These are proposed partial content-description links for ten additional 35-minute blocks. A short model and visitor text cannot complete these descriptions, the Year 4 achievement standard or a state/territory syllabus. Read-aloud comprehension is not independent decoding. The design work is useful but is not claimed as full Technologies or Arts coverage. A fictional visitor role is not evidence of a real audience.
Source: ACARA official Australian Curriculum v9 workbook, retrieved 29 September 2026; original XLSX SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Descriptions below retain the pinned import's wording, with whitespace normalised. Workbook source rows are provided for checking.
| Code | Workbook row | Official level | Exact content description | Project opportunity and limit |
|---|---|---|---|---|
| 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 11–12 compare original invitation, instructions and explanation and revise a heading; three short forms are only a sample. |
| AC9E4LY03 | 577 | Year 4 | identify the characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text | Days 11, 17–19 identify informational/visitor purpose and one fictional opinion; the full range of imaginative, informative and persuasive texts is not taught here. |
| 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 | Days 11–14 and 17–19 ask source/model questions and monitor a visitor's confusion; adult-read responses must be labelled. |
| 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 | Children draft, test and revise a concise visitor guide on Days 14–20; this samples audience-aware information writing and does not establish every listed genre, language feature or spelling skill. |
| AC9M4N01 | 17541 | Year 4 | recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals | Days 11–15 use fixed whole, equal-gap decimal rails, tenths and hundredths including a point beyond 1; a neat rail without an explanation is insufficient. |
| AC9M4N03 | 17553 | Year 4 | find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation | Days 16–20 align same-size equal-part strips for halves, quarters and fifths with tenths/hundredths and decimals. Unequal parts or changing whole cannot count as the target evidence. |
The project staff checks record the mathematical boundaries and honest response modes. Student work, local source permissions, school assessment and any real accessible visitor experience need human review. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Downloaded from the Australian Curriculum website (accessed 29 September 2026) and modified for plain-text display; see ACARA terms and exclusions. ACARA does not endorse SubjectNest. Original curation and explanation © NeuroForgeIO Pty Ltd 2026, CC BY 4.0; credit, link and note changes.