# Exact ACARA v9 crosswalk · Year 10 supplementary Weeks 3–4

**Pinned source:** [Official Australian Curriculum Version 9.0 workbook](https://www.australiancurriculum.edu.au/downloads), 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](SOURCE-AND-RIGHTS.md).

| 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](https://www.australiancurriculum.edu.au/downloads), accessed 29 September 2026, with whitespace normalised, under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) subject to [ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA does not endorse SubjectNest. Original commentary © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.