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. The verifier checks exact row, code, level, area and wording against the local import. QCAA ACiQ v9 P–10 Science and planning resources are Queensland Prep entry points, not approval of this pack. Links below are proposed, conditional and partial.
| Code | Workbook row | Learning area and level | Exact content description |
|---|---|---|---|
| AC9SFU02 | 18525 | Science · Foundation Year | describe how objects move and how factors including their size, shape or material influence their movement |
| 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
- Movement and factors (AC9SFU02): If an approved, actually run dated setup exists, learners can describe how the same carton moved or did not move when its broad/narrow face rested on the tray. Orientation changes contact arrangement, not the carton's intrinsic material or size. A limited set of tries cannot isolate a universal mechanism. The fictional M record and fresh R/S paper checks practise interpretation only. Earlier movement work and the integrated Week 19 offer other contexts; this pack alone does not fully cover size, shape and material.
- Questions/predictions (AC9SFH01, AC9SFI01): Day 91/92 plans and records a question and an actual advance prediction when made. A retrospective sentence is not a prior prediction. A model prediction belongs only to the model.
- Investigation/record (AC9SFI02/03): Actual safe investigation credit requires school approval, local date, exact equipment/action, source/access and raw valid/interrupted trials. Adult description is ADULT REPORT, not the child's direct sensory observation. A paper-only route is fair-method reasoning, not an actual investigation; guidance may help identify a pattern, or a mixed/insufficient result.
- Compare/share (AC9SFI04/05): Compare actual observation with actual earlier prediction only if both exist. “Mixed”, “unclear” and “no prior prediction” are legitimate. Share an evidence-bounded claim privately by speech, sign, AAC, drawing, pointing or adult-directed wording. Invented feedback line is rehearsal, not real listener response.
- Portfolio: Week 20 is a source-labelled explanation and next-question opportunity, not an achievement award. A genuine earlier Science sample can be reused only with its real date, origin and consent. Nothing in M/N is evidence of a child learning gain.
- Assessment: Held Days 95/100 are fresh paper reasoning samples, not genuine object observation or certification of a full standard. Record exact first response, access/prompt and next teaching move.
Australian Curriculum v9 calls this Foundation Year; Queensland calls it Prep. Other state/territory implementations need their own check. 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. Exact ACARA wording retains its own terms.