# All75 meanings and opportunity limits ## 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? ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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?’ ## 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?’ ## 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 ## 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’ ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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 ## 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’ ## 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 ## 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 ## 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 ## 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 ## 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 ## Code None ## 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.