# Australian Curriculum v9 · Year 3 English Weeks 3–4 crosswalk

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](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), 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](https://www.australiancurriculum.edu.au/downloads) (accessed 29 September 2026) and was modified by whitespace/plain-text normalisation. It is licensed under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). [ACARA terms and exclusions](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). 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](SOURCES-AND-REVIEW.md). Recheck the official version and the applicable local syllabus before a future edition.