Checked 29 September 2026 against the official ACARA v9 downloadable workbook, locally pinned at products/curriculum-studio/research/sources/acara-australian-curriculum-v9-download-2026-09-29.xlsx, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Verifier compares exact row/code/level/area/wording with the local import. QCAA ACiQ v9 P–10 Science and planning resources are the Queensland Prep entry points, not approval of this pack. National links are proposed, conditional and partial.
| Code | Workbook row | Learning area and level | Exact content description |
|---|---|---|---|
| AC9SFU03 | 18532 | Science · Foundation Year | recognise that objects can be composed of different materials and describe the observable properties of those materials |
| 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 |
What the evidence could and could not support
- Materials (AC9SFU03): Only actual verified broad card/layer material and a safe genuine dated observation can support a setup-bounded observable-response description. A composite card+layer needs parts actually identified, not a printed stripe. “One faint response in this setup” is not “card is always loud/quiet”: thickness, support, size, action and observer affect what is noticed. This route samples the row but does not establish all possible properties or full achievement.
- Human endeavour/questions (AC9SFH01, AC9SFI01): Children distinguish a TAP? symbol from a response, pose a safe question and make a prediction before optional action. The paper route legitimately supports source/question language, not actual property observation.
- Investigation/representation (AC9SFI02/03): Credit actual safe sensory investigation only when locally approved, comfortably accessed and genuinely performed, with material verification/UNKNOWN, source/date/support/action/access/exact result. Direct hearing or optional felt response can be attributed; a neutral ADULT REPORT is reported information, not the child's direct sense. A single A/B pair cannot establish a general pattern; comparable genuine records and guidance would be needed.
- Comparison/sharing (AC9SFI04/05): Compare a genuine prior prediction with later actual response only if both exist and their order is documented. Share a bounded idea privately by speech, sign, AAC, drawing, pointing or adult-directed communication. No listener feedback is invented.
- Separate curricular claims: Week 15 Arts call-and-response is about original composition, not a material response test. Week 16 dry design and separate Maths water transfer do not prove Science sound/material properties, and a Science gentle tap cannot establish musical quality or vessel capacity.
- Assessment: Held Days 75/80 are new paper source-reasoning samples. They cannot alone prove an actual material response, safe investigation, term/year mastery or learning gain. Save prompt/access and one next teaching move.
Australian Curriculum v9 calls this Foundation Year; Queensland calls it Prep. State/territory and school implementation, sensory safety, accessibility and reporting vary. No ACARA/QCAA endorsement, classroom pilot, measured learning benefit, certified accessibility, translation or First Nations cultural authority is claimed. Original mapping analysis © 2026 NeuroForgeIO Pty Ltd, CC BY 4.0. Exact ACARA text retains its own terms.