# Exact proposed national crosswalk · Foundation Science Term 2 Weeks 15–16

Checked 29 September 2026 against the [official ACARA v9 downloadable workbook](https://www.australiancurriculum.edu.au/downloads), locally pinned at `products/curriculum-studio/research/sources/acara-australian-curriculum-v9-download-2026-09-29.xlsx`, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. [Verifier](verify_pack.py) compares exact row/code/level/area/wording with [the local import](../../../../../data/frameworks/acara-v9.json). [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 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](https://creativecommons.org/licenses/by/4.0/). Exact ACARA text retains [its own terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use).