# Exact proposed national crosswalk · Foundation Science Weeks 27–28

Checked 30 September 2026 against the [official ACARA v9 workbook download](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 code, source row, level, area and exact wording against the [local import](../../../../../data/frameworks/acara-v9.json). [QCAA ACiQ v9 Science](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-science) and its official [Prep achievement/content alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/curriculum/ac9_science_prep_as_cd_alignment.pdf) independently list all seven selected codes under Prep; [planning resources](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-science/p-10-science-planning-resources) support local planning. These are **proposed partial opportunities**, not approval, full coverage or achieved standard.

| 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 and properties, AC9SFU03:** With a genuine approved, dated sign and verified teacher material provenance, a child may identify visible card and fabric components and describe an actually noticed visible property of **these** samples. A source report can support material identity when provenance is sound but is not the child's direct sensing. A drawn stripe cannot prove fabric or real texture. The teacher records unknown hidden joins, mixed/unclear features and counterexamples. This fortnight samples part of AC9SFU03; no universal card/fabric rule or entire year description follows.
- **Human use of observation/questions, AC9SFH01:** A maker can answer a neutral question about material source and preparation; the child can ask what they can directly see and what needs verification. Model N is an invented attributed answer, not a real interview or community practice. [ACARA's Foundation material background](https://v9.australiancurriculum.edu.au/support-resources/background-information/science_teacher_background_information_AC9SFU03_E7) supports the content description's multi-material scope. This pack does not copy or simulate its First Nations examples; any local cultural use needs appropriate authority.
- **Question/prediction, AC9SFI01:** Ask whether a sample in a stated view will show broad ribs; record a true child prediction before a genuine view if made. A guess after seeing it is not prior. A material identity guess is not a direct observation.
- **Investigation/template, AC9SFI02/03:** Credit actual safe sensory investigation only when approved large known samples were genuinely inspected and the local date, access, exact visible feature, material provenance and interruptions are recorded. An **ADULT REPORT** is attributed, not the child's direct sensation. A paper K/L/M/N source can support template and pattern reasoning only. For a one-property sort, name the rule and retain NOT VIEWED/UNCLEAR; guidance can expose a counterexample, but one set is not a universal law.
- **Compare/share, AC9SFI04/05:** Compare a genuinely earlier child prediction with a genuinely later observation only when both exist. Share a bounded source-backed material statement privately through speech, sign, AAC, pointing, drawing or child-directed scribing. A fictional maker statement is not actual audience feedback.
- **Integrated boundaries:** [Week 27 direct length/mass and material work](../../../term-3/week-27-objects-alike-and-different.md) and [Week 28 neutral interview/data work](../../../term-3/week-28-what-we-learn-by-asking.md) are companion routes. Mass balance direction does not identify material. A HASS fictional person's preference is not a Science material result. Keep each subject's source and check separate.
- **Fresh checks:** Days 135 and 140 use novel paper cases to sample source, composition, one-property rule, counterexample and next safe question. Paper-only cannot certify an actual material investigation, a real local property, year mastery or growth.

National year label is Foundation Year; Queensland uses Prep. Other states and territories need current local implementation checks. No ACARA/QCAA endorsement, classroom pilot, gain measure, accessibility certification, language translation or First Nations cultural authority is claimed. Original analysis © 2026 NeuroForgeIO Pty Ltd, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). ACARA curriculum text retains [its terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use).