# Year 3 ACARA v9 content-description crosswalk

**Scope:** exact normalized descriptions cited across authored SubjectNest Year 3 Weeks 1–4 packs. Science, HASS, English and mathematics use Year 3 rows; HPE, Technologies and the Arts use official **Years 3 and 4** band rows. A cited code is a possible partial teaching link, not proof of full content coverage, achievement, local adoption or authority approval. The individual pack crosswalks and teacher keys specify what could count as observed evidence.

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

## English

- **AC9E3LA03** (source row 386, level Year 3): describe how texts across the curriculum use different language features and structures relevant to their purpose
- **AC9E3LA04** (source row 389, level Year 3): understand that paragraphs are a key organisational feature of the stages of written texts, grouping related information together
- **AC9E3LA05** (source row 393, level Year 3): identify the purpose of layout features in print and digital texts and the words used for navigation
- **AC9E3LA07** (source row 401, level Year 3): understand how verbs represent different processes for doing, feeling, thinking, saying and relating
- **AC9E3LA08** (source row 406, level Year 3): understand that verbs are anchored in time through tense
- **AC9E3LA09** (source row 409, level Year 3): identify how images extend the meaning of a text
- **AC9E3LA10** (source row 412, level Year 3): extend topic-specific and technical vocabulary and know that words can have different meanings in different contexts
- **AC9E3LE03** (source row 433, level Year 3): discuss how an author uses language and illustrations to portray characters and settings in texts, and explore how the settings and events influence the mood of the narrative
- **AC9E3LE05** (source row 440, level Year 3): create and edit imaginative texts, using or adapting language features, characters, settings, plot structures and ideas encountered in literary texts
- **AC9E3LY01** (source row 446, level Year 3): recognise how texts can be created for similar purposes but different audiences
- **AC9E3LY02** (source row 450, level Year 3): use interaction skills to contribute to conversations and discussions to share information and ideas
- **AC9E3LY03** (source row 456, level Year 3): identify the audience and purpose of imaginative, informative and persuasive texts through their use of language features and/or images
- **AC9E3LY04** (source row 460, level Year 3): read a range of texts using phonic, semantic and grammatical knowledge to read accurately and fluently, re-reading and self-correcting when required
- **AC9E3LY05** (source row 463, level Year 3): use comprehension strategies when listening and viewing to build literal and inferred meaning, and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features
- **AC9E3LY06** (source row 471, level Year 3): plan, create, edit and publish imaginative, informative and persuasive written and multimodal texts, using visual features, appropriate form and layout, with ideas grouped in simple paragraphs, mostly correct tense, topic-specific vocabulary and correct spelling of most high-frequency and phonetically regular words
- **AC9E3LY07** (source row 479, level Year 3): plan, create, rehearse and deliver short oral and/or multimodal presentations to inform, express opinions or tell stories, using a clear structure, details to elaborate ideas, topic-specific and precise vocabulary, visual features, and appropriate tone, pace, pitch and volume
- **AC9E3LY09** (source row 486, level Year 3): understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns
- **AC9E3LY10** (source row 489, level Year 3): understand how to apply knowledge of common base words, prefixes, suffixes and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words

## Health and Physical Education

- **AC9HP4M01** (source row 3364, level Years 3 and 4): refine and apply fundamental movement skills in new movement situations
- **AC9HP4M02** (source row 3370, level Years 3 and 4): apply and adapt movement strategies to achieve movement outcomes
- **AC9HP4M03** (source row 3375, level Years 3 and 4): demonstrate how movement concepts related to effort, space, time, objects and people can be applied when performing movement sequences
- **AC9HP4M07** (source row 3395, level Years 3 and 4): apply creative thinking when designing movement sequences and solving movement problems
- **AC9HP4M08** (source row 3399, level Years 3 and 4): apply rules and scoring systems to promote fair play when participating or designing physical activities
- **AC9HP4M09** (source row 3404, level Years 3 and 4): perform a range of roles in respectful ways to achieve successful outcomes in group or team movement activities
- **AC9HP4P04** (source row 3317, level Years 3 and 4): select, use and refine personal and social skills to establish, manage and strengthen relationships
- **AC9HP4P05** (source row 3323, level Years 3 and 4): describe how valuing diversity influences wellbeing and identify actions that promote inclusion in their communities
- **AC9HP4P06** (source row 3330, level Years 3 and 4): explain how and why emotional responses can vary and practise strategies to manage their emotions
- **AC9HP4P07** (source row 3336, level Years 3 and 4): rehearse and refine strategies for seeking, giving and denying permission respectfully and describe situations when permission is required
- **AC9HP4P08** (source row 3341, level Years 3 and 4): describe and apply protective behaviours and help-seeking strategies in a range of online and offline situations
- **AC9HP4P09** (source row 3348, level Years 3 and 4): interpret the nature and intention of health information and messages, and reflect on how they influence personal decisions and behaviours

## Humanities and Social Sciences

- **AC9HS3K06** (source row 1399, level Year 3): who makes rules, why rules are important in the school and/or the local community, and the consequences of rules not being followed
- **AC9HS3K07** (source row 1405, level Year 3): why people participate within communities and how students can actively participate and contribute to communities
- **AC9HS3S01** (source row 1412, level Year 3): develop questions to guide investigations about people, events, places and issues
- **AC9HS3S02** (source row 1416, level Year 3): locate, collect and record information and data from a range of sources, including annotated timelines and maps
- **AC9HS3S03** (source row 1424, level Year 3): interpret information and data displayed in different formats
- **AC9HS3S04** (source row 1430, level Year 3): analyse information and data, and identify perspectives
- **AC9HS3S05** (source row 1436, level Year 3): draw conclusions based on analysis of information
- **AC9HS3S06** (source row 1440, level Year 3): propose actions or responses to an issue or challenge that consider possible effects of actions
- **AC9HS3S07** (source row 1446, level Year 3): present descriptions and explanations, using ideas from sources and relevant subject-specific terms

## Mathematics

- **AC9M3A01** (source row 17452, level Year 3): recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences
- **AC9M3A02** (source row 17456, level Year 3): extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator
- **AC9M3N01** (source row 17412, level Year 3): recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000
- **AC9M3N03** (source row 17423, level Year 3): add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator
- **AC9M3N05** (source row 17435, level Year 3): estimate the quantity of objects in collections and make estimates when solving problems to determine the reasonableness of calculations
- **AC9M3N06** (source row 17440, level Year 3): use mathematical modelling to solve practical problems involving additive and multiplicative situations including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation
- **AC9M3SP02** (source row 17504, level Year 3): interpret and create two-dimensional representations of familiar environments, locating key landmarks and objects relative to each other

## Science

- **AC9S3H01** (source row 18784, level Year 3): examine how people use data to develop scientific explanations
- **AC9S3H02** (source row 18791, level Year 3): consider how people use scientific explanations to meet a need or solve a problem
- **AC9S3I01** (source row 18800, level Year 3): pose questions to explore observed patterns and relationships and make predictions based on observations
- **AC9S3I02** (source row 18809, level Year 3): use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment
- **AC9S3I03** (source row 18816, level Year 3): follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate
- **AC9S3I04** (source row 18822, level Year 3): construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns
- **AC9S3I05** (source row 18829, level Year 3): compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions
- **AC9S3I06** (source row 18835, level Year 3): write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate
- **AC9S3U02** (source row 18758, level Year 3): compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources
- **AC9S3U03** (source row 18768, level Year 3): identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another

## Technologies

- **AC9TDE4K01** (source row 19795, level Years 3 and 4): examine design and technologies occupations and factors including sustainability that impact on the design of products, services and environments to meet community needs
- **AC9TDE4K02** (source row 19803, level Years 3 and 4): describe how forces and the properties of materials affect function in a product or system
- **AC9TDE4P01** (source row 19823, level Years 3 and 4): explore needs or opportunities for designing, and test materials, components, tools, equipment and processes needed to create designed solutions
- **AC9TDE4P02** (source row 19830, level Years 3 and 4): generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques, including using digital tools
- **AC9TDE4P03** (source row 19836, level Years 3 and 4): select and use materials, components, tools, equipment and techniques to safely make designed solutions
- **AC9TDE4P04** (source row 19843, level Years 3 and 4): use given or co-developed design criteria including sustainability to evaluate design ideas and solutions
- **AC9TDE4P05** (source row 19849, level Years 3 and 4): sequence steps to individually and collaboratively make designed solutions
- **AC9TDI4K03** (source row 20175, level Years 3 and 4): recognise different types of data and explore how the same data can be represented differently depending on the purpose
- **AC9TDI4P01** (source row 20182, level Years 3 and 4): define problems with given design criteria and by co-creating user stories
- **AC9TDI4P02** (source row 20189, level Years 3 and 4): follow and describe algorithms involving sequencing, comparison operators (branching) and iteration
- **AC9TDI4P03** (source row 20195, level Years 3 and 4): generate, communicate and compare designs
- **AC9TDI4P05** (source row 20208, level Years 3 and 4): discuss how existing and student solutions satisfy the design criteria and user stories

## The Arts

- **AC9ADA4C01** (source row 20604, level Years 3 and 4): use the elements of dance to choreograph dance that communicates ideas, perspectives and/or meaning
- **AC9ADA4D01** (source row 20597, level Years 3 and 4): experiment with and practise skills for moving safely and expressively using fundamental movement skills and the elements of dance
- **AC9ADA4P01** (source row 20611, level Years 3 and 4): practise and perform dances in informal settings
- **AC9ADR4C01** (source row 20827, level Years 3 and 4): improvise and/or devise and shape drama using the elements of drama to communicate ideas, perspectives and/or meaning
- **AC9ADR4D01** (source row 20821, level Years 3 and 4): use the elements of drama to explore and develop ideas for dramatic action in improvisations and/or devised drama
- **AC9ADR4P01** (source row 20836, level Years 3 and 4): perform improvised and/or devised drama in informal settings
- **AC9AMA4C01** (source row 21060, level Years 3 and 4): use media languages, media technologies and production processes to construct representations that communicate ideas, perspectives and/or meaning
- **AC9AMA4D01** (source row 21053, level Years 3 and 4): develop media production skills by exploring ways of shaping ideas using media technologies, images, sounds, text and/or interactive elements
- **AC9AMA4P01** (source row 21068, level Years 3 and 4): share media arts works in informal settings considering responsible media practice
- **AC9AMU4C01** (source row 21318, level Years 3 and 4): manipulate elements of music to communicate ideas, perspectives and/or meaning when composing and practising for performance
- **AC9AMU4D01** (source row 21309, level Years 3 and 4): develop listening skills and skills for manipulating elements of music when singing and playing instruments
- **AC9AMU4P01** (source row 21328, level Years 3 and 4): sing and play music they have learnt and/or composed in informal settings
- **AC9AVA4C01** (source row 21563, level Years 3 and 4): use visual conventions, visual arts processes and materials to create artworks that communicate ideas, perspectives and/or meaning
- **AC9AVA4D01** (source row 21556, level Years 3 and 4): experiment with a range of ways to use visual conventions, visual arts processes and materials
- **AC9AVA4P01** (source row 21571, level Years 3 and 4): share and/or display artworks and/or visual arts practice in informal settings

## Deferred descriptions

`AC9HS3K01`, `AC9HS3K03` and `AC9HS3K04` need checked local and appropriately authorised First Nations sources. `AC9TDI4P04` needs an implemented visual program; the authored paper algorithm does not provide one. These codes are listed in the manifest as deferred, not selected.

## Rights and review

The descriptions above are ACARA material, separate from the original SubjectNest asset grant. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the [Australian Curriculum website](https://www.australiancurriculum.edu.au/downloads) (accessed 29 September 2026) and modified by plain-text normalization. The core material is licensed under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) subject to the [ACARA copyright and terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) and their exclusions. ACARA does not endorse, sponsor or approve SubjectNest. The original arrangement and explanatory wording are © NeuroForgeIO Pty Ltd 2026, CC BY 4.0, with credit/source link/change notice. Local educator, accessibility, cultural authority and classroom pilot review remain pending.