Source-stage note

This is the complete accepted proposal account retained for source meaning and limits. Source pages and seven-field controls are now authored locally; classroom, native print, assistive technology, listening and translation remain unverified. National reissue download was not reacquired; retained extract only. Council candidate is adult-only with dated direct-access failure. Child book-finding sources are complete original fiction.

National meanings, Queensland guidance, facts and full rights

Stage and annual context

Year2 English resource Weeks11–12/Days51–60 are ten flexible teaching starts, not prescribed daily periods or a Queensland term calendar. The actual earlier annual map suggests process explanation with picture/sentence at11 and character perspective/respectful talk at12; the guide/story job follows those English purposes. Paper folds do not demonstrate halves/quarters/eighths and imagined groups do not assess equal sharing. Earlier09–10 questioning/reporting/revision is useful optional experience, not a guaranteed prerequisite. Every teacher can enter through a complete source and a fresh empty own start.

The whole Year2 English annual expectation balances Language/Literature/Literacy, oral/multimodal interaction and presentation, reading/viewing meaning/phrasing/phonics/morphemes and text creation/spelling/legible unjoined writing. This fortnight supplies selected opportunities; it does not complete27codes or a year. Broad sustained texts, genuine actual interaction/presentation/reading/writing and FirstNations/Australian/world/Asia author range remain required. Our original fiction cannot fill those cultural/author experiences or grant community permission. State/sector/school curriculum and the teacher's actual taught point govern delivery. QLD guidance is reviewed here; no other-state or international implementation approval is asserted.

Full retained national selection

national-year2-meanings.json is the exact73,045-byte predecessor body, SHA256 f3e641c60bfbd4dd5ee3c9f69779e7414569edd01ceb4358e8cb203ed16ca3c8. national-year2-raw.json is exact300,611-byte body, SHA256673c7e89edbfa1c3648732b08bb06a9964223e4a0842e664e5db9394b2cbe440. Full120worksheet rows remain:119learning-area rows and achievement row33;105meaningful records/15structural headings;27descriptions/76elaborations/one whole year context/one whole three-paragraph standard. Raw1315column slots,601present XML cells (599nonempty and2present-empty C33/D33),714absent. Raw XMLreference/type/shared-string/value/empty and displayed normalisation stay distinct. Elaborations/examples are not mandatory individual task criteria.

Retained official workbook:2,049,917bytes/SHA256db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Its actual protected9OctoberYear1 acquisition, predecessor8October reuse and older29September metadata stay separate; this12October actor did not download a new workbook/PDF body. Whole retained raw/meanings were read/validated from the exact508-file published09–10 source and not rewritten. The current national Year2 direct page was inaccessible via the web tool12October; retain that failure rather than claim a fresh full national page. Fresh QCAA primary indexed alignment supplies all27current description meanings/whole standard for comparison; complete yearcontext/elaborations remain the dated workbook selection. Release must recheck official version/meanings and record changes. Portable downloads are snapshots, not synchronised devices.

Queensland guidance — personally read12October

Primary indexed full text: [Year2 alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/curriculum/ac9_english_yr2_as_cd_alignment.pdf),3pages/April2023; [Years1–2 assessment techniques/conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/assessment/ac9_english_tc_yr1-2.pdf),3pages/October2023; [Year2 standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/assessment/ac9_english_se_yr2.pdf),6pages/November2023 including operative end-page rights; [QCAA copyright](https://www.qcaa.qld.edu.au/copyright), operative exceptions/attribution/provider rules, updated23September2024. No new official PDF-byte or page-layout acquisition.

Their scope is teacher professional assessment across taught opportunities, folio and on-balance judgement; official AP/MC/WW/EX/BA are not our32formative task bands. Suggested Year2 up-to100words/one-minute responses are guidance, not minimums/quotas/timers. Components may span sittings; reading/scribing/prompting are recorded and must preserve intended meaning/purpose. Direct observation can inform actual skills; imagined action/worksheet responses cannot create that observation. Our exact source-specific criteria/full unrelated next teaching live in ASSESSMENTS.md and NEXT32.md. Partial/declined/not-observed are legitimate, not missing grades.

Modified from the three linked QCAA alignment/conditions/folio resources, ©State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright))2023, [CC BY4.0](https://creativecommons.org/licenses/by/4.0/), subject to exceptions. No official grading matrix or glossary footnotes, logos/coats of arms/student work/images/student audio/video/third-party or differently licensed expression is reproduced/adapted. Original child fiction/criteria do not become QCAA-owned because nearby adult guidance cites QCAA.

Every complete national description and precise contribution

### AC9E2LA01

**Full description:** investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions

**Opportunity:** Days51–54/56–59 ordinary directions and role language

**Limit:** Conditional actual interaction: record willing partners' real turns, context and wording; a paper line is related meaning only.

### AC9E2LA02

**Full description:** explore how language can be used for appreciating texts and providing reasons for preferences

**Opportunity:** Days56–57, Bfirst/later components3, N11/N15

**Limit:** Own source-reason preference; accept disagreement/dislike, not an imposed emotion.

### AC9E2LA03

**Full description:** identify how texts across the curriculum are organised differently and use language features depending on purposes

**Opportunity:** O01/O02/O03/O05, Cfirst/later3

**Limit:** Selected procedure/narrative/information organisation; not every curriculum text form.

### AC9E2LA04

**Full description:** understand how texts are made cohesive by using personal and possessive pronouns and by omitting words that can be inferred

**Opportunity:** Day53 O06, Dfirst/later2, N26/N30

**Limit:** Clear referent while preserving intended move; not whole omission/possessive-pronoun coverage.

### AC9E2LA05

**Full description:** navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links

**Opportunity:** O05, Alater, X05

**Limit:** Contents/page-route meaning and conditional actual route use; not all chapter/index/menu forms.

### AC9E2LA06

**Full description:** 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

**Opportunity:** Day58 O07, Dfirst/later3, N27/N31

**Limit:** Two retained independent clauses and a fitting coordinator; coordinated commands are not this chosen proof.

### AC9E2LA07

**Full description:** understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups

**Opportunity:** Days53/58/59 useful noun/verb wording; O06/O07; D2

**Limit:** A specific word/group choice keeps intended meaning; longer text is not inherently better.

### AC9E2LA08

**Full description:** understand that images add to or multiply the meanings of a text

**Opportunity:** Day54, A3, source art/full alternatives20

**Limit:** One meaningful image relation, preserved in complete no-image route; decoration can be preferred without adding instruction.

### AC9E2LA09

**Full description:** experiment with and begin to make conscious choices of vocabulary to suit the topic

**Opportunity:** Useful topic words across guide/story drafting

**Limit:** Actual vocabulary selection/revision; no claim all topic vocabulary acquired.

### AC9E2LA10

**Full description:** recognise that capital letters are used in titles and commas are used to separate items in lists

**Opportunity:** C08 ordinary title/list, O03, selected own titles

**Limit:** Title capitals/list commas when actually offered; no universal capitalise-every-word rule.

### AC9E2LE01

**Full description:** discuss how characters and settings are connected in literature created by First Nations Australian, and wide-ranging Australian and world authors and illustrators

**Opportunity:** Required year gap

**Limit:** Original toy-town fiction does not supply literature from First Nations Australian and wide-ranging Australian/world authors. Select actual appropriate literature/permissions/community authority; do not fabricate it.

### AC9E2LE02

**Full description:** identify features of literary texts, such as characters and settings, and give reasons for personal preferences

**Opportunity:** O02, B components1/3, Days56–57

**Limit:** Characters/settings and source-reason preference in original fiction, not annual range.

### AC9E2LE03

**Full description:** discuss the characters and settings of a range of texts and identify how language is used to present these features in different ways

**Opportunity:** O02, B components2, N10/N14

**Limit:** Selected language/setting effect; varied legitimate literary range remains needed.

### AC9E2LE04

**Full description:** identify, reproduce and experiment with rhythmic sound and word patterns in poems, chants, rhymes or songs

**Opportunity:** O04/X08

**Limit:** Hear/mark/reproduce/adapt original repeated words/rhythm if wanted; no imported tune or home-language poem claim.

### AC9E2LE05

**Full description:** create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools

**Opportunity:** Day57, B4, X06/X08

**Limit:** Own connected adaptation of familiar original structure/language through chosen mode; actual performance separate.

### AC9E2LY01

**Full description:** identify how similar topics and information are presented in different types of texts

**Opportunity:** Cfirst/later, O01/O02/O03 comparison, X07

**Limit:** Complete same-topic texts with shared detail and difference; not all forms/topics.

### AC9E2LY02

**Full description:** 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

**Opportunity:** Days51–54/56–59 guide/story discussion

**Limit:** Conditional actual listening/instructions/opinion exchange, documented as seen/heard; worksheet alone does not establish interaction.

### AC9E2LY03

**Full description:** identify the purpose and audience of imaginative, informative and persuasive texts

**Opportunity:** A1/C1, N01/N05/N17/N21

**Limit:** Specific purpose and plausible reader clues; imaginative/informative selected opportunities, persuasive breadth remains open.

### AC9E2LY04

**Full description:** read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting

**Opportunity:** PRINT-ACCESS conditional retrieval

**Limit:** Actual matched independent reading/phrasing/rereading recorded; adult-read rich sources provide meaning access only.

### AC9E2LY05

**Full description:** use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning

**Opportunity:** Full ordinary/held sources and separate clues

**Limit:** Source-bound meaning, inference, checking/connecting/summarising opportunities; supplied answers are not learner comprehension.

### AC9E2LY06

**Full description:** 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

**Opportunity:** Own guide/story/caption, C4/D1/D4, Days51–59

**Limit:** Purposeful short creation/edit across modes; spelling, handwriting and independent reading cannot be inferred from scribing.

### AC9E2LY07

**Full description:** create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace

**Opportunity:** Optional actual X10/Day60 familiar-audience presentation

**Limit:** Create/rehearse/deliver and chosen features of voice recorded only if actually offered/performed; private/silent work has related value, not spoken delivery evidence.

### AC9E2LY08

**Full description:** write words legibly and with growing fluency using unjoined upper-case and lower-case letters

**Opportunity:** Separate PRINT-ACCESS handwriting offer

**Limit:** Locally taught unjoined upper/lower models and actual own handwriting; copying and adult marks separately named.

### AC9E2LY09

**Full description:** manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words

**Opportunity:** Retained boat/coat and rope/hope conditional substitution, P1/P2

**Limit:** Retrieval at actual taught point; no new phoneme account or whole manipulation coverage.

### AC9E2LY10

**Full description:** 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

**Opportunity:** Retained oa/o-e and complete token checks

**Limit:** Conditional matched correspondence/cluster/familiar-word exposure; not all silent letters/vowel patterns/compound words.

### AC9E2LY11

**Full description:** use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words

**Opportunity:** Retained whole token/familiar-word declarations

**Limit:** Actual school-taught forms and context; no score from a rich story read by an adult.

### AC9E2LY12

**Full description:** build morphemic word families using knowledge of prefixes and suffixes

**Opportunity:** Retained vote/votes/voting ordinary meaning/morpheme example

**Limit:** Dated exposed retrieval; no complete prefix/suffix family breadth or independently read inflection assumption.

New original work and per-item grants

New12October original teacher/child task expression, ordinary fiction,20worked examples,home/project/read-aloud words,source-specific criteria/32next accounts,art/Bench designs ©NeuroForgeIO Pty Ltd2026, SubjectNest, created with Codex assistance, [CC BY4.0](https://creativecommons.org/licenses/by/4.0/). Credit “SubjectNest by NeuroForgeIO Pty Ltd”, link source/licence and indicate changes; no exclusive transfer or entirely human-authorship claim. Complete18,657-byte education grant is included verbatim. Original guard/helper software is [Apache2.0](https://www.apache.org/licenses/LICENSE-2.0), with complete11,358-byte grant; embedded educational payload retains educational licence. Full code and education grants are separate.

Imported national full values/raw/mandatory notice retain ACARA's own licence/exceptions, not a broad new SubjectNest grant. Adapted QCAA alignment/conditions/folio guidance is specifically credited in this adult curriculum/assessment guidance and later actual repeated guidance. Ordinary child navigation/fiction/art/source-specific criteria are original unless they actually include adapted authority expression. Source role/rights maps in later construction must identify those exceptions per item.

Council is a factual door only, not an image/book/catalogue/system licence. Retained Collins pronunciation references in dated PRINT-HELP remain9October indexed reference readings, not our new IPA, definitions, example sentences, recordings or translations. No outside logo/photo/chart/media/author story/student work is supplied. Native vector art will use system-font references; no font binary/PDF/raster/audio/video exists in this proposal. Narration is full printed candidate wording, not listened-to audio. Cultural knowledge, learner contributions and translations retain actual owners' rights/authority; no invented FirstNations word/story/design or language validation fills a gap.

A teacher/parent can see useful practical routes; a funder can inspect exact original scope, permissions, finite production evidence and unresolved gaps. Timing is unpiloted. Classroom outcomes, native printing, assistive-technology use, Browser/site deployment, full year/state completeness and10/10 effectiveness require real later evidence. Proposed source/interaction/assets are not already made. Different whole proposal critique precedes later full source generation.

Complete mandatory ACARA notice — exact dated predecessor wording

© Australian Curriculum, Assessment and Reporting Authority ([ACARA](https://www.acara.edu.au/)) 2010 to present, unless otherwise indicated. This material was downloaded from the [Australian Curriculum website](https://www.australiancurriculum.edu.au/) (Website) (accessed 9 October 2026) and was modified. The material is licensed under [CC BY 4.0 Attribution 4.0 International Deed](https://creativecommons.org/licenses/by/4.0/). Version updates are tracked in the ‘Curriculum version history’ section on the '[About the Australian Curriculum](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history)' page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).

It is important to check the frequency with which the platform or app is updated and, if the platform or app allows users to download the Australian Curriculum to their portable device, how often and in what circumstances the user’s device synchronises with the platform.

Acquisition qualifier: this source edition reuses the exact retained official workbook body, not a new 9 October download by this source edition actor. The protected Year 1 actual 9 October acquisition and predecessor 8 October reuse record remain separate. Downloaded portable editions are dated snapshots, not automatic synchronisation. Before reissue, compare current official version/meanings, record actual changes and ask for separate review.