Status: original teaching draft; human educator, local curriculum, accessibility and accuracy review pending.
Scope: ten 25-minute lessons (Days 31–40), original teacher-read texts and rhyme, controlled child-reading, two printable aids with text alternatives, and a two-week formative check. This is one part of a continuing Foundation English sequence, not a complete year.
Year label: Australian Curriculum Foundation Year; Prep is the Queensland label. This is not a pre-Prep kindergarten program.
Open, download and adapt
- Daily teacher scripts and exit checks
- Original oral texts, controlled child-reading and printable text alternatives
- Assessment, rubric and next-teaching decisions
- Printable sign/story comparison sheet
- Printable sound and retell mat
- Source, code mapping, rights and asset hashes
The original lesson text, stories, rhyme, assessment and print designs are © 2026 NeuroForgeIO Pty Ltd and licensed under Creative Commons Attribution 4.0 International (CC BY 4.0). Share, print, adapt and reuse them, including commercially, with attribution and an indication of changes. Suggested credit: “SubjectNest Foundation/Prep English Weeks 7–8, NeuroForgeIO Pty Ltd, CC BY 4.0.” Link the pack and licence where possible. The ACARA curriculum source and external research retain their own rights; this grant does not relicense them.
Where this fortnight fits
Days 1–30 explicitly taught the lower-case values m, a, s, t, p, i, n, c, e, r, d, o, g, l, f, b, u, h, k, v, w, j, z in their controlled examples. Capitals S, T, P, C, D, B, K, V, J, Z were taught for names and sentence starts. This pack adds four bounded links, with days for connected reading, text purpose, punctuation and oral language. It follows the 40-week planning map: Week 7 compares signs and stories and shares writing with capitals and stops; Week 8 explores sound patterns and retelling. That map is a planning aid, not an approved syllabus.
| Day | New printed link or consolidation | Child-read examples | Boundary |
|---|---|---|---|
| 31 | y/Y → /j/ at the start of these words | yes, yet, yam, yum, yap | Y is a letter-recognition card; no untaught vowel value of y is tested. |
| 32 | final x/X → /k/ then /s/ | box, fox, six, mix, wax | In these words one letter writes two phonemes; four sound boxes hold four sounds. X is recognition only. |
| 33 | adjacent consonants, no new grapheme | stop, step; Stop.; Sam got wet. | Touch four sounds in stop/step; do not use a picture to guess the sign. |
| 34 | shared sign/story writing | help, felt; Stop.; Sam can help. | The adult adds any unrestricted safety explanation orally. |
| 35 | sign versus story and review | Stop.; Kit got wet. Sam can help. | A sign gives a direction; a story reports events. |
| 36 | sh → /ʃ/ | ship, shop, shed, fish, dish, mash, wish | Two letters work together for one sound in these words. |
| 37 | ch → /tʃ/ | chat, chip, chin, chop, much, rich | This pack teaches only the /tʃ/ value of ch. |
| 38 | rhyme and oral retell | ship/chip; shop/chop; dish/fish | Hear and make sound patterns before viewing print. |
| 39 | two controlled mini-text choices | Sam can dash... / Val can shop... | Decode the careful form of and as /æ/ /n/ /d/ before connected reading; natural speech may reduce it. |
| 40 | formative sample | five new printed words and four spoken dictations | Use evidence for the next teaching step; no pass line. |
In this selected Australian English word set, a is /æ/, e /ɛ/, i /ɪ/, o /ɒ/, u /ʌ/, starting y /j/, and final x /k/ plus /s/. The adjacent consonants in stop, step, help and felt remain separate sounds. sh and ch each represent one sound in these examples. This is an instructional choice, not an ACARA-prescribed phonics order. The letter q, other values of y, and alternative values of ch are reserved for later explicit teaching. No child-read item requires them. Teach letter names separately from sound links and use the school's adopted formation model.
Curriculum, practice and access
The exact lesson codes are proposed links to Foundation English descriptions in the ACARA Australian Curriculum v9 workbook. The source workbook retrieved 29 September 2026 has SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. See ACARA's English learning area, version history and copyright terms. ACARA does not endorse SubjectNest.
The short model–guide–try cycle and responsive checks are informed by the Australian Education Research Organisation's Teach explicitly, Early literacy and Monitor progress guides. These links inform the draft; they do not certify this pack.
Offer live adult reading or a locally made recording with the exact transcript, plain text, enlarged or tactile print, movable/digital letters, optional pictures after decoding, a quiet private turn, and speech, AAC, pointing, drawing, typing or handwriting for meaning. Record the learning shown and the route used. Do not require eye contact, speed or public oral performance. If a sound task is inaccessible through hearing or speech, plan a fair route and interpretation with the learner, family and relevant specialist; do not turn missing access into a low skill score. A teacher-read text is never an independent decoding result. No third-party story, image, worksheet or recorded voice is included.