These are partial links to ten 25-minute sessions. They do not imply full content-description coverage, an achievement-standard decision, a prescribed teaching order or automatic state/territory adoption. Adult-read comprehension is not independent reading evidence.
Official source: ACARA curriculum workbook, retrieved 2026-09-29; original XLSX SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Description wording is exact apart from whitespace normalisation. Workbook source rows permit an audit.
| Official code | Workbook row | Level | Exact official content description | Taught opportunity and limit |
|---|---|---|---|---|
| AC9E3LA03 | 386 | Year 3 | describe how texts across the curriculum use different language features and structures relevant to their purpose | Days 13 and 16 compare an instruction with an explanation; not a full survey of curriculum texts. |
| AC9E3LA04 | 389 | Year 3 | understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together | Day 18 groups starting label and change/check into related idea paragraphs; a brief composition sample. |
| AC9E3LA05 | 393 | Year 3 | identify the purpose of layout features in print and digital texts and the words used for navigation | Days 13 and 15 use headings/labels to find or repair information; print focus, no digital navigation claim. |
| AC9E3LA07 | 401 | Year 3 | understand how verbs represent different processes for doing, feeling, thinking, saying and relating | Days 12 and 17 compare doing and relating verbs in route/explanation sentences; other verb processes need later teaching. |
| AC9E3LA08 | 406 | Year 3 | understand that verbs are anchored in time through tense | Day 17 contrasts past report and present instruction; short tense encounter. |
| AC9E3LA09 | 409 | Year 3 | identify how images extend the meaning of a text | Day 18 checks whether a labelled diagram extends meaning and agrees with the words; one visual form only. |
| AC9E3LA10 | 412 | Year 3 | extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts | Days 12 and 16 clarify route and stock-card words, including exchange in this context; small vocabulary sample. |
| AC9E3LE03 | 433 | Year 3 | discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative | Day 11 discusses the story's feeling clue and setting diagram; limited language/visual discussion, not a literature range. |
| AC9E3LY01 | 446 | Year 3 | recognise how texts can be created for similar purposes but different audiences | Days 14 and 19 revise for a second reader and an absent classmate; familiar audiences only. |
| AC9E3LY02 | 450 | Year 3 | use interaction skills to contribute to conversations and discussions to share information and ideas | Days 11, 14 and 19 make space for questions and responsive talk, including AAC; no formal interaction judgement. |
| AC9E3LY03 | 456 | Year 3 | identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images | Days 13 and 20 name information-text purpose and the visitor audience; not all persuasive/imaginative types. |
| AC9E3LY05 | 463 | Year 3 | use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features | Days 11, 13, 16 and fresh checks use literal/inferred meaning after adult read-aloud; never scored as independent decoding. |
| AC9E3LY06 | 471 | Year 3 | plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words | Days 12–15 edit short directions; Days 17–20 plan, compose and revise a short explanation; no full genre coverage. |
| AC9E3LY07 | 479 | Year 3 | plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume | Day 19 rehearses and gives a brief audience-specific oral/AAC or multimodal explanation; one occasion only. |
| AC9E3LY09 | 486 | Year 3 | understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns | Day 14 applies taught letter/syllable patterns to longer moving/making and fresh transfer where appropriate; teacher audits prerequisites. |
| AC9E3LY10 | 489 | Year 3 | understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words | Daily prefix/suffix/base work and fresh Day 15/20 words sample application; generalisations need wider teaching. |
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (accessed 29 September 2026) and was modified by whitespace/plain-text normalisation. It is licensed under CC BY 4.0. ACARA terms and exclusions. ACARA does not endorse, sponsor or approve SubjectNest.
Original evidence descriptions and table arrangement © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY 4.0. See the source and review ledger. Recheck the official version and the applicable local syllabus before a future edition.