# Exact proposed national crosswalk · Foundation English Weeks 37–38

Checked 29 September 2026 against the [official ACARA v9 downloadable workbook](https://www.australiancurriculum.edu.au/downloads) copied at `products/curriculum-studio/research/sources/acara-australian-curriculum-v9-download-2026-09-29.xlsx`, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The [local import](../../../../../data/frameworks/acara-v9.json) is checked by `verify_pack.py`; workbook row numbers and descriptions below are exact source text. These are **proposed partial learning links**, not a declaration of coverage or authority approval. [QCAA ACiQ v9 English](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-english) and [Prep planning](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 |
|---|---:|---|---|
| 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 |
| AC9EFLA08 | 33 | English · Foundation Year | recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school |
| 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 |
| 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 the scripts can actually sample

- **Questions, source and image/text meaning:** Days 181–185 use an invented paper inventory. A child asks answerable questions, cites labelled one-symbol-per-card groups, notices unknown preference/purpose information and makes a tiny informative report. This may sample AC9EFLA07/08 and AC9EFLY01/05, but a correct count does not itself establish a full mathematics content description.
- **Revision and uncertainty:** Days 186–190 use explicitly mock drawings and a separate unseen picture pair. The child contrasts drawing marks with unobserved events, asks what real evidence would be required, and edits a sentence. This can sample AC9EFLA05/06/07/08, AC9EFLY05/06 when the child supplies the meaning and participates in actual editing. No real plant growth or physical test is claimed.
- **Actual interaction, writing and speech:** AC9EFLY02 requires observed listening/interaction under the access mode used. AC9EFLA09 requires a child noticing sentence boundaries, not merely seeing adult punctuation. AC9EFLY06 requires a child contribution to a short report and shared edit; adult-scribed rich words are 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. A private adult response, fictional listener or teacher-composed model does not itself supply the child's delivery to peers.
- **Phonology and optional child print:** Short oral word/sound routines can sample a part of AC9EFLY10. A held CVC blend and print-hidden child letter selection may sample AC9EFLY12/13 only after individual taught correspondence and familiarity checks. Adult-read source words do not demonstrate independent reading, so AC9EFLY04 is not claimed.

## National, state and local boundary

This pack uses Australian Curriculum v9 **Foundation Year** terminology; Queensland calls its first school year **Prep**. Each Australian state/territory has its own syllabus, roll-out, reporting and school-level sequence. Separate current official mappings are needed before calling this state-complete or required in a specific school. The optional real-world observation needs local approval, date, access plan and recorded evidence; the paper models never stand in for it. No cultural authority, First Nations language translation, class pilot, accessibility certification, efficacy result or ACARA/QCAA endorsement is claimed.

Original SubjectNest analysis © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). ACARA descriptions and government pages retain [their own terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use).

**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.

**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.