Scope: this document reviews the two new Foundation/Prep subject packs and their two integrated guides as an author desk check, not a classroom pilot, student outcome study or funder endorsement. The planned 40-week sequence remains a plan beyond authored weeks. Local state syllabus adoption, school safeguarding, access and cultural review remain with a qualified educator.
Pinned source and rights ledger
| Item | Source checked on 29 September 2026 | What this pack uses | Rights and limit |
|---|---|---|---|
| Foundation curriculum content | ACARA v9 complete download, source workbook curriculum-workbook.xlsx, pinned SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3; local import products/curriculum-studio/data/frameworks/acara-v9.json |
Code/year/content-description lookup for English, maths, HASS and HPE; only partial teaching links | ACARA terms: covered curriculum text is CC BY 4.0 with exceptions for logos, third-party and certain supporting materials. We use no ACARA artwork, photos, logo or supporting resource. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present. Material downloaded 29 September 2026 and its workbook HTML markup was removed in the local plain-text import; wording retained. ACARA does not endorse SubjectNest. |
| Early literacy guidance | AERO early literacy practice guide | Broad rationale for explicit print instruction with oral-language work | Link and paraphrase only; no copied aid or endorsement claim. |
| Early numeracy guidance | AERO early numeracy practice guide | Broad rationale for concrete materials, maths talk and adult observation | Link and paraphrase only; no copied aid or endorsement claim. |
| Queensland context | QCAA Prep HPE curriculum and assessment plan example | Confirms there is state implementation planning, not a claim this pack is approved in Queensland | This is a linked reference only; its content is not copied. A local educator checks the applicable state/territory and school documents before use. |
| Authored content | The ten English, ten maths and ten integrated scripts, child cards, adult stories, checks and three SVGs in these new paths | Original scenarios: Book Day, garden-paper display, puzzle finish, lost paper card, quiet table; new assessment stories | Original SubjectNest work © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. No stock art, third-party lesson text, AI image download, recorded voice, translation or First Nations language/ceremony is included. Attribution and change notice are needed for reuse. |
Exact code review against the pinned Foundation rows
| Code | Sampled in this fortnight | Do not claim from this sample |
|---|---|---|
| AC9EFLE03 | Features and order of events in an adult-read literary story | Full range of literary text types, characters, beginnings and endings. |
| AC9EFLA08 | Familiar vocabulary for events, feelings and school actions | A broad vocabulary progression across personal interests. |
| AC9EFLY02 | Listening to a speaker and taking a respectful turn | Every feature of voice/volume or every interaction context; AAC/sign is recorded as access, not silently equated with voice evidence. |
| AC9EFLY04 | Read taught words/short sentences with developing phonic knowledge and meaning check | Full independent reading of adult stories or an untaught phonics sequence. |
| AC9EFLY05 | Sequence, question and source-bounded comprehension of heard stories | All comprehension strategies across independently read and viewed texts. |
| AC9EFLY06 | Child-directed shared correction of an event account | Full punctuation and CVC spelling requirements from adult scribing alone. |
| AC9EFLY07 | A short account/request delivered to a listener | Peer delivery and voice features where only a private adult/AAC route was used. |
| AC9EFLY10 | Oral blending/segmenting of selected spoken one-syllable words where actually observed | Word-level print reading by itself; record oral sound evidence separately. |
| AC9EFLY13 | Child-controlled spelling of one CVC at a taught point | General spelling attainment from adult writing or one word. |
| AC9MFM02 | Seven day names, four named day-parts, and fictional action links | Every child's home routine or all temporal reasoning from one story. |
| AC9MFM01 | Direct duration comparison of two events with shared start and stop/continue reasoning | Length, capacity, mass or any exact time measurement; a later stop after a different start does not prove longer duration. |
| AC9HSFK02 | Optional private, sourced real significant celebration/commemoration shared with family/others, if actually offered and observed | Fictional Book Day or a generic class project as evidence of authentic family-shared celebration. Mark not observed when absent. |
| AC9HPFP03 | Optional private description of an emotion the learner personally experiences, if freely offered | Naming Ari's fictional feeling or reading “I am sad” aloud as personal emotion evidence. Mark not observed when absent. |
| AC9HPFP05 | Rehearsal of a locally approved help-seeking route in fiction | The whole protective-behaviour description, including body-part naming, or a substitute for safeguarding policy. |
Desk walkthrough · three users
New teacher, Day 112 / 118: I can open each subject's README, print only that day's child card and one A4 aid, read the precise adult text/setup, run the six timed parts (3+4+5+7+4+2 = 25 minutes) and choose a diagnostic next move. The integrated guide adds a separate five-part 35-minute block, so a full day using all three blocks requires 85 minutes plus transitions; the school timetable must allocate that, not pretend the activities run simultaneously. Hide the Day 115/120 assessment pages until the check. Adult-read vocabulary is not child-decodable print. Read day labels aloud to avoid conflating maths with literacy.
Learner, access and dignity route: I can use a made-up event, choose a quiet/private response, place large or tactile cards, direct an adult, sign/use AAC, or speak. I am never required to discuss my family, faith, actual feelings, disability or safety history. If I cannot access the first setup, my teacher changes the mode and records not observed for the first attempt. A fictional feeling can be understood without being recorded as a personal emotion. A real concern goes to a school-approved adult under policy, not onto a class display.
Potential funder or school reviewer: The tangible release unit is 20 distinct 25-minute subject scripts, 10 integrated 35-minute sessions, clean learner prompts, two new fresh checks per subject, keys/next moves, three original A4 visuals with exact text alternatives, source/rights ledger and per-pack SHA-256 manifests. The artifacts are reproducible and reviewable. There is no claim of trialled effectiveness, whole-year completion, all-state approval, translation accuracy, First Nations authority, recorded audio or ACARA/AERO/QCAA endorsement. Qualified educator and local review are still necessary before a classroom rollout.
Logic checks and remaining review
- Day 115 English held-out order: draw poster Tuesday → show Friday morning → put away Friday afternoon. The story does not say families came.
- Day 115 maths held-out order: Thursday → Friday → Saturday; Friday morning put card on table → lunchtime look → afternoon put away; Friday night has no stated event.
- Day 120 English held-out: Ren explicitly says disappointed because tower fell; asks for help trying a wider base; tower outcome remains unknown. New print pot/rim/net and dictated net have separate keys.
- Day 120 maths held-out: both start together; A stops, B continues; B lasts longer. A separate staggered-start case cannot be decided from stop order alone.
- Teacher to check each learner's taught grapheme set and dialect, local day/calendar context, sensory access, safeguarding route, local state syllabus, parental/community consent where applicable, and whether any personally meaningful event is appropriate to discuss.
- Human review of the A4 render and machine audits is recorded in the handoff. Such checks cannot establish whether a real child learns or feels safe in this exact classroom.