# Exact proposed national crosswalk · Foundation Science Term 2 Weeks 17–18

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) checks exact row/code/level/area/wording against [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 Queensland Prep entry points, not approval of this pack. Links are proposed, conditional and partial.

| Code | Workbook row | Learning area and level | Exact content description |
|---|---:|---|---|
| AC9SFU01 | 18517 | Science · Foundation Year | observe external features of plants and animals and describe ways they can be grouped based on these features |
| 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 |

## Conditional evidence map

- **Living external features (AC9SFU01):** Genuine approved safe distant animal views or verified rights-cleared real PHOTOs can support exact *visible* external-feature descriptions, with source/date/view/access. A PHOTO is observation of a depicted feature, not a live local encounter. Two distinct genuine animal subjects, not two crops of one, are needed for a first child-stated grouping rule. Fictional A/B/C and held P/Q permit drawing/source reasoning only. Earlier [plant work](../weeks-13-14/README.md) provides separate plant-side opportunities; this pack alone is partial.
- **Human endeavour/questions (AC9SFH01, AC9SFI01):** Children ask what a frame may hide and what safe source could answer. A source plan or paper question is not a sighting; prior prediction is recorded before a real later observation if attempted.
- **Safe investigation/representation (AC9SFI02/03):** Credit actual safe sensory investigation only when school-approved live observation genuinely occurred, with local date/view/access/feature. An animal may not appear. A real PHOTO can support mediated depicted-feature reading but is not live local investigation. Neutral ADULT REPORT is attributed, not child's direct sense. A paper model or unrelated class data display never establishes animal evidence; multiple comparable real sources with guidance would be needed for a broader pattern.
- **Comparison/sharing (AC9SFI04/05):** Compare an actual before prediction with later genuine observation only if both are documented; SAME / DIFFERENT / UNCLEAR / CANNOT COMPARE may be justified. Share exact source-bounded ideas privately through speech, sign, AAC, pointing, drawing or adult-directed communication. Invented dialogue is not actual listener feedback.
- **Separate curricular claims:** Integrated Week 17 Arts/Digital frames and Week 18 HASS place care do not automatically satisfy Science animal content. A route sketch or media picture with puppet symbols is not a genuine animal source.
- **Assessment:** Held Days 85/90 are fresh paper source-reasoning samples. They cannot establish actual animal features/grouping, safe investigation, local wildlife, term/year mastery or learning gain on their own. Record first response/access/unknown/next teaching step.

Australian Curriculum v9 calls this Foundation Year; Queensland calls it Prep. Local state/territory/school implementation, animal safety, photo rights, privacy and accessibility vary. No ACARA/QCAA endorsement, field pilot, measured gain, 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 wording retains [its own terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use).