# Exact proposed national crosswalk · Foundation Science Term 3 Weeks 21–22

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`. The [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 its [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 endorsement or approval. Proposed links are partial and conditional.

| 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 |

## Conditional evidence map

- **Composition/property (AC9SFU03):** Children can identify paper-only versus paper-plus-card from a genuine approved object or a clearly labelled drawing. A statement about an **actual observable bend/tip** needs an approved dated lift with raw source and access. The backing is a compositional change; paper/card identity alone cannot guarantee a higher tip, durability, readability or suitability for all viewers. This extends the earlier material contexts with a different observable property and shape-making purpose.
- **Questions/prediction (AC9SFH01, AC9SFI01):** The source asks what a material change might do. Record a child's actual prediction before results when present; an after-result guess is not a prior prediction. Paper L's invented prediction is only within that model.
- **Safe investigation and representation (AC9SFI02/03):** Credit an actual safe investigation only when the adult pretested and actually performed the locally approved lift, with source/date, child direct observation route or attributed ADULT REPORT, raw P/C/P/C entries and interruptions. A secured raised paper diagram is representation, not an actual material test. If no real run occurs, REAL OBSERVATION NOT AVAILABLE. With guidance, children may identify a pattern or explicitly mixed/insufficient evidence.
- **Comparison and sharing (AC9SFI04/05):** Compare genuine observation with genuine earlier prediction only when both exist; say NO PRIOR PREDICTION otherwise. A child can share source, exact entries, limit and next question privately by speech, sign, AAC, pointing, drawing or adult-directed wording. Model discussion supports reasoning only.
- **Route theme boundary:** The integrated [Week 21 art shapes](../../../term-3/week-21-shapes-we-find-and-make.md) and [Week 22 paper map](../../../term-3/week-22-find-our-way.md) offer context, not a material-property observation. A real material lift alone cannot evidence route success or accessibility; that needs separate approved dated viewer/access evidence. The paper map is not a real safety route or evacuation plan.
- **Fresh checks:** Held Days 105/110 are novel paper-source reasoning samples, not genuine material observation, proof of wayfinding or a full standard judgment. Record first independent response, access/support and next teaching action.

Australian Curriculum v9 calls this Foundation Year; Queensland calls it Prep. Other state/territory and school implementation requires a separate check. No ACARA/QCAA endorsement, field pilot, measured gain, certified accessibility, 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/). ACARA wording remains under [its terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use).