Status: original teaching draft; human educator, local curriculum, accessibility and accuracy review pending.
Scope: ten 25-minute lessons (Days 41–50), a short informative page, original literary and oral texts, a printable portfolio aid, and an end-of-term formative review. This completes ten draft weeks of daily English, not the Foundation year or its achievement standard.
Year label: Australian Curriculum Foundation Year; Prep is Queensland's label. This is not pre-Prep kindergarten.
Open, download and adapt
- Ten daily lesson scripts
- Original oral texts, child-reading and text alternatives
- End-of-term evidence check, rubric and next steps
- Original illustrated fish information page
- Printable page and portfolio mat
- Curriculum mapping, source and rights record with hashes
Original lesson text, stories, assessment and vector print designs are © 2026 NeuroForgeIO Pty Ltd and licensed CC BY 4.0. You may print, share, adapt and reuse them commercially with attribution and an indication of changes. Suggested credit: “SubjectNest Foundation/Prep English Weeks 9–10, NeuroForgeIO Pty Ltd, CC BY 4.0.” Link this pack and the licence where possible. ACARA content and cited research retain their own terms and are not included in this licence grant.
Sequence and boundaries
Days 1–40 taught the controlled lower-case links m, a, s, t, p, i, n, c, e, r, d, o, g, l, f, b, u, h, k, v, w, j, z, y, x, plus sh and ch in the values given in earlier packs. Several capitals were taught through names and sentence starts. The 40-week planning map makes Week 9 a short information-page and partner-report week, and Week 10 a reread, retell, revise and portfolio week. These lessons keep daily phoneme, spelling and connected-reading practice while serving those purposes.
| Day | New boundary or main work | Controlled child-reading | Meaning task |
|---|---|---|---|
| 41 | Standalone a/A means one and is usually /ə/ before a noun; a inside bag remains /æ/ | a bag, a hat, a box | Compare label and object; do not generalise /ə/ to every a. |
| 42 | Common word is = /ɪz/; s has /z/ only in this taught word; It capital form /ɪt/ | A box is on a mat. | Check sentence against a real box on a mat. |
| 43 | No new link; model adjacent sounds in pond/swim | A fish is in a pond. A fish can swim. | Separate what the original drawing shows from a source-supported general fact. |
| 44 | Compose an information page | A box is on a mat. It can tip. or fish lines | Keep an observed/sourced fact and its evidence together. |
| 45 | Partner report | Learner's verified page | Tell one fact and how it was checked; listen to a partner. |
| 46 | Literary story versus information | Kit got a box. Kit hid a hat in it. Jem got a hat. | Distinguish stated events from an inference. |
| 47 | Reread, retell, revise | Controlled story with hat → bag/map variation | Change a word, then recheck print and meaning. |
| 48 | Two text purposes | Fish/box page and controlled story | Choose which reports a fact and which tells imagined events. |
| 49 | Portfolio conference rehearsal | Two chosen samples | Say what improved and choose one next step. |
| 50 | End-of-term evidence review | Fresh regular words and controlled dictation | Use several samples and a new check to plan teaching. |
Teach the letter name A separately from the unstressed article a /ə/. The word is is explicitly taught with s /z/ in that word; it does not license guessing every printed s as /z/. In It, capital I has the known /ɪ/ value, but the standalone word I /aɪ/ is reserved for later explicit teaching. can and and may reduce in natural speech; use careful forms during blending, then allow normal sentence reading. The unused q/qu, other vowel values of y and other digraph values remain for later lessons. Child-read items here use only correspondences or complete words taught by their first-use day. Adult-read text is never a child decoding test.
Source and review notes
Exact lesson codes are proposed links to Foundation English descriptions in the ACARA Australian Curriculum v9 workbook, retrieved 29 September 2026; original workbook SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Check ACARA English, its version history and copyright terms against local implementation. ACARA does not endorse SubjectNest.
The teacher-read fish background is a new paraphrase informed by the Australian Museum's “What is a fish?” and fish swimming research summary. The vector fish is a generic invented diagram, not a record of a local species. The child sentence about a pond describes that invented example; it is not a claim that all fish live in ponds. No museum image or text is copied. Explicit model–guide–try teaching and responsive checks are informed by AERO Teach explicitly, Early literacy and Monitor progress. Source links do not mean endorsement.
Use live adult reading or a locally made recording with transcript, plain text, large/tactile print, movable/digital tiles, a quiet response space, and speech, AAC, pointing, drawing, typing or handwriting. A page may be made as print, a school-approved digital document or tactile layout; record what was independently shown and how. Do not require eye contact, speed, public performance or personal disclosure. If a sound check is inaccessible through hearing or speech, co-plan a valid route with the learner, family and relevant specialist. Keep identifiable portfolio evidence in the school's approved local system. No third-party story, picture, worksheet or recorded voice is included.