Exact proposed national… | Foundation Science · T1 W1–2 · Curriculum…

Checked 29 September 2026 against the official ACARA v9 downloadable workbook, stored at products/curriculum-studio/research/sources/acara-australian-curriculum-v9-download-2026-09-29.xlsx, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The pinned local import is verified against that workbook fingerprint. Exact row numbers and description text appear below. QCAA ACiQ v9 Science and Science planning resources are current Queensland Prep entry points; they do not approve this pack. These are proposed partial national links, not a complete Science unit or state syllabus map.

Code	Workbook row	Learning area and level	Exact content description
AC9SFH01	18542	Science · Foundation Year	explore the ways people make and use observations and questions to learn about the natural world
AC9SFI01	18550	Science · Foundation Year	pose questions and make predictions based on experiences
AC9SFI02	18556	Science · Foundation Year	engage in investigations safely and make observations using their senses
AC9SFI03	18562	Science · Foundation Year	represent observations in provided templates and identify patterns with guidance
AC9SFI04	18569	Science · Foundation Year	compare observations with predictions with guidance
AC9SFI05	18574	Science · Foundation Year	share questions, predictions, observations and ideas with others
AC9SFU03	18532	Science · Foundation Year	recognise that objects can be composed of different materials and describe the observable properties of those materials

What actually counts here

Material properties (AC9SFU03): Days 2/4/5 can sample observable properties and, if a verified safe composite object is present, more than one material part. A drawn mark or teacher-asserted material label alone is insufficient for a child-observed property. One local bend/edge result is about that object and condition, not every object of its material.
Observation and questions (AC9SFH01, AC9SFI01/02): Children ask about a real local physical object, predict before an actual safe try, and gather accessible sensory evidence. Hearing an adult describe an object supports participation but is attributed as reported information; it is not relabelled as the child’s own direct sensory observation. No tasting, unknown smelling or forced touch. A generic room sign or HASS place map alone does not meet these Science links.
Representation, patterns and comparison (AC9SFI03/04): A dated actual observation can be placed in a provided template; at least two comparable actual records are needed before identifying a cautious local pattern with guidance. Comparing a prediction with an actual observed result can sample AC9SFI04. A fictional diagram can teach what a representation shows/omits, but cannot fill ACTUAL OBSERVATION or prove a material pattern.
Sharing (AC9SFI05): A child actually communicates a question, prediction, observation or idea to a consenting peer/adult or privately to a teacher through their chosen mode. A scripted fictional listener does not establish a real interaction. A quiet, non-public route remains available.
Assessment boundary: Days 5/10 are fresh formative samples. Each has an actual locally safe source path and an explicitly paper-only fallback. They choose the next teaching move and do not certify a whole content description or the Foundation achievement standard. No plant/animal identification or movement code is claimed from a room theme.

National and local status

Australian Curriculum v9 uses Foundation Year; Queensland calls the first school year Prep. States/territories differ in syllabus adoption, timing, reporting and local science safety rules. Confirm current local requirements and object suitability before use. No authority endorsement, class pilot, measured learning gain, accessibility certification, First Nations cultural/language authority or translation is claimed.