| Source / asset | What was checked or created | Boundary |
|---|---|---|
ACARA Version 9.0 curriculum workbook, accessed 29 September 2026, workbook SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3 |
Ten exact Year 1 English codes, descriptions and source rows in crosswalk, checked against pinned data/frameworks/acara-v9.json |
Whitespace-only plain-text normalisation in crosswalk. These 10 short lessons partially link to descriptions; no achievement claim. Workbook is a dated snapshot, not live sync. |
| ACARA English learning-area information | Year-level structure and word/sentence/text framing | Use local syllabus and actual school phonics scope; do not assume one national weekly sequence. |
| Australian Government Literacy Hub: spelling generalisations and SSP | Confirms final ck is commonly /k/ after a short vowel in a one-syllable word and stresses explicit model/guided/independent teaching |
Route A is gated by school sequence; the generalisation is usually, not always. No Literacy Hub slide, picture or wording is copied into student material. |
| AERO early literacy practice guide | Checks explicit sound–print work alongside vocabulary and oral language | A practice guide informs the plan; this new pack has not been evaluated for learning impact. |
| ACARA copyright and terms | Attribution and excluded-content boundary | No ACARA image, logo, workbook screenshot, support resource or proprietary text beyond attributed content descriptions is bundled. No endorsement is claimed. |
| Week 1–2 SubjectNest English opening pack | Local assumed prior sequence: short-vowel CVC, sh, ch, initial st, final nd, explicitly taught a and is |
Verify this against each learner's actual teaching. The new pack uses those correspondences only, except Route A after ck is explicitly taught. |
| This pack's stories, lesson dialogue, context cards, assessment items, SVG art and text alternative | Newly authored for SubjectNest by NeuroForgeIO Pty Ltd, 29 September 2026 | CC BY 4.0 with credit and change marking. No third-party story, song, photo, voice, child data, cultural pattern or translation is embedded. Print generator is Apache-2.0; embedded DejaVu font notice is separate. |
ACARA attribution: © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Material 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. ACARA does not endorse SubjectNest; SubjectNest is not affiliated with, sponsored or approved by ACARA. Confirm source-specific exclusions before reuse.
Child-read print audit
The read-only verifier tokenises every Child reads line in the practice cards and held-out checks, including a lower-case edit prompt. It checks each word against an explicit allowed word-to-grapheme ledger, permitted route and day; a and is are the two explicitly taught pronunciation exceptions. It checks that ck is absent from Week 3 and all Route B child-read text, that all Route A ck appears after the Day 16 explicit lesson, and that held-out word items do not occur in prior scripts, practice strips or adult-read stories. This is a code audit of the supplied English print; a learner's actual independent decodability still depends on prior instruction, hearing/vision access, word meaning and response conditions. Adult-read directions and stories are deliberately richer and are never assigned as independent decodable text.
Pending human and local review
- Educator checks the school's phonics scope, each learner's entry evidence, class timing and local state/territory syllabus before use. Route B exists so an unsequenced
ckis not imposed. - EAL/D, speech/hearing, dyslexia and access specialists can review assessment interpretation and response routes with the learner and family; no mode is assumed to fit everyone. Dialect and accent variation are documented before scoring a vowel response.
- Classroom, family and learner trials, screen-reader and tactile-user trials, translation with qualified language review, and state overlays are pending. This simulated walkthrough is not outcome evidence.
- Authentic library texts remain part of a complete English program under school licences. These controlled lines and two original read-alouds do not replace diverse literature, oral language instruction or sustained writing.