, ai/ay, fluency, noun groups |
Three-digit place value, compare/order, regroup | Safe material-change test; prediction and dated observation. Authored. |
| 2 | How do we explain a route and a result? | Information text, ee/ea, compound sentences, editing |
Facts to 20, two-digit add/subtract, modelling | School-place mapping with verified local source; labelled route and source note. Authored. |
| 3 | How can we help someone find a place? | Instructions, sequence words and precise verbs | Position and directions on a fictional paper map | Optional Science/HASS/HPE/Arts blocks add source, shadow, movement and making choices. English, maths and supplementary blocks authored; integrated brief only. |
| 4 | Which numbers can we rename? | Explain a strategy orally and in writing | Hundreds/tens/ones and non-standard groupings | Optional subject blocks continue source, observation, movement and art work with separate evidence. English, maths and supplementary blocks authored; integrated brief only. |
| 5 | What useful thing could I make about my topic? | Own story, narrative/information purpose, stated clues and linked complete ideas | Uniform length units, covered intervals and an own length guide (not offered here) | Science: known material, action, form, safe questions and exact records. HASS: ask a sourced place question, order distinct events and show the same place in enclosing areas (not offered here). Four separate partial subject fortnights source-reviewed; other learning areas remain briefs. No imagined source or adult placement becomes child physical evidence. |
| 6 | How can my second text or length guide help? | Information organisation, word families, a useful second text and an own edit | Common-unit comparison, equal-half units and compatible-unit additive decisions (not offered here) | Science: comparison, cautious everyday prediction and separately controlled fresh sources. HASS: describe a supported connection/change and make a careful tiny guide (not offered here). Four separate partial subject fortnights source-reviewed; integrated and other subject coverage still open. Actual child work, adult help and supplied fiction stay separate. |
| 7 | What can we learn from a calendar? | Ask, answer and clarify questions | Dates and days between events | Plan a class event without collecting private family dates. |
| 8 | What makes a design easier to use? | Persuasive reason and audience | Informal uniform measures of length | Measure, make and test a paper organiser; keep revised plan. |
| 9 | How can we show our survey fairly? | Clear survey question and oral presentation | Categorical data lists and tables | Anonymous low-stakes classroom preference; show missing/no-response option. |
| 10 | What changed in our thinking? | Reread and edit selected work | Revisit place value and operations | Portfolio conference with child-selected evidence and teacher next move. |
| 11 | What is half of a whole? | Explain a process with picture and sentence | Halves, quarters, eighths by equal partition | Fold and mark paper shapes; compare equal with unequal parts. |
| 12 | How does a group share fairly? | Character perspective and respectful talk | Equal groups, repeated addition and division | Share reusable tokens; record multiple valid representations. |
| 13 | How do people describe an important place? | Questions, source and perspective | Map location and route | Local source chosen and verified with school/community; do not invent significance. |
| 14 | How do tools change a task? | Compare past/present accounts from supplied sources | Order and compare three-digit quantities | HASS object-source comparison with date and provenance. |
| 15 | What can a picture add to a text? | Image and wording together, reason for preference | Shape properties and spatial terms | Create an original captioned diagram and test reader understanding. |
| 16 | When is a measure close enough? | Specific vocabulary in explanation | Capacity and mass with informal units | Repeat a safe measure; note unit size and uncertainty. |
| 17 | Where did the shadow move? | Observation versus inference in a report | Quarter/half/full turns | Record a safe shadow observation; never view the sun directly. |
| 18 | What makes a plan easy to follow? | Paragraph/section navigation and instructions | Clock to hour, half and quarter hour | Make a visible schedule and ask a peer to follow it. |
| 19 | Can one fact help with another? | Oral reasoning and self-correction | Addition facts to 20 and related subtraction | Invent useful household/classroom number stories. |
| 20 | What evidence do we need next? | Present a selected text to a familiar audience | Revisit number, fractions, measure, data | Midyear work sample review; no single task certifies achievement. |
| 21 | How can we build a pattern that changes? | Rhythm and sound patterns in original verse | Constant-step additive patterns | Make a tactile or visual sequence and explain its rule. |
| 22 | What can a map leave out? | Compare purposes and audiences of two texts | Location on a two-dimensional representation | Contrast two school-safe maps; mark missing information. |
| 23 | How can a paper shape become stronger? | Precise procedure with edited verbs | Informal length and shape comparison | Fairly test two folds using the same load and support gap. |
| 24 | When does a word change its job? | Prefixes, suffixes and word families | Double and halve; facts for twos | Word-building and token-pair stations; record reasoning. |
| 25 | What would a different character notice? | Character, setting, preference with reason | Part-part-whole story variation | Adapt an original story while preserving source/author credit. |
| 26 | How can we move safely together? | Give and receive clear instructions | Quarter, half and full turns | Inclusive movement route; observe consent and shared space. |
| 27 | What did the survey actually show? | Claim linked to source evidence | Graphical data displays and comparison | Represent the same class dataset twice and compare. |
| 28 | Why might two accounts differ? | Distinguish statement, question and preference | Money transaction models | Fictional shop roles; compare a remembered account with a receipt. |
| 29 | How can we make a useful sign? | Short persuasive text and image meaning | Shape, position and measure | Design and peer-test an original school-safe sign. |
| 30 | Which idea should we revisit? | Rehearse, present and revise | Revisit number and calculation misconceptions | Teacher conference using actual child work. |
| 31 | How do we make a fair test? | Report sequence and topic-specific words | Tables, repeated measures | Child-chosen safe question; keep what changed and what stayed. |
| 32 | What happens when a material changes shape? | Informative comparison text | Fractions of shape and event | Bend, twist and fold safe materials; no claim of chemical change. |
| 33 | What does a local place mean to different people? | Respectful listening and perspective | Map connections from local to region | Use only verified/local-authorised sources; unresolved claims stay questions. |
| 34 | Can we solve one problem in two ways? | Explain and compare reasoning | Additive and multiplicative models | Two strategies for a practical materials problem. |
| 35 | What can we notice in the sky safely? | Question and observation journal | Calendar and time revisited | Daylight sky observation away from direct sun; dated model. |
| 36 | What helps a younger reader? | Edit sentence, noun group and text structure | Count, measure and classify in a chosen project | Peer-tested mini-guide; accessible text and image alternative. |
| 37 | How can we check a claim? | Source, reason and revision | Data comparison and calculation check | Ask a question of a supplied source and seek confirming evidence. |
| 38 | What can we make together? | Collaborative composition and oral presentation | Design constraint with measure and number | Safe design brief with roles, trial and revision. |
| 39 | Which work shows a change in understanding? | Read and write at the taught point | Revisit all major strands through selected work | Portfolio selection and learner explanation, with privacy choice. |
| 40 | What can we do now, and what comes next? | Compare samples; set a precise next reading/writing goal | Use a body of number, measure, space and data evidence | School assessment and handover against the locally current Year 2 achievement standard. |
Daily English needs planned phoneme–grapheme practice, reading matched to taught knowledge, meaning and composition; mathematics needs short fact retrieval, concrete/diagram/symbol connections and practical problems. Weeks 1–2 and Weeks 3–4 supplementary Science, HASS, HPE and Arts provide short optional blocks, not full subject allocations. These areas, Technologies and a locally chosen Languages pathway need fuller mapping and later authored blocks. No language or community-held content should be fabricated for a blank week.
Reuse: Original planning © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY 4.0; credit the source, link licence and note changes. ACARA codes and curriculum remain under ACARA terms. No external teaching materials are included.
HASS Weeks 5–6: make a place-and-change guide
Ten optional HASS starts (not offered here) now include thirty adjustable routes, twenty worked contexts, ten home invitations, ten extras, six original paper aids and separately controlled formative stages. Use a small sourced public-place detail to make a useful guide; Brisbane City Hall is a comparison where it is not legitimately local. The adult local-source card (not offered here) records provider, locator, event/update/check dates, locality, units, rights and unknowns before replacing a card. No outing, printer or returned home record is required.
The current pack has fifteen complete PDFs over seventy-one pages, exact page vectors/text routes and ten separate downloads with full portable notices. Source, code, digital page and packet checks passed; this is original, unpiloted material. Local significance and First Nations authority remain conditional, national links are partial, and human classroom, physical printing and hosted-site use remain separate. Choose an ordinary aid or a clean individual stage using its matching chooser; deliver the complete notice companion with the PDF. The existing year manifest also now records already-authored follow-on files and the three mathematics descriptions those files already cite. The forty-week plan remains a plan.