Pinned local import data/frameworks/acara-v9.json, from official workbook SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The code, level, workbook row and content-description text below are exact. A row is partial alignment, not completion.
| Code | Level · workbook row | Exact content description | Days | Boundary |
|---|---|---|---|---|
AC9AVA10C01 |
Years 9 and 10 · 21704 | evaluate critical feedback when planning, developing and refining their visual arts practice | 17 | Day 17 gives peer critique of a learner thumbnail and records a revision. A single critique is partial visual-arts practice, not the full band. |
AC9AVA10C02 |
Years 9 and 10 · 21710 | select and manipulate visual conventions, visual arts processes and/or materials to create artworks that reflect personal expression, and represent and/or challenge, ideas, perspectives and/or meaning | 19 | Day 19 requires an actual learner-created two-panel visual with original motif and explained choices; a text-only brief does not establish this Arts row. Personal expression and wider art practice remain open. |
AC9E10LA07 |
Year 10 · 1137 | evaluate the features of still and moving images, and the effects of those choices on representations | 17 | Day 17 evaluates two original still layouts and hierarchy; moving-image features and tested viewer effects are outside this case. |
AC9E10LY03 |
Year 10 · 1184 | analyse and evaluate how language features are used to implicitly or explicitly represent values, beliefs and attitudes | 14 | Day 14 analyses one invented promotional card and its values/claims; wider authors and belief contexts remain open. |
AC9E10LY04 |
Year 10 · 1186 | analyse and evaluate how authors organise ideas in texts to achieve a purpose | 11, 17 | Days 11/17 inspect how source and report order serve purpose; other genres/structures require separate work. |
AC9E10LY05 |
Year 10 · 1190 | integrate comprehension strategies such as visualising, predicting, connecting, summarising, monitoring, questioning and inferring to analyse and interpret complex and abstract ideas | 12 | Day 12 monitors, questions and infers from a short fictional method note; complex longer texts are not fully covered. |
AC9E10LY06 |
Year 10 · 1195 | plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas through experimenting with text structures, language features, literary devices and multimodal features for specific purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical | 19, 20 | Days 19/20 create/edit a two-panel report for a fictional audience; external publishing and the full range of purposes/forms are not demonstrated. |
AC9M10ST01 |
Year 10 · 18471 | analyse claims, inferences and conclusions of statistical reports in the media, including ethical considerations and identification of potential sources of bias | 14, 15 | Days 14/15 critique an invented promotional/statistical source and selection bias. It is a teaching simulation, not a current real media report or complete ethical analysis. |
AC9M10ST04 |
Year 10 · 18492 | construct two-way tables and discuss possible relationship between categorical variables | 13, 14, 15, 16, 20 | Days 13–16/20 construct and compare categorical two-way tables; differing register rates are not causal and wider contexts remain open. |
AC9S10I01 |
Year 10 · 19661 | develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models | 11 | Day 11 formulates a paper-check question/criterion; wider hypotheses and explanatory models are not developed. |
AC9S10I02 |
Year 10 · 19668 | plan and conduct valid, reproducible investigations to answer questions and test hypotheses, including identifying and controlling for possible sources of error and, as appropriate, developing and following risk assessments, considering ethical issues, and addressing key considerations regarding heritage sites and artefacts on Country/Place | 12 | Day 12 plans controls and independent coding only; no real investigation is conducted. Country/Place, artefact heritage and local risk considerations are not exercised in this fictional desk case. |
AC9S10I04 |
Year 10 · 19682 | select and construct appropriate representations, including tables, graphs, descriptive statistics, models and mathematical relationships, to organise and process data and information | 13 | Day 13 builds one two-way table; graphs, descriptive statistics and mathematical relationships are not comprehensive. |
AC9S10I06 |
Year 10 · 19696 | assess the validity and reproducibility of methods and evaluate the validity of conclusions and claims, including by identifying assumptions, conflicting evidence and areas of uncertainty | 12, 15, 18, 20 | Days 12/15/18/20 critique single-coder method, conflicting claims and uncertainty in constructed evidence; no empirical reproducibility has been established. |
AC9S10I08 |
Year 10 · 19713 | write and create texts to communicate ideas, findings and arguments effectively for identified purposes and audiences, including selection of appropriate content, language and text features, using digital tools as appropriate | 19 | Day 19 creates an audience-specific source-bound science-style brief. Other science communication forms and external publication remain open. |
AC9TDE10P02 |
Years 9 and 10 · 20069 | apply innovation and enterprise skills to generate, test, iterate and communicate design ideas, processes and solutions, including using digital tools | 18, 19 | Days 18/19 generate and visibly revise one paper visual-design idea; testing a physical solution and enterprise processes are not claimed. |
AC9TDE10P04 |
Years 9 and 10 · 20084 | develop design criteria independently including sustainability to evaluate design ideas, processes and solutions | 11, 18 | Days 11/18 set paper-check, report and sheet-use/offcut design criteria. The material-use criterion is proposed; no measured sustainability benefit or full independent criteria set is claimed. |
AC9TDI10P02 |
Years 9 and 10 · 20435 | analyse and visualise data interactively using a range of software, including spreadsheets and databases, to draw conclusions and make predictions by identifying trends and outliers | 16 | Day 16 interactive-analysis evidence requires actual use of the local offline filter; a paper route supports maths but not this digital row. One tool and no trend/outlier prediction do not cover the full band. |
Source and claim boundary
- Publisher: Australian Curriculum, Assessment and Reporting Authority workbook, accessed 29 September 2026. ACARA rights/terms apply; ACARA does not endorse SubjectNest.
- The source import removes workbook formatting for plain-text display but retains the selected content-description wording. The 17 lesson-heading codes are exactly the 17 rows above.
- This is a fictional paper design/source-analysis unit. It cannot establish a real accessibility outcome, a real science result, a state/territory syllabus decision or a full Year 10/band allocation.