# Complete dated mapping and rights snapshot The full accepted proposal mapping below preserves its original dates and factual/rights gaps. Future-output statements at the end describe that original proposal, not the current source files. This source adds original SVGs and a local temporary notebook. Recorded audio, translations, real classroom use, whole-year judgement, publication and all-state acceptance are not claimed. # Year1 Science11–12 · exact national context, conditional coverage and honest reuse This original partial-year fortnight asks “Make a little game that works for you”. The national context asks about playgrounds/designs and changes; the annual draft’s Week11 game/Week12 material-change suggestions are planning possibilities, not a daily Science allocation or Year1 chemical-science description. Previous21–30 forces,31–40 living/environment and41–50 weather blocks stay separate. This contribution adds goal-dependent game choices, action instructions/player rules, combined motion-shape records and question-relevant matches. It does not become a new scientific concept merely by changing a setting, and does not claim full year/all subjects/all states completion. ## Exact dated national dependency NATIONAL81.json retains all80 literal raw curriculum rows plus the one full raw achievement row, original value types/empty keys/HTML, row identifiers and derived context/standard/content/elaborations. It is the unchanged8October2026 accessed dependency from the complete Australian Curriculum Version9 workbook, workbook SHA256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. URL: https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx . Retained NATIONAL81 bytes39370/SHA256 bb2ec1b87e5f9cd63ff37a895d86261db0d5f53ab1c60d9aab68df4bcbcb3f5a. This is not a new workbook download or automatic synchronisation. Context raw row18582; achievement raw row235. Whole10 descriptions and57 elaborations remain below. Raw references include section/type headers as well as descriptions/examples; all80 are preserved, not described as80 content descriptions. Content descriptions and achievement standard are the alignment basis; elaborations are optional examples, not independent checklist mandates. Literal text below is attributed ACARA; readable plain projection strips HTML/unescapes only, with exact raw retained. Original mapping is conditional on actual offered learning/evidence and local assessment decisions. No learner result, implementation certification or current workbook equality is assumed. ## Whole Year1 context In Year 1 students extend their understanding of patterns by exploring patterns in daily and seasonal events, recognising that all living things share the same basic needs, and that objects can behave in predictable ways. They infer relationships from their observations and experiences and begin to link function with observable properties.They observe that changes to objects and events can be large or small and happen quickly or slowly. Students pose questions and make predictions based on their observations and are introduced to ways of organising their observations to identify patterns. They appreciate that science involves observing, asking questions about and describing changes in objects and events. Inquiry questions can help excite students’ curiosity and challenge their thinking. Following are examples of inquiry questions that could be used to prompt discussion and exploration:Does a fish have a home?How do we know what season it is?What makes playgrounds fun? How do playground designers come up with ideas?How can we tell if something has changed?How does science help us care for ourselves and other living things? ## Whole Year1 achievement standard By the end of Year 1 students identify how living things meet their needs in the places they live. They identify daily and seasonal changes and describe ways these changes affect their everyday life. They describe how different pushes and pulls change the motion and shape of objects. They describe situations where they use science in their daily lives and identify examples of people making scientific predictions. Students pose questions to explore observations and make predictions based on experiences. They follow safe procedures to make and record observations. They use provided tables and organisers to sort and order data and information and, with guidance, represent patterns. With guidance, they compare observations with predictions and identify further questions. They use everyday vocabulary to communicate observations, findings and ideas. ## Whole ten descriptions and57 examples, with selected contribution ### AC9S1U01 · exact row18585 **Exact description:** identify the basic needs of plants and animals, including air, water, food or shelter, and describe how the places they live meet those needs **This fortnight’s conditional contribution:** No new living-needs or place-needs teaching/assessment claim here. Pretend garden/animal contexts do not teach actual biological needs. Preserve full annual context; separately planned taught evidence remains needed. - **AC9S1U01_E1 · exact row18586:** identifying the places where plants and animals live, including in our homes, local areas such as ponds, national parks, gardens or zoos **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1U01_E2 · exact row18587:** identifying what they do to look after pets or plants at home and grouping these activities **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1U01_E3 · exact row18588:** identifying and comparing the needs of a variety of plants and animals, including humans, based on their own experiences **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1U01_E4 · exact row18589:** creating dioramas of a place a plant or animal lives, and identifying the features that enable it to meet its needs **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1U01_E5 · exact row18590:** recognising how First Nations Australians care for living things **Selected status:** Open culturally specific opportunity. No community voice, knowledge, story, language, motif, seasonal calendar, track interpretation or traditional practice is fabricated. Relevant knowledge-holder authority, protocols/fair terms and actual evidence are needed. - **AC9S1U01_E6 · exact row18591:** exploring why caring for plants and animals is important including as sources of food and fibre **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. ### AC9S1U02 · exact row18593 **Exact description:** describe daily and seasonal changes in the environment and explore how these changes affect everyday life **This fortnight’s conditional contribution:** No new daily/seasonal-change or everyday environmental-effects fulfilment claimed here. A game timetable, local listing or made-up setting is not weather or seasonal evidence. Accepted earlier packs are separate contributions, not automatic mastery. - **AC9S1U02_E1 · exact row18594:** making and recording observations of phenomena such as changes to weather, seasonal changes to plants such as colour or dropping of leaves, and growth of flowers or fruit **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1U02_E2 · exact row18595:** noticing how daily weather indicators and seasonal patterns help us to make plans for activities in our daily lives **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1U02_E3 · exact row18596:** investigating how seasonal changes affect plants and animals, including animals that hibernate and migrate **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1U02_E4 · exact row18597:** investigating how changes in the weather affect plants and animals, including humans **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1U02_E5 · exact row18598:** exploring how people make clothing choices using predictions of weather or knowledge of seasonal changes **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1U02_E6 · exact row18599:** recognising the extensive knowledges of daily and seasonal changes in weather patterns and landscape held by First Nations Australians **Selected status:** Open culturally specific opportunity. No community voice, knowledge, story, language, motif, seasonal calendar, track interpretation or traditional practice is fabricated. Relevant knowledge-holder authority, protocols/fair terms and actual evidence are needed. - **AC9S1U02_E7 · exact row18600:** exploring how First Nations Australians’ concepts of time and weather patterns explain how things happen in the world around them **Selected status:** Open culturally specific opportunity. No community voice, knowledge, story, language, motif, seasonal calendar, track interpretation or traditional practice is fabricated. Relevant knowledge-holder authority, protocols/fair terms and actual evidence are needed. ### AC9S1U03 · exact row18602 **Exact description:** describe pushes and pulls in terms of strength and direction and predict the effect of these forces on objects’ motion and shape **This fortnight’s conditional contribution:** Main partial contribution: Days51–60/C01–20 distinguish push/pull direction, intended strength labels/unmeasured force, motion/rest/shape moments, overlapping short records and useful game predictions. Actual selected attempts remain conditional on local review and child choice. Source tasks A/B/C/D provide selected conceptual evidence, not all practical procedures or full repertoire. - **AC9S1U03_E1 · exact row18603:** observing and manipulating everyday objects such as playground equipment, toys, windows or doors and identifying the forces used to move these objects **Selected status:** Selected broad-paper/cloth everyday manipulation only if actually appropriate and offered; local playground listing is not observing/manipulating real equipment. No real doors/windows/body movement required. - **AC9S1U03_E2 · exact row18604:** investigating how the design of age-appropriate sporting equipment such as paddles, plastic bats and racquets help to produce stronger pushes and pulls **Selected status:** No sporting-equipment or stronger-force equipment investigation supplied; wider example remains open. - **AC9S1U03_E3 · exact row18605:** recognising that pushing or pulling on an object can start or stop its motion or change its direction of travel **Selected status:** Push/pull direction and motion/rest considered in Days52–54/C03/C04. A supplied slowing card/edge contact is source reasoning; actual start/stop/direction observations require actual opportunities. - **AC9S1U03_E4 · exact row18606:** exploring ways the shape of playdough can be changed when pushed or pulled **Selected status:** Shape-change idea through broad folded-paper/familiar-cloth records, not a claimed playdough investigation or full material repertoire. - **AC9S1U03_E5 · exact row18607:** designing playground equipment, toys or games and representing push and pull forces involved using models, digital drawings or role-play **Selected status:** Main selected example: wanted paper-game designs, models/drawings/labels/rules and purpose-linked force predictions. Plans/source interpretation and actual made/tested games remain distinct. - **AC9S1U03_E6 · exact row18608:** investigating the push and pull movements of traditional First Nations Australians children’s instructive toys **Selected status:** Open culturally specific example; no traditional toy, movement knowledge, motif, story, language or cultural voice invented. Relevant knowledge-holder authority/protocols and actual taught evidence required. - **AC9S1U03_E7 · exact row18609:** exploring how traditional Asian toys and games such as a kendama, Daruma Otoshi or shuttlecock are played using a push or pull **Selected status:** No traditional Asian toy/game investigation supplied or universal cultural description. The named official examples remain exact context, not implied new activities or imported apparatus. ### AC9S1H01 · exact row18612 **Exact description:** describe how people use science in their daily lives, including using patterns to make scientific predictions **This fortnight’s conditional contribution:** Partial everyday use: wanted game jobs, instruction rules, player/source questions and actual child-described useful choices. Fictional makers are not observed professional prediction-making; local council listing is bounded provider information, not a designer interview. Real examples of people making predictions remain broader taught evidence. - **AC9S1H01_E1 · exact row18613:** learning from farmers, bush care volunteers, gardeners or nursery owners about how they observe the needs of plants, and how they have designed or managed habitats to meet those needs **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1H01_E2 · exact row18614:** identifying ways that science knowledge is used in the care of the local environment and suggesting ways local gardens or parks could better meet the needs of native animals **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1H01_E3 · exact row18615:** investigating how First Nations Australians use science to meet their needs, such as food and water supply and shelter **Selected status:** Open culturally specific opportunity. No community voice, knowledge, story, language, motif, seasonal calendar, track interpretation or traditional practice is fabricated. Relevant knowledge-holder authority, protocols/fair terms and actual evidence are needed. - **AC9S1H01_E4 · exact row18616:** recognising how First Nations Australians use changes in the landscape and the sky to answer questions about when to gather certain resources **Selected status:** Open culturally specific opportunity. No community voice, knowledge, story, language, motif, seasonal calendar, track interpretation or traditional practice is fabricated. Relevant knowledge-holder authority, protocols/fair terms and actual evidence are needed. - **AC9S1H01_E5 · exact row18617:** learning from local ecologists or wildlife carers about native animals’ needs and how they observe animal behaviour to design supports for them to meet those needs, such as building frog and insect hotels and nesting boxes or recycling materials to provide habitat **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1H01_E6 · exact row18618:** sharing examples of how they have used science knowledge at home, such as by listening to or viewing weather forecasts or observing weather patterns when planning family events or outings, or wearing appropriate clothing for the season **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1H01_E7 · exact row18619:** identifying how we use pushes and pulls when preparing meals, and the tools that help us push or pull objects **Selected status:** Pretend menus/cafes are game contexts, not actual meal preparation/tools observation. No real food, hot surface or tool activity supplied. - **AC9S1H01_E8 · exact row18620:** exploring how engineers use knowledge of forces to create new playground equipment or toys **Selected status:** Original game design discussion and local feature questions are related opportunities; no actual engineer testimony, equipment mechanism observation or general professional-practice claim. ### AC9S1I01 · exact row18623 **Exact description:** pose questions to explore observed simple patterns and relationships and make predictions based on experiences **This fortnight’s conditional contribution:** Own wanted questions and provisional game predictions across Days51–60 and A/C/B/D prompts; relate to actually available experiences or complete supplied records. Save before feedback, name route and prior exposure. Fictional-source predictions alone do not establish every experience-based inquiry opportunity. - **AC9S1I01_E1 · exact row18624:** posing questions about simple relationships between push and pull forces, such as: ‘Does a toy car go further if it is pushed harder?’ **Selected status:** Selected push/pull game questions and strength/direction predictions. Paper records do not establish a toy-car investigation; further/firmer is not always the wanted goal. - **AC9S1I01_E2 · exact row18625:** posing questions about how animals meet their needs in particular places, such as: ‘Where does it shelter? Where does it get water from?’ **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1I01_E3 · exact row18626:** making predictions about plant needs, such as: ‘I think a plant will die if it doesn’t get enough water’ **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1I01_E4 · exact row18627:** making predictions about types of animals and plants they might observe in a particular place, such as a garden or pond **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1I01_E5 · exact row18628:** making predictions about patterns of observable phenomena such as seasonal changes of plants or changes in temperatures across the seasons **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. ### AC9S1I02 · exact row18630 **Exact description:** suggest and follow safe procedures to investigate questions and test predictions **This fortnight’s conditional contribution:** Actual suggest/follow procedure opportunities in modest ordinary tabletop routes, including safe setup/stop/packing suggestions, only when truly offered/performed and observed. Plans and eight fiction-only cases do not award a followed procedure. Source-only discussion can inform later planning without supplying absent performance. - **AC9S1I02_E1 · exact row18631:** suggesting ways to conduct investigations safely, including being sun safe, using age-appropriate equipment such as plastic goggles and aprons, or following teacher instructions promptly **Selected status:** Adult local suitable setup/stop procedures; actual learner suggestions/following recorded separately. No universal safety approval or plastic goggles/apron requirement inferred. - **AC9S1I02_E2 · exact row18632:** following steps in a guided investigation to determine how different objects move when pushed or pulled **Selected status:** Conditional actual guided broad-object actions and observed following in ordinary routes; fiction-only held tasks cannot fulfil unperformed action. - **AC9S1I02_E3 · exact row18633:** exploring different ways of investigating science questions through guided discussion **Selected status:** Actual guided discussion may consider source-only, child-directed helper and wanted practical routes. Record which thinking was communicated, rather than assuming the route chosen proves all inquiry. - **AC9S1I02_E4 · exact row18634:** suggesting steps for setting up and packing away equipment **Selected status:** Selected preparing a clear mat/start/stop area and packing broad pieces away only if actually suggested/followed. Teacher preparation is not retroactive child performance. ### AC9S1I03 · exact row18635 **Exact description:** make and record observations, including informal measurements, using digital tools as appropriate **This fortnight’s conditional contribution:** Actual perceived before/during/after and selected informal equal drawn-space records may be communicated in usual modes if genuinely used. Source interpretation differs from primary observation. A helper operation actually perceived can support observation but not child motor operation; later adult report is report. No photography/video required. - **AC9S1I03_E1 · exact row18636:** exploring what an observation is, and different ways to make observations through guided discussion **Selected status:** Explicit actual perception vs later report vs fiction discussion in Days51–60/B cases/tool adult records. Distinction should be actually elicited, not credited for viewing labels. - **AC9S1I03_E2 · exact row18637:** counting and using informal measurements such as cups, handspans, walking paces, blocks, pencil lengths or lengths of string **Selected status:** Optional informal equal drawn spaces if meaningful and actually used. Provided numeric fictional records are not the child measuring; no other listed unit automatically fulfilled. - **AC9S1I03_E3 · exact row18638:** making suggestions about types of measurements that may be made during an investigation, including using blocks to measure plant growth or paces to measure how far an object has moved **Selected status:** A wanted distance/shape question can prompt a proposed meaningful measure; actual use/result remains separate. No obligatory measurement or invented numeric force. - **AC9S1I03_E4 · exact row18639:** recording observations through text, drawing, counts, informal measurements, digital photography or video **Selected status:** Selected text/drawing/count/neutral dictation of actually perceived evidence. Photography/video and actual digital recording are optional future tools, not supplied or implied by a drawn source. ### AC9S1I04 · exact row18641 **Exact description:** sort and order data and information and represent patterns, including with provided tables and visual or physical models **This fortnight’s conditional contribution:** Provided blank organisers and complete C07/C15/held C records offer sorting/order/pattern representation with guidance. Preserve all values, overlap, absent dimensions and source status. Child-selected drawings/spoken organisation useful; viewing a completed table is not evidence the child sorted it. - **AC9S1I04_E1 · exact row18642:** using pictographs featuring drawings or digital photographs and tables of measurements to document patterns of growth of plants **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1I04_E2 · exact row18643:** using digital photography to show how pushes and pulls affect the shape of an object and sorting images into before and after columns of a table **Selected status:** Three-moment drawings and source panels are related organising alternatives. Actual digital photography/sorting actual photos is not supplied or required. - **AC9S1I04_E3 · exact row18644:** using drawings or digital photographs to document changes in weather over a series of days or weeks **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1I04_E4 · exact row18645:** ordering images of seasonal changes across the year **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1I04_E5 · exact row18646:** using graphic organisers to sort data into groups, such as plants and animals, or objects around the home that need a push or pull force to work **Selected status:** Selected action/motion/shape/source/unknown and intended-match grouping organisers; a child’s actual sorting/order response needed, not a displayed answer. ### AC9S1I05 · exact row18648 **Exact description:** compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance **This fortnight’s conditional contribution:** Question-relevant intended matches/material or action differences, limits and further questions across C07/C08/C14–18 and held C/D. Actual comparison with a child’s own earlier prediction needs both actual records; no automatic fair/causal/better judgement from labels. Source pairs can be interpreted without claiming real peer observation or completed comparison procedure. - **AC9S1I05_E1 · exact row18649:** comparing observations with those of others, such as how many birds each group counted in the playground or how much each group’s seedling has grown in a week **Selected status:** Actual willing peer observations are optional only if genuinely available and recorded. Two fictional readers do not show actual peer collection or comparison. - **AC9S1I05_E2 · exact row18650:** consulting with First Nations Australians to compare observations and evaluate identifications of animal tracks **Selected status:** Open culturally specific opportunity. No community voice, knowledge, story, language, motif, seasonal calendar, track interpretation or traditional practice is fabricated. Relevant knowledge-holder authority, protocols/fair terms and actual evidence are needed. - **AC9S1I05_E3 · exact row18651:** exploring if making weather observations at different times of day makes a difference and considering how they could compare weather across each day more fairly **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1I05_E4 · exact row18652:** comparing observations of movement with predictions, such as how far an object travels **Selected status:** Actual own before prediction/after observation comparison only when both exist and prior exposure/help recorded. Source-only predictions/results are partial interpretation, not that primary event. - **AC9S1I05_E5 · exact row18653:** exploring if all ‘big’ pushes are the same by comparing how far an object travels with different students doing the pushing, and discussing how they could have made the investigation fairer **Selected status:** Unmeasured gentler/firmer labels, changed operators/starts and shared rests support limited question-specific fairness discussion. No actual multiple-student push event or force equivalence inferred. ### AC9S1I06 · exact row18655 **Exact description:** write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary **This fortnight’s conditional contribution:** Own game rule, bounded message, usual-mode source explanation, picture labels/arrows or sequential drawings provide selected communication opportunities. Everyday/scientific meanings matter, not compulsory terminology. Adult recording must retain exact child-owned words/help; merely copying an answer/model is not own communication. - **AC9S1I06_E1 · exact row18656:** exploring the difference between everyday and scientific vocabulary when describing objects or events **Selected status:** Intended vs measured, plan vs record, toward/nearer, shape/rest and unknown distinctions used meaningfully; vocabulary recital alone is insufficient. - **AC9S1I06_E2 · exact row18657:** acknowledging and learning about First Nations Australians’ ways of representing and sharing observations **Selected status:** Open culturally specific opportunity. No community voice, knowledge, story, language, motif, seasonal calendar, track interpretation or traditional practice is fabricated. Relevant knowledge-holder authority, protocols/fair terms and actual evidence are needed. - **AC9S1I06_E3 · exact row18658:** creating models of the place a plant or animal lives using recycled objects, modelling clay, toys or drawings **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1I06_E4 · exact row18659:** representing seasonal changes of plants using sequential drawings, calendars or digital photographs **Selected status:** No new fulfilment claimed for this exact example here. Retain it for wider annual planning and actual relevant taught evidence; a pretend context is not the complete example. - **AC9S1I06_E5 · exact row18660:** representing push and pull forces using role-play, labels, arrows or time lapse drawings and describing their representation using everyday and scientific vocabulary **Selected status:** Selected original force labels/arrows/time drawings/role invitations for a wanted game; intended arrows are not observed full paths. Actual child representations separately evidenced. - **AC9S1I06_E6 · exact row18661:** role-playing or recounting how people they know or have observed identify and use patterns to make predictions at work or in their daily lives **Selected status:** Fictional daily-work contexts are related source discussion only. Actual people known/observed using patterns for predictions remain open beyond this block. ## Whole standard and teacher judgement Living needs/place relations and daily/seasonal changes/effects receive no new fulfilment here. Force motion/shape and selected useful everyday-game questions/communication are partial opportunities. Safe followed procedures, actually perceived/recorded observations, meaningful informal measurement, own organisation/pattern representation, comparison with an actual earlier prediction and further questions need relevant actual learner evidence. Provided fiction, a plan, teacher setup and an adult’s later report do not create those events. Familiar purpose choices can help engagement without proving scientific understanding. Thirty-two selected source responses cannot decide the whole standard or an official band. Actual broader taught opportunity, help/exposure and complete year folio remain necessary. ## Current Queensland official reading ·12October2026 [Year1 Science alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/curriculum/ac9_science_yr1_as_cd_alignment.pdf): complete indexed1page/92lines read;2023 ID230389. All10 descriptions and the complete standard remain the alignment context. The illustrative legend’s Foundation code is not a Year1 description. This is indexed wording review, not a new native PDF bytes/layout or school implementation audit. [Year1 standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_se_yr1.pdf): complete indexed5pages/329lines read;November2023 ID230178-11. AP/MC/WW/EX/BA descriptions frame on-balance folio judgement; WW is the expected standard. Biological, environmental, force, daily-use and inquiry breadth remain relevant. The32 original components are selected prompts with descriptive criteria, not official cutoffs or an A–E conversion. Taught opportunity and actual support/evidence matter; more words or boxes do not mean stronger learning. [Years1–2 techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_tc_yr1-2.pdf): complete indexed3pages/103lines read;October2023 ID230153-01. Actual generated-data investigations, guided secondary-source investigation and supervised source responses offer different evidence. Selected components can be offered over sessions in spoken/signed/practical/multimodal modes with documented reading/scribing help that preserves the purpose. Response length is not quality. Safe procedures follow current local requirements; unperformed practical criteria are not awarded from source discussion. Modified from these three QCAA2023 documents in the original conditional mapping/support summary, not a rewritten official matrix. State/sector local assessment plans still govern use. National/QLD reference reading is not all-state certification; other jurisdictions require their actual applicable documents, wording/year conventions and review. Source authorship, different critique, generated art/interface, actual Browser, publication and real family/educator use remain separate gates. ## Two tiny factual doors · linked primary facts, original wording **P1 · Contact can change movement or shape.** A hand’s push or pull is a contact interaction and can change motion or shape. This tiny original factual paraphrase follows [Questacon’s Year4 at Home Forces](https://www.questacon.edu.au/sites/default/files/assets/discover/questacon-at-home/Year%204_Questacon%20at%20Home%20Activity%20Sheet_Forces.pdf), page1; complete indexed3pages/70lines read12October2026. It is general factual context, not Year1 official alignment, a prescribed demonstration or any fictional source’s result. We do not import the Year4 activity, apparatus, prose, geometry or media. No magnets, drops or Newton investigation is adopted. Current full Questacon copyright retrieval failed; no new blanket licence claim is made. Original SubjectNest words/assets and external provider expression have separate rights. **P2 · A nearby listing can start a question.** [Rockhampton Regional Council’s Kershaw Gardens listing](https://www.rockhamptonregion.qld.gov.au/FacilitiesRecreation/Parks-Open-Spaces/Parks-Playground-Finder/Kershaw-Gardens) names a monorail and flying fox among features. Adult relevant feature/place indexed sections read12October2026. It does not establish current operation, safe suitability, a mechanism observation or a child visit. Ask what could inspire a pretend broad-paper tabletop game, or what a responsible adult would need before a real visit; an imagined motion is labelled inference/idea. Council media/map/logo/design are not copied. Footer copyright link retrieval failed; no blanket open-asset permission claimed. The complete fiction route needs no child lookup or visit. ## Useful current local examples · optional adult workflow Start with a wanted child question and choose one bounded relevant fact, not a browsing assignment. A responsible adult can retain fiction or check an actual current primary provider/item: 1. Name provider/observer, direct URL and precise heading/table/item; use an appropriate public place scale, no child address/location/photo disclosure. 2. Keep issue/review time, observation/data/prediction period and actual reading/check date distinct. A checked listing is not current operational proof, and a future plan is not an observation. 3. Write one small own-word supported fact; label measurement/unit/place if supplied. Separate provider fact, actual perception/report, inference, plan, original fiction and unknown. Do not fill another source’s absent force, path or reply. 4. Inspect item-specific rights/exceptions/permissions; direct link plus tiny original wording is preferred. No copied provider photograph/map/diagram/body, unreviewed scraped feed or cultural knowledge. A failed terms retrieval is a gap, not a licence. 5. Review actual local suitability/supervision, child communication/access needs and relevance; record adult/date/decision/recheck trigger. Changed conditions/source/task invalidate the prior decision. No automatic approved/current badge. 6. Changed held source meaning requires coupled complete source/neutral own sheet/prompts/criterion/worked/next/art-alt/rights and different review. Preserve old response/exposure and actual stage; changing a place name does not make fiction factual. Blank adult card: wanted use/question ___; publisher/direct locator ___; issue/review ___; actual source period/place/unit ___; actual checked ___; bounded fact ___; inference/fiction/unknown ___; rights/permission/gap ___; adult decision/date/recheck trigger ___. It is optional adult planning, not learner homework or a live-data service. ## Original work and full legal texts Original lesson plans/30 routes/C20/H10/X10/W10/narration10/32 prompts-criteria-worked/32 complete next accounts/tool contract/20 future original briefs-fullalts and original mappings © NeuroForgeIO Pty Ltd2026, SubjectNest, with Codex assistance; CC BY4.0. Credit creator/source/licence and indicate changes. Complete canonical CC BY4 legal text is EDUCATION-LICENCE.txt,18657bytes/SHA2569ba9550ad48438d0836ddab3da480b3b69ffa0aac7b7878b5a0039e7ab429411. Original owned proposal creation/check/sealing code uses Apache2.0, complete SOFTWARE-LICENCE.txt11358bytes/SHA256cfc7749b96f63bd31c3c42b5c471bf756814053e847c10f3eb003417bc523d30. Retain canonical full bytes/whitespace; a shortened banner is not the legal text. System fonts referenced only, not distributed. Learner/family/teacher contributions retain their own rights and permissions; no automatic publication or child media licence. No provider expression/media/brand/layout/geometry or cultural motif transplanted. **ACARA complete acknowledgement:** © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the [Australian Curriculum website](https://www.australiancurriculum.edu.au/) (Website) (accessed8October2026) and was modified. The material is licensed under [CC BY4.0](https://creativecommons.org/licenses/by/4.0/). Version updates are tracked in the ‘Curriculum version history’ section on the [About the Australian Curriculum](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history) page of the Australian Curriculum website. ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions and achievement standards (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions and achievement standards (endorsed by all education Ministers), not the elaborations (examples provided by ACARA). It is important to check the frequency with which the platform or app is updated and, if the platform or app allows users to download the Australian Curriculum to their portable device, how often and in what circumstances the user’s device synchronises with the platform. **Modification scope:** Literal national raw dependency and plain text wording stay exact. Original selection/organisation/conditional mapping/teaching are additions/adaptations. Download/access date8October2026 is retained, not claimed as12October download. [ACARA copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use), complete substantive Sections1–17 read12October2026; page states last updatedApril2021. Excluded logos/trademarks/site design, third-party works, photos/video, implementation support and restricted material retain their own terms; learning progressions have separate noncommercial conditions. This proposal does not import those excluded assets. [Version history](https://www.australiancurriculum.edu.au/help/f-10-curriculum-overview/version-history), Version9 section read12October2026, gives Science endorsement10May2022; this is not fresh workbook byte equality or current local implementation confirmation. **Indigenous Cultural and Intellectual Property:** Official examples are context, not permission to translate, narrate, invent or redistribute First Nations knowledge/language/story/motif/season calendar/traditional toy. Relevant knowledge holders’ authorisation, protocols, attribution/integrity, benefit/fair terms and actual usable data remain needed. No such language, cultural voice or material is generated. Diversity of ordinary original contexts does not claim cultural representation or homogenise communities. Other languages remain reviewed future adaptations, not certified translations here. **Queensland adaptations:** Modified from the three named2023 QCAA documents above, © State of Queensland ([QCAA copyright](https://www.qcaa.qld.edu.au/copyright))2023, [CC BY4.0](https://creativecommons.org/licenses/by/4.0/), subject to item exceptions and retained ACARA acknowledgement. Original summary/mapping/support organisation is adapted; no official text/matrix silently corrected. Complete substantive QCAA copyright body read12October2026; page last updated23September2024. Coat of arms/trademarks, third-party/alternative notices, student work/standalone images, student-bearing audio/video and glossary exceptions remain separate. No such media is included, no endorsement or automatic official band. **External factual references:** Tiny own-word facts/direct links to Questacon/council do not grant provider media/expression licence or actual site visit. Terms retrieval gaps are recorded above and in PRIMARY-READING.json. Facts, original fictional games, learner inference and current conditions stay distinct. No scraper/feed, copied data table or provider icon distributed. Adult replacement needs actual item review; direct source link may later change. **Honest limits:** Original English/written narration supplied; no recorded audio, validated translation, First Nations language, generated raster/video/actual SVG, shipped tool/native export, live local data, API assistant qualification, real learner outcomes or universal accessibility claim. The complete proposal is subject to different whole review; source generation, actual20wholeart/interface/Browser checks, publication and real teacher/family feedback are later gates. A useful partial fortnight is not a complete year or all-state ready curriculum.