# Primary sources and review limits · 8 October 2026

## Retained national source

The fixed 7d849936 release contains the official ACARA workbook retained on 29 September 2026. Its exact identity and whole-cell comparisons are in the preserved EXTRACTION.json. Thirty complete Year 3 English core records were independently compared with their raw workbook cells: 28 content descriptions, one level description and the complete achievement standard. The retained annual sequence and actual English Days 1–20 teaching/assessment/rights were read for progression. No Year 3 outcome-plan.json exists at that fixed baseline. This pack’s daily map is newly authored and limited to the actual teaching opportunities.

## Queensland alignment

[QCAA Year 3 English achievement-standard/content alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/curriculum/ac9_english_yr3_as_cd_alignment.pdf), April 2023, four pages: all indexed text was read. It links the whole yearly standard to content descriptions; it does not approve this fortnight or replace a school’s curriculum plan. The retained national wording remains the core reference. The alignment’s reading table contains an apparent AC9EFLY11 code typo; the full retained Year 3 national record and alignment’s later spelling row identify AC9E3LY11. Do not reproduce the erroneous Foundation code as this bank’s mapping.

## Queensland standard elaborations

[QCAA Year 3 English standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/assessment/ac9_english_se_yr3.pdf), November 2023, six pages: all indexed text was read. The matrix supports on-balance judgement across suitable evidence in the three modes. It does not make a four-prompt component check a whole Year 3 grade. Original component criteria are supplied here; the A–E matrix and excluded glossary definitions are not copied into these freely editable materials.

## Assessment conditions

[QCAA English Years 3–4 assessment techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/assessment/ac9_english_tc_yr3-4.pdf), October 2023, two pages: all indexed text was read. Extended response and observed demonstration can use written, spoken/signed or multimodal work and components over lessons. Suggested lengths inform design; this formative slice does not impose a completion minimum or compulsory performance. Adults check the school’s summative task, folio and access conditions separately.

## Current implementation support

[QCAA Australian Curriculum Version 9.0 in Queensland](https://www.qcaa.qld.edu.au/p-10/aciq/version-9), page updated 7 April 2026: implementation-support body read, including the planning app, support schedules, assessment literacy and school planning resources. [English assessment resources](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-english/p-10-english-assessment), updated 2 June 2025, links the relevant conditions and elaborations. Schools use their applicable plan and implementation support; this authoring does not claim whole-school implementation or all-state compliance.

## Factual classroom examples

[State Library of Queensland Membership](https://www.slq.qld.gov.au/services/membership) and [Borrowing for individuals](https://www.slq.qld.gov.au/services/borrowing/borrowing-individuals): relevant full indexed bodies read 8 October 2026. The two brief original summaries preserve the distinction between joining, eligibility/consent and particular item availability. The narrower borrowing page explains exceptions; it also limits delivery to participating public libraries and their conditions. No actual branch fact, individual eligibility, delivery time, fee or service outcome is invented. An adult reviews current pages before real use and updates paired summaries/questions/guidance together. The child task requires no account, ID, address, booking or visit.

## Rights review

[ACARA copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) and [QCAA copyright](https://www.qcaa.qld.edu.au/copyright): relevant licence, attribution, exclusions and cultural-protocol sections read. Core curriculum, original resource, software, externally linked guidance and excluded material are kept distinct. © State of Queensland (QCAA) 2023, www.qcaa.qld.edu.au/copyright, for linked guidance; original planning interpretations here were written by SubjectNest. No QCAA excluded glossary/media/student work, ACARA logo, support resource, photograph, First Nations cultural expression or third-party artwork is distributed.

## Actual retrieval limitations and scope

Direct command-line HTML/PDF requests returned HTTP 403. The three QCAA PDF bodies were read through the web tool’s indexed text; PDF bytes, page images and docx bytes were not downloaded or visually inspected. A failed docx request and a guessed implementation-path error are not claimed as successful review. No audio, translated edition, API assistant, classroom trial, live pupil response, physical rock test, native export or funder acceptance was conducted in this source authoring. A different substantive reviewer and root Browser/publisher intake follow separately.