# Australian Curriculum v9 crosswalk · Year 1 supplementary fortnight

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](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), 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](https://creativecommons.org/licenses/by/4.0/). [Terms and exclusions](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). 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](SOURCES-AND-REVIEW.md).