Checked 30 September 2026 against the official ACARA v9 workbook, locally pinned at products/curriculum-studio/research/sources/acara-australian-curriculum-v9-download-2026-09-29.xlsx, SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The verifier checks the actual workbook's selected rows, the matching local import, level, area and exact content wording. QCAA's official Prep alignment, accessed through indexed official text, independently places these seven selected descriptions in Prep. Direct web retrieval of that PDF was restricted in this review; no new downloaded PDF hash is claimed.
| 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 can count in this pack
| Description | Proposed teaching opportunity | What the evidence needs |
|---|---|---|
| AC9SFU03 | Days 151/153/157: object parts, known material identities and relevant observed properties | Actual approved object/sample access, attributed identity source and child's property description. Parts labelled in a picture support reasoning about that picture. They do not independently verify an actual material identity. |
| AC9SFH01 | Days 151/156/158/159: a useful window question, relevant view and bounded explanation | Child identifies how observation/question helps with this particular task. The invented helper is a teaching example, not evidence of a real person's professional practice or broad year achievement. |
| AC9SFI01 | Days 152/154/158: question and prediction based on prior experience | Exact prior words before a genuinely new view, with the experience/source noted. A guess after seeing the result is not a prior prediction. Model access supports a prediction about a supplied record reveal, not an actual experiment. |
| AC9SFI02 | Actual safe sensory investigation when used | Record actual access, safety arrangements, local date, sample, property and response. Touch can establish an encountered tactile property; an attributed visual report is not the child's own visual observation. |
| AC9SFI03 | Days 153/154/158: raw rows, sample IDs, guided comparison | Correct association of sample/condition/result and a pattern bounded to those rows. Paper/model routes support interpretation and representation of supplied data. |
| AC9SFI04 | Days 152/154/158: prior prediction beside later result | Both records retained, with any change/uncertainty. Fresh Case AH samples reasoning about the supplied prediction/result only. |
| AC9SFI05 | Days 151/156/159: a useful helper note in a chosen communication mode | Child's question/observation/idea, source and audience. The adult can scribe exactly. No public performance or handwriting-speed requirement. |
The complete actual-material route is embedded in daily lessons. If inaccessible or unsuitable, write REAL OBSERVATION NOT AVAILABLE and teach the complete FICTIONAL MODEL. This keeps teaching available without inventing evidence. The two fresh paper checks sample limited record/property reasoning, not whole-year mastery, safety compliance or direct sensory investigation.
Science boundary: the child-made window is a context for inquiry. A functional craft is not itself Science evidence. Week 31's message work, Week 32's inventory, Arts storytelling and Technologies design need their own criteria and records. This pack does not claim optical theory, material-type identification by appearance, a general fair-test achievement or all-state coverage.
National label is Foundation Year; Queensland uses Prep. Current jurisdiction, sector and school program review is needed. The QCAA Science page links current local resources. The ACARA terms apply to official descriptions, with attribution and no endorsement. Original crosswalk analysis © 2026 NeuroForgeIO Pty Ltd, SubjectNest, CC BY 4.0.