# Australian Curriculum v9 · Foundation Weeks 27–28 exact-code crosswalk

These are **partial proposed links** to the 20 subject lessons and 10 integrated blocks, not full content-description or achievement-standard coverage. Each code, source row, learning area, Foundation Year level and description below was checked against the pinned [official ACARA Version 9.0 curriculum workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), retrieved 29 September 2026, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. Wording has whitespace normalised for plain-text display.

| Code | Workbook row | Learning area · level | Exact content description | Evidence and boundary in this fortnight |
|---|---:|---|---|---|
| AC9EFLA07 | 30 | English · Foundation Year | explore the contribution of images and words to meaning in stories and informative texts | Days 131–135: label/image comparison for one invented object; richer text adult-read. |
| AC9EFLY01 | 67 | English · Foundation Year | identify some familiar texts, such as stories and informative texts, and their purpose | Days 131, 133: source A/B as informative labels; other text types elsewhere. |
| AC9EFLY02 | 72 | English · Foundation Year | interact in informal and structured situations by listening while others speak and using features of voice including volume levels | Days 136–140: permission, listen, question; volume only if actually observed, AAC/sign recorded separately. |
| AC9EFLY04 | 83 | English · Foundation Year | read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge | Days 132 and 136–139: taught child print and mismatch; authentic texts elsewhere. |
| AC9EFLY05 | 87 | English · Foundation Year | use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently | Days 131–133, 135–137, 139–140: heard information/interview, fact/question; strategy range partial. |
| AC9EFLY06 | 94 | English · Foundation Year | create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly | Days 134–135, 138–139: child-directed label/report edit; only independent components credited. |
| AC9EFLY07 | 99 | English · Foundation Year | create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume | Days 133, 136–140: short report opportunity; real peer delivery only if actually observed, including valid AAC/signed routes under agreed adjustments; record relevant features and support. |
| AC9EFLY10 | 111 | English · Foundation Year | segment sentences into individual words; orally blend and segment single-syllable spoken words; isolate, blend and manipulate phonemes in single-syllable words (phonological awareness) | Day 131 oral blend; full breadth of phonological work remains elsewhere. |
| AC9EFLY12 | 119 | English · Foundation Year | write consonant–vowel–consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words | Taught-point CVC practice and Days 135/140 checks; do not score untaught links. |
| AC9EFLY13 | 120 | English · Foundation Year | use knowledge of letters and sounds to spell words | Days 134/140 when child controls spelling; scribe spelling excluded. |
| AC9MFM01 | 17187 | Mathematics · Foundation Year | identify and compare attributes of objects and events, including length, capacity, mass and duration, using direct comparisons and communicating reasoning | Days 131–135: direct length/mass only; capacity/duration and events elsewhere. |
| AC9MFST01 | 17211 | Mathematics · Foundation Year | collect, sort and compare data represented by objects and images in response to given investigative questions that relate to familiar situations | Days 136–140: fictional object/image response sets; actual class not assumed. |
| AC9SFU03 | 18532 | Science · Foundation Year | recognise that objects can be composed of different materials and describe the observable properties of those materials | Week 27 integrated: paper/fabric and tested property; no blanket material claim. |
| AC9SFI01 | 18550 | Science · Foundation Year | pose questions and make predictions based on experiences | Week 27: one pair/property question and prediction; keep first version. |
| AC9SFI02 | 18556 | Science · Foundation Year | engage in investigations safely and make observations using their senses | Week 27: checked safe handling and accessible observation; direct observation required. |
| AC9SFI03 | 18562 | Science · Foundation Year | represent observations in provided templates and identify patterns with guidance | Week 27: fact/question mat and one-property sort; guided pattern only. |
| AC9SFI04 | 18569 | Science · Foundation Year | compare observations with predictions with guidance | Week 27 Days 133/135: before/after record; prediction need not be right. |
| AC9HSFS01 | 1233 | Humanities and Social Sciences · Foundation Year | pose questions about familiar objects, people, places and events | Week 28: neutral object/display question; real respondent optional/consented. |
| AC9HSFS03 | 1241 | Humanities and Social Sciences · Foundation Year | share a perspective on information, such as stories about significant events and special places | Week 28: attribute a fictional respondent's one-model perspective; not a real community view. |
| AC9HSFS04 | 1245 | Humanities and Social Sciences · Foundation Year | draw conclusions in response to questions | Week 28: bounded conclusion about exact source or displayed answers. |

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Downloaded from the [Australian Curriculum website](https://www.australiancurriculum.edu.au/downloads) (accessed 29 September 2026) and modified for plain-text display. Curriculum material is under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) unless indicated otherwise; [ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) exclude some materials and describe Indigenous Cultural and Intellectual Property protocols. No ACARA logo, photograph, teaching exemplar, third-party or First Nations knowledge is reproduced here. ACARA does not endorse or approve SubjectNest.

The pinned workbook is a dated snapshot. Recheck ACARA, state implementation and the school's sequence before changes or deployment. See the [English review](QA-RUN-THROUGH.md) and [maths review](../../../mathematics/term-3/weeks-27-28/QA-RUN-THROUGH.md).

**Accessible delivery:** A child may compose and deliver a short report to a real peer through speech, an established AAC or communication system, or a signed route under agreed school adjustments. Record the actual audience, the child's own message or choices, mode, relevant delivery features and adult support. A private adult response or fictional listener is different from delivery to peers; a picture choice alone is not automatically a composed report. Do not exclude a valid peer delivery solely because it uses AAC or signing. See the [ACARA English glossary, speak](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/english/english-glossary-v9.docx) and [QCAA Prep English techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/assessment/ac9_english_tc_prep.pdf).

## 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.

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**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.

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