These are partial links, not a declaration that a description or achievement standard has been fully taught. Science and HASS are Year 1 descriptions; HPE and The Arts are Years 1 and 2 band descriptions. HASS local-place knowledge needs genuine local evidence beyond fictional feature cards. Both Media Arts creation/development rows need actual suitable approved media technology use. Music listening/playing, dance performance and arts presentation rows require evidence in the named art form; paper plans alone do not show those outcomes. HPE physical movement needs an observed accessible action; a token plan shows reasoning only. Outdoor physical activity is observed only with approved real participation, not a scene-card discussion.
Official source: ACARA curriculum workbook, accessed 2026-09-29; source SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Description wording below has only whitespace normalised for plain-text display. The original workbook's source row is retained for audit.
| Pack | Official code | Source row | Official level | Official subject | Official content description |
|---|---|---|---|---|---|
| SCIENCE | AC9S1H01 | 18612 | Year 1 | Science | describe how people use science in their daily lives, including using patterns to make scientific predictions |
| SCIENCE | AC9S1I01 | 18623 | Year 1 | Science | pose questions to explore observed simple patterns and relationships and make predictions based on experiences |
| SCIENCE | AC9S1I02 | 18630 | Year 1 | Science | suggest and follow safe procedures to investigate questions and test predictions |
| SCIENCE | AC9S1I03 | 18635 | Year 1 | Science | make and record observations, including informal measurements, using digital tools as appropriate |
| SCIENCE | AC9S1I04 | 18641 | Year 1 | Science | sort and order data and information and represent patterns, including with provided tables and visual or physical models |
| SCIENCE | AC9S1I05 | 18648 | Year 1 | Science | compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance |
| SCIENCE | AC9S1I06 | 18655 | Year 1 | Science | write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary |
| SCIENCE | AC9S1U01 | 18585 | Year 1 | Science | identify the basic needs of plants and animals, including air, water, food or shelter, and describe how the places they live meet those needs |
| SCIENCE | AC9S1U02 | 18593 | Year 1 | Science | describe daily and seasonal changes in the environment and explore how these changes affect everyday life |
| HASS | AC9HS1K01 | 1258 | Year 1 | HASS F-6 | differences in family structures and roles today, and how these have changed or remained the same over time |
| HASS | AC9HS1K02 | 1262 | Year 1 | HASS F-6 | continuity and change between aspects of their daily lives and their parents’ and grandparents’ childhoods |
| HASS | AC9HS1K03 | 1268 | Year 1 | HASS F-6 | the natural, managed and constructed features of local places, and their location |
| HASS | AC9HS1S01 | 1282 | Year 1 | HASS F-6 | develop questions about objects, people, places and events in the past and present |
| HASS | AC9HS1S02 | 1286 | Year 1 | HASS F-6 | collect, sort and record information and data from observations and from provided sources, including unscaled timelines and labelled maps or models |
| HASS | AC9HS1S03 | 1293 | Year 1 | HASS F-6 | interpret information and data from observations and provided sources, including the comparison of objects from the past and present |
| HASS | AC9HS1S04 | 1299 | Year 1 | HASS F-6 | discuss perspectives related to objects, people, places and events |
| HASS | AC9HS1S05 | 1303 | Year 1 | HASS F-6 | draw conclusions and make proposals |
| HASS | AC9HS1S06 | 1308 | Year 1 | HASS F-6 | develop narratives and share observations, using sources, and subject-specific terms |
| HPE | AC9HP2M01 | 3269 | Years 1 and 2 | Health and Physical Education | practise fundamental movement skills and apply them in a variety of movement situations |
| HPE | AC9HP2M02 | 3275 | Years 1 and 2 | Health and Physical Education | investigate different ways of moving their body, and manipulating objects and space, and draw conclusions about their effectiveness |
| HPE | AC9HP2M03 | 3282 | Years 1 and 2 | Health and Physical Education | participate in a range of physical activities in natural and outdoor settings, and investigate factors and settings that make physical activity enjoyable |
| HPE | AC9HP2M04 | 3288 | Years 1 and 2 | Health and Physical Education | co-construct and apply rules to promote fair play in a range of physical activities |
| HPE | AC9HP2M05 | 3292 | Years 1 and 2 | Health and Physical Education | apply strategies to work collaboratively when participating in physical activities |
| HPE | AC9HP2P02 | 3236 | Years 1 and 2 | Health and Physical Education | identify and explore skills and strategies to develop respectful relationships |
| HPE | AC9HP2P03 | 3242 | Years 1 and 2 | Health and Physical Education | identify how different situations influence emotional responses |
| HPE | AC9HP2P04 | 3249 | Years 1 and 2 | Health and Physical Education | practise strategies they can use when they need to seek, give or deny permission respectfully |
| HPE | AC9HP2P05 | 3254 | Years 1 and 2 | Health and Physical Education | identify and demonstrate protective behaviours and help-seeking strategies they can use to help them and others stay safe |
| ARTS | AC9ADA2C01 | 20571 | Years 1 and 2 | Dance | use the elements of dance to choreograph dance sequences |
| ARTS | AC9ADA2D01 | 20564 | Years 1 and 2 | Dance | experiment with ways to move safely and expressively using fundamental movement skills and the elements of dance |
| ARTS | AC9ADA2P01 | 20579 | Years 1 and 2 | Dance | share dance sequences in informal settings |
| ARTS | AC9ADR2C01 | 20791 | Years 1 and 2 | Drama | create and co-create fictional situations based on imagination and/or experience |
| ARTS | AC9ADR2D01 | 20783 | Years 1 and 2 | Drama | use the elements of drama and imagination in dramatic play and/or process drama |
| ARTS | AC9ADR2P01 | 20802 | Years 1 and 2 | Drama | share their drama in informal settings |
| ARTS | AC9AMA2C01 | 21024 | Years 1 and 2 | Media Arts | use media languages and media technologies to construct representations |
| ARTS | AC9AMA2D01 | 21017 | Years 1 and 2 | Media Arts | explore ways of using media technologies responsibly to capture and organise images, sounds, text and/or interactive elements |
| ARTS | AC9AMA2P01 | 21031 | Years 1 and 2 | Media Arts | share media arts works with audiences in informal settings |
| ARTS | AC9AMU2C01 | 21278 | Years 1 and 2 | Music | select and combine elements of music when composing and practising music for performance |
| ARTS | AC9AMU2D01 | 21268 | Years 1 and 2 | Music | develop listening skills and skills for singing and playing instruments |
| ARTS | AC9AMU2P01 | 21288 | Years 1 and 2 | Music | sing and play music in informal settings |
| ARTS | AC9AVA2C01 | 21525 | Years 1 and 2 | Visual Arts | use visual conventions, visual arts processes and materials to create artworks |
| ARTS | AC9AVA2D01 | 21517 | Years 1 and 2 | Visual Arts | experiment and play with visual conventions, visual arts processes and materials |
| ARTS | AC9AVA2P01 | 21533 | Years 1 and 2 | Visual Arts | share artworks and/or visual arts practice in informal settings |
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Downloaded from the Australian Curriculum website (accessed 29 September 2026) and modified for plain-text display. Curriculum material is licensed under CC BY 4.0. Terms and exclusions. ACARA does not endorse SubjectNest, and SubjectNest is not affiliated with, sponsored or approved by ACARA.
The pinned import is a dated snapshot, not automatic synchronisation. Validate the current ACARA workbook before future publication or a change to teaching content. See source and rights review.