Checked 29 September 2026 against the official ACARA v9 downloadable workbook copied at products/curriculum-studio/research/sources/acara-australian-curriculum-v9-download-2026-09-29.xlsx, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The local import is checked by verify_pack.py; row numbers and descriptions below are exact source text. These are proposed partial learning links, not a complete-year or authority judgment. QCAA ACiQ v9 English and Prep 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 |
| 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 |
| AC9EFLE03 | 52 | English · Foundation Year | recognise different types of literary texts and identify features including events, characters, and beginnings and endings |
| AC9EFLE05 | 62 | English · Foundation Year | retell and adapt familiar literary texts through play, performance, images or writing |
| 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 |
| AC9EFLY04 | 83 | English · Foundation Year | read decodable and authentic texts using developing phonic knowledge, and monitor meaning using context and emerging grammatical knowledge |
| 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 these lessons actually sample
- Audience and usable instructions (Week 39): A child can identify A/B functional text purpose, say what an intended listener needs, order steps, use words/images/labels to clarify, and take part in a short shared edit. This may sample parts of AC9EFLA05/07/09 and AC9EFLY01/02/05/06. An actual consenting listener response is logged only if it occurred; a fictional visitor or teacher model is never recoded as feedback. 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. AAC, signing or a quiet one-to-one peer route is not automatically excluded; an adult-only or fictional audience does not supply delivery to peers.
- Different texts and story work (Week 40): C has a fictional character, problem, action and ending; D is a usable functional sign; E is controlled short print. Comparing purposes may sample AC9EFLE03 and AC9EFLY01/03. Source-accurate retell, a child thought about events and a clearly marked adaptation may sample AC9EFLE02/05 and AC9EFLY05. Adult-read source comprehension is not independent child reading.
- Reading, oral sounds and writing: AC9EFLY04 is proposed only as a partial, conditional link when a child actually reads a selected E strip with taught phonic knowledge and checks meaning; richer authentic-purpose D is adult-read unless the child genuinely reads a part or all of it at their taught point. A single short strip does not establish the complete description or a reading level. Oral word/phoneme tasks can sample a part of AC9EFLY10. AC9EFLY12/13 require child-selected taught-point blending/spelling; copied print or adult scribing is recorded separately. AC9EFLY06 needs child contribution and shared editing, not adult-generated text alone.
- Portfolio: The Day 199 mat organises actual dated work with adult support. It is a handover aid, not a v9 code or an achievement level. Days 195/200 are short checks that choose next teaching; neither checks all taught content or certifies Foundation Year.
National, state and local boundary
This pack uses Australian Curriculum v9 Foundation Year and Queensland Prep terminology. State and territory syllabuses, reporting, implementation and local phonics sequences differ; separate current official mappings remain necessary. No authority endorsement, class trial, learning impact, universal accessibility certification, translation or First Nations cultural/language authority is claimed. Original texts and vector aids are licensed below; official ACARA descriptions retain their own terms.
Original SubjectNest analysis © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. ACARA wording and government 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 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.