# Australian Curriculum v9 · Year 1 English Weeks 5–6 crosswalk

These are **exact Year 1 content-description links** to parts of ten lessons, not full description or achievement-standard coverage. Week 5 joins cumulative decodable print to original teacher-read literature; Week 6 retells plot/character/setting and makes short edited sentences. The school determines code order; authentic texts and broader Year 1 phonics/writing remain required.

Source: [official ACARA Version 9.0 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), accessed 2026-09-29; workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. Source rows below make the mapping independently checkable. Wording has 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 23–24, 28–29: one event/idea per sentence; 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 24, 28–30: familiar name capitals and full stops; punctuation range incomplete |
| AC9E1LE03 | 182 | Year 1 | discuss plot, character and setting, which are features of stories | Days 21–22, 26–27: plot, character and setting of original teacher-read stories |
| 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 | Days 21, 24, 27: paired question and 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 21–30: route-gated controlled print, phrase and meaning; authentic texts 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 21–22, 25–27, 30: heard-story evidence, retell and inference boundary |
| 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 24–25, 28–30: short original sentence, reread and 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) | Day 21 and route checks: one-sound digraphs vs two-sound blends |
| 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 21–30: taught short vowels, blends/digraphs and gated `ck`; long vowels/two syllables later |
| AC9E1LY13 | 249 | Year 1 | spell one- and two-syllable words with common letter patterns | Day 30: one-syllable dictated route word; broader spelling range later |

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Downloaded from the [Australian Curriculum website](https://www.australiancurriculum.edu.au/downloads) (accessed 29 September 2026) and modified for plain-text display. Curriculum material is licensed under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); see [ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA does not endorse SubjectNest; no affiliation, sponsorship or approval is claimed.

The pinned import is a dated snapshot. Recheck current ACARA releases, state syllabus and local school sequence before implementation changes. See [source and review ledger](SOURCES-AND-REVIEW.md).