Fresh official workbook HTTP 200, 2,049,917 bytes, SHA db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3, raw sheet 1 A/B/C=English/English/Year 1, E/J below independently read and matched canonical import. Year 1 achievement sheet 2 row 32 independently read: oral interaction/recounts; meaning, text structure, phonics/phrasing; written/multimodal creation, sentences, spelling and letter formation. Prepared component opportunities do not prove whole-row/year attainment.
| Exact code | Raw row | Exact description | Selected partial/conditional scope |
|---|---|---|---|
| AC9E1LA03 | 139 | explore how texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain | Days 36–37 narrative versus how-to purpose/organisation; own recount/opinion; purpose range partial. |
| AC9E1LA06 | 149 | understand that a simple sentence consists of a single independent clause representing a single event or idea | Days 32/34/39 one complete event/idea, not an exact word-count template. |
| AC9E1LA10 | 164 | understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for familiar proper nouns | Days 32/34/39 sentence boundaries/familiar proper-name capitals; optional adult-modelled question mark. Range remains partial. |
| AC9E1LE03 | 182 | discuss plot, character and setting, which are features of stories | Days 31/33/34 characters, invented setting and plot in actual saved Story G; broad literature range not claimed. |
| AC9E1LY02 | 201 | 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 38 genuine willing question/response only if actual; private/self-response not that interaction evidence. |
| AC9E1LY04 | 211 | read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and monitoring meaning using context and grammatical knowledge | Daily locally matched independent print/phrasing/meaning where observed; rich adult-read material is listening, not child decoding. Authentic range remains open. |
| AC9E1LY05 | 214 | 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 | Daily listening/viewing/reading meaning in actual supplied sources; predictions/unknowns/open creative versions separated. |
| AC9E1LY06 | 221 | 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 | Daily actual short written/multimodal imagined recount/opinion and reread/edit with support named. Oral-only/plan/handwriting/spelling breadth differ. |
| AC9E1LY09 | 237 | segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness) | Daily selected actual sound sequences; short vowels/digraphs and available clusters only. Voice is not compulsory. |
| AC9E1LY11 | 243 | use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words | Selected locally taught short-vowel/single-letter/digraph/blend/optional ck print and encoding only. Long-vowel/two-syllable breadth remains open. |
Official workbook / snapshot / actual requests.
Current QCAA Year 1 alignment, 230553 April 2023 © 2023, all three indexed pages read; Years 1–2 techniques/conditions, 230139-03 October 2023 © 2023, all three indexed pages read. Extended response/observed demonstration, written/spoken/signed/multimodal, short components across lessons and disclosed support inform these original formative tasks. Suggested lengths are not minimum quotas or speed limits; longer is not automatically better. Both direct requests 403; remote official PDF bytes/layout unverified. No agency instrument/endorsement implied. Prep documents do not map Year 1. Other state/school overlays remain pending.
No compulsory voice/range/touch/body movement, actual game/listener/result or invented community/cultural practice. Original fictional sources are not First Nations/wide-ranging-author breadth under LE01; LE01 is not claimed. Schools still provide their approved authentic literature, full phonics/spelling/handwriting and locally appropriate full-year program. School-taught declaration, actual learner readiness and independent performance are separate. Original process/pacing/access are design choices, not mandated curriculum. Rights.
The author also compared these rows with the retained repository curriculum import. That development-only file is not needed to use the published pack: the official workbook and this pack's source snapshot/request receipts supply the source locators.