# Foundation/Prep English · Term 1 · weeks 9–10

**Status:** original teaching draft; human educator, local curriculum, accessibility and accuracy review **pending**.  
**Scope:** ten 25-minute lessons (Days 41–50), a short informative page, original literary and oral texts, a printable portfolio aid, and an end-of-term formative review. This completes ten **draft** weeks of daily English, not the Foundation year or its achievement standard.  
**Year label:** Australian Curriculum **Foundation Year**; **Prep** is Queensland's label. This is not pre-Prep kindergarten.

## Open, download and adapt

- [Ten daily lesson scripts](LESSONS.md)
- [Original oral texts, child-reading and text alternatives](MATERIALS.md)
- [End-of-term evidence check, rubric and next steps](ASSESSMENT.md)
- [Original illustrated fish information page](fish-fact-page.svg)
- [Printable page and portfolio mat](page-portfolio-mat.svg)
- [Curriculum mapping, source and rights record with hashes](manifest.json)

Original lesson text, stories, assessment and vector print designs are © 2026 NeuroForgeIO Pty Ltd and licensed [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). You may print, share, adapt and reuse them commercially with attribution and an indication of changes. Suggested credit: **“SubjectNest Foundation/Prep English Weeks 9–10, NeuroForgeIO Pty Ltd, CC BY 4.0.”** Link this pack and the licence where possible. ACARA content and cited research retain their **own** terms and are not included in this licence grant.

## Sequence and boundaries

Days 1–40 taught the controlled lower-case links **m, a, s, t, p, i, n, c, e, r, d, o, g, l, f, b, u, h, k, v, w, j, z, y, x**, plus **sh** and **ch** in the values given in earlier packs. Several capitals were taught through names and sentence starts. The [40-week planning map](../../../year-sequence.md) makes Week 9 a short information-page and partner-report week, and Week 10 a reread, retell, revise and portfolio week. These lessons keep daily phoneme, spelling and connected-reading practice while serving those purposes.

| Day | New boundary or main work | Controlled child-reading | Meaning task |
| --- | --- | --- | --- |
| 41 | Standalone **a/A** means one and is usually /ə/ before a noun; **a** inside **bag** remains /æ/ | **a bag, a hat, a box** | Compare label and object; do not generalise /ə/ to every **a**. |
| 42 | Common word **is** = /ɪz/; **s** has /z/ only in this taught word; **It** capital form /ɪt/ | **A box is on a mat.** | Check sentence against a real box on a mat. |
| 43 | No new link; model adjacent sounds in **pond/swim** | **A fish is in a pond. A fish can swim.** | Separate what the original drawing shows from a source-supported general fact. |
| 44 | Compose an information page | **A box is on a mat. It can tip.** or fish lines | Keep an observed/sourced fact and its evidence together. |
| 45 | Partner report | Learner's verified page | Tell one fact and how it was checked; listen to a partner. |
| 46 | Literary story versus information | **Kit got a box. Kit hid a hat in it. Jem got a hat.** | Distinguish stated events from an inference. |
| 47 | Reread, retell, revise | Controlled story with **hat → bag/map** variation | Change a word, then recheck print and meaning. |
| 48 | Two text purposes | Fish/box page and controlled story | Choose which reports a fact and which tells imagined events. |
| 49 | Portfolio conference rehearsal | Two chosen samples | Say what improved and choose one next step. |
| 50 | End-of-term evidence review | Fresh regular words and controlled dictation | Use several samples and a new check to plan teaching. |

Teach the letter name **A** separately from the unstressed article **a** /ə/. The word **is** is explicitly taught with **s** /z/ in that word; it does not license guessing every printed **s** as /z/. In **It**, capital **I** has the known /ɪ/ value, but the standalone word **I** /aɪ/ is reserved for later explicit teaching. **can** and **and** may reduce in natural speech; use careful forms during blending, then allow normal sentence reading. The unused **q/qu**, other vowel values of **y** and other digraph values remain for later lessons. Child-read items here use only correspondences or complete words taught by their first-use day. Adult-read text is never a child decoding test.

## Source and review notes

Exact lesson codes are proposed links to Foundation English descriptions in the [ACARA Australian Curriculum v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), retrieved 29 September 2026; original workbook SHA-256 **db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3**. Check [ACARA English](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/english), its [version history](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history) and [copyright terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) against local implementation. ACARA does not endorse SubjectNest.

The teacher-read fish background is a **new paraphrase** informed by the [Australian Museum's “What is a fish?”](https://australian.museum/learn/animals/fishes/what-is-a-fish/) and [fish swimming research summary](https://australian.museum/get-involved/amri/amri-seminars-and-lectures/fish-shapes-scales/). The vector fish is a generic invented diagram, not a record of a local species. The child sentence about a pond describes that invented example; it is not a claim that all fish live in ponds. No museum image or text is copied. Explicit model–guide–try teaching and responsive checks are informed by AERO [Teach explicitly](https://www.edresearch.edu.au/guides-resources/practice-guides/teach-explicitly), [Early literacy](https://www.edresearch.edu.au/guides-resources/practice-guides/early-literacy-practice-guide) and [Monitor progress](https://www.edresearch.edu.au/guides-resources/practice-guides/monitor-progress). Source links do not mean endorsement.

Use live adult reading or a locally made recording with transcript, plain text, large/tactile print, movable/digital tiles, a quiet response space, and speech, AAC, pointing, drawing, typing or handwriting. A page may be made as print, a school-approved digital document or tactile layout; record what was independently shown and how. Do not require eye contact, speed, public performance or personal disclosure. If a sound check is inaccessible through hearing or speech, co-plan a valid route with the learner, family and relevant specialist. Keep identifiable portfolio evidence in the school's approved local system. No third-party story, picture, worksheet or recorded voice is included.

## Curriculum source acknowledgement and version note

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the [Australian Curriculum website](https://www.australiancurriculum.edu.au/) (Website) (accessed 29 September 2026) and was modified.

The material is licensed under [CC BY 4.0 Attribution 4.0 International](https://creativecommons.org/licenses/by/4.0/). Version updates are tracked in the ‘Curriculum version history’ section on the [About the Australian Curriculum](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history) page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA.

It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).

It is important to check the frequency with which the platform or app is updated and, if the platform or app allows users to download the Australian Curriculum to their portable device, how often and in what circumstances the user's device synchronises with the platform.

**Version and local-copy note:** The retained curriculum acquisition and import are dated 29 September 2026. Imported HTML was converted to plain text; the curriculum wording is retained. These original SubjectNest copy and access corrections are dated 15 October 2026. Downloaded files are static copies and do not automatically synchronise; compare them with the current online resource and official version history before reuse.

**Rights boundary:** SubjectNest's CC BY 4.0 grant covers its original teaching text and art. ACARA core curriculum retains ACARA's licence and [additional terms and exclusions](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use); logos, third-party works and excluded teacher-support/glossary material are outside the original-content grant. Linked QCAA and other sources retain their own terms. First Nations knowledge and expression require appropriate authority and protocols; no translation or cultural account is supplied by these copy corrections.