Source: ACARA Version 9.0 curriculum downloads, official workbook downloaded 29 September 2026; workbook SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Exact descriptions below are from the pinned data/frameworks/acara-v9.json import of that workbook, not paraphrased outcome claims. ACARA terms govern source wording. QCAA ACiQ Version 9 is the Queensland implementation entry point; local unit/assessment checks remain pending.
| Code | Workbook row | Learning area and Foundation level | Exact content description |
|---|---|---|---|
| AC9EFLA05 | 25 | English · Foundation Year | recognise that sentences are key units for expressing ideas |
| AC9EFLA06 | 28 | English · Foundation Year | recognise that sentences are made up of groups of words that work together in particular ways to make meaning |
| AC9EFLA07 | 30 | English · Foundation Year | explore the contribution of images and words to meaning in stories and informative texts |
| AC9EFLE04 | 57 | English · Foundation Year | explore and replicate the rhythms and sound patterns of literary texts such as poems, rhymes and songs |
| AC9EFLY02 | 72 | English · Foundation Year | interact in informal and structured situations by listening while others speak and using features of voice including volume levels |
| AC9EFLY05 | 87 | English · Foundation Year | use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently |
| AC9EFLY06 | 94 | English · Foundation Year | create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly |
| AC9EFLY07 | 99 | English · Foundation Year | create and deliver short spoken texts to report ideas and events to peers, using features of voice such as appropriate volume |
| AC9EFLY09 | 107 | English · Foundation Year | recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (phonological awareness) |
| AC9EFLY10 | 111 | English · Foundation Year | segment sentences into individual words; orally blend and segment single-syllable spoken words; isolate, blend and manipulate phonemes in single-syllable words (phonological awareness) |
| AC9EFLY12 | 119 | English · Foundation Year | write consonant–vowel–consonant (CVC) words by representing sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words |
| AC9EFLY13 | 120 | English · Foundation Year | use knowledge of letters and sounds to spell words |
| AC9MFA01 | 17181 | Mathematics · Foundation Year | recognise, copy and continue repeating patterns represented in different ways |
| AC9MFN01 | 17151 | Mathematics · Foundation Year | name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals |
| AC9MFN03 | 17160 | Mathematics · Foundation Year | quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning |
| AC9AMUFE01 | 21218 | The Arts / Music · Foundation Year | explore how and why the arts are important for people and communities |
| AC9AMUFD01 | 21227 | The Arts / Music · Foundation Year | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas |
| AC9AMUFC01 | 21237 | The Arts / Music · Foundation Year | create arts works that communicate ideas |
| AC9AMUFP01 | 21246 | The Arts / Music · Foundation Year | share their arts works with audiences |
| AC9AMAFE01 | 20967 | The Arts / Media Arts · Foundation Year | explore how and why the arts are important for people and communities |
| AC9AMAFD01 | 20976 | The Arts / Media Arts · Foundation Year | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas |
| AC9AMAFC01 | 20986 | The Arts / Media Arts · Foundation Year | create arts works that communicate ideas |
| AC9AMAFP01 | 20995 | The Arts / Media Arts · Foundation Year | share their arts works with audiences |
| AC9AVAFE01 | 21465 | The Arts / Visual Arts · Foundation Year | explore how and why the arts are important for people and communities |
| AC9AVAFD01 | 21474 | The Arts / Visual Arts · Foundation Year | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas |
| AC9AVAFC01 | 21484 | The Arts / Visual Arts · Foundation Year | create arts works that communicate ideas |
| AC9AVAFP01 | 21493 | The Arts / Visual Arts · Foundation Year | share their arts works with audiences |
| AC9TDEFK01 | 19725 | Technologies / Design and Technologies · Foundation Year | explore how familiar products, services and environments are designed by people |
| AC9TDEFP01 | 19733 | Technologies / Design and Technologies · Foundation Year | generate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose |
| AC9SFU03 | 18532 | Science · Foundation Year | recognise that objects can be composed of different materials and describe the observable properties of those materials |
| AC9SFI01 | 18550 | Science · Foundation Year | pose questions and make predictions based on experiences |
| AC9SFI02 | 18556 | Science · Foundation Year | engage in investigations safely and make observations using their senses |
| AC9SFI03 | 18562 | Science · Foundation Year | represent observations in provided templates and identify patterns with guidance |
| AC9SFI04 | 18569 | Science · Foundation Year | compare observations with predictions with guidance |
| AC9SFI05 | 18574 | Science · Foundation Year | share questions, predictions, observations and ideas with others |
How these links are used
- English: The poem and story support sound-pattern exploration and precise comprehension. The sound routine and optional print tasks are assessed separately. Shared editing, sentence/word grouping and peer spoken delivery are proposed only where the documented child action occurred; a private AAC report does not become a spoken-to-peer observation.
- Mathematics: Week 29 revisits a repeating unit across marks, sound and tactile order. Week 30 counts/represents within 20 and compares actual collections. Quantity alone does not show design strength.
- The Arts: Week 29 offers a child-made sound work, visual-art work and framed paper media work, with a reasoned audience/revision route. Exploring why arts matter, creating, and sharing are separate observations; a single cross-curricular block does not complete a four-code sequence. Dance and Drama continue elsewhere in the year.
- Design and Technologies: Week 30 names a familiar human-designed object and has children draw/make, safely test and evaluate a solution against a stated purpose. The paper stand trial is conditional on actual material result.
- Science: Use a material-property code only when paper properties are actually observed; use inquiry codes only for the specific observed question, prediction, safe test, record, comparison or share. A fictional reading alone is English evidence, not a science investigation.
Status: proposed partial national alignment, not an authority-approved local assessment map, classroom trial, inclusion validation or translation. Codes not taught by these episodes remain in the Foundation year plan. First Nations cultural content and Languages require appropriate local authority; no cultural material or translation was invented for this pack.
Original SubjectNest mapping and review text © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. Credit, link and indicate changes. ACARA source wording and external pages retain their own terms.