Year2 Science · Term1 resource Weeks09–10 · sequence Days41–50
This source supplies ten complete original sessions after the accepted neighbouring sky/material/sound resources. Forty-week/ten-slot organisation is a planning partition; local calendars, holidays, lesson frequency and actual opportunity differ. It does not require five Science lessons every week or turn sequence slots into actual attendance dates. Earlier packs and an annual organiser are teaching resources, not evidence a child has learned their content. The earlier fixed inventory b8728185eee882f7526f89e0709efc756389807f predated this complete09–10Science source; it is historical planning context. This resource does not fill the rest of the year or certify an annual/all-state course.
Full NATIONAL75 preserves exact whole introduction, ten descriptions,63 illustrative elaborations and full achievement standard, with complete original attributes/plaintext and all raw cell values. Its source remains the official29September2026 workbook acquisition recorded in that bank; no fresh download or revised framework is asserted. The verified retained2,049,917byte workbook has SHA256db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The18,074,483byte canonical registry has SHA25615fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60. All75 objects equal their full canonical objects. The retained native XML dimensions are Learning areas A1:L21725 (12 columns) and Achievement standards A1:F261 (6 columns). These74+1selected rows have894native-defined slots:376present keys,374nonempty values,2present empty stringsC236/D236 and518absent. The former1,412slot/1,036absent count is preserved inside RAW-NATIVE as an explicitly wider historical19/6chosen universe, with518positions outside the native-defined columns; it is not a native worksheet definition. Preferred RAW-NATIVE records actual native types, shared-string XML indices/literal values, decoded values and absent slots. Empty is not absent. NATIONAL75 remains90,103bytes/SHA256a905b04b00c81145ff15cc47ad01355e06166b7c5b45991d3f57ce0b48c4f6f8.
Selected teaching contribution and limits
Principal AC9S2U02 opportunity is an everyday sound-choice guide: varied safe action/source descriptions, distinct pitch/loudness language, carefully separated source/receiver concepts, guided comparison, faithful organisers and useful source-bounded choices. Physical sound-producing and receiver-effect evidence requires actual appropriate opportunities; supplied fiction and silent model construction cannot substitute for conducting. Every route records its own limits. This pack does not complete the fullU02 breadth: blowing/shaking/plucking instruments, independently demonstrated receiving-object effects, music-making, echo/echolocation and culturally authorised instrument learning need later selected opportunities. No real speaker/ear test is supplied or required.
H01 andI01–I06 are partial opportunities, with guidance explicit forI05. Guided source reasoning is valuable, but not the same evidence as following procedures or making physical observations. Actual adult-approved trials record the student's planning/operation/support and only what really occurred. Informal counts of records are counts of records, not physical sound intensity. A planned repeated setting is not measured equality. Child can choose quiet/not-heard/unsure or decline a sound without losing access to the concept or being assigned a diagnosis. Different reports are retained without hearing ranking. U01 sky andU03 composition-preserving material changes are complete national references here; they are not completed by sound stories or unrelated follow-up teaching.
Each record in OPPORTUNITY75 links its full meaning and exact raw record to a selected partial, conditional/future or reference-only opportunity. Elaborations are illustrations for selection; no all63 checklist or proof of mandatory timetable. Cross-curriculum/general capabilities can be useful contexts, not an extra unsupported attainment certificate. First Nations cultural/language opportunities require the relevant people's authority/consent, benefit sharing, attribution and integrity before adaptation or publication; no generic translation, invented ceremony, copied cultural instrument pattern or assumed local permission. No language translation is released by this proposal.
Current Queensland primary review
Fresh13October2026 indexed text reads are recorded separately from the historical workbook. Year2 alignmentQ1,2023,1page: full ten descriptions/full standard support the partial map; no selected-sound theme completes sky/materials or whole annual inquiry.
Year2 standards elaborationsQ2,November2023,5pages: teachers judge after opportunities to learn using an on-balance folio. WW represents the standard; AP/MC/EX/BA distinguish qualities of understanding and skills across knowledge, everyday science/prediction, questions/plans, observations/records, organisers, guided evaluation and communication. This proposal's32 local component checks are teaching decisions, not a summed official grade. Eligible first/later comparison states context/support/source familiarity and opportunities, not a universal improvement score.
Years1–2 conditionsQ3,October2023,3pages: experimental investigation, guided research and supervised response collect different evidence. Actual practical skills need observation. Spoken, signed, written, practical and multimodal responses, exact scribing and chunked opportunities can retain the purpose; length is not quality. Schools organise practical work under current safety guidance. Item-by-item supports are recorded without automatic lower judgement. Current reading was indexed text, not native PDF layout. Q3's final indexed rights line ends midline; the whole current copyright notice was separately read rather than pretending missing text was visible.
© State of Queensland (QCAA)2023 for those three guidance documents. This is an original interpretation referencing them, not a reproduced official rubric or endorsement. QCAA information generallyCCBY4subject to item exceptions:arms/trademarks, thirdparty content, alternative notices, standalone student images, student mediaCCBYND, student work and glossary definitions. Item notices govern. Adapted QCAA text must be marked Modified from and linked; no QCAA affiliation/approval implied. ACARA inside QCAA keeps its own notice. Current QCAA copyright page was read13October; lastupdated23September2024.
Narrow real-world science facts
F1 UNSW School of Physics, Physclips: Pitch, loudness and timbre,whole44indexedlines read13October. Pitch/loudness describe different properties, with perception and physical quantities interacting. The drawing-cycle/span model is an original manipulable illustration, not calibrated real sound or a guarantee about a listener. No UNSW sound/video/graph copied. The page shows a CreativeCommons link but this proposal does not rely on it to import assets; provider item/media rights remain separate. No publication/update date is shown in indexed body.
F2 NIH/NIDCD, How Do We Hear?,May2015/updated16March2022,whole35indexedlines read13October. Incoming sound waves can make the eardrum vibrate. That general reference is not an actual classroom receiver result, hearing test or medical claim about a child. No provider diagram/video copied. Our original factual connection card contains a narrow attributed paraphrase only. First guessed UNSW URLsound.html was inaccessible; it is a retained failed read, not a fact source.
All other narrative events, report words, measurements/counts and reader situations in lessons/C20/cases/N32 are explicitly original supplied fiction or proposed unperformed tasks. A child can add an actual observation only by performing/seeing/reported-event recording with correct provenance. Models use authored drawing positions and illustration choices; they never produce measured frequency/level, listener experience, an actual sound trial or a cause conclusion. SoundDesk has no microphone, camera, sensor, audio, AI or network. Realworld connection is in useful purposes plus the attributed narrow general facts; no fictional local fact.
Local facts teachers can update and review
An empty manual local-fact review card is included at ../references/FACTUAL-SOURCES.html. Empty fields: intended teaching use; exact provider/title/URL; source locator/quotedclaim or short paraphrase; source published/updated date; access date; actual event/observation date if different; locality/population; relevant conditions/units; primary evidence and independent corroboration or explicit gap; item rights/cultural permission; uncertain/changed details; reviewer/date; decision candidate/approved/hold; child-facing wording; expiry/recheck trigger. No automatic fetch or provider storage. Child personal location/voice/health data is unnecessary.
Teacher steps: choose a genuinely relevant question (e.g. an official school activity time for a pretend guide, or approved local musician's publicly permitted explanation); obtain the current primary source; check original meaning/conditions/date and locality; cross-check a second primary source or label uncorroborated; verify reuse/consent; select only the supported fact; write concise linked wording; keep pending until reviewed. If current source fails or changes, keep as candidate or use the complete fictional card instead. Legal noise limits, health/hearing advice, safety certification or instruments with cultural authority are not automatically supplied by a generic local card. Reviewer determines whether reliable current specialist source/permission is needed before use.
Example empty reviewed structure, not a real local fact: “Our job:____. Provider/locator/date:____. Supported local detail:____. Still unknown:____. Rights/reviewer:____.” Do not fill with invented council noise readings, school observations or reader success. Localising changes held sources into teaching until a genuinely fresh eligible assessment is planned. Keep previous original sources/rights and actual revisions; contributor submission sends a reviewed draft, not automatic public replacement.
Original grants and external exceptions
New original lessons, narratives, prompts, criteria, worked responses,32next accounts, paper labels, visual briefs/full alternatives and scripts: ©NeuroForge2026,CCBY4.0. Full official licence text is EDUCATION-LICENCE.txt, retained byte-identically from the accepted earlier original grant. New original constructor/check/control code: ©NeuroForge2026,Apache2.0, full SOFTWARE-LICENCE.txt byte-identical. These grants do not relicense external curriculum/provider works, logos/photographs/audio/video, cultural knowledge, children's work or contributor material without rights.
ACARA core curriculum ©Australian Curriculum,Assessment and Reporting Authority2010to present unless otherwise indicated,CCBY4with current terms. NATIONAL75 selected records retain original exact attributes/raw/plain text; the29September acquisition is historical. Our selection/rendering/opportunity commentary is modified presentation and clearly separated. Current13October terms review covers exceptions and ICIP; photographs/videos/implementation resources may have restrictive unaltered noncommercial educational use, logos/trademarks/site design/thirdparty/alternative notices are not blanketCCBY. No excluded media imported. Full current notice takes precedence for each item.
No product is endorsed, sponsored or approved by ACARA or QCAA. Users should assess current version and alignment to content descriptions and achievement standard; elaborations are illustrations. Platform/device curriculum refresh frequency is an explicit user review matter; this proposal uses a pinned historical workbook and cannot claim continuous automatic updates. SOURCE-NOTICE separates original grants, ACARA/QCAA/provider facts, cultural authority, contributor/student rights and modality/evidence boundaries.
Honest release status
This source edition includes ten complete lesson plans, their ordinary/home/project/worksheet/written-script material, eight blank response pages with their matched paper mats, SoundDesk and twenty original SVGs with complete alternatives. Written scripts are not recordings; no recorded audio or validated translation is included. Timing remains unpiloted. Literal source and callback checks do not establish native Browser, assistive-technology, print, classroom or reader-success evidence, hosted availability or annual curriculum completion. Use actual appropriate learning opportunities and current school review; this is a partial teaching resource, not a certified whole-year course.
Whole75 national meanings and individual opportunity limits
Part 1
Code
SCISCIY2
Id
acara-v9:learning_areas:SCISCIY2
Not mandatory elaboration checklist
False
Raw row identity
Collection
learning_areas
Row
18662
Record type
level_description
Specific opportunity limit
Whole system/pattern/material/sky/sound/inquiry introduction retained; selected contribution does not complete the level.
Status
full level reference
Whole meaning
In Year 2 students build on their experiences of the natural and physical world to identify the components of simple systems. They appreciate that Earth is a planet in space and identify other celestial objects. They explore the ways components in a system interact, such as by using their bodies or combining and manipulating objects to make sounds. They build on their understanding of properties of materials to recognise that those properties stay the same when the material is changed physically. They continue to build their understanding of patterns by observing that some patterns, such as the changing positions of the sun, moon and stars, can only be observed over certain timescales. As they explore patterns and relationships, they use counting and informal measurements to make and compare observations and recognise that organising these observations in tables makes it easier to identify and represent patterns. They appreciate that science involves making and organising observations to identify patterns and relationships, and that these patterns and relationships are the basis of scientific predictions. Inquiry questions can help excite students’ curiosity and challenge their thinking. Following are examples of inquiry questions that could be used to prompt discussion and exploration: Who does science? How do we know Earth is round? How can we make and sense music? What’s the best material? Why? How does the sky change over time?
Part 2
Code
AC9S2U01
Id
acara-v9:learning_areas:AC9S2U01
Not mandatory elaboration checklist
False
Raw row identity
Collection
learning_areas
Row
18665
Record type
content_description
Specific opportunity limit
Complete sky-object/pattern meaning retained; earlier packs separate, no sky attainment supplied here.
Status
reference only
Whole meaning
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
Part 3
Code
AC9S2U01_E1
Id
acara-v9:learning_areas:AC9S2U01_E1
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18666
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
identifying celestial objects that can be observed in space such as the sun, moon, stars and planets
Part 4
Code
AC9S2U01_E2
Id
acara-v9:learning_areas:AC9S2U01_E2
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18667
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
viewing images or video of Earth from space, describing the shape of Earth and discussing how the images or video were taken
Part 5
Code
AC9S2U01_E3
Id
acara-v9:learning_areas:AC9S2U01_E3
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18668
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
exploring representations of the solar system and identifying Earth and other planets
Part 6
Code
AC9S2U01_E4
Id
acara-v9:learning_areas:AC9S2U01_E4
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18669
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
observing that some phenomena in the sky are only visible during the day and others during the night
Part 7
Code
AC9S2U01_E5
Id
acara-v9:learning_areas:AC9S2U01_E5
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18670
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
investigating how shadow length changes with the changing position of the sun, identifying patterns and making predictions
Part 8
Code
AC9S2U01_E6
Id
acara-v9:learning_areas:AC9S2U01_E6
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18671
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
creating a class moon diary across a month, identifying patterns in the changing shape of the moon and making predictions
Part 9
Code
AC9S2U01_E7
Id
acara-v9:learning_areas:AC9S2U01_E7
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18672
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
viewing a time lapse video of the sun, moon, stars or a satellite’s movement across the sky
Part 10
Code
AC9S2U01_E8
Id
acara-v9:learning_areas:AC9S2U01_E8
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18673
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
observing and describing short-term and longer-term patterns of events that occur in the sky, such as the appearance of the moon and stars at different times of the month or year
Part 11
Code
AC9S2U01_E9
Id
acara-v9:learning_areas:AC9S2U01_E9
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18674
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
distinguishing between regular events that occur in the sky, such as the appearance of a full moon, and irregular events such as ‘blue’, ‘blood’ or ‘super’ moons
Part 12
Code
AC9S2U01_E10
Id
acara-v9:learning_areas:AC9S2U01_E10
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18675
Record type
illustrative_elaboration
Specific opportunity limit
Full illustrative meaning retained; relevant cultural owners must authorise a future chosen opportunity before use/adaptation, no local cultural content supplied.
Status
conditional national reference
Whole meaning
exploring how cultural stories of First Nations Peoples of Australia describe the patterns in the changing positions of the sun, moon and stars
Part 13
Code
AC9S2U02
Id
acara-v9:learning_areas:AC9S2U02
Not mandatory elaboration checklist
False
Raw row identity
Collection
learning_areas
Row
18677
Record type
content_description
Specific opportunity limit
Days41–49 actions/variety/descriptions and source/receiver distinction. Real action observation optional; receiver concept source reference only, no actual receiving-object effect demonstrated.
Status
selected partial opportunity
Whole meaning
explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate
Part 14
Code
AC9S2U02_E1
Id
acara-v9:learning_areas:AC9S2U02_E1
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18678
Record type
illustrative_elaboration
Specific opportunity limit
Day43/heldC: pitch/loudness descriptions distinct; no required hearing/performance or calibrated values.
Status
selected partial
Whole meaning
building vocabulary for describing sound, such as loudness and pitch, and comparing sounds made by musical instruments
Part 15
Code
AC9S2U02_E2
Id
acara-v9:learning_areas:AC9S2U02_E2
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18679
Record type
illustrative_elaboration
Specific opportunity limit
Day42 several gentle actions/source notes; tap/rub approved actual optional, other instrument actions not all performed.
Status
selected partial
Whole meaning
exploring different ways to produce sound using familiar objects and actions such as striking, blowing, scraping, plucking and shaking
Part 16
Code
AC9S2U02_E3
Id
acara-v9:learning_areas:AC9S2U02_E3
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18680
Record type
illustrative_elaboration
Specific opportunity limit
Relevant First Nations owners/consent/payment/credit/integrity before culturally-specific instrument work; none invented.
Status
conditional future
Whole meaning
exploring how traditional musical instruments used by First Nations Australians produce their characteristic sounds
Part 17
Code
AC9S2U02_E4
Id
acara-v9:learning_areas:AC9S2U02_E4
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18681
Record type
illustrative_elaboration
Specific opportunity limit
No guess-speaker game/private voice data or hearing ranking required.
Status
reference only
Whole meaning
exploring how voices have a unique sound by playing games such as guess the speaker
Part 18
Code
AC9S2U02_E5
Id
acara-v9:learning_areas:AC9S2U02_E5
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18682
Record type
illustrative_elaboration
Specific opportunity limit
No twanged rigid ruler trial. Broad strip model/observation is not completion of this exact example.
Status
reference only
Whole meaning
observing vibrations produced by a twanged ruler held on a desk and experimenting with different ways of holding or positioning the ruler to produce observably different vibrations and sounds
Part 19
Code
AC9S2U02_E6
Id
acara-v9:learning_areas:AC9S2U02_E6
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18683
Record type
illustrative_elaboration
Specific opportunity limit
Day44/F2 andD sources support receiver concept; no actual speaker/tuning-fork/ear experiment or receiving-object observation supplied.
Status
partial reference knowledge
Whole meaning
investigating how sound energy makes things vibrate such as when speaking, using tuning forks or observing music speakers
Part 20
Code
AC9S2U02_E7
Id
acara-v9:learning_areas:AC9S2U02_E7
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18684
Record type
illustrative_elaboration
Specific opportunity limit
Day48 actual optional gentle cover plan/notes; no best-all-material or measured reduction guarantee.
Status
selected partial
Whole meaning
investigating which materials best muffle sound
Part 21
Code
AC9S2U02_E8
Id
acara-v9:learning_areas:AC9S2U02_E8
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18685
Record type
illustrative_elaboration
Specific opportunity limit
Guide/model/pocket design is not an actual completed instrument-making trial.
Status
future opportunity
Whole meaning
designing and making instruments that produce different sounds, such as drums, rain makers, thongophones or box guitars
Part 22
Code
AC9S2U02_E9
Id
acara-v9:learning_areas:AC9S2U02_E9
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18686
Record type
illustrative_elaboration
Specific opportunity limit
No echo/echolocation account taught as new verified local knowledge.
Status
reference only
Whole meaning
discussing situations in which they have heard echoes and exploring how humans with vision impairment and other animals such as dolphins and bats use echolocation to locate objects in their environments
Part 23
Code
AC9S2U03
Id
acara-v9:learning_areas:AC9S2U03
Not mandatory elaboration checklist
False
Raw row identity
Collection
learning_areas
Row
18688
Record type
content_description
Specific opportunity limit
Complete material-composition/change meaning retained; this sound guide does not complete it.
Status
reference only
Whole meaning
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
Part 24
Code
AC9S2U03_E1
Id
acara-v9:learning_areas:AC9S2U03_E1
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18689
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
exploring how materials can be physically changed to suit a particular purpose, such as twisting strands of cotton or wool together to make the thread stronger, or folding paper to make it fly
Part 25
Code
AC9S2U03_E2
Id
acara-v9:learning_areas:AC9S2U03_E2
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18690
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
manipulating materials such as paper or fabric, and determining ways they can be physically changed by scrunching, twisting or bending, or broken into smaller pieces by cutting, tearing or crushing
Part 26
Code
AC9S2U03_E3
Id
acara-v9:learning_areas:AC9S2U03_E3
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18691
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
crushing a stick of chalk into a powder, comparing the properties of the stick and the powder, and discussing whether it is still the same material
Part 27
Code
AC9S2U03_E4
Id
acara-v9:learning_areas:AC9S2U03_E4
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18692
Record type
illustrative_elaboration
Specific opportunity limit
Full illustrative meaning retained; relevant cultural owners must authorise a future chosen opportunity before use/adaptation, no local cultural content supplied.
Status
conditional national reference
Whole meaning
exploring how First Nations Australians make physical changes to natural materials to produce objects such as bowls, baskets and various fibre crafts
Part 28
Code
AC9S2U03_E5
Id
acara-v9:learning_areas:AC9S2U03_E5
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18693
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
creating an ‘odd one out’ game by providing samples of the same material that has been physically changed in different ways, and one sample of a different material, and challenging other students to identify the odd one out
Part 29
Code
AC9S2H01
Id
acara-v9:learning_areas:AC9S2H01
Not mandatory elaboration checklist
False
Raw row identity
Collection
learning_areas
Row
18696
Record type
content_description
Specific opportunity limit
Days41/47/49–50 everyday choices/pattern-based ideas; source-bound prediction/reader work, no complete range of daily science.
Status
selected partial opportunity
Whole meaning
describe how people use science in their daily lives, including using patterns to make scientific predictions
Part 30
Code
AC9S2H01_E1
Id
acara-v9:learning_areas:AC9S2H01_E1
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18697
Record type
illustrative_elaboration
Specific opportunity limit
Full illustrative meaning retained; relevant cultural owners must authorise a future chosen opportunity before use/adaptation, no local cultural content supplied.
Status
conditional national reference
Whole meaning
learning how First Nations Australians use observations of the night sky to assist with navigation
Part 31
Code
AC9S2H01_E2
Id
acara-v9:learning_areas:AC9S2H01_E2
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18698
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
recognising that astronomers use patterns of movement of celestial bodies in the sky, such as stars and comets, to make predictions about future appearances
Part 32
Code
AC9S2H01_E3
Id
acara-v9:learning_areas:AC9S2H01_E3
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18699
Record type
illustrative_elaboration
Specific opportunity limit
Sound patterns can inform a job; no musician consultation/music performance supplied.
Status
partial/future
Whole meaning
listening to music and learning from musicians about how music can be understood as patterns of sounds and how they use their body or instruments to create music
Part 33
Code
AC9S2H01_E4
Id
acara-v9:learning_areas:AC9S2H01_E4
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18700
Record type
illustrative_elaboration
Specific opportunity limit
Quiet choice/consideration of others inDays41/47/49; no noise-law or hearing-device claim.
Status
selected partial
Whole meaning
discussing how we manage sound at home to ensure that we do not disturb each other or our neighbours, such as quietly closing doors, turning down the volume, taking off shoes on wooden floors or using headphones
Part 34
Code
AC9S2H01_E5
Id
acara-v9:learning_areas:AC9S2H01_E5
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18701
Record type
illustrative_elaboration
Specific opportunity limit
No voice-activated tool, speaker identity inference or AI enabled.
Status
reference only
Whole meaning
investigating toys and digital tools that are voice activated, and engaging in guided discussion about how some devices use voice patterns to recognise the unique features of an individual’s voice
Part 35
Code
AC9S2H01_E6
Id
acara-v9:learning_areas:AC9S2H01_E6
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18702
Record type
illustrative_elaboration
Specific opportunity limit
No voice assistance/device access performance claimed.
Status
reference only
Whole meaning
exploring how sound-activated and voice-activated tools help people manage daily activities such as turning on lights and communicating with others
Part 36
Code
AC9S2H01_E7
Id
acara-v9:learning_areas:AC9S2H01_E7
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18703
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
learning from people who work with materials, such as woodworkers, product designers or artists such as fibre artists or sculptors, about how they learn about properties of materials and how they use creativity when manipulating materials
Part 37
Code
AC9S2H01_E8
Id
acara-v9:learning_areas:AC9S2H01_E8
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18704
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
exploring how physically changing materials helps us to re-use them in a variety of ways, and decrease waste
Part 38
Code
AC9S2H01_E9
Id
acara-v9:learning_areas:AC9S2H01_E9
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18705
Record type
illustrative_elaboration
Specific opportunity limit
Full illustrative meaning retained; relevant cultural owners must authorise a future chosen opportunity before use/adaptation, no local cultural content supplied.
Status
conditional national reference
Whole meaning
considering how First Nations Australians use scientific practices such as sorting, classification and estimation to make predictions
Part 39
Code
AC9S2I01
Id
acara-v9:learning_areas:AC9S2I01
Not mandatory elaboration checklist
False
Raw row identity
Collection
learning_areas
Row
18708
Record type
content_description
Specific opportunity limit
Days41/43/46/48 new questions/predictions based on available experiences, actual or supplied provenance recorded.
Status
selected partial opportunity
Whole meaning
pose questions to explore observed simple patterns and relationships and make predictions based on experiences
Part 40
Code
AC9S2I01_E1
Id
acara-v9:learning_areas:AC9S2I01_E1
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18709
Record type
illustrative_elaboration
Specific opportunity limit
Day43/48 questions about descriptions/new sound-related evidence, result open.
Status
selected partial
Whole meaning
posing questions about how to make sounds with different instruments, such as: ‘If I do this, will it always produce a higher pitched sound?’
Part 41
Code
AC9S2I01_E2
Id
acara-v9:learning_areas:AC9S2I01_E2
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18710
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
posing questions about the appearance or position of celestial objects in space across time, such as: ‘I wonder if the moon will look the same tomorrow or next week, as it does today?’
Part 42
Code
AC9S2I01_E3
Id
acara-v9:learning_areas:AC9S2I01_E3
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18711
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
making predictions about what might occur when materials such as playdough or tissue paper are pulled with different strengths
Part 43
Code
AC9S2I01_E4
Id
acara-v9:learning_areas:AC9S2I01_E4
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18712
Record type
illustrative_elaboration
Specific opportunity limit
No harder/louder test prescribed. Force explicitly unmeasured; no universal force/pitch/loudness conclusion.
Status
reference only
Whole meaning
making predictions about the relationship between vibration and sound, such as: ‘I think that if a ruler is twanged harder, it will make a louder sound’
Part 44
Code
AC9S2I01_E5
Id
acara-v9:learning_areas:AC9S2I01_E5
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18713
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
making predictions about future appearances of phenomena in the sky at certain times of the week, month or year, such as the moon or satellites
Part 45
Code
AC9S2I02
Id
acara-v9:learning_areas:AC9S2I02
Not mandatory elaboration checklist
False
Raw row identity
Collection
learning_areas
Row
18715
Record type
content_description
Specific opportunity limit
Physical routes approved suggestion/following if actually performed. Quiet source critique/model construction differs from practical conducting.
Status
selected mode-dependent partial opportunity
Whole meaning
suggest and follow safe procedures to investigate questions and test predictions
Part 46
Code
AC9S2I02_E1
Id
acara-v9:learning_areas:AC9S2I02_E1
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18716
Record type
illustrative_elaboration
Specific opportunity limit
Approved objects/stop signal/procedure suggestions and following observed only where actually performed.
Status
selected optional actual
Whole meaning
showing appropriate use of materials and equipment to others such as teachers, students or trusted adults and making suggestions about how to make an investigation safe or safer
Part 47
Code
AC9S2I02_E2
Id
acara-v9:learning_areas:AC9S2I02_E2
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18717
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
discussing ways they could conduct observations of the sun in a safe way
Part 48
Code
AC9S2I02_E3
Id
acara-v9:learning_areas:AC9S2I02_E3
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18718
Record type
illustrative_elaboration
Specific opportunity limit
Paper models/steps followed if chosen; no completed musical-instrument construction inferred.
Status
partial/future
Whole meaning
following visual or verbal steps to construct a musical instrument or manipulate a material
Part 49
Code
AC9S2I02_E4
Id
acara-v9:learning_areas:AC9S2I02_E4
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18719
Record type
illustrative_elaboration
Specific opportunity limit
Child can suggest safe approved manipulation; actual action/help recorded, quiet plan distinct.
Status
selected optional actual
Whole meaning
suggesting ways they could manipulate materials and tools they could use
Part 50
Code
AC9S2I03
Id
acara-v9:learning_areas:AC9S2I03
Not mandatory elaboration checklist
False
Raw row identity
Collection
learning_areas
Row
18720
Record type
content_description
Specific opportunity limit
Actual observations/records only for performed routes; supplied-note/model records distinct. Counts represent events/records, not sound-level measurements.
Status
selected mode-dependent partial opportunity
Whole meaning
make and record observations, including informal measurements, using digital tools as appropriate
Part 51
Code
AC9S2I03_E1
Id
acara-v9:learning_areas:AC9S2I03_E1
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18721
Record type
illustrative_elaboration
Specific opportunity limit
Draw/text/exact scribing observations as actually available; no voice/photo/video required.
Status
selected mode-dependent
Whole meaning
recording observations through text, drawing, counts, digital photography or video
Part 52
Code
AC9S2I03_E2
Id
acara-v9:learning_areas:AC9S2I03_E2
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18722
Record type
illustrative_elaboration
Specific opportunity limit
Day46 meaningful fair-comparison discussion; not calibrated equal force.
Status
selected with guidance
Whole meaning
engaging in a guided discussion about how to measure something in a fair way
Part 53
Code
AC9S2I03_E3
Id
acara-v9:learning_areas:AC9S2I03_E3
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18723
Record type
illustrative_elaboration
Specific opportunity limit
Record counts are not units of physical acoustic measurement; broader informal measurement remains later opportunity.
Status
reference/future
Whole meaning
using familiar units of measurement such as cups, handspans, walking paces, blocks or pencil lengths
Part 54
Code
AC9S2I03_E4
Id
acara-v9:learning_areas:AC9S2I03_E4
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18724
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
representing informal measurements with concrete objects, such as drawing chalk lines and using lengths of string to measure shadows
Part 55
Code
AC9S2I03_E5
Id
acara-v9:learning_areas:AC9S2I03_E5
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18725
Record type
illustrative_elaboration
Specific opportunity limit
Silent drawing model is not real sensor/clap-o-meter/time-lapse/slow-motion footage.
Status
reference only
Whole meaning
exploring how digital tools can be used to make observations, such as simple clap-o-meter apps that measure sound volume, time lapse digital photography for observing apparent movement of celestial objects or slow-motion videos for observing a vibrating ruler
Part 56
Code
AC9S2I04
Id
acara-v9:learning_areas:AC9S2I04
Not mandatory elaboration checklist
False
Raw row identity
Collection
learning_areas
Row
18727
Record type
content_description
Specific opportunity limit
Days42/43/45 organisers and silent physical/visual models with meaning/count limits. No annual organiser attainment inferred.
Status
selected partial opportunity
Whole meaning
sort and order data and information and represent patterns, including with provided tables and visual or physical models
Part 57
Code
AC9S2I04_E1
Id
acara-v9:learning_areas:AC9S2I04_E1
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18728
Record type
illustrative_elaboration
Specific opportunity limit
Label source/action/model with correct evidence kind; not complete all material cases.
Status
selected partial
Whole meaning
adding labels to a drawing or digital photograph to indicate key features, such as properties of materials that stay the same when changed physically, or to indicate how sound is produced by an instrument
Part 58
Code
AC9S2I04_E2
Id
acara-v9:learning_areas:AC9S2I04_E2
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18729
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
ordering images of the changing appearance of the moon to show a monthly cycle
Part 59
Code
AC9S2I04_E3
Id
acara-v9:learning_areas:AC9S2I04_E3
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18730
Record type
illustrative_elaboration
Specific opportunity limit
Action/report organisers inDays42/45; general everyday prop action, not cultural-instrument catalogue.
Status
selected partial
Whole meaning
using a graphic organiser to sort images of musical instruments and the actions used to produce their sound
Part 60
Code
AC9S2I04_E4
Id
acara-v9:learning_areas:AC9S2I04_E4
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18731
Record type
illustrative_elaboration
Specific opportunity limit
Counted note/event tokens/table with guidance; no universal sounding-versus-silent-object count from missing report.
Status
selected partial
Whole meaning
constructing simple column graphs and picture graphs with guidance to represent class investigations, such as recording objects that produce or do not produce sound
Part 61
Code
AC9S2I04_E5
Id
acara-v9:learning_areas:AC9S2I04_E5
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18732
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
completing a table to record the number of ways different materials can be changed physically
Part 62
Code
AC9S2I05
Id
acara-v9:learning_areas:AC9S2I05
Not mandatory elaboration checklist
False
Raw row identity
Collection
learning_areas
Row
18734
Record type
content_description
Specific opportunity limit
Days46–48 predictions/reports/fairness/further questions with guidance explicitly permitted; actual investigating evidence kept separate.
Status
selected with-guidance partial opportunity
Whole meaning
compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance
Part 63
Code
AC9S2I05_E1
Id
acara-v9:learning_areas:AC9S2I05_E1
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18735
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
comparing their observations of changing shadow length across the day with their predictions and the patterns observed by others
Part 64
Code
AC9S2I05_E2
Id
acara-v9:learning_areas:AC9S2I05_E2
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18736
Record type
illustrative_elaboration
Specific opportunity limit
Day47 different reporters/unknowns preserved; no diagnostic test.
Status
selected partial
Whole meaning
comparing observations of sounds with those of others and considering if we all sense sound in the same way
Part 65
Code
AC9S2I05_E3
Id
acara-v9:learning_areas:AC9S2I05_E3
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18737
Record type
illustrative_elaboration
Specific opportunity limit
Day46 planned same source/action/spot as relevant; actual equality not assumed.
Status
selected with guidance
Whole meaning
proposing ways to ensure that the same sound is produced in an investigation in order to keep the investigation fair
Part 66
Code
AC9S2I05_E4
Id
acara-v9:learning_areas:AC9S2I05_E4
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18738
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
comparing findings from investigations about physically changing a material, such as cutting and folding, and exploring questions that investigate similar changes to different materials
Part 67
Code
AC9S2I06
Id
acara-v9:learning_areas:AC9S2I06
Not mandatory elaboration checklist
False
Raw row identity
Collection
learning_areas
Row
18740
Record type
content_description
Specific opportunity limit
Children create useful guide/record texts in own mode with everyday/science words; scripts/parent help do not automatically prove independent communication.
Status
selected partial opportunity
Whole meaning
write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary
Part 68
Code
AC9S2I06_E1
Id
acara-v9:learning_areas:AC9S2I06_E1
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18741
Record type
illustrative_elaboration
Specific opportunity limit
Exact source-qualified vocabulary and sequence texts/guide in chosen response mode.
Status
selected partial
Whole meaning
using learnt scientific vocabulary and structuring texts to sequence events, processes or ideas
Part 69
Code
AC9S2I06_E2
Id
acara-v9:learning_areas:AC9S2I06_E2
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18742
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
creating and narrating a short animation to show the changing position of the sun across the day and using terms such as ‘sunrise’, ‘sunset’ and ‘horizon’
Part 70
Code
AC9S2I06_E3
Id
acara-v9:learning_areas:AC9S2I06_E3
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18743
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
creating a class model of the solar system and naming the sun and planets
Part 71
Code
AC9S2I06_E4
Id
acara-v9:learning_areas:AC9S2I06_E4
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18744
Record type
illustrative_elaboration
Specific opportunity limit
This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories.
Status
national reference only
Whole meaning
making a collage to represent and display all the ways a material can be physically changed
Part 72
Code
AC9S2I06_E5
Id
acara-v9:learning_areas:AC9S2I06_E5
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18745
Record type
illustrative_elaboration
Specific opportunity limit
No mandatory singing/dancing/instrument performance; guide explanation does not substitute for all this example.
Status
future/optional
Whole meaning
presenting and sharing musical instruments, through dance and song, to show what is vibrating to make the sound
Part 73
Code
AC9S2I06_E6
Id
acara-v9:learning_areas:AC9S2I06_E6
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18746
Record type
illustrative_elaboration
Specific opportunity limit
Own guide/organiser/optional display/read-aloud, with actual authorship/support recorded.
Status
selected partial
Whole meaning
presenting findings of investigations using charts, read-alouds, slideshows or displays using everyday and scientific vocabulary
Part 74
Code
AC9S2I06_E7
Id
acara-v9:learning_areas:AC9S2I06_E7
Not mandatory elaboration checklist
True
Raw row identity
Collection
learning_areas
Row
18747
Record type
illustrative_elaboration
Specific opportunity limit
Full illustrative meaning retained; relevant cultural owners must authorise a future chosen opportunity before use/adaptation, no local cultural content supplied.
Status
conditional national reference
Whole meaning
acknowledging and learning about First Nations Australians’ ways of sharing astronomical knowledge across generations through oral traditions that include cultural accounts, stories, song and dance
Part 75
Code
Not supplied.
Id
acara-v9:achievement_standards:114fdb8bfd47ac95
Not mandatory elaboration checklist
False
Raw row identity
Collection
achievement_standards
Row
236
Record type
achievement_standard
Specific opportunity limit
All knowledge/inquiry clauses retained. This fortnight/source practice is not a full-year folio or on-balance official judgement.
Status
full annual reference, partial evidence only
Whole meaning
By the end of Year 2 students identify celestial objects and describe patterns they observe in the sky. They demonstrate how different sounds can be produced and describe the effect of sound energy on objects. They identify ways to change materials without changing their material composition. They describe how people use science in their daily lives and how people use patterns to make scientific predictions. Students pose questions to explore observed patterns or relationships and make predictions based on experience. They suggest steps to be followed in an investigation and follow safe procedures to make and record observations. They use provided tables and organisers to sort and order data and represent patterns in data. With guidance, they compare their observations with those of others, identify whether their investigation was fair and identify further questions. They use everyday and scientific vocabulary to communicate observations, findings and ideas.