These are partial links to ten 25-minute lessons, not full content-description coverage, an achievement-standard judgment or a school-wide spelling order. Adult-read comprehension is not independent text-reading evidence.
Official source: ACARA curriculum workbook, retrieved 2026-09-29; workbook SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Wording is exact apart from whitespace normalisation. The workbook source row is retained for audit.
| Official code | Workbook row | Official level | Official content description | Evidence in this block and limit |
|---|---|---|---|---|
| AC9E2LA03 | 268 | Year 2 | identify how texts across the curriculum are organised differently and use language features depending on purposes | Days 13, 16 and 20 compare story/how-to/explanation structure; only a small sample of text purposes. |
| AC9E2LA05 | 278 | Year 2 | navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links | Day 13 uses headings to locate a useful step; chapters, menus and indexes are not taught here. |
| AC9E2LA06 | 282 | Year 2 | understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction | Days 17–18 orally compose and edit linked independent ideas; a short starting opportunity. |
| AC9E2LA09 | 292 | Year 2 | experiment with and begin to make conscious choices of vocabulary to suit the topic | Days 12 and 18 compare a vague verb/reason with more precise topic words. |
| AC9E2LE02 | 307 | Year 2 | identify features of literary texts, such as characters and settings, and give reasons for personal preferences | Day 11 names characters, setting and a preference with a reason after adult-read literature. |
| AC9E2LY02 | 327 | Year 2 | use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions | Paper-token partner directions and attentive revision occur on Days 11–15 and 19. |
| AC9E2LY03 | 333 | Year 2 | identify the purpose and audience of imaginative, informative and persuasive texts | Day 13 identifies an information text's purpose and partner audience. |
| AC9E2LY05 | 339 | Year 2 | use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning | Prediction, questioning, locating and monitoring meaning occur after adult read-aloud; not independent text decoding evidence. |
| AC9E2LY06 | 348 | Year 2 | create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words | Days 12–15 compose/revise short directions; Days 18–20 compose an explanation. This samples the description, not all genres/features. |
| AC9E2LY07 | 355 | Year 2 | create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace | Day 19 rehearses and delivers a short explanation with pace/pointing for a familiar listener; supported modes recorded. |
| AC9E2LY10 | 365 | Year 2 | use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words | Daily locally audited vowel-digraph word reading/writing; no universal sequence and no full range of listed patterns. |
© 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. Terms and exclusions. ACARA does not endorse or approve SubjectNest.
The import is a dated snapshot. Recheck the current official source and relevant state/territory implementation for future reissue. See source and review ledger.