Fresh official ACARA workbook request 1 October 2026: 200, 2,049,917 bytes, SHA db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Direct raw sheet 1 columns A/B/C = English / English / Year 2, E = code, J = description; each selected row also matches the canonical framework. Achievement is sheet 2 row 33. Machine snapshot / fetch receipt. This is no whole-year or code-completion claim.
Selected exact content descriptions
| Code / raw row | Exact description | Concrete opportunity / limit |
|---|---|---|
| AC9E2LA03 / 268 | identify how texts across the curriculum are organised differently and use language features depending on purposes | Days 22, 26, 28–30: Narrative/information organisation and child purposeful layout; across-curriculum breadth partial. |
| AC9E2LA06 / 282 | understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction | Days 24, 28–30: Two independent clauses with and/but/so when useful; no dependent-because substitution. |
| AC9E2LA07 / 284 | understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups | Days 23, 26, 28–29: Article/adjective noun groups and verb groups in actual language choices; further breadth open. |
| AC9E2LA09 / 292 | experiment with and begin to make conscious choices of vocabulary to suit the topic | Days 21, 23–24, 26–29: Topic vocabulary choices; no imposed vocabulary quota. |
| AC9E2LE03 / 311 | discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways | Days 21–23, 28; E/F: Different fictional character/setting wording; small original set, wider authors/texts open. |
| AC9E2LY01 / 323 | identify how similar topics and information are presented in different types of texts | Days 22, 26, 28–30: Same topic through fiction and descriptive information. |
| AC9E2LY02 / 327 | use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions | Days 21–30 optional actual interaction: Willing source discussion and responding/own questions; private sole composition does not fabricate an interaction. |
| AC9E2LY03 / 333 | identify the purpose and audience of imaginative, informative and persuasive texts | Days 22, 26, 28–30: Imaginative/informative purposes and intended familiar reader; persuasive texts only optional extension, full breadth open. |
| AC9E2LY04 / 336 | read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting | Days 21–30 locally eligible print: Actually read eligible print with phrasing and meaning monitoring. Adult-read rich text does not supply this evidence. |
| AC9E2LY05 / 339 | use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning | Days 21–23, 26, 28–30: Literal/inferred meaning, clue, question, summary/monitoring through available access; not every named strategy compulsory. |
| AC9E2LY06 / 348 | create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words | Days 21–24, 26, 28–30: Actual written/multimodal imagination/information and editing; oral-only not written; adult scribing named; persuasive breadth/two-syllable independent spelling conditional. |
| AC9E2LY10 / 365 | use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words | Days 21–30 local selection: Selected short/long-vowel digraphs/clusters; optional oa/compound raincoat, actual school entry required. Less-common long patterns, silent letters, wider multisyllable breadth remain open. |
| AC9E2LY12 / 372 | build morphemic word families using knowledge of prefixes and suffixes | Days 27, E/F; later rereading: Meaningful prefix/suffix families in context. Adult-read morphology distinct from independent print; small family sample not full mastery. |
Full achievement standard retained; component scope
The full exact raw Year 2 standard remains in the snapshot. It includes interacting/listening/creating spoken texts, topic knowledge/opinion, organisation/linking, vocabulary/voice; literal/inferred text meaning, narrative/informative structure/language/visual features; phonic/morphemic unfamiliar/high-frequency reading and punctuation/phrasing; purposeful written/multimodal stories, sentence punctuation, topic vocabulary, legible unjoined letters and regular/less-common spelling. A supplied plan is an opportunity, not actual child achievement.
| Achievement aspect | This pack can offer | Still open / evidence condition |
|---|---|---|
| Spoken ideas, stories, topics and interaction | Actual child oral/signed composition and optional willing source discussion | No forced voice; voice features not claimed from AAC/silent work; real interaction needs another actual willing person |
| Narrative/informative organisation and source meaning | Ordinary K/L and held E/F comparisons, clues, unknowns and appropriate own purpose | Original small text set does not cover wide authors/cultures or full-year range |
| Independent phonic/morphemic reading and phrasing | Audited eligible short lines, meaningful rereading; independent word parts only where taught | Rich adult-read listening is distinct; high-frequency, silent-letter, less-common/multisyllable breadth partial |
| Purposeful written/multimodal composition and edit | Child-owned actual texts, noun/verb groups, vocabulary, complete joined ideas, reread/keep/change | Oral-only is oral; exact scribing preserves composition with adult spelling/writing named; persuasive breadth conditional |
| Spelling and physical letter formation | Separately eligible dictation / own independent spelling sample | Adult spelling/copying/type/physical fabrication do not establish independent encoding or legible unjoined handwriting; LY08 omitted |
Queensland Year 2, not Prep
Current Year 2 alignment, 230554, April 2023, three indexed pages read. Years 1–2 English techniques/conditions, 230139-03, October 2023, three indexed pages read. Direct fresh requests returned 403: official remote bytes and page layout not verified. Indexed text supports alignment and extended response / observed demonstration, written, spoken/signed or multimodal, across components/lessons with help disclosed. Suggested Year 2 lengths up to 100 words / one minute are advice, not minimum quotas or speed gates. This pack imposes none.
The descriptive rubric samples exact components rather than summing a grade. School context selects techniques/support and still determines curriculum implementation/assessment judgements. Queensland state-school requirements differ from other sectors; other states/territories/language-specific overlays remain uncompleted here. No all-state endorsement, assessment moderation, human accessibility or classroom trial claim. Broad Year 2 cultural/literary, persuasive, handwriting and phonics breadth need further actual teaching and review. Original source authorship is not a genuine human/community importance account.