# Foundation Science · exact sources and bounded evidence

Checked 30 September 2026 against the [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), 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 the actual workbook's selected rows, the matching local import, level, area and exact content wording. [QCAA's official Prep alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/curriculum/ac9_science_prep_as_cd_alignment.pdf), 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](../../../term-4/week-31-book-sign-paper-screen.md), [Week 32's inventory](../../../term-4/week-32-an-inventory-we-can-explain.md), 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](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-science) links current local resources. The [ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) apply to official descriptions, with attribution and no endorsement. Original crosswalk analysis © 2026 NeuroForgeIO Pty Ltd, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).