Each code is an exact Year 1 content-description link to the lessons, not a claim of full content or achievement-standard coverage. Week 3 consolidates taught graphemes and oral retell. Week 4 gates ck by the school's actual scope and teaches sentence boundaries. Authentic literature, later phonics and sustained writing are still required.
Source: official ACARA Version 9.0 workbook, accessed 2026-09-29; workbook SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Source rows below allow rechecking. Wording is preserved with whitespace normalised for plain-text display.
| Official code | Workbook row | Level | Official content description | Pack evidence and boundary |
|---|---|---|---|---|
| AC9E1LA06 | 149 | Year 1 | understand that a simple sentence consists of a single independent clause representing a single event or idea | Days 12, 14, 18: one complete actor/action idea; partial |
| AC9E1LA10 | 164 | Year 1 | understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns | Days 18, 20: familiar names, full stops; punctuation range incomplete |
| AC9E1LE03 | 182 | Year 1 | discuss plot, character and setting, which are features of stories | Days 13, 14, 19: adult-read plot, character and setting talk |
| AC9E1LY02 | 201 | Year 1 | use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the contributions of others, and contributing ideas and questions | Day 13: partner turn/response; not a full oral-language sample |
| AC9E1LY04 | 211 | Year 1 | read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge | Days 11–20: controlled print and reread; authentic texts remain elsewhere |
| AC9E1LY05 | 214 | Year 1 | use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures | Days 13–15, 19–20: adult-read retell and text questions |
| AC9E1LY06 | 221 | Year 1 | create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words | Days 14, 18–20: short idea, reread and boundary edit; spelling partial |
| AC9E1LY09 | 237 | Year 1 | segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness) | Days 12, 16: phoneme boxes for blends/digraphs |
| AC9E1LY11 | 243 | Year 1 | use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words | Days 11–12, 15–17, 20: taught short-vowel code and route; long vowels/two syllables later |
| AC9E1LY13 | 249 | Year 1 | spell one- and two-syllable words with common letter patterns | Day 17: route word spelling; one- and two-syllable range incomplete |
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Downloaded from the Australian Curriculum website (accessed 29 September 2026) and modified for plain-text display. Curriculum material is licensed under CC BY 4.0; see ACARA terms. ACARA does not endorse SubjectNest; no affiliation, sponsorship or approval is claimed.
The pinned import is a dated snapshot; refresh against current ACARA releases before later publication changes. See source and review ledger.