# Foundation/Prep English · Term 1 · weeks 9–10

**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](LESSONS.md)
- [Original oral texts, child-reading and text alternatives](MATERIALS.md)
- [End-of-term evidence check, rubric and next steps](ASSESSMENT.md)
- [Original illustrated fish information page](fish-fact-page.svg)
- [Printable page and portfolio mat](page-portfolio-mat.svg)
- [Curriculum mapping, source and rights record with hashes](manifest.json)

Original lesson text, stories, assessment and vector print designs are © 2026 NeuroForgeIO Pty Ltd and licensed [CC BY 4.0](https://creativecommons.org/licenses/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](../../../year-sequence.md) 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](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), retrieved 29 September 2026; original workbook SHA-256 **db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3**. Check [ACARA English](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/english), its [version history](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history) and [copyright terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) 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?”](https://australian.museum/learn/animals/fishes/what-is-a-fish/) and [fish swimming research summary](https://australian.museum/get-involved/amri/amri-seminars-and-lectures/fish-shapes-scales/). 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](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). 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.