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 checked against that fingerprint by the pack verifier. Exact row numbers and wording follow. The QCAA ACiQ v9 P–10 Science page and planning resources are the Queensland Prep entry points, not an approval of this pack. These links are proposed partial alignment, not a complete Science unit, state mapping or achievement-standard judgment.
| 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 |
| AC9SFU02 | 18525 | Science · Foundation Year | describe how objects move and how factors including their size, shape or material influence their movement |
What can actually sample these rows
- Movement and factors (AC9SFU02): An approved, actually observed movement and dated conditions can sample how a particular object moved. Shape, size and material are candidates to investigate; matching one factor at a time where feasible makes a comparison more useful. The pack explicitly teaches that a different endpoint with several changed conditions does not isolate cause. The invented Model M/N and held paper checks cannot establish actual local movement, factor influence or how all objects behave.
- Question and prediction (AC9SFH01, AC9SFI01): Days 11–12 distinguish investigable movement questions from preference and claim. A prediction is recorded before a real try; a paper-only case can show question quality but not an actual outcome.
- Safe senses, templates and cautious patterns (AC9SFI02/03): Days 13, 16–18 only count actual safe investigation evidence when local preflight, action, access and result are recorded. Attributed adult report supports reasoning but is not relabelled child direct sensory observation. A template can represent a real dated observation or a clearly marked invented model. Multiple comparable actual records, with guidance, are needed to discuss even a local pattern; two incomparable/model records are insufficient.
- Compare and share (AC9SFI04/05): SAME/DIFFERENT applies to prediction versus actual observed result, not the supplied fictional ending. Sharing can be a real private teacher interaction, speech/AAC/sign/point/drawing; no invented audience response counts. The teacher logs what occurred.
- Fresh checks: Days 15/20 have distinct held cases. They guide the next teaching move only. Paper fallbacks assess source reading and conditional reasoning; they cannot fill the actual observation/safe-investigation evidence gap.
Australian Curriculum v9 calls this Foundation Year; Queensland uses Prep. State/territory uptake, timing, reporting and school safety rules vary and need local review. No authority endorsement, class pilot, learning-gain measure, accessibility certification, translation or First Nations cultural authority is claimed. Original analysis © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. ACARA wording retains its own terms.