These are partial links to ten 25-minute sessions, not proof of full content-description coverage, Year 4 achievement, a mandated order or 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. Exact description wording follows the source with whitespace normalised; source rows permit an audit.
| Official code | Workbook row | Level | Exact official content description | Taught opportunity and limit |
|---|---|---|---|---|
| AC9E4LA02 | 505 | Year 4 | identify the subjective language of opinion and feeling, and the objective language of factual reporting | Days 13, 17 and 20 sort source-supported report from a marked preference; no whole-year opinion-language claim. |
| AC9E4LA03 | 509 | Year 4 | identify how texts across the curriculum have different language features and are typically organised into characteristic stages depending on purposes | Days 11 and 13 compare report, procedure and story stages; Check A transfers structure to a new page. |
| AC9E4LA04 | 514 | Year 4 | identify how text connectives including temporal and conditional words, and topic word associations are used to sequence and connect ideas | Days 14 and 18 use temporal, conditional and causal links in short source-bound sentences. |
| AC9E4LA05 | 518 | Year 4 | identify text navigation features of online texts that enhance readability including headlines, drop-down menus, links, graphics and layout | Day 12 examines a text-only online mockup's headline, breadcrumb, menu, link and headings; Check A is a new mockup, not a tested site. |
| AC9E4LA06 | 522 | Year 4 | understand that complex sentences contain one independent clause and at least one dependent clause typically joined by a subordinating conjunction to create relationships, such as time and causality | Days 14 and 18 join a complete clause to a dependent because/if clause; a brief application only. |
| AC9E4LA10 | 532 | Year 4 | explore the effect of choices when framing an image, placement of elements in the image and salience on composition of still and moving images in texts | Day 16 contrasts top and side framing; Check B asks what a side view foregrounds, not full moving-image study. |
| AC9E4LA11 | 534 | Year 4 | expand vocabulary by exploring a range of synonyms and antonyms, and using words encountered in a range of sources | Day 17 tests whether a synonym or antonym preserves a source claim; limited word set. |
| AC9E4LY02 | 573 | Year 4 | listen for key points and information to carry out tasks and contribute to discussions, acknowledging another opinion, linking a response to the topic, and sharing and extending ideas and information | Days 13 and 19 ask learners to acknowledge a listener's interpretation and respond to a question, in flexible modes. |
| AC9E4LY03 | 577 | Year 4 | identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text | Days 11 and 13 identify purposes and features of several text types; Check A transfers to a new page. |
| AC9E4LY04 | 581 | Year 4 | read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when needed | Days 11, 12 and 16 include separate matched independent reading; adult-read packet comprehension is not fluency evidence. |
| AC9E4LY05 | 583 | Year 4 | use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, to expand topic knowledge and ideas, and evaluate texts | Across both weeks pupils locate, question, summarise and evaluate model limits; fresh checks sample transfer. |
| AC9E4LY06 | 592 | Year 4 | plan, create, edit and publish written and multimodal imaginative, informative and persuasive texts, using visual features, relevant linked ideas, complex sentences, appropriate tense, synonyms and antonyms, correct spelling of multisyllabic words and simple punctuation | Days 14 and 18–20 plan, compose, revise and check short informative text; other genres need later work. |
| AC9E4LY07 | 598 | Year 4 | plan, create, rehearse and deliver structured oral and/or multimodal presentations to report on a topic, tell a story, recount events or present an argument using subjective and objective language, complex sentences, visual features, tone, pace, pitch and volume | Day 19 rehearses one brief audience-specific oral/AAC/multimodal explanation and revises after a question. |
| AC9E4LY09 | 605 | Year 4 | understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes | Days 14 and 17 practise known morphemes and word parts; two fresh checks sample new forms after taught-prerequisite review. |
| AC9E4LY10 | 608 | Year 4 | understand how to use knowledge of letter patterns, including double letters, spelling generalisations, morphological word families, common prefixes and suffixes, and word origins, to spell more complex words | Days 14 and 17 examine word-family spelling; fresh words invite explanation without asserting full spelling mastery. |
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Curriculum wording was downloaded from the Australian Curriculum website (accessed 29 September 2026), with whitespace/plain-text normalisation, under CC BY 4.0 subject to ACARA terms and exclusions. ACARA does not endorse SubjectNest.
Original evidence notes and table arrangement © NeuroForgeIO Pty Ltd 2026, SubjectNest, CC BY 4.0. See the source ledger. Recheck current official and local sources before reissue.