# Exact Australian Curriculum v9 crosswalk · supplementary Weeks 3–4

**Scope:** partial links to Year 2 Science/HASS and official **Years 1 and 2 band** HPE/Arts content descriptions. A paper plan, model or fictional source is never promoted to observed movement, sound, media-tool use, sky observation, local geography or community history. This pack is not achievement-standard or state/territory coverage.

Source: [official ACARA curriculum workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), accessed 29 September 2026; original XLSX SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. The pinned import removes workbook HTML for plain-text display. Source rows below allow audit.

| Area | Official code | Workbook row | Official level | Official subject | Exact imported content description |
| --- | --- | ---: | --- | --- | --- |
| SCIENCE | `AC9S2U01` | 18665 | Year 2 | Science | 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 |
| SCIENCE | `AC9S2H01` | 18696 | Year 2 | Science | describe how people use science in their daily lives, including using patterns to make scientific predictions |
| SCIENCE | `AC9S2I01` | 18708 | Year 2 | Science | pose questions to explore observed simple patterns and relationships and make predictions based on experiences |
| SCIENCE | `AC9S2I02` | 18715 | Year 2 | Science | suggest and follow safe procedures to investigate questions and test predictions |
| SCIENCE | `AC9S2I03` | 18720 | Year 2 | Science | make and record observations, including informal measurements, using digital tools as appropriate |
| SCIENCE | `AC9S2I04` | 18727 | Year 2 | Science | sort and order data and information and represent patterns, including with provided tables and visual or physical models |
| SCIENCE | `AC9S2I05` | 18734 | Year 2 | Science | compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance |
| SCIENCE | `AC9S2I06` | 18740 | Year 2 | Science | write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary |
| HASS | `AC9HS2K02` | 1320 | Year 2 | HASS F-6 | how technological developments changed people’s lives at home, and in the ways they worked, travelled and communicated |
| HASS | `AC9HS2K03` | 1327 | Year 2 | HASS F-6 | how places can be spatially represented in geographical divisions from local to regional to state/territory, and how people and places are interconnected across those scales |
| HASS | `AC9HS2S01` | 1338 | Year 2 | HASS F-6 | develop questions about objects, people, places and events in the past and present |
| HASS | `AC9HS2S02` | 1342 | Year 2 | HASS F-6 | collect, sort and record information and data from observations and from provided sources, including unscaled timelines and labelled maps or models |
| HASS | `AC9HS2S03` | 1348 | Year 2 | HASS F-6 | interpret information and data from observations and provided sources, including the comparison of objects from the past and present |
| HASS | `AC9HS2S04` | 1353 | Year 2 | HASS F-6 | discuss perspectives related to objects, people, places and events |
| HASS | `AC9HS2S05` | 1358 | Year 2 | HASS F-6 | draw conclusions and make proposals |
| HASS | `AC9HS2S06` | 1365 | Year 2 | HASS F-6 | develop narratives and share observations, using sources, and subject-specific terms |
| HPE | `AC9HP2P02` | 3236 | Years 1 and 2 | Health and Physical Education | identify and explore skills and strategies to develop respectful relationships |
| HPE | `AC9HP2P04` | 3249 | Years 1 and 2 | Health and Physical Education | practise strategies they can use when they need to seek, give or deny permission respectfully |
| HPE | `AC9HP2P05` | 3254 | Years 1 and 2 | Health and Physical Education | identify and demonstrate protective behaviours and help-seeking strategies they can use to help them and others stay safe |
| HPE | `AC9HP2P06` | 3261 | Years 1 and 2 | Health and Physical Education | investigate a range of health messages and practices in their community and discuss their purposes |
| HPE | `AC9HP2M01` | 3269 | Years 1 and 2 | Health and Physical Education | practise fundamental movement skills and apply them in a variety of movement situations |
| HPE | `AC9HP2M02` | 3275 | Years 1 and 2 | Health and Physical Education | investigate different ways of moving their body, and manipulating objects and space, and draw conclusions about their effectiveness |
| HPE | `AC9HP2M04` | 3288 | Years 1 and 2 | Health and Physical Education | co-construct and apply rules to promote fair play in a range of physical activities |
| HPE | `AC9HP2M05` | 3292 | Years 1 and 2 | Health and Physical Education | apply strategies to work collaboratively when participating in physical activities |
| ARTS | `AC9ADA2D01` | 20564 | Years 1 and 2 | Dance | experiment with ways to move safely and expressively using fundamental movement skills and the elements of dance |
| ARTS | `AC9ADA2C01` | 20571 | Years 1 and 2 | Dance | use the elements of dance to choreograph dance sequences |
| ARTS | `AC9ADA2P01` | 20579 | Years 1 and 2 | Dance | share dance sequences in informal settings |
| ARTS | `AC9ADR2D01` | 20783 | Years 1 and 2 | Drama | use the elements of drama and imagination in dramatic play and/or process drama |
| ARTS | `AC9ADR2C01` | 20791 | Years 1 and 2 | Drama | create and co-create fictional situations based on imagination and/or experience |
| ARTS | `AC9ADR2P01` | 20802 | Years 1 and 2 | Drama | share their drama in informal settings |
| ARTS | `AC9AMA2D01` | 21017 | Years 1 and 2 | Media Arts | explore ways of using media technologies responsibly to capture and organise images, sounds, text and/or interactive elements |
| ARTS | `AC9AMA2C01` | 21024 | Years 1 and 2 | Media Arts | use media languages and media technologies to construct representations |
| ARTS | `AC9AMA2P01` | 21031 | Years 1 and 2 | Media Arts | share media arts works with audiences in informal settings |
| ARTS | `AC9AMU2D01` | 21268 | Years 1 and 2 | Music | develop listening skills and skills for singing and playing instruments |
| ARTS | `AC9AMU2C01` | 21278 | Years 1 and 2 | Music | select and combine elements of music when composing and practising music for performance |
| ARTS | `AC9AMU2P01` | 21288 | Years 1 and 2 | Music | sing and play music in informal settings |
| ARTS | `AC9AVA2D01` | 21517 | Years 1 and 2 | Visual Arts | experiment and play with visual conventions, visual arts processes and materials |
| ARTS | `AC9AVA2C01` | 21525 | Years 1 and 2 | Visual Arts | use visual conventions, visual arts processes and materials to create artworks |
| ARTS | `AC9AVA2P01` | 21533 | Years 1 and 2 | Visual Arts | share artworks and/or visual arts practice in informal settings |

## Where the links stop

- **Science:** `AC9S2U01` is sampled through Earth/Sun paper models and shadow-record reasoning. The numbered record is explicitly invented. Actual position patterns need safe, dated observation or reviewed external evidence; never look directly at the Sun. Inquiry codes match the action performed, not merely the card title.
- **HASS:** `AC9HS2K03` is a scale model unless a school-approved map verifies local, region and state/territory labels. The two museum records support specific technological-development examples for `AC9HS2K02`, not every workplace. Local importance and First Nations Country/Place descriptions `AC9HS2K01`/`AC9HS2K04` remain outside this pack pending legitimate local sources and authority.
- **HPE:** `AC9HP2P06` requires examination of the real public message; invented signs alone do not meet it. Movement, effective manipulation, fair-rule use and collaboration are noted under `M` codes only if actually observed through an accessible route.
- **Arts:** each of the five forms has two blocks. Dance, Drama, Media Arts, Music and Visual Arts exploring/creating/sharing are separate acts. Paper plans do not prove live movement, sound, technology use or informal audience sharing. Cultural-engagement codes and First Nations examples are not claimed without sourced and authorised material.

## Rights and currency

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Downloaded from the Australian Curriculum website (accessed 29 September 2026) and modified for plain-text display. Core curriculum material is described by the pinned import as [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) subject to item exclusions; see [ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA does not endorse, sponsor or approve SubjectNest. Check current ACARA version history and locally adopted syllabus before reissue. Original arrangement and explanatory text © NeuroForgeIO Pty Ltd 2026, CC BY 4.0 with attribution and change notice.