# Exact proposed national crosswalk · Foundation Science Weeks 1–2

Checked 29 September 2026 against the [official ACARA v9 downloadable workbook](https://www.australiancurriculum.edu.au/downloads), stored at `products/curriculum-studio/research/sources/acara-australian-curriculum-v9-download-2026-09-29.xlsx`, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The [pinned local import](../../../../../data/frameworks/acara-v9.json) is verified against that workbook fingerprint. Exact row numbers and description text appear below. [QCAA ACiQ v9 Science](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-science) and [Science planning resources](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-science/p-10-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.

Original SubjectNest analysis © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). ACARA wording and government pages retain [their own terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use).