Checked: 29 September 2026. Scope: Australian Curriculum v9 Year 1, with Queensland ACiQ v9 as a local implementation entry point. The two aids are a bounded supplement to the existing first fortnight. A child, teacher or school may need a different sequence and access route. No ACARA, QCAA or AERO endorsement is implied.
Primary-source crosswalk
The ACARA Version 9.0 official download was retrieved for the existing Year 1 pack on 29 September 2026. Its pinned workbook SHA-256 is db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3; the canonical local import is products/curriculum-studio/data/frameworks/acara-v9.json. The codes and exact descriptions below were checked against that local import, not guessed from a code pattern.
| Code | Official description, paraphrased | Evidence this aid can offer | Boundary |
|---|---|---|---|
| AC9M1N01 | Recognise, represent and order numbers to at least 120 with physical/virtual materials, numerals, lines and charts. | Virtual representation of sampled values 0–50 with tens and ones. | The aid does not reach 51–120 or assess ordering, lines and charts. |
| AC9M1N02 | Partition one- and two-digit numbers in different ways, including tens and ones, with physical/virtual materials. | Canonical tens/ones and a stretch alternative 43 = 3 tens + 13 ones; exchange preserves total. | Many other partitions and independent physical representations still need teaching. |
| AC9E1LY09 | Segment words into phonemes, including consonant blends/clusters at beginnings and ends. | Tile boxes distinguish sh/ch as one sound from st/nd as two. |
Clicking tiles is not the same as independent oral segmentation; observe spoken/selected responses too. |
| AC9E1LY11 | Use short vowels, common long vowels, consonant blends and digraphs to write words and blend one-/two-syllable words to read. | A small set of short-vowel, one-syllable sh, ch, st, nd groupings after explicit teaching. |
No common long-vowel or two-syllable work; no writing, connected reading or fluency result from these tiles. |
| AC9E1LY05 | Use comprehension strategies when listening, viewing and reading to build literal/inferred meaning. | Adult-read microstories invite first–next–last, character, setting and change discussion. | Event order alone is a narrow literal listening/retell check; inference needs further discussion. |
| AC9E1LE03 | Discuss plot, character and setting in stories. | Three short adult-read scenes with who/where/what-changed prompts. | The app checks sequence only; the teacher asks and observes fuller discussion. |
AC9E1LY04, also part of the existing Year 1 sequence, concerns reading decodable and authentic texts with phrasing, fluency and meaning. These aids do not provide evidence for that full description. The story scenes deliberately include spellings outside this fortnight's taught set and are labelled adult-read. The word panel shows the printed word, so success measures sound–print grouping in a visible word, not unseen decoding or fluent reading. The school's phonics progression decides when a word card is appropriate.
The AERO explicit-instruction guide, last updated September 2026, supports modelling small steps, multiple meaningful practice opportunities, prompt feedback and a fresh response check. Its evidence does not validate this particular app. The AERO early-literacy guide supports oral language and storytelling alongside sound–letter work in early learning; age, setting and learner fit still need teacher judgment.
Original content and factual cross-check
- All 12 maths card prompts are original fictional classroom counts. Every ten-strip in the drawing has exactly ten visible cells; the accessible model states tens, ones and the total. The pure rule uses
10 × tens + ones, and an exchange adds one ten/removes ten ones so the total is unchanged. Opening a ten reverses that operation. The app limits its model to 0–50. - All nine word cards use one-syllable words with the intended short-vowel value in mainstream Australian English. Expected sound boxes are in teacher checks; the
sh/chcards use one multi-letter grapheme per phoneme, while thest/ndcards use separate consonant boxes. Onepotcard revisits simple CVC. A pronunciation pass removed a candidate whose Australian vowel did not match its teaching label. Local accent, dialect, speech and language access still need qualified review. The printed word and adult context are visible, so the task is not a blind dictation or a fluency test. - All three market/repair/garden story scenes are original fiction. Their longer sentences are not claimed decodable. The learner can listen, reread, look back or use AAC. Retell evidence must record support used; no app score claims reading age.
- No current price, transport schedule, employment rule, local ecological fact, translation or cultural story is asserted. Contexts are ordinary invented situations; examples can be adapted with local review.
Access and privacy review
| Feature | Implemented route | Remaining review |
|---|---|---|
| Keyboard/touch | Native button and labelled select; visible focus outline; no drag-only or timed control. |
Test with learners who use switch/AAC and their school devices. |
| Screen reader | Text target, state and feedback role=status; decorative pieces hidden from assistive technology; story and event labels are text. |
Manual VoiceOver/NVDA/TalkBack review pending; automated checks are not a substitute. |
| Vision/print | 100/125/150% display choices, high contrast, no meaning by colour, responsive layout, print CSS and plain-text cards. | Check print sizes and real classroom lighting/vision needs. |
| Sound | No autoplay, generated voice or listening dependency for maths; adult-read story has a complete visible transcript. | Human-reviewed narration may be added later in a separate version. |
| Child data | No name field, cookies, local/session storage, network API, analytics or upload. State resets when page closes. | School controls any teacher observation record outside the app. |
| Language | English originals only; no translated or First Nations-language version is presented as verified. | Name the language variety, seek qualified human/community review and check phonics anew before release. |
Rights
Original HTML layout, teaching copy, counts, contexts, stories and print cards © NeuroForgeIO Pty Ltd 2026, CC BY 4.0, including reuse with attribution, licence link and indication of changes. The four application/logic JavaScript files and authoring-repository test-aids.cjs script are Apache-2.0. These are original code and CSS designs: no third-party image, audio, icon, font or tracking library. The ACARA, QCAA and AERO source material is linked or briefly paraphrased; it is not bundled. Any official-source rights remain with their owners.
Release status
Logic tests, browser run-through and visual inspection are recorded in run-through. Before public claims of accessibility or learning impact, conduct teacher review, learner testing with diverse access routes, device/browser checks and a supervised classroom trial. A pass from a local checker proves only the checked behaviour.