Authority/source: ACARA Version 9.0 downloads, official curriculum workbook retrieved 29 September 2026, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The table below is generated from the pinned workbook import in the shared curriculum studio data; each row, Foundation level and exact description is checked against it by the verifier. ACARA's wording remains subject to its terms. QCAA English v9 and its Prep planning resources are the Queensland implementation references, checked 29 September 2026.
| Code | Workbook row | Learning area and level | Exact content description |
|---|---|---|---|
| AC9EFLA03 | 14 | English · Foundation Year | understand that texts can take many forms such as signs, books and digital texts |
| AC9EFLA04 | 19 | English · Foundation Year | understand conventions of print and screen, including how books and simple digital texts are usually organised |
| AC9EFLA05 | 25 | English · Foundation Year | recognise that sentences are key units for expressing ideas |
| AC9EFLA07 | 30 | English · Foundation Year | explore the contribution of images and words to meaning in stories and informative texts |
| AC9EFLA09 | 37 | English · Foundation Year | identify punctuation as a feature of written text different from letters; recognise that capital letters are used for names, and that capital letters also signal the beginning of sentences while punctuation marks signal the end |
| AC9EFLE03 | 52 | English · Foundation Year | recognise different types of literary texts and identify features including events, characters, and beginnings and endings |
| AC9EFLY01 | 67 | English · Foundation Year | identify some familiar texts, such as stories and informative texts, and their purpose |
| AC9EFLY02 | 72 | English · Foundation Year | interact in informal and structured situations by listening while others speak and using features of voice including volume levels |
| AC9EFLY03 | 79 | English · Foundation Year | identify some differences between imaginative and informative texts |
| 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 |
| 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 |
| 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 |
| 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) |
| 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 |
What the ten days actually sample
- Text forms and purpose (Week 31): A story book, fixed sign and two-frame paper mock screen let a child identify some familiar imaginative and informative texts and compare their purposes (AC9EFLA03, AC9EFLY01, AC9EFLY03). Showing a “Next” card samples print/screen convention (AC9EFLA04); it is not evidence of operating a real digital service. Describing which information words and images contribute samples AC9EFLA07. Story character/problem/ending samples part of AC9EFLE03. These tasks do not claim every text convention or form has been mastered.
- Comprehension (both weeks): A child retrieves, sequences, asks and separates stated from unstated details in adult-read texts (AC9EFLY05). Log the specific listening/viewing route. A child independently reading a decodable/authentic text is a different observation; AC9EFLY04 is deliberately not claimed by an adult read-aloud alone.
- Short reports (Week 32): Child-created and shared-edited true-to-source sentences with a meaningful first/revised version can sample AC9EFLY06; log exactly which punctuation and CVC spelling the child selected versus adult-supplied. AC9EFLA05/09 are sampled where a child identifies sentence ideas, capitals and stops. A dictated sentence alone does not evidence handwriting or independent spelling. AC9EFLY07 can additionally sample an actual child-composed report delivered to real peers, including a valid AAC or signed route under agreed adjustments; record the audience, mode, relevant delivery features and support. A response to a private adult or fictional listener does not supply a peer audience.
- Oral sound and taught print: The daily oral word/sound routines can sample specific parts of AC9EFLY10. Optional CVC blend/spell items may sample AC9EFLY12 only when their letter–sound links have actually been taught. A correct listening answer is not independent CVC reading.
- Cross-subject Week 32: Broad paper-counter events can be discussed in mathematics, but this English pack records retell/source meaning separately from number modelling. It does not by itself certify an addition/subtraction content description or a mathematics achievement-standard judgment.
State and local status
This is a proposed partial national Foundation alignment. Queensland calls this year Prep and provides ACiQ v9 planning/assessment resources; a school still chooses its local sequence, taught phonics and assessment conditions. Other states and territories have their own terminology, syllabuses, implementation timing and reporting requirements. They require separate verified mappings before anyone calls this state-aligned. No local school, ACARA, QCAA or other authority has endorsed or classroom-tested this pack. First Nations languages, texts and cultural knowledge require language-owner/community authority; this pack invents no translation or cultural proxy.
Original SubjectNest analysis and mapping © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. ACARA source wording and external resources retain their own rights.
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 and QCAA Prep English techniques and conditions.
Curriculum source acknowledgement and version note
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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.
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; 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.