# Full curriculum meanings, partial opportunities and Queensland scope The123 complete retained records include1level,3strands,12substrands,28content descriptions,78 illustrative elaborations and1achievement standard. Full original attributes and raw1348 header slots remain in NATIONAL123.json and RAW123.json. The29September workbook is retained; actual13October fixed-Git nativeXML verification passed2334 conditions,616present slots including2present-empty and732absent. This is not a new workbook download. All28 full content descriptions below are partial opportunities or explicit gaps. An elaboration is an illustrative example, not another mandatory description. The source’s three AC9E3L11A_E spellings remain exact; their LA11 relationship is stated without silently renaming the source. ## Complete28 description opportunities and gaps ### AC9E3LA01 understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality **Local opportunities:** Day41 Day41 and49 optional willing-reader exchanges offer turn-taking and a pass. Supplied responses alone do not demonstrate actual cooperation or interaction; formality beyond these familiar contexts remains to teach. ### AC9E3LA02 understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful **Local opportunities:** Day43 Day43 compares might/must and an invitation; Days46/49 consider evaluation and recommendations. Other contexts and forceful language need further examples and actual use. ### AC9E3LA03 describe how texts across the curriculum use different language features and structures relevant to their purpose **Local opportunities:** Day44, Day46 Days44/46 compare short report groups, routes, stories and invitations for specific purposes. Wider curriculum text structures remain. ### AC9E3LA04 understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together **Local opportunities:** Day44, Day49 Days44/49 group related ideas into short paragraphs. Sustained paragraphs across more texts remain, and tidy frames alone are not organising evidence. ### AC9E3LA05 identify the purpose of layout features in print and digital texts and the words used for navigation **Local opportunities:** Day44 Days44/46 use meaningful headings, route labels and a reader route. No actual digital navigation or all layout-feature purposes are established by these written briefs. ### AC9E3LA06 understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree **Local opportunities:** Day42, Day43, Day47 Days42/43/47 make subject-verb agreement visible; D cases hold specific agreement edits. More clause and compound-sentence work remains. ### AC9E3LA07 understand how verbs represent different processes for doing, feeling, thinking, saying and relating **Local opportunities:** Day43 Day43 distinguishes thinking/feeling and instructions/saying in complete contexts. The range of process types remains broader than the supplied examples. ### AC9E3LA08 understand that verbs are anchored in time through tense **Local opportunities:** Day42, Day47 Days42/45/47 preserve source time and distinguish completed events from future plans. Wider tense control in independently composed work remains. ### AC9E3LA09 identify how images extend the meaning of a text **Local opportunities:** Day46 Day46 and C cases explain a specific added image detail and emphasis. No comparison is invented from a single large sign; further visual genres remain. ### AC9E3LA10 extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts **Local opportunities:** Day49 Days49/50 replace vague referents with precise topic words. Technical vocabulary across topics and words with multiple contextual meanings need further teaching. ### AC9E3LA11 understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession **Local opportunities:** Day47 Day47/D cases teach contractions, singular and regular plural possession with intended meaning supplied. Irregular plurals and broader independent use remain. ### AC9E3LE01 discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators **Local opportunities:** Explicit gap / separate teaching needed The full required range includes First Nations Australian and wide-ranging Australian/world authors. These original SubjectNest stories do not fulfil that author range. Teachers select authorised suitable texts and community guidance; no cultural stories or translations invented. ### AC9E3LE02 discuss connections between personal experiences and character experiences in literary texts and share personal preferences **Local opportunities:** Day45 Day45 offers optional connections and supported character preferences. Personal disclosure is never required; richer discussion across literature remains. ### AC9E3LE03 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 **Local opportunities:** Day45 Day45/B cases link character noticing, setting and mood to supplied language. Full author/illustrator text range and more sustained literary response remain. ### AC9E3LE04 discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose **Local opportunities:** Day45 Day45/B cases explore onomatopoeia and reader effects. Rhythm and additional literary-device examples need further explicit teaching and use. ### AC9E3LE05 create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts **Local opportunities:** Day45, Day50 Days45/50 adapt an original event from another perspective and edit one piece. Wider imaginative text structures and encounters remain. ### AC9E3LY01 recognise how texts can be created for similar purposes but different audiences **Local opportunities:** Day41, Day46 Days41/46/49 select wording/text for distinct readers. More same-purpose/different-audience work and actual reader use remain. ### AC9E3LY02 use interaction skills to contribute to conversations and discussions to share information and ideas **Local opportunities:** Day41, Day43, Day50 Days41/43/49 offer real willing-partner exchange with turn-taking. Only actual observed interaction supplies evidence; a supplied answer does not replace it. ### AC9E3LY03 identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images **Local opportunities:** Day46 Day46/C cases compare route information, story and invitation using supplied clues. Wider text types and independent reading are separate. ### AC9E3LY04 read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required **Local opportunities:** Day48 Day48 invites teacher-selected taught-pattern reading and self-correction. Rich adult-read passages are not controlled decodables. Actual range, fluency and independent print-reading require separate observations. ### AC9E3LY05 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 **Local opportunities:** Day42 Days42/45/46 and A/B/C cases build literal/inferred meaning and limited evaluation from whole sources. Listening/viewing support must be recorded; broader comprehension range remains. ### AC9E3LY06 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 **Local opportunities:** Day41, Day42, Day44, Day47, Day49, Day50 Days41/44/45/47/49/50 plan, compose, edit and privately share small texts. Wider imaginative/informative/persuasive writing, compound sentences, independent spelling and publishing need additional work. ### AC9E3LY07 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 **Local opportunities:** Day49, Day50 Days49/50 offer rehearsal and optional spoken/signed/multimodal delivery. A written script or saved draft does not prove delivery, voice features or audience interaction; observe those separately. ### AC9E3LY08 write words using joined letters that are clearly formed and consistent in size **Local opportunities:** Explicit gap / separate teaching needed Handwriting can be observed on optional blank pages only when explicitly taught. This fortnight does not provide a full joined-letter formation programme; adult dictation/typing cannot demonstrate it. ### AC9E3LY09 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 **Local opportunities:** Day48 Day48 uses selected taught sound-letter knowledge, syllable/word-part support and a whole-sentence check. More complex multisyllabic patterns and fluent independent range remain; no universal pronunciation is invented. ### AC9E3LY10 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 **Local opportunities:** Day48 Day48 uses re- plus play and a known suffix in a complete sentence. Broader affixes, suffix spelling generalisations and multimorphemic vocabulary remain. ### AC9E3LY11 use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words **Local opportunities:** Day48 Day48 offers a fresh spelling attempt after appropriate teaching, with conditions noted. No comprehensive less-common pattern set or mastery claim. Canonical code AC9E3LY11; the alignment PDF’s one AC9EFLY11 line is preserved as an anomaly. ### AC9E3LY12 recognise and know how to write most high-frequency words including some homophones **Local opportunities:** Day48 Day48/D-later distinguish supplied homophone meanings. Actual high-frequency word spelling, wider homophones and independent writing need further teaching and observation. ## Full retained year context, hierarchy, elaborations and achievement standard ### acara-v9:learning_areas:ENGENGY3 · ENGENGY3 · level_description The English curriculum is built around the 3 interrelated strands of Language, Literature and Literacy . Together, the 3 strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English is recursive and cumulative, building on concepts, skills and processes developed in earlier years. In Year 3, students use spoken, written or visual communication to interact with familiar audiences for a purpose. Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts. Texts may include oral texts, picture books, various types of print and digital texts, chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. In Year 3, students engage with a range of texts that support and extend them as independent readers. Informative texts include content of increasing complexity and technicality about topics of interest and topics being studied in other areas of the curriculum. Literary texts may describe events that extend over several pages, unusual happenings within a framework of familiar experiences and may include images that extend meaning. These texts use language features including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency words that can be decoded using phonic and morphemic knowledge, a variety of punctuation conventions, and illustrations and diagrams that support and extend the printed text. The range of literary texts for Foundation to Year 10 comprises the oral narrative traditions and literature of First Nations Australians, and classic and contemporary literature from wide-ranging Australian and world authors, including texts from and about Asia. Year 3 students create imaginative, informative and persuasive types of texts, which may include narratives, procedures, performances, reports, reviews, poetry and argument for particular purposes and audiences. ### acara-v9:learning_areas:ENGENGY3_1LANG · ENGENGY3_1LANG · strand Language ### acara-v9:learning_areas:ENGENGY3LANG_1 · ENGENGY3LANG_1 · sub_strand Language for interacting with others ### acara-v9:learning_areas:AC9E3LA01 · AC9E3LA01 · content_description understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality ### acara-v9:learning_areas:AC9E3LA01_E1 · AC9E3LA01_E1 · illustrative_elaboration recognising and using collaborative language in group and pair work; for example, initiating a topic, changing a topic through negotiation, affirming other speakers and building on their comments, asking relevant questions, providing useful feedback, prompting, and checking individual and group understanding ### acara-v9:learning_areas:AC9E3LA01_E2 · AC9E3LA01_E2 · illustrative_elaboration understanding some First Nations Australian cultural protocols, cultural practices, specific roles, and ways of interacting and speaking ### acara-v9:learning_areas:AC9E3LA02 · AC9E3LA02 · content_description understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful ### acara-v9:learning_areas:AC9E3LA02_E1 · AC9E3LA02_E1 · illustrative_elaboration exploring how modal verbs; for example, “must”, “might” and “could”, indicate degrees of probability or obligation ### acara-v9:learning_areas:AC9E3LA02_E2 · AC9E3LA02_E2 · illustrative_elaboration recognising how choice of adverbs, nouns and verbs present different evaluations of characters in texts ### acara-v9:learning_areas:AC9E3LA02_E3 · AC9E3LA02_E3 · illustrative_elaboration exploring examples of language that demonstrate a range of emotions and positions, and building a vocabulary to express judgements about characters or events; for example, “the wizard was cunning, expert, inventive” ### acara-v9:learning_areas:ENGENGY3LANG_2 · ENGENGY3LANG_2 · sub_strand Text structure and organisation ### acara-v9:learning_areas:AC9E3LA03 · AC9E3LA03 · content_description describe how texts across the curriculum use different language features and structures relevant to their purpose ### acara-v9:learning_areas:AC9E3LA03_E1 · AC9E3LA03_E1 · illustrative_elaboration identifying the stages of a basic argument such as introduction, argument one, argument 2 and conclusion ### acara-v9:learning_areas:AC9E3LA03_E2 · AC9E3LA03_E2 · illustrative_elaboration describing the typical text structure and language features of factual recounts, autobiographies, information reports, narratives, personal responses to literary texts (with reasons), sequential explanations, verse poetry and simple arguments, and describe their purposes ### acara-v9:learning_areas:AC9E3LA04 · AC9E3LA04 · content_description understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together ### acara-v9:learning_areas:AC9E3LA04_E1 · AC9E3LA04_E1 · illustrative_elaboration recognising that longer informative texts are organised into paragraphs, which begin with a topic sentence that predicts how the paragraph will develop and is then elaborated on in various ways ### acara-v9:learning_areas:AC9E3LA04_E2 · AC9E3LA04_E2 · illustrative_elaboration recognising that paragraphs in narrative texts vary in length and do not always follow a predictable structure ### acara-v9:learning_areas:AC9E3LA04_E3 · AC9E3LA04_E3 · illustrative_elaboration examining models of well-constructed paragraphs and identifying their features ### acara-v9:learning_areas:AC9E3LA05 · AC9E3LA05 · content_description identify the purpose of layout features in print and digital texts and the words used for navigation ### acara-v9:learning_areas:AC9E3LA05_E1 · AC9E3LA05_E1 · illustrative_elaboration examining the words used as hyperlinks ### acara-v9:learning_areas:AC9E3LA05_E2 · AC9E3LA05_E2 · illustrative_elaboration discussing words used as headings and subheadings in digital and print information texts ### acara-v9:learning_areas:AC9E3LA05_E3 · AC9E3LA05_E3 · illustrative_elaboration discussing words used for chapter headings in narratives ### acara-v9:learning_areas:ENGENGY3LANG_3 · ENGENGY3LANG_3 · sub_strand Language for expressing and developing ideas ### acara-v9:learning_areas:AC9E3LA06 · AC9E3LA06 · content_description understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree ### acara-v9:learning_areas:AC9E3LA06_E1 · AC9E3LA06_E1 · illustrative_elaboration identifying clauses in texts by locating verbs and the key words that link to the verbs; for example, “While the cat slept, the mouse scurried across the path.” ### acara-v9:learning_areas:AC9E3LA06_E2 · AC9E3LA06_E2 · illustrative_elaboration identifying that a singular subject has a singular verb and a plural subject has a plural verb; for example, “The girls play cricket.” “The girl plays cricket.” ### acara-v9:learning_areas:AC9E3LA07 · AC9E3LA07 · content_description understand how verbs represent different processes for doing, feeling, thinking, saying and relating ### acara-v9:learning_areas:AC9E3LA07_E1 · AC9E3LA07_E1 · illustrative_elaboration exploring “doing” and “saying” verbs in narrative texts to understand how they give information about what characters do and say ### acara-v9:learning_areas:AC9E3LA07_E2 · AC9E3LA07_E2 · illustrative_elaboration exploring the use of sensing verbs and how they allow readers to understand what characters think and feel; for example, “He remembered his first day at school.” ### acara-v9:learning_areas:AC9E3LA07_E3 · AC9E3LA07_E3 · illustrative_elaboration exploring the use of relating verbs in constructing definitions and descriptions; for example, identifying the relating verb “is” or “are”, “has” or “have” in descriptions of animals ### acara-v9:learning_areas:AC9E3LA07_E4 · AC9E3LA07_E4 · illustrative_elaboration identifying different types of verbs and the way they control meaning in a clause ### acara-v9:learning_areas:AC9E3LA08 · AC9E3LA08 · content_description understand that verbs are anchored in time through tense ### acara-v9:learning_areas:AC9E3LA08_E1 · AC9E3LA08_E1 · illustrative_elaboration learning how time is represented through the tense of a verb; for example, “She arrived.” “She is arriving.” and adverbials of time; for example, “She arrived yesterday.” “She is arriving in the morning.” ### acara-v9:learning_areas:AC9E3LA08_E2 · AC9E3LA08_E2 · illustrative_elaboration learning that tenses for some verbs are formed by changing the word; for example, “She catches the ball.” “She caught the ball.” ### acara-v9:learning_areas:AC9E3LA09 · AC9E3LA09 · content_description identify how images extend the meaning of a text ### acara-v9:learning_areas:AC9E3LA09_E1 · AC9E3LA09_E1 · illustrative_elaboration recognising how the relationship between characters can be depicted in images through the positioning of the characters; for example, facing each other or facing away from each other, the distance between them, the relative size, one character looking up (or down) at the other (power relationships), facial expressions and body gestures ### acara-v9:learning_areas:AC9E3LA09_E2 · AC9E3LA09_E2 · illustrative_elaboration recognising how images construct a relationship with the viewer through direct gaze into the viewer's eyes, inviting involvement, and how close-ups are more engaging than distanced images, which can suggest alienation or loneliness ### acara-v9:learning_areas:AC9E3LA10 · AC9E3LA10 · content_description extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts ### acara-v9:learning_areas:AC9E3LA10_E1 · AC9E3LA10_E1 · illustrative_elaboration identifying and using technical words to describe length; for example, metric units of length – “millimetre” and “centimetre” ### acara-v9:learning_areas:AC9E3LA10_E2 · AC9E3LA10_E2 · illustrative_elaboration identifying and using words to describe features of narratives; for example, “character”, “plot” and “setting” ### acara-v9:learning_areas:AC9E3LA10_E3 · AC9E3LA10_E3 · illustrative_elaboration identifying words that have different meanings in different contexts; for example, “warm temperature” and “warm character” ### acara-v9:learning_areas:AC9E3LA10_E4 · AC9E3LA10_E4 · illustrative_elaboration extending vocabulary by adding prefixes and suffixes to base words; for example, “different”, “differently” and “difference” ### acara-v9:learning_areas:AC9E3LA11 · AC9E3LA11 · content_description understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession ### acara-v9:learning_areas:AC9E3L11A_E1 · AC9E3L11A_E1 · illustrative_elaboration using apostrophes to create contractions; for example, “do not” – “don't”, “will not” – “won’t” and “o’clock – of the clock” ### acara-v9:learning_areas:AC9E3L11A_E2 · AC9E3L11A_E2 · illustrative_elaboration using apostrophes to show singular possession; for example, “my friend’s book” and “the princess’s shoe” ### acara-v9:learning_areas:AC9E3L11A_E3 · AC9E3L11A_E3 · illustrative_elaboration using apostrophes to show plural possession; for example, “the bees’ hive” and the “princesses’ shoes” ### acara-v9:learning_areas:ENGENGY3_2LIT · ENGENGY3_2LIT · strand Literature ### acara-v9:learning_areas:ENGENGY3LIT_1 · ENGENGY3LIT_1 · sub_strand Literature and contexts ### acara-v9:learning_areas:AC9E3LE01 · AC9E3LE01 · content_description discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators ### acara-v9:learning_areas:AC9E3LE01_E1 · AC9E3LE01_E1 · illustrative_elaboration exploring the ways wide-ranging authors tell the same story, identifying variations in the storyline ### acara-v9:learning_areas:AC9E3LE01_E2 · AC9E3LE01_E2 · illustrative_elaboration discussing characters and their relationship with Country/Place and families in literature by First Nations Australian authors ### acara-v9:learning_areas:AC9E3LE01_E3 · AC9E3LE01_E3 · illustrative_elaboration discussing similarities and differences in the way the wolf is portrayed in different versions of children’s stories by wide-ranging world authors ### acara-v9:learning_areas:AC9E3LE01_E4 · AC9E3LE01_E4 · illustrative_elaboration exploring the ways Australian settings are portrayed in stories ### acara-v9:learning_areas:ENGENGY3LIT_2 · ENGENGY3LIT_2 · sub_strand Engaging with and responding to literature ### acara-v9:learning_areas:AC9E3LE02 · AC9E3LE02 · content_description discuss connections between personal experiences and character experiences in literary texts and share personal preferences ### acara-v9:learning_areas:AC9E3LE02_E1 · AC9E3LE02_E1 · illustrative_elaboration discussing relevant prior knowledge and past experiences to make meaningful connections to the people, places, events, issues and ideas in texts ### acara-v9:learning_areas:AC9E3LE02_E2 · AC9E3LE02_E2 · illustrative_elaboration selecting and discussing favourite texts and explaining reasons for assigning greater or lesser merit to particular texts or types of texts ### acara-v9:learning_areas:ENGENGY3LIT_3 · ENGENGY3LIT_3 · sub_strand Examining literature ### acara-v9:learning_areas:AC9E3LE03 · AC9E3LE03 · content_description 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 ### acara-v9:learning_areas:AC9E3LE03_E1 · AC9E3LE03_E1 · illustrative_elaboration identifying and discussing how the use of descriptive language creates setting and influences atmosphere, and draws readers into events that follow; for example, “The castle loomed dark and forbidding.” ### acara-v9:learning_areas:AC9E3LE03_E2 · AC9E3LE03_E2 · illustrative_elaboration discussing the language used to describe the traits of characters in stories, their actions and motivations; for example, “Claire was so lonely; she desperately wanted a pet, so she hatched a plan to get what she wanted.” ### acara-v9:learning_areas:AC9E3LE04 · AC9E3LE04 · content_description discuss the effects of some literary devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose ### acara-v9:learning_areas:AC9E3LE04_E1 · AC9E3LE04_E1 · illustrative_elaboration discussing the effects of imagery in texts; for example, the use of imagery related to nature in haiku poems ### acara-v9:learning_areas:AC9E3LE04_E2 · AC9E3LE04_E2 · illustrative_elaboration generating questions to discuss effects; for example, “Why does the poet use onomatopoeia in this line of the poem?” ### acara-v9:learning_areas:ENGENGY3LIT_4 · ENGENGY3LIT_4 · sub_strand Creating literature ### acara-v9:learning_areas:AC9E3LE05 · AC9E3LE05 · content_description create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts ### acara-v9:learning_areas:AC9E3LE05_E1 · AC9E3LE05_E1 · illustrative_elaboration drawing on literary texts read, viewed and listened to for inspiration and ideas to create texts ### acara-v9:learning_areas:AC9E3LE05_E2 · AC9E3LE05_E2 · illustrative_elaboration adapting texts read, viewed and listened to by changing the setting or revising an ending ### acara-v9:learning_areas:AC9E3LE05_E3 · AC9E3LE05_E3 · illustrative_elaboration discussing characters encountered in literary texts and sharing ideas about how those characters may be a model for their own writing ### acara-v9:learning_areas:ENGENGY3_3LITCY · ENGENGY3_3LITCY · strand Literacy ### acara-v9:learning_areas:ENGENGY3LITCY_1 · ENGENGY3LITCY_1 · sub_strand Texts in context ### acara-v9:learning_areas:AC9E3LY01 · AC9E3LY01 · content_description recognise how texts can be created for similar purposes but different audiences ### acara-v9:learning_areas:AC9E3LY01_E1 · AC9E3LY01_E1 · illustrative_elaboration identifying the ways in which a safety campaign varies depending on its audience; for example, comparing how a road safety campaign for adults driving is different to a road safety campaign for children crossing the road ### acara-v9:learning_areas:AC9E3LY01_E2 · AC9E3LY01_E2 · illustrative_elaboration identifying how the instructions for assembling and using toys vary according to the age of the user ### acara-v9:learning_areas:ENGENGY3LITCY_2 · ENGENGY3LITCY_2 · sub_strand Interacting with others ### acara-v9:learning_areas:AC9E3LY02 · AC9E3LY02 · content_description use interaction skills to contribute to conversations and discussions to share information and ideas ### acara-v9:learning_areas:AC9E3LY02_E1 · AC9E3LY02_E1 · illustrative_elaboration building on and connecting ideas and opinions expressed by others ### acara-v9:learning_areas:AC9E3LY02_E2 · AC9E3LY02_E2 · illustrative_elaboration listening actively, including listening for specific information, recognising the value of others’ contributions and responding through comments, recounts and summaries of information ### acara-v9:learning_areas:AC9E3LY02_E3 · AC9E3LY02_E3 · illustrative_elaboration learning the specific speaking or listening skills of different group roles; for example, group leader, note taker and reporter ### acara-v9:learning_areas:AC9E3LY02_E4 · AC9E3LY02_E4 · illustrative_elaboration using language appropriately in different situations; for example, explaining a procedure to a group, engaging in a game with friends ### acara-v9:learning_areas:ENGENGY3LITCY_3 · ENGENGY3LITCY_3 · sub_strand Analysing, interpreting and evaluating ### acara-v9:learning_areas:AC9E3LY03 · AC9E3LY03 · content_description identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images ### acara-v9:learning_areas:AC9E3LY03_E1 · AC9E3LY03_E1 · illustrative_elaboration identifying words, phrases and images intended to persuade listeners, viewers or readers ### acara-v9:learning_areas:AC9E3LY03_E2 · AC9E3LY03_E2 · illustrative_elaboration identifying features of advertisements that target children ### acara-v9:learning_areas:AC9E3LY03_E3 · AC9E3LY03_E3 · illustrative_elaboration identifying the purpose of an imaginative text; for example, identifying the purpose of a fable ### acara-v9:learning_areas:AC9E3LY04 · AC9E3LY04 · content_description read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required ### acara-v9:learning_areas:AC9E3LY04_E1 · AC9E3LY04_E1 · illustrative_elaboration using phonic knowledge, word knowledge, vocabulary and grammatical knowledge to read unknown words ### acara-v9:learning_areas:AC9E3LY04_E2 · AC9E3LY04_E2 · illustrative_elaboration reading a wider range of texts from different learning areas, including chapter books and informative texts ### acara-v9:learning_areas:AC9E3LY05 · AC9E3LY05 · content_description 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 ### acara-v9:learning_areas:AC9E3LY05_E1 · AC9E3LY05_E1 · illustrative_elaboration making predictions about a text, drawing on knowledge of the topic, subject-specific vocabulary and experience of texts on the same topic ### acara-v9:learning_areas:AC9E3LY05_E2 · AC9E3LY05_E2 · illustrative_elaboration determining important ideas, events or details in texts ### acara-v9:learning_areas:AC9E3LY05_E3 · AC9E3LY05_E3 · illustrative_elaboration learning new content from reading and listening, and asking questions to expand understanding ### acara-v9:learning_areas:AC9E3LY05_E4 · AC9E3LY05_E4 · illustrative_elaboration comparing and contrasting how different texts present similar ideas or information ### acara-v9:learning_areas:AC9E3LY05_E5 · AC9E3LY05_E5 · illustrative_elaboration drawing inferences, using evidence from the text and prior knowledge and experience; for example, making predictions about a character's likely actions or about the content of tabbed pages on a website ### acara-v9:learning_areas:AC9E3LY05_E6 · AC9E3LY05_E6 · illustrative_elaboration determining the relevance of a text for a particular task ### acara-v9:learning_areas:ENGENGY3LITCY_4 · ENGENGY3LITCY_4 · sub_strand Creating texts ### acara-v9:learning_areas:AC9E3LY06 · AC9E3LY06 · content_description 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 ### acara-v9:learning_areas:AC9E3LY06_E1 · AC9E3LY06_E1 · illustrative_elaboration gathering information and ideas about a topic in preparation for writing, which may include online and digital sources ### acara-v9:learning_areas:AC9E3LY06_E2 · AC9E3LY06_E2 · illustrative_elaboration selecting appropriate text structure for a writing purpose, and sequencing content for clarity and to have an impact on an audience ### acara-v9:learning_areas:AC9E3LY06_E3 · AC9E3LY06_E3 · illustrative_elaboration using appropriate simple and compound sentences to express and combine ideas ### acara-v9:learning_areas:AC9E3LY06_E4 · AC9E3LY06_E4 · illustrative_elaboration using vocabulary, including topic-specific vocabulary, relevant to the type of text and purpose ### acara-v9:learning_areas:AC9E3LY06_E5 · AC9E3LY06_E5 · illustrative_elaboration using digital tools to plan, sequence, compose and edit texts ### acara-v9:learning_areas:AC9E3LY06_E6 · AC9E3LY06_E6 · illustrative_elaboration using print and online dictionaries, and spellcheck to edit spelling, realising that spellcheck accuracy depends on understanding the word function; for example, “there” or “their” and “rain” or “reign” ### acara-v9:learning_areas:AC9E3LY06_E7 · AC9E3LY06_E7 · illustrative_elaboration checking for correct use of apostrophes for contractions and to indicate possession ### acara-v9:learning_areas:AC9E3LY07 · AC9E3LY07 · content_description 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 ### acara-v9:learning_areas:AC9E3LY07_E1 · AC9E3LY07_E1 · illustrative_elaboration researching a topic to prepare an oral or multimodal presentation ### acara-v9:learning_areas:AC9E3LY07_E2 · AC9E3LY07_E2 · illustrative_elaboration planning the sequence of ideas and information using techniques such as storyboards ### acara-v9:learning_areas:AC9E3LY07_E3 · AC9E3LY07_E3 · illustrative_elaboration adjusting tone and pace to purpose and audience ### acara-v9:learning_areas:AC9E3LY07_E4 · AC9E3LY07_E4 · illustrative_elaboration explaining ideas to a peer when planning a presentation ### acara-v9:learning_areas:AC9E3LY08 · AC9E3LY08 · content_description write words using joined letters that are clearly formed and consistent in size ### acara-v9:learning_areas:ENGENGY3LITCY_5 · ENGENGY3LITCY_5 · sub_strand Phonic and word knowledge ### acara-v9:learning_areas:AC9E3LY09 · AC9E3LY09 · content_description 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 ### acara-v9:learning_areas:AC9E3LY09_E1 · AC9E3LY09_E1 · illustrative_elaboration reading and writing more complex words with consonant digraphs and consonant blends; for example, “shrinking”, “against” and “rocket” ### acara-v9:learning_areas:AC9E3LY09_E2 · AC9E3LY09_E2 · illustrative_elaboration reading and writing consonant digraphs representing different sounds; for example, “machine”, “change” and “school” ### acara-v9:learning_areas:AC9E3LY10 · AC9E3LY10 · content_description 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 ### acara-v9:learning_areas:AC9E3LY10_E1 · AC9E3LY10_E1 · illustrative_elaboration understanding how to use knowledge of prefixes to change the meaning of a base word; for example, “undone”, “remove” and “misunderstand” ### acara-v9:learning_areas:AC9E3LY10_E2 · AC9E3LY10_E2 · illustrative_elaboration using generalisations for adding a suffix to a base word to form a plural or past tense; for example, to make a word plural when it ends in “ss”, “sh”, “ch” or “z”, add “es” ### acara-v9:learning_areas:AC9E3LY11 · AC9E3LY11 · content_description use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words ### acara-v9:learning_areas:AC9E3LY11_E1 · AC9E3LY11_E1 · illustrative_elaboration using phonic knowledge to explore less common letter patterns after short vowels; for example, words that end in “dge”, “badge”, “edge” and “fridge” ### acara-v9:learning_areas:AC9E3LY11_E2 · AC9E3LY11_E2 · illustrative_elaboration using phonic knowledge and knowledge of letter patterns to spell words with 3-letter blends; for example, “str-ip” ### acara-v9:learning_areas:AC9E3LY12 · AC9E3LY12 · content_description recognise and know how to write most high-frequency words including some homophones ### acara-v9:learning_areas:AC9E3LY12_E1 · AC9E3LY12_E1 · illustrative_elaboration using context and syntactic knowledge to spell homophones; for example, “break” or “brake” and “ate” or “eight” ### acara-v9:achievement_standards:8d3e51d8631fb94f · no code · achievement_standard By the end of Year 3, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They relate ideas; express opinion, preferences and appreciation of texts; and include relevant details from learnt topics, topics of interest or texts. They group, logically sequence and link ideas. They use language features including topic-specific vocabulary, and/or visual features and features of voice. They read, view and comprehend texts, recognising their purpose and audience. They identify literal meaning and explain inferred meaning. They describe how stories are developed through characters and/or events. They describe how texts are structured and presented. They describe the language features of texts including topic-specific vocabulary and literary devices, and how visual features extend meaning. They read fluently, using phonic, morphemic and grammatical knowledge to read multisyllabic words with more complex letter patterns. They create written and/or multimodal texts, including stories to inform, narrate, explain or argue for audiences, relating ideas including relevant details from learnt topics, topics of interest or texts. They use text structures including paragraphs, and language features including compound sentences, topic-specific vocabulary and literary devices, and/or visual features. They write texts using letters that are accurately formed and consistent in size. They spell multisyllabic words using phonic and morphemic knowledge, and high-frequency words. ## Queensland primary interpretation Modified from QCAA Year3 alignment(April2023), standards(November2023) and Years3–4 conditions(October2023), ©State of Queensland(QCAA)2023, CC BY4.0 subject to exclusions and the linked copyright notice. The operative indexed text is read; matrix layout/diagrams and PDF binaries are not claimed inspected. QCAA standards support taught opportunities, task-specific guidance and an on-balance folio judgement across a year/band. The achievement standard represents the Queensland C standard; these32 original component descriptions are not calibrated A–E bands. The packet leaves whole-year range and actual performances visible as remaining work. Conditions allow written, spoken/signed and multimodal modes chosen for context. Tasks may be staged. Suggested100–200words or1–2minutes are not quotas, and longer does not itself give better evidence. Observed demonstrations require actual teacher observations; text scripts do not replace them. The alignment’s printed AC9EFLY11 anomaly atline241 is preserved in PRIMARY-REVIEW; canonical AC9E3LY11 comes from the exact national record. No excluded glossary footnote is copied or adapted. ## Exact primary links and read scope ### Q1 · Year3 English achievement standard alignment [Year3 English achievement standard alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/curriculum/ac9_english_yr3_as_cd_alignment.pdf) Issued: April2023. Whole four-page operative indexed text read13Oct (3209view0/3221view0). No PDF binary/layout/diagram inspection claim. One line prints AC9EFLY11; canonical retained national code AC9E3LY11 is used. Full exact AS is retained from the national workbook. ### Q2 · Year3 English standards elaborations [Year3 English standards elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/assessment/ac9_english_se_yr3.pdf) Issued: November2023. Whole six-page operative indexed text read13Oct across3209–3211/3221–3222, including footer exclusions. Parsed matrix text read, not visual matrix inspection. Local32 criteria are formative and not calibrated A–E reporting bands; folio/on-balance judgement and taught opportunity apply. Footnoted excluded glossary definitions are not copied/adapted. ### Q3 · Years3–4 English assessment techniques and conditions [Years3–4 English assessment techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/english/assessment/ac9_english_tc_yr3-4.pdf) Issued: October2023. Whole two-page90-line indexed text read13Oct (3210view2/3222view2). Schools choose contextual modes/conditions; tasks may be staged. Suggested100–200 written words/1–2 spoken-signed minutes are not quotas; longer is not automatically better. Actual observed demonstrations remain separate. ### Q4 · QCAA copyright [QCAA copyright](https://www.qcaa.qld.edu.au/copyright) Issued: Updated23September2024. Complete operative indexed grant/exclusions read13Oct3211view0/3212view1. Covered ordinary material CC BY4.0; logos, student work, specified glossary/media/third-party items excluded or independently governed. Attribution, modifications and links required; no endorsement. ### A1 · ACARA copyright and terms of use [ACARA copyright and terms of use](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) Issued: UpdatedApril2021 on page. Complete operative sections1–17 indexed text personally read13Oct3211view1/view2/3213view0, with middle-gap recovery. Core covered curriculum CC BY4.0; excluded support/media/branding/site design and ICIP authority remain separate. Preserve full five-paragraph product acknowledgement. ### L1 · State Library of Queensland Collections [State Library of Queensland Collections](https://www.slq.qld.gov.au/collections) Issued: Page not supplied with a new issued date. Whole55 indexed lines personally read13Oct3213view1. Narrow adult source-purpose paraphrase only: page points readers to OneSearch for finding/accessing collections. No item availability, borrowing entitlement, local operation or child browsing claim. ### L2 · State Library understanding copyright [State Library understanding copyright](https://www.slq.qld.gov.au/understanding-copyright) Issued: Approved11June2025. Whole99 indexed lines personally read13Oct3213view2. Covered ordinary site text CC BY4.0, collections/eresources/media/cultural material own authority. No collection content/book cover copied or entered into AI.