# Foundation English Weeks 35–36 · exact Australian Curriculum v9 crosswalk

**Authority/source:** [ACARA Version 9.0 downloads](https://www.australiancurriculum.edu.au/downloads), official workbook retrieved 29 September 2026, SHA-256 **db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3**. The table is generated from the pinned workbook import; [the verifier](verify_pack.py) checks exact code, row, Foundation level and description. ACARA source wording remains under [its terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). [QCAA P–10 English v9](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-english) and [Prep planning resources](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-english/p-10-english-planning) are the checked Queensland entry points.

| Code | Workbook row | Learning area and level | Exact content description |
|---|---:|---|---|
| AC9EFLA02 | 10 | English · Foundation Year | explore different ways of using language to express preferences, likes and dislikes |
| AC9EFLA05 | 25 | English · Foundation Year | recognise that sentences are key units for expressing ideas |
| AC9EFLA06 | 28 | English · Foundation Year | recognise that sentences are made up of groups of words that work together in particular ways to make meaning |
| 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 |
| AC9EFLE02 | 48 | English · Foundation Year | respond to stories and share feelings and thoughts about their events and characters |
| 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 |
| 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 |
| AC9EFLY13 | 120 | English · Foundation Year | use knowledge of letters and sounds to spell words |

## What is actually sampled

- **Week 35 story, preference and request:** Identifying Luma's and Jay's stated wants and a child sharing a thought about the events can sample AC9EFLE02 and AC9EFLA02. The story is fictional; it does not demonstrate a fair real-life outcome or ask for a child's private family experience. Comparing the story with a plan/report frame can sample AC9EFLY01. Listening, requesting and respectfully replying in the actual activity can sample AC9EFLY02, with the child's communication mode logged.
- **Week 36 words, images and directions:** A child comparing printed shape labels, outlined shapes, precise words and ambiguous words can sample AC9EFLA07, AC9EFLA06 and AC9EFLY05. A successful paper sequence is useful evidence of understanding the direction under that access condition, not a claim that every spatial/shape concept is mastered.
- **Short child-authored texts:** A source-bounded fair-plan message or two-step instruction, with a first/revised version and actual child-selected capital/stop, may sample AC9EFLA05/09 and AC9EFLY06. AC9EFLY13 is proposed only where child-selected letter–sound spelling is observed; adult scribing is attributed. AC9EFLY07 requires 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. Private delivery to a real peer can be included; delivery only to an adult or fictional listener does not supply a peer audience. A drawing alone is not automatically a composed delivery.
- **Oral phonology and taught print:** Short spoken word/sound routines can sample a part of AC9EFLY10. The optional fresh CVC blend/spell check may sample AC9EFLY12 only if all target correspondences were explicitly taught and the response was genuinely child-selected. An adult-read source is listening/viewing evidence, not independent text reading; AC9EFLY04 is not claimed.
- **Other learning areas:** Pattern and shape production may also support a separate mathematics observation if a teacher checks the actual pattern/relation. A paper dialogue does not prove HPE fairness, HASS civic knowledge or a real class agreement. Integrated guides must record their own specific observed actions and official codes.

## State and local status

This is **proposed partial national Foundation English alignment**. Queensland's first school year is Prep, with ACiQ v9 planning resources; local sequence, phonics, classroom relationship rules and assessment conditions still need school decisions. Other states and territories use differing year names, syllabuses, implementation timing and reporting. Separate official state mappings are needed before a state-specific claim. No authority endorsement, class pilot, accessibility certification, translation, First Nations language/cultural authority or measured learning result is claimed.

Original SubjectNest analysis © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). ACARA wording and external pages retain their own terms.

**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

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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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