Review type: author desk walkthrough of the new English/mathematics packs, four original SVGs and two integrated guides. It is not a trial with children, a state syllabus endorsement or evidence of measured outcomes. The 40-week year map remains a plan beyond authored weeks. Human educator, specialist access, local technology/safeguarding and cultural review remain required before use.
Pinned source and rights ledger
| Item | Verified source, 29 September 2026 | Use and rights decision |
|---|---|---|
| National Foundation code rows | ACARA v9 full curriculum download; original workbook stored at products/curriculum-studio/research/sources/acara-australian-curriculum-v9-download-2026-09-29.xlsx; SHA-256 independently recomputed as db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3; local plain-text import products/curriculum-studio/data/frameworks/acara-v9.json |
Exact code/year/description inspected. All links are partial, not full attainment. ACARA terms permit covered core curriculum text under CC BY 4.0 but exclude logos, some third-party and supporting materials. No ACARA images, worksheet, logo, video or website design is copied. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present. Downloaded 29 September 2026; local import removed workbook HTML markup while retaining wording. ACARA does not endorse SubjectNest. |
| Literacy practice rationale | AERO early literacy | Link and bounded paraphrase only; no copied aid or AERO endorsement. |
| Numeracy practice rationale | AERO early numeracy | Link and bounded paraphrase only; no copied aid or AERO endorsement. |
| Pack assets | Original adult texts, fixed invented datasets, daily scripts, fresh checks, child cards and nine SVGs | SubjectNest original © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. No stock art, external story, recorded narration, translation, child image or First Nations cultural expression is included. Credit, licence link and change notice apply to reuse. |
Exact-code interpretation check
All listed records in the pinned workbook have Foundation Year as their level. We checked their actual content descriptions, rather than borrowing an elaboration or assuming one subject's evidence proves another's.
| Code | What can be observed here | Boundary to preserve |
|---|---|---|
| AC9EFLE03 | Event, character and beginning/ending features in original literary picture stories | A three-frame order does not cover all literary text types/features. |
| AC9EFLA07 | Contribution of image versus words to meaning | An image caption read by an adult is not independent child decoding. |
| AC9EFLY02 | Listening and turn-taking in a structured listener task | Voice/volume features only if actually heard; AAC/sign route remains valid access but different evidence. |
| AC9EFLY04 | Taught print read using developing phonic knowledge and checked against a picture | Adult-read rich story is not child reading. |
| AC9EFLY05 | Summarising/questioning and source-bounded discussion of heard/viewed text | Not every comprehension strategy or independent reading context. |
| AC9EFLY06 | Child-directed shared edit of a short account/rule | Adult scribing alone does not prove punctuation or child CVC spelling. |
| AC9EFLY07 | Child's short account/rule to a listener | Peer delivery/voice features only when peer/voice actually occurs. |
| AC9EFLY10 | Oral sound segmentation/blending if separately heard | Printed word reading alone is not oral phonological-awareness evidence. |
| AC9EFLY12 | Independently blended/written CVC at child's taught point | stop includes a consonant cluster; do not score it as taught CVC without instruction. |
| AC9EFLY13 | Child-selected letters for held-out tap and other taught words | A scribed sentence is not independent spelling. |
| AC9MFST01 | Given familiar question, image/object card collection, sorting and comparison | Decorative chart or fictional responses reported as real class preference. |
| AC9MFSP02 | Paper object positions/locations relative to named references; optional observed familiar-space transfer | Paper-only success does not show learner's own position relative to people/objects in a real familiar space. |
| AC9TDIFK01 | Actual approved exploration of physical hardware and program/software for a purpose | Paper storyboard or device picture alone is not enough. No device available means not observed. |
| AC9AMAFE01 | Bounded discussion of why an actually shared child-made picture story helped this small class audience | Fictional class example or a claim about another community's arts importance. |
| AC9AMAFD01 | Child play/imagination used to develop original frame ideas | Following an adult's finished three frames alone. |
| AC9AMAFC01 | Child creates a picture work that communicates an idea | Adult-created display alone. |
| AC9AMAFP01 | Child shares work with a chosen willing audience | Public upload/performance is unnecessary; creation without sharing is not this code. |
| AC9ADAFE01 | Child's bounded reflection on a movement work actually shared with this small group | Unauthorised claims about another community's dance meaning. |
| AC9ADAFD01 | Child's play/imagination used for movement idea development | Paper plan alone is planning; note actual movement separately. |
| AC9ADAFC01 | Original movement arts work made by child where physically/accessibly enacted | Child-directed adult demonstration is not silently scored as learner physical performance. |
| AC9ADAFP01 | Work shared with a chosen willing audience | No forced class show, recording or public posting. |
| AC9HPFM01 | Fundamental movement skill practised in locally approved minor game/play | Paper visitor route alone. |
| AC9HPFM02 | Safe body movement/object/space experimentation observed with access adaptations | Assuming all movement modes are safe or physically possible for all children. |
| AC9HPFM04 | Rule-following that promotes fair play during physical activity | A verbal fair-rule proposal or paper-only roleplay alone. |
Three-role desk walkthrough
New teacher: I can print the day's learner card and A4 aid, read the adult text/setup, run six timed steps for English and six for maths (25 minutes each), and use one distinct 35-minute integrated block. The full three-block day needs 85 minutes plus transitions if scheduled together. Each subject has a new held-out Day 125/130 check and exact key; I keep those pages hidden until first responses. Week 25's fictional seven-card set yields 3 book/2 garden/2 puzzle, then a clearly labelled new set yields 2/3/2; the Day 125 nine-card set is different. Week 26's printed paper map has page top and no route drawn; the Day 130 map is different. An approved device and safe physical activity require local setup before the day begins.
Learner: I can use an original imaginary story and choose paper, accessible cards, voice, AAC/sign, drawing, tactile placement or an adult moving pieces as I direct. I need not vote in a real class survey, be photographed, use a home device, stand, race, explain a diagnosis or perform publicly. My paper work is real learning; the teacher records not observed for a specific digital or physical code if that action did not occur. For a picture story I can choose a trusted school audience rather than the whole room.
School/funder reviewer: The reviewable unit has 20 daily subject lessons, 10 integrated sessions, nine original A4 aids/cut-card sheets with exact text/tactile routes, clean learner cards, four fresh subject checks and keys, source/rights ledger and SHA-256 per-pack manifests. The fixed-data and route keys are reproducible. There is no claim of classroom effectiveness, completion of the whole year, all-state approval, technology deployment, translation, Indigenous Cultural and Intellectual Property authority, or ACARA/AERO endorsement. Local educator observation and feedback are the next quality gate.
Fresh-answer and source-boundary spot checks
- Day 125 English: Noor's paper star → moon partly behind cloud with “I see it!” → cloud aside/whole moon; image identifies partially hidden moon, words alone do not; audience is one chosen school adult; no claim about real skies.
- Day 125 maths: art table 4, reading mat 3, paper stage 2, total 9; one card = one invented choice, no real class opinion.
- Day 130 English: square → circle is a paper route; page-top cue and repeat are stated rules; a clear/new rule needs an action and matching reason; held-out pin/tap/nod, dictate tap at taught point.
- Day 130 maths: CUP → HAT → BOOK; BOOK is right of HAT and above STAR under stated page top. Silent rotation makes viewer-relative directions unclear.
- All source scenarios and art motifs are newly written/drawn. They do not reproduce a named tradition, dance, First Nations ceremony or language. Any future community contribution requires authority, consent, attribution and contextual review.
Limits: a desk review and machine checks can validate files, counts, links, time sums, hashes and asset readability. They cannot show how a specific child experiences these materials. A qualified teacher should record first responses and revise the activities after a real classroom trial.