# Exact proposed national crosswalk · Foundation Science Weeks 7–8

Checked 29 September 2026 against the [official ACARA v9 downloadable workbook](https://www.australiancurriculum.edu.au/downloads), 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) and these exact row numbers/text are checked by [verifier](verify_pack.py). The [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 or full 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 |
| AC9SFU03 | 18532 | Science · Foundation Year | recognise that objects can be composed of different materials and describe the observable properties of those materials |

## Why these links are conditional

- **AC9SFU03:** A real approved practice surface and actual one-pass dry-wipe result can sample an observable property of that exact surface/mark combination. It does not establish a universal property of every object of its verified material. Where a broad practice sample has a verified backing/coating or other visible material part, those parts can be named from the source; a flat unverified sheet alone does not demonstrate composition of different materials. Paper Model T/U/V/W and held C/Z cards cannot establish local property evidence.
- **AC9SFH01 / AC9SFI01:** Children challenge a printed material claim by asking a specific safe question and predicting **before** adult action. Week 7's integrated real-sign meaning and personal-data lessons remain HPE/Digital Technologies, not Science evidence merely because a sign is present.
- **AC9SFI02 / AC9SFI03:** Safe local adult preflight, actual source/date/action/access and honest results underpin any investigation claim. The provided templates can represent real observations or labelled fictional source reading. A repeated decorative AB sequence in Week 8's integrated Arts/Maths guide is distinct from a pattern across **comparable actual observations**. Three real comparable records are the local threshold used here; missing/changed-condition rows lead to INSUFFICIENT COMPARABLE OBSERVATIONS. This is a teaching rule for this pack, not an ACARA-prescribed number.
- **AC9SFI04 / AC9SFI05:** Compare predictions only with actual subsequent observations. A real consenting listener or private teacher can receive a source-bounded explanation; imagined listener feedback does not count. Attributed ADULT REPORT supports reasoning but is not relabelled the child's direct sensory observation.
- **Fresh checks:** Days 35/40 guide follow-up only. A paper fallback samples representation and limits, not actual material-property or safe-investigation evidence. One real trial or three local repeats cannot certify full-year Science achievement.

Australian Curriculum v9 uses Foundation Year and Queensland uses Prep. State/territory implementation, reporting, material/school safety and accessibility must be reviewed locally. No ACARA/QCAA endorsement, classroom pilot, learning gain, accessibility certification, translation 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).