# Exact proposed national crosswalk · Foundation Science Weeks 5–6

Checked 29 September 2026 against the [official ACARA v9 downloadable workbook](https://www.australiancurriculum.edu.au/downloads), locally pinned as `products/curriculum-studio/research/sources/acara-australian-curriculum-v9-download-2026-09-29.xlsx`, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The [pinned import](../../../../../data/frameworks/acara-v9.json) is verified against that fingerprint by [this pack's verifier](verify_pack.py). The official [QCAA ACiQ v9 P–10 Science](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-science) and [planning resources](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-science/p-10-science-planning-resources) are Queensland Prep entry points, not approval of this pack. These are **proposed partial links**, not whole-standard achievement or complete state mapping.

| 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 |
| AC9SFU01 | 18517 | Science · Foundation Year | observe external features of plants and animals and describe ways they can be grouped based on these features |
| AC9SFU03 | 18532 | Science · Foundation Year | recognise that objects can be composed of different materials and describe the observable properties of those materials |

## Evidence boundary by row

- **AC9SFU01:** Week 5 seeks two actual live plant views and one safely viewed actual animal or a rights-cleared photo with its source identified. External features and a child-stated visible rule must be tied to what each source truly shows. A photograph supports feature reading from a photograph, not direct live-animal observation. The invented F/G/R cards can practise describing marks and grouping rules; they cannot establish a local plant/animal feature or complete this description. One leaf alone does not demonstrate grouping both plants and animals.
- **AC9SFU03:** Week 6 samples observable visibility through exact adult-approved panels and, optionally, A+B layered as a composite. Verified material labels are distinct from sensory results. The real result may be visible, hidden or indeterminate. Differences in colour, finish, thickness and setup limit attribution to material alone; one tested panel does not describe all objects of that material. Model H/S cannot supply local property evidence.
- **AC9SFH01 / AC9SFI01:** Questions and predictions are kept before a real trial. A child's safe next question about a living view or panel is valid even if an actual source cannot be obtained that day.
- **AC9SFI02 / AC9SFI03:** A real investigation requires safe local preflight and actual source/date/access/result. The blank template can represent an actual observation or a clearly marked fictional drawing. A neutral adult report supports participation but is not called the child's direct sensory access. Discuss local patterns only from multiple comparable actual records with guidance; source-mixed model records do not establish one.
- **AC9SFI04 / AC9SFI05:** Compare prediction against actual result only if an actual trial occurred. Share a question/observation/idea to a real consenting listener or privately to the teacher; do not invent audience response. A photo/model interpretation may be shared with its source label.
- **Fresh Days 25/30:** Independent, small formative samples inform next teaching, never an achievement-standard certificate. Paper fallback assesses source and representation reasoning only.

Australian Curriculum v9 names Foundation Year; Queensland names Prep. State/territory implementation, reporting and safety rules vary. No ACARA/QCAA endorsement, classroom pilot, outcome gain, accessibility certification, translation, species identification or First Nations cultural authority is claimed. Original analysis © 2026 NeuroForgeIO Pty Ltd, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Exact ACARA wording retains [its terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use).