Pinned source: Official Australian Curriculum Version 9.0 workbook, retrieved 29 September 2026. Original XLSX SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The verifier checks the actual Learning areas workbook cell and the local data/frameworks/acara-v9.json import for every row below. This is partial or conditional lesson opportunity, not coverage completion, local syllabus approval or achieved outcome. See source/rights ledger.
| Code | Workbook row | Exact level | Area / subject | Exact official content description | Activity evidence opportunity | Limit |
|---|---|---|---|---|---|---|
AC9HC10S04 |
1933 | Year 10 | Humanities and Social Sciences / Civics and Citizenship 7-10 | evaluate the methods or strategies and outcomes related to making decisions about civic participation | HASS 15 (Forum speaking order), HASS 16 (Community notice response) | Fictional participation method comparison; no actual civic outcome. |
AC9HE10S01 |
2130 | Year 10 | Humanities and Social Sciences / Economics and Business 7-10 | develop and modify questions to investigate a contemporary economic and business issue | HASS 18 (Canteen packing prompt), HASS 19 (Music-room schedule trade-off) | Questions for invented decisions; not a contemporary source investigation. |
AC9HE10S04 |
2146 | Year 10 | Humanities and Social Sciences / Economics and Business 7-10 | develop and evaluate a response to an economic and business issue, using cost-benefit analysis or criteria to decide on a course of action | HASS 17 (Theatre-prop reuse decision), HASS 18 (Canteen packing prompt), HASS 19 (Music-room schedule trade-off), HASS 20 (Weekend market paper signs) | Small constructed cost/criteria choices; no real business or financial recommendation. |
AC9HG10S01 |
2429 | Year 10 | Humanities and Social Sciences / Geography 7-10 | develop a range of questions for a geographical inquiry related to a phenomenon or challenge | HASS 13 (Pocket-park shade inquiry) | Questions on one fictional site sketch; no field inquiry. |
AC9HG10S05 |
2450 | Year 10 | Humanities and Social Sciences / Geography 7-10 | develop and evaluate strategies using environmental, economic or social criteria; recommend a strategy and explain the predicted impacts | HASS 14 (Public refill point choice) | Conditional criteria on fictional placements; no real impact evaluation. |
AC9HH10K15 |
3077 | Year 10 | Humanities and Social Sciences / History 7-10 | the origins and significance of the Universal Declaration of Human Rights, including Australia’s involvement in the development of the declaration | HASS 11 (A declaration's source trail), HASS 12 (Two named contributors) | Two brief sourced UDHR/Australian role notes; broader origins/significance remain. |
AC9HH10S03 |
3125 | Year 10 | Humanities and Social Sciences / History 7-10 | identify the origin and content of sources, and explain the purpose and context of primary and secondary sources | HASS 11 (A declaration's source trail), HASS 12 (Two named contributors) | Origins and purposes of two later institutional pages, not archival source depth. |
AC9HP10P02 |
3641 | Years 9 and 10 | Health and Physical Education / Health and Physical Education | refine, evaluate and adapt strategies for managing changes and transitions | HPE 13 (Timetable transition) | One invented room transition; actual adaptive strategy unobserved. |
AC9HP10P04 |
3653 | Years 9 and 10 | Health and Physical Education / Health and Physical Education | evaluate the influence of respect, empathy, power and coercion on establishing and maintaining respectful relationships | HPE 14 (Shared-material permission) | Shared-material respect/power scenario; not the breadth of relationships. |
AC9HP10P05 |
3659 | Years 9 and 10 | Health and Physical Education / Health and Physical Education | propose strategies and actions individuals and groups can implement to challenge biases, stereotypes, prejudices and discrimination, and promote inclusion in their communities | HPE 11 (Library-club invitation), HPE 19 (Reach-route adaptation) | Proposed inclusion actions on fictional clubs; real inclusion needs user feedback. |
AC9HP10P08 |
3676 | Years 9 and 10 | Health and Physical Education / Health and Physical Education | plan, rehearse and evaluate strategies for managing situations where their own or others’ health, safety or wellbeing may be at risk | HPE 15 (Crowded-room safety plan) | Paper rehearsal only under local policy; not live safety performance. |
AC9HP10P09 |
3683 | Years 9 and 10 | Health and Physical Education / Health and Physical Education | critique health information, services and media messaging about relationships, lifestyle choices, health decisions and behaviours to evaluate their influence on individual attitudes and actions | HPE 12 (Sleep-product claim audit) | One invented advertisement critique; no medical/lifestyle conclusion. |
AC9HP10M02 |
3706 | Years 9 and 10 | Health and Physical Education / Health and Physical Education | create and refine movement strategies to achieve successful outcomes across a range of challenging movement situations | HPE 16 (Tabletop passing strategy), HPE 17 (Seated rhythm route) | Strategy creation/refinement; actual movement evidence only if observed safely. |
AC9HP10M08 |
3735 | Years 9 and 10 | Health and Physical Education / Health and Physical Education | demonstrate fair play and reflect on how ethical behaviour can influence physical activity outcomes for individuals and groups | HPE 18 (Fair-play passing game) | Fair-play demonstration conditional on actual willing run, not paper plan. |
AC9HP10M09 |
3740 | Years 9 and 10 | Health and Physical Education / Health and Physical Education | devise, implement and refine strategies for decision-making when working in groups or teams that demonstrate leadership and collaboration skills | HPE 20 (Mixed-role activity review) | Group leadership conditional on actual collaboration; plan route is design only. |
AC9S10H01 |
19630 | Year 10 | Science / Science | explain how scientific knowledge is validated and refined, including the role of publication and peer review | Science 17 (Astronomy-club claim review), Science 19 (Weather-board uncertainty) | Short review questions for invented claims; no actual publication/peer review process. |
AC9S10I01 |
19661 | Year 10 | Science / Science | develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models | Science 11 (Garden label question), Science 16 (Rehearsal-room paper screen), Science 20 (Sports-equipment paper study) | Paper-model questions and predictions only; no actual investigation. |
AC9S10I04 |
19682 | Year 10 | Science / Science | select and construct appropriate representations, including tables, graphs, descriptive statistics, models and mathematical relationships, to organise and process data and information | Science 12 (Stage-rig model table), Science 13 (Library light-grid representation), Science 18 (Repair-bench circuit cards) | Small constructed tables/plots, not measured scientific datasets. |
AC9S10I05 |
19689 | Year 10 | Science / Science | analyse and connect a variety of data and information to identify and explain patterns, trends, relationships and anomalies | Science 13 (Library light-grid representation), Science 14 (Transit-board anomaly), Science 18 (Repair-bench circuit cards) | Selected within-model patterns/anomalies; no empirical generalisation. |
AC9S10I06 |
19696 | Year 10 | Science / Science | 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 | Science 14 (Transit-board anomaly), Science 15 (Home-water scenario boundary), Science 16 (Rehearsal-room paper screen), Science 17 (Astronomy-club claim review), Science 19 (Weather-board uncertainty), Science 20 (Sports-equipment paper study) | Method and claim critique of invented sources, not real reproducibility evidence. |
AC9TDE10P01 |
20061 | Years 9 and 10 | Technologies / Design and Technologies | analyse needs or opportunities for designing; develop design briefs; and investigate, analyse and select materials, systems, components, tools and equipment to create designed solutions | Technologies 11 (Recipe-card separator) | One paper design brief; real user/material selection remains. |
AC9TDE10P02 |
20069 | Years 9 and 10 | Technologies / Design and Technologies | apply innovation and enterprise skills to generate, test, iterate and communicate design ideas, processes and solutions, including using digital tools | Technologies 12 (Bookmark tab iteration), Technologies 14 (Game-token scoop prototype) | Paper prototype iteration only if made/tested; plans labelled separately. |
AC9TDE10P04 |
20084 | Years 9 and 10 | Technologies / Design and Technologies | develop design criteria independently including sustainability to evaluate design ideas, processes and solutions | Technologies 13 (Reusable gift sleeve criteria), Technologies 15 (Seed-packet divider audit) | Small criteria including material use; no life-cycle sustainability proof. |
AC9TDI10K02 |
20418 | Years 9 and 10 | Technologies / Digital Technologies | represent documents online as content (text), structure (markup) and presentation (styling) and explain why such representations are important | Technologies 16 (Page content, markup and style) | One offline HTML/CSS example; not broad online document systems. |
AC9TDI10P05 |
20453 | Years 9 and 10 | Technologies / Digital Technologies | design algorithms involving logical operators and represent them as flowcharts and pseudocode | Technologies 17 (A two-condition rule), Technologies 20 (Unknown is not false) | Tiny Boolean/unknown branch algorithms, not full problem decomposition. |
AC9TDI10P06 |
20458 | Years 9 and 10 | Technologies / Digital Technologies | validate algorithms and programs by comparing their output against a range of test cases | Technologies 18 (Test-case challenge), Technologies 20 (Unknown is not false) | Four known test cases and one unknown branch; actual run conditional. |
AC9TDI10P07 |
20462 | Years 9 and 10 | Technologies / Digital Technologies | design and prototype the user experience of a digital system | Technologies 19 (Parcel-rule user experience) | One paper/text prototype for a toy rule, not a deployed user experience. |
AC9ADA10C01 |
20713 | Years 9 and 10 | The Arts / Dance | choreograph dance that communicates ideas, perspectives and/or meaning by selecting and manipulating elements of dance, choreographic devices and/or structure | Arts 11 (Waiting-room motif · Dance), Arts 12 (Two-path dance revision · Dance) | Original eight-count motif/score; no genre or cultural dance breadth. |
AC9ADR10D02 |
20938 | Years 9 and 10 | The Arts / Drama | reflect on their own and others’ drama or practices to refine and inform their use of elements of drama, conventions and/or approaches to shape and sustain dramatic action | Arts 14 (The second message · Drama) | Revision of own scene/script, not broad drama practice. |
AC9ADR10C01 |
20943 | Years 9 and 10 | The Arts / Drama | improvise and devise drama, and interpret scripted drama, using elements of drama and conventions to shape and manipulate dramatic action and convey intended ideas, perspectives and/or meaning | Arts 13 (The wrong parcel · Drama) | One short original devised scene, with actual enactment conditional. |
AC9AMA10D01 |
21184 | Years 9 and 10 | The Arts / Media Arts | experiment with ways to construct representations that reflect ideas, perspectives and/or meaning, and/or use of media conventions, media languages and media technologies | Arts 15 (Single-frame inference · Media Arts) | Paper frame/crop representation experiment; no real audience test. |
AC9AMA10C01 |
21197 | Years 9 and 10 | The Arts / Media Arts | design and structure media arts works that examine and communicate ideas, perspectives and/or meaning | Arts 16 (Community notice mini-comic · Media Arts) | Three-panel paper design/storyboard; completed media work conditional. |
AC9AMU10C02 |
21449 | Years 9 and 10 | The Arts / Music | compose music, manipulating and combining elements of music and compositional devices relevant to chosen styles and/or forms to communicate ideas, perspectives and/or meaning and notate, document and/or record the music | Arts 17 (Four-beat city cue · Music), Arts 18 (Rehearsal-room response motif · Music) | Original four-beat notated motif/response only; performance separate. |
AC9AVA10D01 |
21689 | Years 9 and 10 | The Arts / Visual Arts | experiment with visual conventions, visual arts processes and materials to refine skills and develop personal expression | Arts 19 (Market-sign negative space · Visual Arts) | Two small original layout experiments; no art-history coverage. |
AC9AVA10C02 |
21710 | Years 9 and 10 | The Arts / Visual Arts | 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 | Arts 20 (Park-path abstract print · Visual Arts) | Original small artwork if made; text-only plan is not completed visual art. |
What the crosswalk does not certify
Science's ten blocks sample inquiry, not Year 10 science knowledge descriptions. HASS samples four subjects without treating a fictional map/vote/business model as real evidence; its two UDHR activities use later official source pages, not original 1948 records. HPE movement, Technologies testing and Arts making/performance codes are conditional on actual learner action; a paper plan remains planning evidence. The ten published formative checks and teacher key are not secure exams. State/territory adoption, school-authority subject selection, cultural/language authority, safeguarding and broader curriculum still require local review.
ACARA attribution: © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Selected wording from the Australian Curriculum website, accessed 29 September 2026, with whitespace normalised, under CC BY 4.0 subject to ACARA terms. ACARA does not endorse SubjectNest. Original commentary © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.