# Foundation/Prep English · Term 1 · weeks 1–2

**Status:** original teaching draft; curriculum alignment, classroom suitability, accessibility and language review **pending human review**.  
**Scope:** ten 25-minute launch lessons plus an end-of-fortnight evidence check. This is a starting sequence, not a complete English program or a judgment against the end-of-Foundation achievement standard.  
**Year label:** Australian Curriculum **Foundation Year**. **Prep** is the Queensland label for this school year. It is not intended to describe a pre-Prep kindergarten program. Check the local jurisdiction and school sequence before teaching.

## What a teacher can run from this pack

- [Ten daily lesson plans](LESSONS.md), each with a goal, explicit teacher words, timed steps, access choices and a quick formative check.
- [Original teaching materials](MATERIALS.md): two teacher-read oral texts, a rhyme, word and sentence cards, student response templates and a controlled decodable mini-text.
- [Two-week assessment](ASSESSMENT.md): exact prompts, a recording sheet, analytic rubric and next-teaching decisions.
- [Print-ready sound and sound-box cards](print-cards.svg), with the same content available as text below and in `MATERIALS.md`.
- [Machine-readable source and rights record](manifest.json).

Use ordinary pencils, seven letter cards, counters, paper and optional large-print or tactile copies. The teacher reads all directions, oral texts and prompts aloud. Student-facing printed words are introduced only after their grapheme–phoneme correspondences have been taught. A listening story is **not** a decoding task.

## Teaching sequence and decoding boundary

| Day | Main move | New correspondence | Student reading boundary |
| --- | --- | --- | --- |
| 1 | Listen, retell, count words in a spoken sentence | none | Teacher reads all print. |
| 2 | Hear and make rhymes; count syllables | none | Teacher reads all print. |
| 3 | Hear initial /m/; connect it to **m** | m → /m/ | Individual letter only. |
| 4 | Hear /æ/; connect it to **a** | a → /æ/ as in *apple* | **am** only, with teacher modelling. |
| 5 | Hear /s/; connect it to **s**, then **S** | s/S → /s/ | **Sam** as a name; no independent sentence yet. |
| 6 | Hear /t/; connect it to **t**, then **T** | t/T → /t/ | **at, mat, sat; Sam sat.** |
| 7 | Hear /p/; connect it to **p**, then **P** | p/P → /p/ | Add **pat, tap, map; Pat sat.** |
| 8 | Hear /ɪ/; connect it to **i** | i → /ɪ/ as in *in* | Add **sit, sip, tip; Tim sat.** Teacher explains **T** starts Tim. |
| 9 | Hear /n/; connect it to **n** | n → /n/ | Add **in, pin, pan, nap** and the three-sentence mini-text. |
| 10 | Show what has stuck and choose the next step | none | Only the seven taught correspondences in the decoding check. |

This is an **instructional sequence chosen for this pack**, not a claim that ACARA prescribes this sound order. In Australian English, the short sound represented here by **a** is /æ/ and by **i** is /ɪ/. Say stop sounds cleanly (/t/, /p/) rather than adding “uh”. Teach names of the letters alongside their common sounds, but assess the sound connection separately. Adopt the school's approved handwriting formation model; this pack does not invent one.

## Curriculum and teaching evidence

The lesson headers give the exact Australian Curriculum v9 Foundation English codes they **provisionally** address. They are not official alignment approval. The source is the [ACARA v9 curriculum workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), downloaded 29 September 2026 and stored with SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3` in the repository. ACARA's [English learning-area page](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/english) explains the Language, Literature and Literacy strands and the role of phonic knowledge. Check [version history](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history) before publishing or using the pack with a later cohort.

The short, explicit model–guided practice–independent check pattern is informed by the Australian Education Research Organisation's [Teach explicitly](https://www.edresearch.edu.au/guides-resources/practice-guides/teach-explicitly), [Early literacy](https://www.edresearch.edu.au/guides-resources/practice-guides/early-literacy-practice-guide) and [Monitor progress](https://www.edresearch.edu.au/guides-resources/practice-guides/monitor-progress) guides. These sources support instructional choices; they do not certify this pack or predict an outcome for an individual child.

## Access and use

Offer the same goal through real response routes: spoken or AAC answers, pointing to two or three choices, movable letter tiles, large print, tactile letter cards, a quiet listening spot, a transcript read by an adult, or a pencil response. Do not require eye contact, speed, public speaking or a particular body position. Record **what the learner demonstrated and how**, including any prompt or support. A picture choice can show story comprehension; it cannot, by itself, prove independent phoneme production. For a learner who cannot access the English sound task through hearing, plan an individual equivalent with the learner, family and relevant specialist rather than inferring a reading difficulty from this check.

**Reuse this pack:** © NeuroForgeIO Pty Ltd 2026, “SubjectNest Foundation English, Term 1 Weeks 1–2”, version 0.1.0-draft. Original lesson text, stories, assessment and print cards are licensed under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Copy, adapt and use them commercially with credit to SubjectNest by NeuroForgeIO Pty Ltd, a link to this pack and the licence, and a note of any changes. No third-party story, image, voice or classroom worksheet is included. ACARA curriculum wording retains its own rights under [ACARA copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use); it is not part of our licence grant. SubjectNest is not affiliated with or endorsed by ACARA.