This dated planning map keeps its original wording. Links open the resources offered in this library; other entries are marked beside their names.
Current scope
Original source candidate · 13 October 2026. Root accepted the full written proposal after different reviews. Source, visual, callback and Browser reviews remain separate; no classroom, accessibility, full-year, translation or audio approval is claimed.
Complete unchanged annual plan
Year 4 planning map — 40 weeks
Version: v0.2, 1 October 2026. Status: planning draft; local-syllabus, educator and accessibility review pending. A row is only a teaching brief unless it links an authored lesson. Weeks 1–4 have daily English, maths and integrated scripts; Weeks 3–4 also have five short optional subject menus. These menus are not full Science, HASS, HPE, Technologies or Arts allocations. Weeks 5–6 now also have separate source-authored HASS library-help lessons (not offered here) and Digital Technologies symbol-label lessons (not offered here), with examples, adaptable routes, print aids and separate formative checks. A separate mathematics Weeks 5–6 fractional-length pack (not offered here) also has ten authored starts spanning both weeks. Visual Arts Weeks 5–6 adds ten original art starts, varied examples, home/day offers and eight print pairs with independently reviewed partial Years 3–4 source mapping. These are partial subject fortnights; English, the planned odd/even focus and other subject allocations remain briefs. Source review is distinct from live website delivery, human trials and local approval. Reorder to fit the school calendar, prior assessment, locally adopted curriculum and text scope. Exact Year 4 and Years 3–4 band content codes were checked against the pinned ACARA Version 9.0 download, workbook SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Curriculum links are partial until a teacher checks all content and achievement standards across the year.
| Week | Mathematics focus | English focus | Integrated possibility | Authored status |
|---|---|---|---|---|
| 1 | Represent/order tenths as decimals, 0–2 (AC9M4N01) | Factual versus opinion language and evidence (AC9E4LA02, AC9E4LY05) | Material choices, safe property comparisons (AC9S4U04) | Daily lessons authored |
| 2 | Hundredths, tenths equivalence and comparison (AC9M4N01, AC9M4N03) | Source-based report, connectives and sentence links (AC9E4LA04, AC9E4LY06) | Water paths, model water cycle (AC9S4U02) | Daily lessons authored |
| 3 | Maths Days 11–15: place tenths and hundredths on number lines (AC9M4N01) | English Days 11–15: compare source purpose and structure (AC9E4LA03, AC9E4LY03) | Exhibit studio Days 11–15: original texts, equal-gap model, visitor revision; five-area optional menu | Daily English, maths, project and short optional area blocks authored; full area loads still needed |
| 4 | Maths Days 16–20: equal-whole fractions and decimal connections (AC9M4N03) | English Days 16–20: question, summarise and create an evidence-bound response (AC9E4LY05) | Exhibit studio Days 16–20: same-whole model, audience-aware guide and limits; five-area optional menu | Daily English, maths, project and short optional area blocks authored; full area loads still needed |
| 5 | Fraction counting and mixed numerals (AC9M4N04) | Read and discuss varied texts (AC9E4LY04) | Pattern and design; HASS library help (not offered here) and Digital label maker (not offered here) | Fractional-length maths (not offered here), HASS, Digital and Visual Arts scripts authored; English, the planned odd/even focus and remaining subject loads still need lessons |
| 6 | Odd/even properties (AC9M4N02) | Objective reporting and subjective response (AC9E4LA02) | Games and rules; HASS library help (not offered here) and Digital label maker (not offered here) | Fractional-length maths (not offered here), HASS, Digital and Visual Arts scripts authored; English, the planned odd/even focus and remaining subject loads still need lessons |
| 7 | Multiplication facts and related division (AC9M4A02) | Paragraph topic/evidence links (AC9E4LY06) | Collections | Plan only |
| 8 | Multiply/divide by 10 and 100, explaining place value (AC9M4N05) | Text connectives (AC9E4LA04) | Number patterns | Plan only |
| 9 | Estimate and round to check answers (AC9M4N07) | Evaluate source claims (AC9E4LY05) | Claim check | Plan only |
| 10 | Review samples and responsive reteaching | Reading/writing/oral evidence review | Term portfolio, not one-test verdict | Plan only |
| 11 | Addition/subtraction strategies (AC9M4N06) | Compare narrative character/setting (AC9E4LE03) | Story choices | Plan only |
| 12 | Multiply/divide with no remainder (AC9M4N06, AC9M4A02) | Complex sentences for cause/time (AC9E4LA06) | Process explanation | Plan only |
| 13 | Additive/multiplicative modelling (AC9M4N08) | Plan imaginative text (AC9E4LE05) | Realistic problem stories | Plan only |
| 14 | Financial context modelling and reasonableness (AC9M4N08, AC9M4N07) | Purpose/audience choices (AC9E4LY06) | Market design, no actual sales | Plan only |
| 15 | Unknowns in additive equations (AC9M4A01) | Synonyms and antonyms (AC9E4LA11) | Puzzle explanation | Plan only |
| 16 | Algorithms with decisions (AC9M4N09) | Instructions and navigation (AC9E4LA05) | Safe decision flow | Plan only |
| 17 | Perimeter with suitable units (AC9M4M02) | Explanatory paragraph (AC9E4LY06) | Shape design | Plan only |
| 18 | Area as covering, formal/informal units (AC9M4M02) | Visual salience and framing (AC9E4LA10) | Low-ink posters | Plan only |
| 19 | Composite shapes (AC9M4SP01) | Edit literary setting (AC9E4LE05) | Built model | Plan only |
| 20 | Review and responsive reteaching | Cumulative reading and composition | Midyear portfolio | Plan only |
| 21 | Scales and partial units for length/mass/capacity (AC9M4M01) | Read to expand topic knowledge (AC9E4LY05) | Measurement lab | Plan only |
| 22 | Duration, am/pm and unit conversions (AC9M4M03) | Tense and sequence (AC9E4LA09) | Timetable design | Plan only |
| 23 | Angle names/estimates (AC9M4M04) | Precise description (AC9E4LA08) | Movement/geometry | Plan only |
| 24 | Grid references and directions (AC9M4SP02) | Instructions for a reader (AC9E4LY06) | Accessible map | Plan only |
| 25 | Line and rotational symmetry (AC9M4SP03) | Deliberate word play and poetry (AC9E4LE04) | Original pattern art | Plan only |
| 26 | Chance outcomes and likelihood (AC9M4P01) | Opinion with reasons (AC9E4LA02) | Games and predictions | Plan only |
| 27 | Repeat chance experiments (AC9M4P02) | Factual report versus claim (AC9E4LA02) | Recorded trials | Plan only |
| 28 | Categorical/discrete numerical data (AC9M4ST01) | Questions in discussion (AC9E4LY02) | Optional anonymous survey | Plan only |
| 29 | Compare displays and variation (AC9M4ST02) | Evaluate two source texts (AC9E4LY05) | Honest charts | Plan only |
| 30 | Review and responsive reteaching | Source-based writing sample | Term portfolio | Plan only |
| 31 | Statistical investigation (AC9M4ST03) | Oral/multimodal presentation (AC9E4LY07) | Child-chosen nonpersonal data | Plan only |
| 32 | Revisit decimal/fraction equivalence (AC9M4N01, AC9M4N03) | Homophones and spelling in context (AC9E4LY11) | Explanation cards | Plan only |
| 33 | Select efficient operations (AC9M4N06, AC9M4N08) | Morphology for longer words (AC9E4LY09, AC9E4LY10) | Problem explanations | Plan only |
| 34 | Estimation in practical contexts (AC9M4N07) | Edit for audience and purpose (AC9E4LY06) | Claim audit | Plan only |
| 35 | Measure/design composite space (AC9M4M01, AC9M4SP01) | Quoted/reported speech (AC9E4LA07) | Design interview with consent | Plan only |
| 36 | Routes and symmetry (AC9M4SP02, AC9M4SP03) | Compare depictions across contexts (AC9E4LY01) | Community map, approved sources | Plan only |
| 37 | Data versus chance inference (AC9M4ST03, AC9M4P02) | Support a conclusion with source (AC9E4LY05) | Fairness in data | Plan only |
| 38 | Mixed practical problem solving | Read texts selected for each reader's entry | Student-chosen inquiry | Plan only |
| 39 | Multiple evidence samples and targeted reteaching | Read/write/oral samples in varied modes | Showcase preparation | Plan only |
| 40 | Transition evidence for next teaching | Celebrate growth, plan next text goals | Student-directed sharing | Plan only |
Weeks 5–6 retain their English briefs and the proposed odd/even mathematics gap, and still need all remaining subject allocations. The fractional-length mathematics, HASS, Digital and partial Visual Arts fortnights have authored scripts/resources, with human, access and local implementation review still pending. Weeks 7–40 need authored scripts, source selection, safety/access review, assessment and local mapping before classroom use. Weeks 3–4 still need full other-subject sequences and Languages; their short optional menus and exhibit studio are narrower. The national Year 4 curriculum contains more learning than these fortnights; this map is an editorial plan, not a coverage certificate.
Rights: Original map © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Attribute SubjectNest Year 4 Australian-first starter, v0.2, source, licence and changes. ACARA content has separate terms; no endorsement. Educator/local review pending.
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.
Reviewed additional Mathematics bank: Weeks7–8
Whole counts and a rule of my own (not offered here) supplies ten Days31–40 starts, thirty routes, twenty solved original contexts, ten home offers, ten extras and readable practice/individual first-source aids. Root selects54 ordinary, ten separate first-source and thirteen labelled educator candidates for website qualification. This adds partial odd/even and declared/owned-rule learning; the planned Weeks7–8 multiplication/division/place-value focus above still needs its own complete teaching. Wider Year4 mathematics, local/state implementation and actual classroom use remain open. Source approval is separate from hosted delivery.
Date partition
Term2 resource weeks11–12/sequence days51–60 in a40-week planning partition. Resource slots, not literal195 calendar attendance or a national term schedule.
Additive13October2026 Root written continuation note
Published11–12 teacher material actually teaches efficient addition/subtraction and unknown additive roles with selected whole-dollar modelling. The historical annual planned multiplication/division labels do not prove that instruction occurred. Do not assume prerequisite mastery.
Days61–65 multiplicative modelling, grouping/sharing, efficient strategy and comparing useful plans; Days66–70 fictional financial modelling, rounding limits, whole-pack comparison, critique and an organiser note.
Weeks13–14/Days61–70 OPEN written proposal1,notSource/native/site/year acceptance. Preserve all historical planned rows and undelivered items. Original planned11–12multiplication/division labels do not prove actual instruction. Current mapping retains all23descriptions and explicit open opportunities.