This two-week supplementary proposal is not a complete Year3 course. All123 native national records and raw123 rows travel unchanged from the closed editorial starter. Their workbook acquisition is29September2026; the retained pair was verified12October2026. No new national workbook download is claimed. Three source elaboration codes AC9E3L11A_E1/E2/E3 retain their exact spelling and actual LA11 relationship. Illustrative examples are optional; curriculum descriptions and whole achievement expectations remain distinct.
AC9E3LA01 · conditional
Whole national meaning: understand that cooperation with others depends on shared understanding of social conventions, including turn-taking language, which vary according to the degree of formality
This proposal: Optional willing-reader turns on Day40; varied formalities and actual interaction still need taught opportunities.
AC9E3LA02 · open
Whole national meaning: understand how the language of evaluation and emotion, such as modal verbs, can be varied to be more or less forceful
This proposal: No complete modal/evaluation-force teaching is claimed in these guide jobs.
AC9E3LA03 · partial
Whole national meaning: describe how texts across the curriculum use different language features and structures relevant to their purpose
This proposal: Day32/37,C13/C14 and C-family full guide-purpose/audience language comparisons.
AC9E3LA04 · partial
Whole national meaning: understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together
This proposal: Day34/39,C07/C08,A4,C2 and guide composition group related written information.
AC9E3LA05 · partial
Whole national meaning: identify the purpose of layout features in print and digital texts and the words used for navigation
This proposal: Day36,C11/C12,C1/C4 actual contents/headings and complete destinations; actual digital navigation later.
AC9E3LA06 · partial
Whole national meaning: understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree
This proposal: Day33/39,C05/C17,A2/D2 clauses with whole subject–verb comparisons.
AC9E3LA07 · conditional
Whole national meaning: understand how verbs represent different processes for doing, feeling, thinking, saying and relating
This proposal: Story thought versus action in Day35 and C09; a broader doing/feeling/thinking/saying/relating teaching sequence remains needed.
AC9E3LA08 · partial
Whole national meaning: understand that verbs are anchored in time through tense
This proposal: Day33,C06,A3 supplied yesterday/today descriptions and future plans; no complete tense programme.
AC9E3LA09 · conditional
Whole national meaning: identify how images extend the meaning of a text
This proposal: Day32 arrows and complete future visual/text relationships; actual assets must be built/inspected, not fulfilled by this proposal.
AC9E3LA10 · partial
Whole national meaning: extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts
This proposal: Precise badge/token/guide vocabulary and optional mark noun/verb example; broader technical and context-dependent vocabulary remains open.
AC9E3LA11 · open
Whole national meaning: understand that apostrophes signal missing letters in contractions, and apostrophes are used to show singular and plural possession
This proposal: Contractions and singular/plural possession are not comprehensively taught by these resources.
AC9E3LE01 · open
Whole national meaning: discuss characters, events and settings in different contexts in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators
This proposal: Small original fictional stories do not supply the required First Nations Australian and wide-ranging Australian/world author/illustrator literature programme.
AC9E3LE02 · conditional
Whole national meaning: discuss connections between personal experiences and character experiences in literary texts and share personal preferences
This proposal: Optional chosen story preference; no forced personal disclosure, and wider personal/character connection opportunities remain needed.
AC9E3LE03 · partial
Whole national meaning: 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
This proposal: Day35,C09 and B1/B2 full original character/event/setting/language mood discussion; full wider-author programme and produced illustration discussion remain open.
AC9E3LE04 · partial
Whole national meaning: 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
This proposal: C10 and B4 rhythm/repeated onomatopoeia reader-effect discussion in original poetry/prose; no required voice or uniform reaction.
AC9E3LE05 · partial
Whole national meaning: create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts
This proposal: Day35/39,B3 full openings and new labelled endings/verse with deliberate composing choices.
AC9E3LY01 · partial
Whole national meaning: recognise how texts can be created for similar purposes but different audiences
This proposal: Day37,C13/C14,C3 complete same-purpose/different-audience guide pairs.
AC9E3LY02 · conditional
Whole national meaning: use interaction skills to contribute to conversations and discussions to share information and ideas
This proposal: Day40 and willing-reader projects offer actual usual-mode exchanges; plans, scripted questions and invented exchanges do not establish performance.
AC9E3LY03 · partial
Whole national meaning: identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
This proposal: Day32/37,C-family recognises guide reader/purpose and B-family imaginative purpose; persuasive breadth remains open.
AC9E3LY04 · open
Whole national meaning: read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required
This proposal: Adult-read rich sources support meaning access; independent accurate/fluent range of taught reading needs actual school programme and observation.
AC9E3LY05 · partial
Whole national meaning: 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
This proposal: Full C20,A/B/C/D source banks support literal/inferred/source-limited meaning through listening/viewing.
AC9E3LY06 · partial
Whole national meaning: 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
This proposal: Day34/35/39/40,D-family guide/story planning, grouping/editing; spelling, whole persuasive breadth and actual publishing each need their own opportunity/evidence.
AC9E3LY07 · conditional
Whole national meaning: 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
This proposal: Optional private usual-mode planned/rehearsed/delivered short guide message; planning does not establish delivered presentation or voice features.
AC9E3LY08 · open
Whole national meaning: write words using joined letters that are clearly formed and consistent in size
This proposal: Joined-letter formation/size require school instruction and an actual independently attempted sample; scribed/typed answers are not handwriting evidence.
AC9E3LY09 · conditional
Whole national meaning: 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
This proposal: Daily taught-point offers only when actual correspondences/syllable/blending prerequisites taught; no whole multisyllabic reading/writing claim.
AC9E3LY10 · conditional
Whole national meaning: 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
This proposal: Daily mark/re-mark/marking,show/showed,fold/folded,tap/tapped offers tied to actual taught point; final-p doubling explicitly taught when ready, no entire suffix/generalisation programme.
AC9E3LY11 · open
Whole national meaning: use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words
This proposal: Independent spelling/less-common patterns need actual taught school opportunities; QCAA alignment AC9EFLY11 anomaly is retained separately, actual national AC9E3LY11 used.
AC9E3LY12 · open
Whole national meaning: recognise and know how to write most high-frequency words including some homophones
This proposal: High-frequency words/homophones are not comprehensively taught or assessed by these guide tasks.
Whole 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.
All unobserved independent reading/spelling/handwriting, voice/delivery, wider literature/author and digital/visual composition strands remain separate. Original32 criteria are useful instructional choices, not QCAA A–E reporting bands. School folios and actual taught opportunities determine reporting judgements. QCAA current alignment4/standards6/conditions2 pages were read in the starter with its explicit indexed-text limits; no binary/layout certification. The alignment code anomaly stays flagged. Other state implementation/translation/cultural authority are still open.
Rights and source dates · Year3 guide editorial starter
Original lessons, fictional contexts and design suggestions: ©NeuroForgeIO Pty Ltd2026, SubjectNest, CC BY4.0; credit, link and show changes. Original controls Apache2.0. Complete standard grants must travel in a later self-contained source bank. No provider/media/cultural rights are extended by this original grant.
Complete ACARA acknowledgement
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed 29 September 2026) and was modified.
The material is licensed under CC BY 4.0 Attribution 4.0 International Deed. Version updates are tracked in the ‘Curriculum version history’ section on the 'About the Australian Curriculum' page of the Australian Curriculum website.
ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA.
It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).
It is important to check the frequency with which the platform or app is updated and, if the platform or app allows users to download the Australian Curriculum to their portable device, how often and in what circumstances the user’s device synchronises with the platform.
National123 meanings and selected raw values are from the exact29September2026 retained workbook/canonical pair, verified here12October2026; no new national download. HTML/plain projections retain their acquisition and modification notes. Covered core data CC BY4.0 subject to the current ACARA notice. No excluded teacher-support/glossary/media/design/cultural content is copied.
Modified from Year3 alignment(April2023), standards(November2023) and Years3–4 conditions(October2023), ©State of Queensland(QCAA)2023, CC BY4.0 subject to item/copyright exceptions. Original task criteria need independent review and are not reporting bands. Current primary URLs/read limits are in PRIMARY-READING.json.
The optional State Library factual paraphrase keeps its own source/date/covered-text grant. Collections, book covers, eresources and community language materials require their own authority; only a tiny ordinary page-purpose paraphrase is present. No current local service result is asserted.
Optional factual context
{ "attribution": "Modified from Collections, ©The State of Queensland(State Library of Queensland)2026, CC BY4.0 for covered ordinary page text, subject to item/rights terms. Original limited paraphrase; no provider assets.", "child_question": "What job does that catalogue have, and what would you still need to check before saying a particular item is available?", "complete_fiction_alternative": { "child_invitation": "Tell someone what they could look for next without promising a result.", "classification": "Complete original fictional teaching source, not a real pupil result", "id": "C15", "limit": "This is not a real library, account, resource entitlement or service promise.", "next_teaching": "Use a new invented directory for a game-piece collection and keep purpose separate from the result of searching.", "possible_staff_worked": "The directory points to a catalogue for a collection search; whether a particular item is available still needs a relevant current source.", "whole_source": "Complete fictional source-review card, written for this pack: “The Paper Place directory points readers to its Find-a-card catalogue for searching the pretend collection. This tells us the catalogue’s stated purpose. It does not say a particular card is available, that a reader can borrow it, or that a service is open today.” Paper Place is entirely invented." }, "full_primary_receipt": "3037view0 whole55indexedlines personally read, recovering3036 combined clipping", "manual_review_blank_fields": { "checked_date": "", "issued_date": "", "next_recheck": "", "place": "", "rights_and_suitability": "", "section": "", "source_title": "", "supported_fact": "", "unsupported_claims": "", "url": "" }, "original_narrow_paraphrase": "State Library of Queensland points readers to its One Search catalogue to find and access its collections.", "possible_staff_meaning": "The purpose is finding/accessing collections. This statement supplies no particular item availability, borrowing entitlement or current opening hours.", "provider": "State Library of Queensland", "read_date": "2026-10-12", "review_limit": "Actual catalogue operation, item record, local access, permission and child suitability need separate review before use. No account, browsing, outing or resource content is necessary.", "rights_receipt": "3039view0 whole99indexedlines read; ordinary site text CC BY4.0, collections/eresources/media/cultural material own restrictions. No licensed collection content entered into AI or copied.", "rights_url": "https://www.slq.qld.gov.au/understanding-copyright", "scope": "Queensland State Library purpose; not a Rockhampton school or neighbourhood service claim", "section": "Collection finding paragraph", "title": "Collections", "url": "https://www.slq.qld.gov.au/collections" }
Adults recheck the tiny State Library catalogue-purpose paraphrase and its source/date/rights before local use. C15 supplies a complete fictional alternative. No current school, item, borrowing, opening-hours or successful service result is promised. Manual local review starts entirely blank and couples source, activity, example, criterion and alt. No community language translation or provider collection/media rights are invented.