# Foundation/Prep English · Term 1 · weeks 3–4

**Status:** original teaching draft; human educator, local curriculum, accessibility, accuracy and rights review **pending**.  
**Scope:** ten 25-minute lessons (Days 11–20), original oral and controlled print materials, and a formative end-of-fortnight check. This is one part of a Foundation year, not a complete English program.  
**Year label:** Australian Curriculum **Foundation Year**; **Prep** is the Queensland label. This pack is not a pre-Prep kindergarten program.

Use [LESSONS.md](LESSONS.md) for the daily scripts, [MATERIALS.md](MATERIALS.md) for original teacher-read and child-read texts, [ASSESSMENT.md](ASSESSMENT.md) for the check and next steps, and [print-cards.svg](print-cards.svg) for low-ink letter and sound-box cards. [manifest.json](manifest.json) records the source, proposed mappings, hashes and rights state.

## Continuity and boundaries

Weeks 1–2 explicitly taught **m, a, s, t, p, i, n** with their common sounds, and capital **S, T, P** for names/sentence starts. This pack begins with a quick check of those links, then adds one correspondence per day. A learner who needs more time keeps using the secure cards while hearing the richer adult-read stories. Do not turn a teacher-read text into a child decoding test.

| Day | New link | New student-facing examples | Boundary |
| --- | --- | --- | --- |
| 11 | **c** → /k/ in **ca** words; capital **C** | **cat, can, cap; Cam sat.** | This does not teach every sound of **c**. |
| 12 | **e** → /ɛ/ as in *egg* | **pet, ten, met, net; Cam met Sam.** | *Egg* is an oral cue, not a decoding card. |
| 13 | **r** → /ɹ/ as in *run* | **ran, rat, rim, rip; Sam ran.** | Use the local Australian English realization of /r/. |
| 14 | **d** → /d/; capital **D** | **dad, did, dip, mad, sad; Dan ran.** | **Dan** is a fictional name. |
| 15 | **o** → /ɒ/ as in *on* | **pot, top, mop, cot; Tom sat.** | Show **c** → /k/ before **o** in **cot**. |
| 16 | **g** → /g/ in this set | **gap, tag, dig, dog, got; Dan got mad.** | Other values of **g** are for later teaching. |
| 17 | **l** → /l/ | **lap, leg, lid, let, log; Pat let Sam sit.** | Keep sentence meaning and decoding checks separate. |
| 18 | **f** → /f/ | **fan, fit, fin, fog, felt; Tom felt sad.** | **felt** has four sounds; model it before asking for independence. |
| 19 | No new link | Cumulative mini-text and a child-made variation | Child reading remains within the taught set. |
| 20 | No new link | Five unseen regular CVC words in the assessment | Use evidence to plan, not to rank learners. |

The order is a **local instructional choice**, not a claimed ACARA sequence. In Australian English, short **a** is /æ/, **e** /ɛ/, **i** /ɪ/, and **o** /ɒ/ in the examples used here. Say stop consonants cleanly, without an added “uh”. **c** is /k/ in the child-read **ca/co** words here; do not ask a learner to apply that rule to an untaught word such as *city*. Use the school's approved handwriting formation model rather than inventing a formation stroke.

All child-read cards are cumulative and checked for grapheme coverage. Teacher-read stories and rhymes deliberately contain richer vocabulary and untaught spellings; learners listen, discuss, point, act or create from them. A picture can support meaning after decoding; it does not replace looking through the word.

## Source and use

Lesson codes are provisional links to the [ACARA Australian Curriculum v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), downloaded 29 September 2026. The locally preserved source SHA-256 is `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The [ACARA English learning-area page](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/english) explains the integrated Language, Literature and Literacy strands. Check the [version history](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history) and local implementation before reuse with a later cohort.

The explain–model–guided practice–independent check routine 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 inform choices; they do not validate this particular pack or predict an individual child's outcome.

Offer large-print, text-only, tactile/movable letters, an uncluttered strip, an adult-read transcript or local recording, a quiet space, and speech, AAC, pointing or typing where these routes show the same target. Do not require speed, eye contact, public answers or a fixed body position. Record the support used. For an English-sound task that a learner cannot access through hearing or speech, plan an appropriate route with the learner, family and relevant specialist; do not treat access as a skill score.

## Reuse and attribution

The original prose, rhyme, lesson scripts, assessment and printable design in this pack are © 2026 NeuroForgeIO Pty Ltd and licensed under [Creative Commons Attribution 4.0 International (CC BY 4.0)](https://creativecommons.org/licenses/by/4.0/). You may share and adapt those original materials, including commercially, with attribution and an indication of changes. Suggested credit: **“SubjectNest Foundation/Prep English Weeks 3–4, NeuroForgeIO Pty Ltd, CC BY 4.0.”** Include a link to the licence and this pack when possible. You may download the Markdown, JSON and SVG files directly for editing or printing.

The ACARA curriculum source and any linked external research remain under their **own** terms; this licence does not relicense them. No third-party worksheet, image, audio recording or story is included. Review [ACARA copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) before public use of official material. SubjectNest is not affiliated with or endorsed by ACARA. Educational and accessibility review of this draft is still pending.