# Foundation English Weeks 33–34 · exact Australian Curriculum v9 crosswalk

**Authority/source:** [ACARA Version 9.0 downloads](https://www.australiancurriculum.edu.au/downloads), official curriculum workbook retrieved 29 September 2026, SHA-256 **db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3**. The table below is generated from the pinned workbook import and checked for code, row, description, learning area and Foundation level by [the verifier](verify_pack.py). Wording remains under [ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). [QCAA English v9](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-english) and [Prep planning resources](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-english/p-10-english-planning) are the checked Queensland implementation entry points.

| Code | Workbook row | Learning area and 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 |
| AC9EFLA08 | 33 | English · Foundation Year | recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school |
| AC9EFLA09 | 37 | English · Foundation Year | identify punctuation as a feature of written text different from letters; recognise that capital letters are used for names, and that capital letters also signal the beginning of sentences while punctuation marks signal the end |
| AC9EFLY01 | 67 | English · Foundation Year | identify some familiar texts, such as stories and informative texts, and their purpose |
| 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 |
| 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 |

## What is actually sampled

- **Informative text, vocabulary and meaning (Week 33):** Comparing a drawing with its caption and making a short source-labelled information page can sample AC9EFLA07, AC9EFLA08 and AC9EFLY01. A child retrieving visible details and saying what a drawing cannot show samples a bounded part of AC9EFLY05. The fictional P/Q drawings are **not** real local plants, species identification or evidence of growth/behaviour; an actual living-thing observation would need a teacher-approved real source and separate science record.
- **Sentence and shared editing (both weeks):** A child's title, one or two accurate short sentences, word-group choices, first/revised version, and selected initial capital/stop can sample relevant parts of AC9EFLA05/06/09 and AC9EFLY06. Record adult-supplied spellings, scribing and punctuation separately. AC9EFLY13 applies only where the child uses letter–sound knowledge to spell; a dictated rich word is not independent spelling.
- **Explanation and discussion (Week 34):** C/D support comprehension and question formation under AC9EFLY05 and informal/structured listening under AC9EFLY02. A child can report one described trial and its limit, but no fictional source proves a universal materials rule. AC9EFLY07 is proposed only after an actual short spoken report to peers using an appropriate voice level; private AAC/sign/drawing routes remain valid learning evidence without being relabelled as spoken peer delivery.
- **Oral phonemes and optional print:** Brief spoken word/sound activities can sample parts of AC9EFLY10; fresh CVC blend/spell may sample AC9EFLY12 only at the individual's taught point. Adult-read source comprehension is **not** evidence of independent reading of a decodable/authentic text, so AC9EFLY04 is not claimed.
- **Science and Design and Technologies:** Real observation, material-property comparison and safe design testing require an actual locally approved event and a separate observation record. The English evidence here is about source, wording and bounded explanation. The fictional P/Q drawing and Ari report do not by themselves satisfy science inquiry or a design-making achievement standard.

## State and local status

This is **proposed partial national Foundation English alignment**. In Queensland the first school year is Prep and QCAA publishes ACiQ v9 planning resources; local sequence, phonics, safety and assessment conditions still need school decisions. Other states and territories have different year names, documents, implementation timing and reporting practices, so this pack needs separate verified state mappings. No authority endorsement, teacher/child trial, inclusive-access certification, translation, community validation or learning-impact result is claimed. First Nations language or cultural content requires appropriate language-owner/community authority; none was invented for these examples.

Original SubjectNest analysis and mapping © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). ACARA wording and external pages retain their own terms.