# Year 2 cited Australian Curriculum v9 descriptions

**Scope:** the exact normalized descriptions cited across the authored Year 2 Weeks 1–4 packs, including the official **Years 1 and 2** bands for HPE and Arts. A cited code means an activity supports part of a description; it does not establish complete teaching, individual achievement, local adoption or authority approval. The pack crosswalks identify each selected activity and its evidence boundary.

Source: [official ACARA v9 curriculum workbook](https://www.australiancurriculum.edu.au/downloads), downloaded 29 September 2026, original XLSX SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The local canonical import is `products/curriculum-studio/data/frameworks/acara-v9.json`; HTML markup was removed for plain-text display. Source rows permit a reviewer to locate each record.

## English

- **AC9E2LA03** (source row 268, level Year 2): identify how texts across the curriculum are organised differently and use language features depending on purposes
- **AC9E2LA05** (source row 278, level Year 2): navigate print and screen texts using chapters, tables of contents, indexes, side-bar menus, drop-down menus or links
- **AC9E2LA06** (source row 282, level Year 2): understand that connections can be made between ideas by using a compound sentence with 2 or more independent clauses usually linked by a coordinating conjunction
- **AC9E2LA07** (source row 284, level Year 2): understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups
- **AC9E2LA09** (source row 292, level Year 2): experiment with and begin to make conscious choices of vocabulary to suit the topic
- **AC9E2LE02** (source row 307, level Year 2): identify features of literary texts, such as characters and settings, and give reasons for personal preferences
- **AC9E2LE05** (source row 318, level Year 2): create and edit literary texts by adapting structures and language features of familiar literary texts through drawing, writing, performance and digital tools
- **AC9E2LY01** (source row 323, level Year 2): identify how similar topics and information are presented in different types of texts
- **AC9E2LY02** (source row 327, level Year 2): use interaction skills when engaging with topics, actively listening to others, receiving instructions and extending own ideas, speaking appropriately, expressing and responding to opinions, making statements, and giving instructions
- **AC9E2LY03** (source row 333, level Year 2): identify the purpose and audience of imaginative, informative and persuasive texts
- **AC9E2LY04** (source row 336, level Year 2): read texts with phrasing and fluency, using phonic and word knowledge, and monitoring meaning by re-reading and self-correcting
- **AC9E2LY05** (source row 339, level Year 2): use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning
- **AC9E2LY06** (source row 348, level Year 2): create and edit short imaginative, informative and persuasive written and/or multimodal texts for familiar audiences, using text structure appropriate to purpose, simple and compound sentences, noun groups and verb groups, topic-specific vocabulary, simple punctuation and common 2-syllable words
- **AC9E2LY07** (source row 355, level Year 2): create, rehearse and deliver short oral and/or multimodal presentations for familiar audiences and purposes, using text structure appropriate to purpose and topic-specific vocabulary, and varying tone, volume and pace
- **AC9E2LY10** (source row 365, level Year 2): use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words

## Health and Physical Education

- **AC9HP2M01** (source row 3269, level Years 1 and 2): practise fundamental movement skills and apply them in a variety of movement situations
- **AC9HP2M02** (source row 3275, level Years 1 and 2): investigate different ways of moving their body, and manipulating objects and space, and draw conclusions about their effectiveness
- **AC9HP2M04** (source row 3288, level Years 1 and 2): co-construct and apply rules to promote fair play in a range of physical activities
- **AC9HP2M05** (source row 3292, level Years 1 and 2): apply strategies to work collaboratively when participating in physical activities
- **AC9HP2P02** (source row 3236, level Years 1 and 2): identify and explore skills and strategies to develop respectful relationships
- **AC9HP2P03** (source row 3242, level Years 1 and 2): identify how different situations influence emotional responses
- **AC9HP2P04** (source row 3249, level Years 1 and 2): practise strategies they can use when they need to seek, give or deny permission respectfully
- **AC9HP2P05** (source row 3254, level Years 1 and 2): identify and demonstrate protective behaviours and help-seeking strategies they can use to help them and others stay safe
- **AC9HP2P06** (source row 3261, level Years 1 and 2): investigate a range of health messages and practices in their community and discuss their purposes

## Humanities and Social Sciences

- **AC9HS2K02** (source row 1320, level Year 2): how technological developments changed people’s lives at home, and in the ways they worked, travelled and communicated
- **AC9HS2K03** (source row 1327, level Year 2): how places can be spatially represented in geographical divisions from local to regional to state/territory, and how people and places are interconnected across those scales
- **AC9HS2S01** (source row 1338, level Year 2): develop questions about objects, people, places and events in the past and present
- **AC9HS2S02** (source row 1342, level Year 2): collect, sort and record information and data from observations and from provided sources, including unscaled timelines and labelled maps or models
- **AC9HS2S03** (source row 1348, level Year 2): interpret information and data from observations and provided sources, including the comparison of objects from the past and present
- **AC9HS2S04** (source row 1353, level Year 2): discuss perspectives related to objects, people, places and events
- **AC9HS2S05** (source row 1358, level Year 2): draw conclusions and make proposals
- **AC9HS2S06** (source row 1365, level Year 2): develop narratives and share observations, using sources, and subject-specific terms

## Mathematics

- **AC9M2A01** (source row 17342, level Year 2): recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern
- **AC9M2A02** (source row 17348, level Year 2): recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts
- **AC9M2N01** (source row 17309, level Year 2): recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines
- **AC9M2N02** (source row 17314, level Year 2): partition, rearrange, regroup and rename two- and three-digit numbers using standard and non-standard groupings; recognise the role of a zero digit in place value notation
- **AC9M2N04** (source row 17322, level Year 2): add and subtract one- and two-digit numbers, representing problems using number sentences, and solve using part-part-whole reasoning and a variety of calculation strategies
- **AC9M2N06** (source row 17335, level Year 2): use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation
- **AC9M2SP02** (source row 17391, level Year 2): locate positions in two-dimensional representations of a familiar space; move positions by following directions and pathways

## Science

- **AC9S2H01** (source row 18696, level Year 2): describe how people use science in their daily lives, including using patterns to make scientific predictions
- **AC9S2I01** (source row 18708, level Year 2): pose questions to explore observed simple patterns and relationships and make predictions based on experiences
- **AC9S2I02** (source row 18715, level Year 2): suggest and follow safe procedures to investigate questions and test predictions
- **AC9S2I03** (source row 18720, level Year 2): make and record observations, including informal measurements, using digital tools as appropriate
- **AC9S2I04** (source row 18727, level Year 2): sort and order data and information and represent patterns, including with provided tables and visual or physical models
- **AC9S2I05** (source row 18734, level Year 2): compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance
- **AC9S2I06** (source row 18740, level Year 2): write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary
- **AC9S2U01** (source row 18665, level Year 2): recognise Earth is a planet in the solar system and identify patterns in the changing position of the sun, moon, planets and stars in the sky
- **AC9S2U02** (source row 18677, level Year 2): explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate
- **AC9S2U03** (source row 18688, level Year 2): recognise that materials can be changed physically without changing their material composition and explore the effect of different actions on materials including bending, twisting, stretching and breaking into smaller pieces

## The Arts

- **AC9ADA2C01** (source row 20571, level Years 1 and 2): use the elements of dance to choreograph dance sequences
- **AC9ADA2D01** (source row 20564, level Years 1 and 2): experiment with ways to move safely and expressively using fundamental movement skills and the elements of dance
- **AC9ADA2P01** (source row 20579, level Years 1 and 2): share dance sequences in informal settings
- **AC9ADR2C01** (source row 20791, level Years 1 and 2): create and co-create fictional situations based on imagination and/or experience
- **AC9ADR2D01** (source row 20783, level Years 1 and 2): use the elements of drama and imagination in dramatic play and/or process drama
- **AC9ADR2P01** (source row 20802, level Years 1 and 2): share their drama in informal settings
- **AC9AMA2C01** (source row 21024, level Years 1 and 2): use media languages and media technologies to construct representations
- **AC9AMA2D01** (source row 21017, level Years 1 and 2): explore ways of using media technologies responsibly to capture and organise images, sounds, text and/or interactive elements
- **AC9AMA2P01** (source row 21031, level Years 1 and 2): share media arts works with audiences in informal settings
- **AC9AMU2C01** (source row 21278, level Years 1 and 2): select and combine elements of music when composing and practising music for performance
- **AC9AMU2D01** (source row 21268, level Years 1 and 2): develop listening skills and skills for singing and playing instruments
- **AC9AMU2P01** (source row 21288, level Years 1 and 2): sing and play music in informal settings
- **AC9AVA2C01** (source row 21525, level Years 1 and 2): use visual conventions, visual arts processes and materials to create artworks
- **AC9AVA2D01** (source row 21517, level Years 1 and 2): experiment and play with visual conventions, visual arts processes and materials
- **AC9AVA2P01** (source row 21533, level Years 1 and 2): share artworks and/or visual arts practice in informal settings

## Deferred descriptions

`AC9HS2K01` and `AC9HS2K04` are intentionally outside the authored teaching links. Local importance and First Nations connections to Country/Place need checked local sources, permission and appropriate community authority. The opening integrated guide mentions `AC9HS2K01` only as a conditional future route. These codes are listed in the manifest as deferred, not selected.

## Rights and review

Curriculum descriptions are ACARA material, separate from the SubjectNest original-material grant. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the [Australian Curriculum website](https://www.australiancurriculum.edu.au/downloads) (accessed 29 September 2026) and modified by plain-text normalization. See [ACARA copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) for the CC BY 4.0 core-curriculum terms and exclusions. ACARA does not endorse SubjectNest. The original arrangement and explanation here are © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): credit, link the source and licence, and note changes. Human subject-specialist, accessibility, local-syllabus and classroom review remain pending.