Exact national scope, Queensland assessment use and mixed source rights

Scope and history

Year4 English Resource Weeks09–10 is an original supplementary ten-session contribution, not proof that earlier weeks, the whole year or all states are complete. The inherited Year4 annual map is a draft v0.2 dated1October2026, with open wider opportunities; its rows are planning, not acceptance. The accepted neighbouring07–08 source is pinned by exact288-file native manifest. This new thread extends paragraph-purpose work with source evaluation, quoted/reported voices, still-image framing and genuinely owned reader composition rather than renaming the predecessor.

The complete102 native records and typed102 raw rows/511 present cells retain the exact29September2026 workbook metadata, values and source identities, including two present empty cells. Full1218 selected coordinate slots distinguish511present and707absent. Canonical framework SHA25615fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60 and workbook SHA256db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3 were actually compared during preparation. The historical extraction revision was unavailable here; exact original file bytes were available and matched. No fresh workbook acquisition, later retrieval date or commit resolution is invented.

Whole national meaning

Whole selected Year4 English national meaning

Historical input obtained29September2026. All102 selected records, including28core descriptions72 elaborations and full achievement standard, retained. Elaborations are examples, not replacement alignment targets. Full source notice.

ENGENGY4 · 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 4, students interact with audiences for different purposes. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts. Texts may include oral texts, picture books, various types of print and digital texts, short novels of different genres, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for creating their own work. 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. Literary texts that support and extend students in Year 4 as independent readers may describe sequences of events that develop over chapters and unusual happenings within a framework of familiar experiences. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. These texts use language features including varied sentence structures, some unfamiliar vocabulary that may include English words derived from other languages, a significant number of high-frequency words, words that need to be decoded using phonic and morphemic knowledge, a variety of punctuation conventions, and illustrations and diagrams that support and extend the printed text. Year 4 students create a range of imaginative, informative and persuasive types of texts that may include narratives, performances, reports, reviews, poetry and arguments for particular purposes and audiences.

AC9E4LA01 · content_description

explore language used to develop relationships in formal and informal situations

AC9E4LA01_E1 · illustrative_elaboration

recognising that language is adjusted in different contexts; for example, in degree of formality when moving between group discussions and presenting a group report

AC9E4LA01_E2 · illustrative_elaboration

understanding how age, expertise and familiarity influence the ways in which people interact and how these codes and conventions vary across cultures

AC9E4LA01_E3 · illustrative_elaboration

recognising the importance of using inclusive language

AC9E4LA01_E4 · illustrative_elaboration

exploring cultural respects for First Nations Australian Elders, and greeting conventions between First Nations Australians

AC9E4LA02 · content_description

identify the subjective language of opinion and feeling, and the objective language of factual reporting

AC9E4LA02_E1 · illustrative_elaboration

identifying ways thinking verbs are used to express opinions; for example, “I think”, “I believe”, and ways summary verbs are used to report findings; for example, “we concluded”

AC9E4LA02_E2 · illustrative_elaboration

comparing statements that have similar information presented objectively and subjectively; for example, “The man has 6 cats.” “The man has too many noisy cats.”

AC9E4LA03 · content_description

identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes

AC9E4LA03_E1 · illustrative_elaboration

identifying the typical stages and language features of texts such as narratives, factual recounts, imaginative recounts, biographies, information reports, explanations, book talks, poetry and arguments for a particular purpose

AC9E4LA03_E2 · illustrative_elaboration

understanding how and why text structure is important in texts such as sequential and causal explanations, and comparative and part-whole information reports

AC9E4LA03_E3 · illustrative_elaboration

recognising that poems have different purposes that influence the organisation into characteristic stages; for example, poems that tell stories, poems that describe and poems that reflect on aspects of life

AC9E4LA03_E4 · illustrative_elaboration

recognising the difference between a text’s form such as a poster, email or list and its organisation into stages depending on its social purpose

AC9E4LA04 · content_description

identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas

AC9E4LA04_E1 · illustrative_elaboration

recognising how authors construct texts that are cohesive and coherent using pronouns that link to something previously mentioned and determiners; for example, “this”, “that”, “these” and “those”, to identify things

AC9E4LA04_E2 · illustrative_elaboration

recognising how authors use text connectives to create links between sentences; for example, “however”, “therefore”, “nevertheless” and “in addition”

AC9E4LA04_E3 · illustrative_elaboration

recognising how text connectives link sections of a text, providing sequences through time; for example, “firstly”, “then”, “next” and “finally”

AC9E4LA05 · content_description

identify text navigation features of online texts that enhance readability including headlines, drop-down menus, links, graphics and layout

AC9E4LA05_E1 · illustrative_elaboration

investigating the features used for texts such as headings and subheadings in print text, home pages and subpages in digital texts, and how these help the reader select text for a purpose

AC9E4LA05_E2 · illustrative_elaboration

comparing the features of texts on similar topics online

AC9E4LA06 · content_description

understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality

AC9E4LA06_E1 · illustrative_elaboration

creating richer, more specific sentences by including information about place, time, manner, cause or condition in a dependent clause; for example, “Denise found a cocoon.” becomes “Denise decided to keep an eye on the cocoon until the butterfly emerged.”

AC9E4LA06_E2 · illustrative_elaboration

creating more precise and detailed sentences by adding adverbial clauses; for example, “They crossed the mountain range.” becomes “Although the path was overgrown, they crossed the mountain range.”

AC9E4LA07 · content_description

investigate how quoted (direct) and reported (indirect) speech are used

AC9E4LA07_E1 · illustrative_elaboration

investigating examples of quoted (direct) speech; for example, “He said, ‘I’ll go to the park today.’” and reported (indirect) speech; for example, “He told me he was going to the park today.” and why they have been used in different contexts

AC9E4LA08 · content_description

understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity

AC9E4LA08_E1 · illustrative_elaboration

investigating in texts how adverb groups/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state; for example, “At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place).”

AC9E4LA09 · content_description

understand past, present and future tenses and their impact on meaning in a sentence

AC9E4LA09_E1 · illustrative_elaboration

understanding the tense that types of texts are commonly written in; for example, informative texts are usually written in present tense

AC9E4LA09_E2 · illustrative_elaboration

identifying the tense in texts they read

AC9E4LA10 · content_description

explore the effect of choices when framing an image, placement of elements in the image and salience on composition of still and moving images in texts

AC9E4LA10_E1 · illustrative_elaboration

examining visual and multimodal texts, building a vocabulary to describe visual elements and techniques such as framing, composition and salience, and beginning to understand how these choices influence viewer response

AC9E4LA11 · content_description

expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources

AC9E4LA11_E1 · illustrative_elaboration

building vocabulary from research about technical and learning area–specific topics; for example, gravity and magnetic forces

AC9E4LA11_E2 · illustrative_elaboration

determining or clarifying the shades of meaning of synonyms and antonyms

AC9E4LA11_E3 · illustrative_elaboration

using words encountered in texts that are formed from a First Nations Australian language; for example, Woomba Woomba or Toowoom was the place referred to by First Nations Australians on the Darling Downs and then the name was referred to as Toowoomba by the drovers

AC9E4LA12 · content_description

understand that punctuation signals dialogue through quotation marks and that dialogue follows conventions for the use of capital letters, commas and boundary punctuation

AC9E4LA12_E1 · illustrative_elaboration

identifying the use of quotation marks, capital letters, commas and boundary punctuation to signal dialogue in texts

AC9E4LA12_E2 · illustrative_elaboration

using punctuated dialogue in own writing

AC9E4LE01 · content_description

recognise similar storylines, ideas and relationships in different contexts in literary texts by First Nations Australian, and wide-ranging Australian and world authors

AC9E4LE01_E1 · illustrative_elaboration

comparing the plots and characters in 2 literary texts with similar ideas; for example, 2 literary texts that explore friendship in texts by wide-ranging Australian authors

AC9E4LE01_E2 · illustrative_elaboration

commenting on how literary texts set in different time periods present ideas about nature

AC9E4LE01_E3 · illustrative_elaboration

discussing how everyday life, such as mealtimes and family relationships, is depicted in particular historical and cultural contexts in texts by wide-ranging world authors

AC9E4LE01_E4 · illustrative_elaboration

recognising similar storylines and ideas in literature by First Nations Australian authors

AC9E4LE02 · content_description

describe the effects of text structures and language features in literary texts when responding to and sharing opinions

AC9E4LE02_E1 · illustrative_elaboration

sharing and discussing understanding of the effects of literary techniques on their appreciation of texts

AC9E4LE02_E2 · illustrative_elaboration

sharing responses to texts using appropriate language to talk specifically about grammar and literature; for example, “The use of the noun groups to describe the character really helps to create images for the reader.”

AC9E4LE02_E3 · illustrative_elaboration

using language appropriate to a text such as “flashback”, “tension” and “resolution” when sharing opinions about plot structure

AC9E4LE03 · content_description

discuss how authors and illustrators make stories engaging by the way they develop character, setting and plot tensions

AC9E4LE03_E1 · illustrative_elaboration

examining an author’s choice of language to describe a character’s appearance, behaviour and speech

AC9E4LE03_E2 · illustrative_elaboration

discussing what is learnt about a character through dialogue such as their likes, dislikes or personal qualities

AC9E4LE03_E3 · illustrative_elaboration

identifying moments in the plot where characters are faced with choices, and commenting on how the author makes the reader care about their decisions and the consequences

AC9E4LE03_E4 · illustrative_elaboration

identifying how illustrations contribute to the meaning of stories by First Nations Australian authors

AC9E4LE04 · content_description

examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning

AC9E4LE04_E1 · illustrative_elaboration

defining neologisms and puns, and identifying how they are used by authors to create a sense of freshness, originality and playfulness

AC9E4LE04_E2 · illustrative_elaboration

discussing poetic language, including adjectives that engage readers emotionally and bring the poet’s subject matter to life

AC9E4LE04_E3 · illustrative_elaboration

exploring emotive language in texts by First Nations Australian poets and authors

AC9E4LE05 · content_description

create and edit literary texts by developing storylines, characters and settings

AC9E4LE05_E1 · illustrative_elaboration

creating texts using a range of sentence types, including dialogue and literary devices

AC9E4LE05_E2 · illustrative_elaboration

collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings

AC9E4LY01 · content_description

compare texts from different times with similar purposes and audiences to identify similarities and differences in their depictions of events

AC9E4LY01_E1 · illustrative_elaboration

viewing documentaries and news footage from different periods, comparing the purpose and audience; for example, coverage of major sporting events

AC9E4LY01_E2 · illustrative_elaboration

comparing the texts used to communicate between family members, noting similarities and differences as a result of changing technology

AC9E4LY02 · content_description

listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information

AC9E4LY02_E1 · illustrative_elaboration

making notes about a task, asking questions to clarify or follow up information, and seeking assistance if required

AC9E4LY02_E2 · illustrative_elaboration

developing speaking and listening behaviours including acknowledging and extending others’ contributions, presenting ideas and opinions clearly and coherently

AC9E4LY03 · content_description

identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text

AC9E4LY03_E1 · illustrative_elaboration

identifying how authors use language to create imaginary worlds

AC9E4LY03_E2 · illustrative_elaboration

identifying how authors use techniques, such as headings, italics and bold text, to support readers or viewers to navigate specific texts

AC9E4LY03_E3 · illustrative_elaboration

identifying visual features such as images and layout used in informative texts to complement, add to or shape understanding of a topic

AC9E4LY04 · content_description

read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed

AC9E4LY04_E1 · illustrative_elaboration

reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features

AC9E4LY05 · content_description

use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts

AC9E4LY05_E1 · illustrative_elaboration

making connections between information in print, images and sound

AC9E4LY05_E2 · illustrative_elaboration

reading or listening for key topic-specific vocabulary words to build understanding

AC9E4LY05_E3 · illustrative_elaboration

reading or listening to interpret the main idea and supporting ideas

AC9E4LY05_E4 · illustrative_elaboration

identifying evidence and reasoning used by authors to support points or arguments

AC9E4LY05_E5 · illustrative_elaboration

applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking

AC9E4LY05_E6 · illustrative_elaboration

connecting the use of colours, images, symbols and patterns in texts by First Nations Australian authors and illustrators

AC9E4LY05_E7 · illustrative_elaboration

evaluating an author’s use of evidence to support arguments

AC9E4LY06 · content_description

plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation

AC9E4LY06_E1 · illustrative_elaboration

using research to gather ideas for writing and integrating information from a range of sources which may include those found online

AC9E4LY06_E2 · illustrative_elaboration

selecting text structure and planning how to group ideas into paragraphs to sequence content

AC9E4LY06_E3 · illustrative_elaboration

using topic-specific, precise and varied vocabulary

AC9E4LY06_E4 · illustrative_elaboration

using grammatical features including different types of verb groups, noun groups and adverb groups/phrases for effective descriptions and details according to purpose

AC9E4LY06_E5 · illustrative_elaboration

revising written texts to improve the selection of words used to connect ideas and improve the cohesion of the text

AC9E4LY07 · content_description

plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume

AC9E4LY07_E1 · illustrative_elaboration

reporting on a topic in an organised manner, providing relevant facts and descriptive detail to support audience understanding, and using references to reliable sources to support claims

AC9E4LY07_E2 · illustrative_elaboration

exploring the effects of changing tone, volume, pitch and pace in formal and informal contexts

AC9E4LY07_E3 · illustrative_elaboration

choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately

AC9E4LY07_E4 · illustrative_elaboration

rehearsing a presentation with a peer and sharing feedback about tone, pace, pitch and volume appropriate to audience

AC9E4LY08 · content_description

write words using clearly formed joined letters, with developing fluency and automaticity

AC9E4LY09 · content_description

understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes

AC9E4LY09_E1 · illustrative_elaboration

recognising unstressed vowels in multisyllabic words and how these vowel sounds are written; for example, “builder” and “animal”

AC9E4LY09_E2 · illustrative_elaboration

using phonic and morphemic knowledge to read and write multisyllabic words with more complex letter combinations; for example, “straightaway” and “thoughtful”

AC9E4LY10 · content_description

understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words

AC9E4LY10_E1 · illustrative_elaboration

applying generalisations for adding affixes; for example, “hope” – “hoping”, “begin” – “beginning”, “country” – “countries”

AC9E4LY10_E2 · illustrative_elaboration

building morphemic word families and exploring word origins; for example, "tricycle", "tripod" and "triangle"

AC9E4LY11 · content_description

read and write high-frequency words including homophones and know how to use context to identify correct spelling

AC9E4LY11_E1 · illustrative_elaboration

recognising that contextual and syntactical clues can be used to determine the use of homophones; for example, “We grow wheat on our farm.” “The train trip will take about an hour.”

acara-v9:achievement_standards:096f4fded0daaa38 · achievement_standard

By the end of Year 4, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They share and extend ideas, opinions and information with audiences, using relevant details from learnt topics, topics of interest or texts. They use text structures to organise and link ideas. They use language features including subjective and objective language, topic-specific vocabulary and literary devices, and/or visual features and features of voice. They read, view and comprehend texts created to inform, influence and/or engage audiences. They describe how ideas are developed including through characters and events, and how texts reflect contexts. They describe the characteristic features of different text structures. They describe how language features including literary devices, and visual features shape meaning. They read fluently and accurately, integrating phonic, morphemic, grammatical and punctuation knowledge. They create written and/or multimodal texts including stories for purposes and audiences, where they develop ideas using details from learnt topics, topics of interest or texts. They use paragraphs to organise and link ideas. They use language features including complex sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using clearly formed letters with developing fluency. They spell words including multisyllabic and multimorphemic words with irregular spelling patterns, using phonic, morphemic and grammatical knowledge.

All28 content-description opportunity boundaries

AC9E4LA01 · conditional

A real chosen discussion can explore differing formal/informal reader wording; only if explicitly taught and observed, not from a source card alone.

AC9E4LA02 · direct selected opportunity

Days41–42 and B voice sources compare subjective response/wish with factual reporting; original criteria keep named voice and source scope.

AC9E4LA03 · direct selected opportunity

Days47/49 and C/D reader products compare identification, limits and useful-next-question paragraph jobs; no all-texts breadth claim.

AC9E4LA04 · direct selected opportunity

Days46–48 and D links practise topic references plus time/contrast/conditional relationships supported by the source; sequence and conditional examples need actual teaching.

AC9E4LA05 · conditional

Bench headings, details, views and links can be explicitly examined for readability only if taught; simply using the page is not navigation-analysis evidence.

AC9E4LA06 · direct selected opportunity

Day48 deliberately contrasts independent/dependent clause relationships; keep an actual accurate own complex sentence and help record.

AC9E4LA07 · direct selected opportunity

Days43/48 and B compare exact direct quotations with faithful reported meaning; attribution/uncertainty retained, no compulsory tense-shift rule.

AC9E4LA08 · conditional

An actual selected sentence can examine an adverb/prepositional phrase and its circumstance; no systematic phrase programme supplied.

AC9E4LA09 · conditional

Plan/hope/event/cancellation discussions may compare tense meaning when explicitly taught; not all tense learning is demonstrated.

AC9E4LA10 · partial still-image opportunity

Days44/49 and C examine frame inclusion/exclusion, size/placement and plausible salience effect; moving-image composition remains separate.

AC9E4LA11 · direct selected opportunity

Day48’s source-faithful word choice and own revisions provide selected synonym/antonym work when actually taught; vocabulary breadth continues.

AC9E4LA12 · selected added written opportunity

Day43/B quotations explicitly invite boundaries/capital/sentence punctuation; judge actual written/directed conventions separately from oral composition.

AC9E4LE01 · year breadth remains open

School supplies appropriate authorised literature by First Nations Australian and wide-ranging Australian/world authors; original fiction here is not that cultural/authorship breadth.

AC9E4LE02 · conditional limited original-fiction response

An actual selected mini-review may discuss structure/features, but wider literary response and sharing require appropriate literature and opportunity.

AC9E4LE03 · year breadth remains open

Original short voices do not provide a full character/setting/plot-tension programme; use authorised age-appropriate literature separately.

AC9E4LE04 · year breadth remains open

Ridiculous slogans are playful, but poetry and deliberate literary-device study are not supplied as complete coverage.

AC9E4LE05 · conditional optional composition

An explicitly chosen own story variant may develop/edit character, setting and storyline; do not claim it for all informative cards.

AC9E4LY01 · year breadth remains open

All new fictional sources are current originals, not a historical comparison of similar-purpose texts from different times.

AC9E4LY02 · direct selected actual opportunity

Days42/46/49/50 invite willing discussions with topical response and another view; record actual listening/linking/extension, not a fictional audience.

AC9E4LY03 · direct selected opportunity

Claim cards, fair mini-reviews and reader guides compare purpose-linked informative/persuasive/imaginative features; whole range remains school-planned.

AC9E4LY04 · conditional actual independent reading

Select suitable actual texts and retain independent reading/re-reading/self-correction evidence; rich shared sources and adult reading do not demonstrate fluency.

AC9E4LY05 · direct selected opportunity

Whole sources, A/C/D questions and owned products practise literal/inferred meaning, monitoring/questioning and evaluation; actual learner strategy use must be observed.

AC9E4LY06 · direct selected actual composition opportunity

Days47–49 own paragraph/guide products support planning, creating and editing useful linked written/multimodal texts. Actual publication can be a chosen private finished copy; tense/spelling/punctuation skills need their own evidence.

AC9E4LY07 · conditional actual rehearsal/delivery

A chosen private presentation can be planned/rehearsed/delivered with actual tone/pace/pitch/volume/visual evidence; written or scribed plans do not establish performance.

AC9E4LY08 · separate actual word-skill opportunity

Joined handwriting fluency/automaticity requires explicit school teaching and actual independent handwritten evidence, not a scribed card.

AC9E4LY09 · separate actual word-skill opportunity

Phonological/morphological reading/writing of multisyllabic words requires explicit instruction and actual work; this rich source bank is not a systematic decoding programme.

AC9E4LY10 · separate actual word-skill opportunity

Teach and observe relevant complex-word patterns/morphology/origins separately; copying a model or dictionary does not show independent spelling.

AC9E4LY11 · separate actual word-skill opportunity

High-frequency words/homophones/context choices need explicit teaching and actual independent evidence; no all-word mastery claim.

All72 illustrative elaborations · examples rather than requirements

Queensland use · whole primary indexed reading12October2026

QCAA Year4 alignment, April2023, was read completely across4pages. Standards elaborations, November2023, were read completely across6pages. Years3–4 techniques and conditions, October2023, were read completely across2pages. Complete reading is indexed-text evidence, not native PDF visual/print evidence. The original summaries and precise publication/check history are in PRIMARY-READING.json.

Question-specific original criteria support targeted feedback and next teaching. Year4’s official A–E folio judgement, with C at the expected achievement-standard level, remains a school judgement across actual taught opportunities; these32 components are not reporting bands. Extended responses/observed demonstrations may use written, spoken/signed or multimodal work and develop over lessons. Contextual suggested100–200words or1–2minutes are not a minimum on every short formative component. Keep actual independent reading, word skills, handwritten work, listening and delivered presentation evidence at their observed scope. Excluded footnoted glossary definitions were read to understand exceptions but are not copied, adapted or sublicensed.

F01 · a real state fact, with a real boundary

The Queensland Government recycling guide lists wrapping paper without glitter among paper/cardboard items for the yellow-lid bin. It also directs readers to their council for other items. Author successfully read the whole132-line primary page12October2026; page lastupdated6May2025. This is state category guidance, not proof about a particular glued/coated/contaminated/mixed-material classroom display, a school’s bin arrangement, a local collection service or an actual disposal.

Optional adult-reviewed reader extension: place that narrow provider statement beside this original pretend advertisement, “Every decorated display belongs in every yellow bin.” Invite an own careful reader sentence and a useful local question; keep provider fact and invented advertisement separately labelled. No physical disposal task. Fiction-only C19 remains complete if the provider cannot be reviewed. Child words start blank. Manual provider/title/link/section/date/place/narrowfact/unknown/rechecktrigger fields remain empty until an actual adult review.

The Rockhampton recycling page from Root’s starter and the library membership page opened by this author both failed direct reading403. Search/index snippets or another reader’s historical receipt are not this author’s current direct verification. Both stay held candidates and are not needed for the fictional lessons or assessments.

Complete grants and exceptions

Original education ©NeuroForgeIO Pty Ltd2026, CC BY4.0: lessons, fiction, prompts, original criteria, home/projects, written narration, future visual briefs/alternatives and blank aids. Original code Apache2.0 with complete standard text and notice. The standard licence texts themselves retain their own notices; we do not claim to have authored them.

Covered ACARA core retains its complete five-paragraph attribution and29September2026 acquisition history in SOURCE-NOTICE, exact native metadata and raw cells. Adapted covered QCAA2023 assessment guidance is ©StateofQueensland(QCAA)2023 CC BY4.0 subject to document/copyright exceptions; no excluded glossary definitions, logos, student sample/photo/audio/video or provider media imported. The narrow F01 factual paraphrase retains ©StateofQueensland2026 attribution and the current qld.gov.au copyright notice, personally read in full12October2026. It excludes logos, trademarks, third-party material and separately licensed items. Source credit is not permission for a photograph, map, cultural expression or personal recording.

There is no verified First Nations language translation, cultural-authority claim, universal learner label or fixed learning-style allocation. Community-led permission, language authority and review would be required for later relevant materials; generic original fiction does not supply that role. Australian national/Queensland selected context is explicit; other states, countries, cultural literature, independent word skills and wider curriculum breadth remain separately reviewed work.

Current resource doors

Teacher plans · Whole source/own/staff bank · All32different next offers · Exact native national meanings · Raw selected cells. This block does not complete the annual curriculum.