# National wording and bounded Queensland map ## Annual placement and scope The fixed7d Year 3 year-sequence places observation/inference and technical words in Week 5, and two-information-text claims in Week 6. Week 7 moves to precise noun groups/explanation. This fortnight follows that plan and the actual Days 1–20 English predecessor. No committed Year 3 outcome-plan.json exists at this baseline; the daily mapping below is an original local teaching map, not an invented inherited outcome ledger. The [complete inherited annual sequence](../seed/authority/INHERITED-YEAR-SEQUENCE.md) is preserved unchanged as historical context; its status paragraph predates this source authoring. ## What is actually taught and sampled ### Day21 Locate a visible detail, use a precise word and keep an unsupported guess separate. Links: AC9E3LA10, AC9E3LY05, AC9E3LY06. Evidence: Connects a descriptive detail to the supplied record and marks a limit or question. ### Day22 Explain a possible character feeling or motive with a story clue, while keeping another interpretation open. Links: AC9E3LE03, AC9E3LY05, AC9E3LA07, AC9E3LY02. Evidence: Gives a plausible inference supported by specific story language; recognises uncertainty. ### Day23 Group descriptive details together and keep limits or questions in a separate paragraph. Links: AC9E3LA04, AC9E3LA06, AC9E3LA08, AC9E3LY06, AC9E3LY10. Evidence: Groups related ideas and distinguishes the detail group from limits or questions. ### Day24 Explain what a visual adds to an informative text, then revise a caption without claiming more than the source shows. Links: AC9E3LA09, AC9E3LA10, AC9E3LY03, AC9E3LY06. Evidence: Relates a visual feature and written detail, identifies what each contributes, and respects the source limit. ### Day25 Use a new record to separate a detail, a possible inference and a question, then make a short informative response. Links: AC9E3LY05, AC9E3LY06, AC9E3LY09, AC9E3LY10. Evidence: A fresh component check of detail, supported inference, source limit and organised informative composition; independent decoding is separately observed. ### Day26 Compare audience, purpose and the scope of a claim across two short information texts. Links: AC9E3LA02, AC9E3LA03, AC9E3LY01, AC9E3LY03, AC9E3LY05. Evidence: Explains a relevant claim difference with wording from each source and relates it to purpose or audience. ### Day27 Read two dated paraphrases of current primary pages and identify an important condition before giving information to a reader. Links: AC9E3LA10, AC9E3LY01, AC9E3LY03, AC9E3LY05, AC9E3LY06. Evidence: Identifies a relevant source condition, names the supplied source and avoids expanding it into a universal or local promise. ### Day28 Compare a broad statement with a dated exception and ask for the missing evidence. Links: AC9E3LA02, AC9E3LA05, AC9E3LY05, AC9E3LY06. Evidence: Uses the date and exception appropriately while keeping an unstated schedule or condition open. ### Day29 Plan, create and revise an informative text with grouped ideas, source-linked details and a useful limit or next question. Links: AC9E3LA04, AC9E3LA06, AC9E3LA09, AC9E3LA10, AC9E3LY01, AC9E3LY06, AC9E3LY07. Evidence: Creates an organised informative text for a chosen reader, using relevant source detail, an appropriate limit and a purposeful revision. ### Day30 Compare new information texts and create a useful response without rehearsed answers or unsupported promises. Links: AC9E3LY05, AC9E3LY06, AC9E3LY09, AC9E3LY10. Evidence: Fresh comparison of relevant source claims/conditions and useful organised composition; separate individual reading/spelling opportunities only. ## Wider opportunities and explicit limits Interaction and vocabulary recur with response access. Actual independent reading/spelling using a suitable taught school text can supply partial AC9E3LY04/09/10/11 evidence; adult reading of these shared texts cannot. Day 29 may provide actual optional presentation evidence for LY07 only where delivered. Original F1 supplies a narrow narrative-language discussion opportunity; it does not supply the authorised First Nations and wide-ranging literature breadth of LE01 or every literature requirement. This fortnight does not fully teach handwriting, contractions/possession, all homophones, all reading fluency, poetry/literary devices or the whole yearly standard. Languages/translations and other state implementation are not verified here. No whole Queensland year, all-state compliance or child-impact claim. ## Complete Year 3 English core reference All 28 content descriptions, the level description and the complete achievement standard follow. Inclusion is a reference, not a coverage claim. Raw whole workbook cells are preserved in the editable source; the creator/checker keep the complete selected records and whole-property manifest. ### ENGENGY3 · level_description The English curriculum is built around the 3 interrelated strands of Language, Literature and Literacy . Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English is recursive and cumulative, building on concepts, skills and processes developed in earlier years. In Year 3, students use spoken, written or visual communication to interact with familiar audiences for a purpose. Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts. Texts may include oral texts, picture books, various types of print and digital texts, chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. In Year 3, students engage with a range of texts that support and extend them as independent readers. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. Literary texts may describe events that extend over several pages, unusual happenings within a framework of familiar experiences and may include images that extend meaning. These texts use language features including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency words that can be decoded using phonic and morphemic knowledge, a variety of punctuation conventions, and illustrations and diagrams that support and extend the printed text. The range of literary texts for Foundation to Year 10 comprises the oral narrative traditions and literature of First Nations Australians, and classic and contemporary literature from wide-ranging Australian and world authors, including texts from and about Asia. Year 3 students create imaginative, informative and persuasive types of texts, which may include narratives, procedures, performances, reports, reviews, poetry and argument for particular purposes and audiences. ### AC9E3LA01 · content_description understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality ### AC9E3LA02 · content_description understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful ### AC9E3LA03 · content_description describe how texts across the curriculum use different language features and structures relevant to their purpose ### AC9E3LA04 · content_description understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together ### AC9E3LA05 · content_description identify the purpose of layout features in print and digital texts and the words used for navigation ### AC9E3LA06 · content_description understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree ### AC9E3LA07 · content_description understand how verbs represent different processes for doing, feeling, thinking, saying and relating ### AC9E3LA08 · content_description understand that verbs are anchored in time through tense ### AC9E3LA09 · content_description identify how images extend the meaning of a text ### AC9E3LA10 · content_description extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts ### AC9E3LA11 · content_description understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession ### AC9E3LE01 · content_description discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators ### AC9E3LE02 · content_description discuss connections between personal experiences and character experiences in literary texts and share personal preferences ### AC9E3LE03 · content_description discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative ### AC9E3LE04 · content_description discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose ### AC9E3LE05 · content_description create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts ### AC9E3LY01 · content_description recognise how texts can be created for similar purposes but different audiences ### AC9E3LY02 · content_description use interaction skills to contribute to conversations and discussions to share information and ideas ### AC9E3LY03 · content_description identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images ### AC9E3LY04 · content_description read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required ### AC9E3LY05 · content_description use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features ### AC9E3LY06 · content_description plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words ### AC9E3LY07 · content_description plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume ### AC9E3LY08 · content_description write words using joined letters that are clearly formed and consistent in size ### AC9E3LY09 · content_description understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns ### AC9E3LY10 · content_description understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words ### AC9E3LY11 · content_description use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words ### AC9E3LY12 · content_description recognise and know how to write most high-frequency words including some homophones ### Year 3 achievement standard · achievement_standard By the end of Year 3, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They relate ideas; express opinion, preferences and appreciation of texts; and include relevant details from learnt topics, topics of interest or texts. They group, logically sequence and link ideas. They use language features including topic-specific vocabulary, and/or visual features and features of voice. They read, view and comprehend texts, recognising their purpose and audience. They identify literal meaning and explain inferred meaning. They describe how stories are developed through characters and/or events. They describe how texts are structured and presented. They describe the language features of texts including topic-specific vocabulary and literary devices, and how visual features extend meaning. They read fluently, using phonic, morphemic and grammatical knowledge to read multisyllabic words with more complex letter patterns. They create written and/or multimodal texts, including stories to inform, narrate, explain or argue for audiences, relating ideas including relevant details from learnt topics, topics of interest or texts. They use text structures including paragraphs, and language features including compound sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using letters that are accurately formed and consistent in size. They spell multisyllabic words using phonic and morphemic knowledge, and high-frequency words. ## National attribution © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (accessed 29 September 2026) and was modified. The material is licensed under CC BY 4.0. Version updates are tracked in the Curriculum version history on the Australian Curriculum website. ACARA does not endorse any product that uses the Australian Curriculum. This product is not affiliated with ACARA and does not have ACARA's sponsorship or approval. Plain-text formatting removes workbook HTML and collapses whitespace; wording is unchanged. Source workbook accessed 29 September 2026, source-date checked against retained snapshot. Current official QCAA primary alignment was read 8 October 2026; this is not proof that a workbook was freshly downloaded on that date. Curriculum-version updates require deliberate adult review and regenerated mapping, not silent sync. [ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). Original text and vector artwork: © NeuroForgeIO Pty Ltd 2026, SubjectNest. CC BY 4.0: credit, link and indicate changes. National curriculum and linked primary sources retain their separate rights. No authority endorsement is implied.