These are partial content-description links, not complete curriculum or achievement-standard coverage. Science and HASS are Year 3. HPE, both Technologies subjects and all five Arts subjects are officially in the Years 3 and 4 band. The cards exercise selected descriptions; a 12-minute activity alone cannot establish achievement. Real local HASS rules/community claims need a current approved source. No First Nations Country/Place content, cultural forms or translations are invented. Actual action matters: paper movement plans, paper media storyboards and silent beat cards do not show bodily performance, media-tool production or sounded music.
Source: ACARA official workbook, retrieved 2026-09-29; SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Wording below is the pinned import's content-description text with whitespace normalised. Original workbook rows are retained for audit.
| Pack | Official code | Source row | Official level | Official subject | Official content description |
|---|---|---|---|---|---|
| SCIENCE | AC9S3H01 | 18784 | Year 3 | Science | examine how people use data to develop scientific explanations |
| SCIENCE | AC9S3H02 | 18791 | Year 3 | Science | consider how people use scientific explanations to meet a need or solve a problem |
| SCIENCE | AC9S3I01 | 18800 | Year 3 | Science | pose questions to explore observed patterns and relationships and make predictions based on observations |
| SCIENCE | AC9S3I02 | 18809 | Year 3 | Science | 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 |
| SCIENCE | AC9S3I03 | 18816 | Year 3 | Science | follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate |
| SCIENCE | AC9S3I04 | 18822 | Year 3 | Science | 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 |
| SCIENCE | AC9S3I05 | 18829 | Year 3 | Science | compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions |
| SCIENCE | AC9S3I06 | 18835 | Year 3 | Science | write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate |
| SCIENCE | AC9S3U02 | 18758 | Year 3 | Science | compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources |
| SCIENCE | AC9S3U03 | 18768 | Year 3 | Science | identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another |
| HASS | AC9HS3K06 | 1399 | Year 3 | HASS F-6 | who makes rules, why rules are important in the school and/or the local community, and the consequences of rules not being followed |
| HASS | AC9HS3K07 | 1405 | Year 3 | HASS F-6 | why people participate within communities and how students can actively participate and contribute to communities |
| HASS | AC9HS3S01 | 1412 | Year 3 | HASS F-6 | develop questions to guide investigations about people, events, places and issues |
| HASS | AC9HS3S02 | 1416 | Year 3 | HASS F-6 | locate, collect and record information and data from a range of sources, including annotated timelines and maps |
| HASS | AC9HS3S03 | 1424 | Year 3 | HASS F-6 | interpret information and data displayed in different formats |
| HASS | AC9HS3S04 | 1430 | Year 3 | HASS F-6 | analyse information and data, and identify perspectives |
| HASS | AC9HS3S05 | 1436 | Year 3 | HASS F-6 | draw conclusions based on analysis of information |
| HASS | AC9HS3S06 | 1440 | Year 3 | HASS F-6 | propose actions or responses to an issue or challenge that consider possible effects of actions |
| HASS | AC9HS3S07 | 1446 | Year 3 | HASS F-6 | present descriptions and explanations, using ideas from sources and relevant subject-specific terms |
| HPE | AC9HP4M01 | 3364 | Years 3 and 4 | Health and Physical Education | refine and apply fundamental movement skills in new movement situations |
| HPE | AC9HP4M02 | 3370 | Years 3 and 4 | Health and Physical Education | apply and adapt movement strategies to achieve movement outcomes |
| HPE | AC9HP4M03 | 3375 | Years 3 and 4 | Health and Physical Education | demonstrate how movement concepts related to effort, space, time, objects and people can be applied when performing movement sequences |
| HPE | AC9HP4M07 | 3395 | Years 3 and 4 | Health and Physical Education | apply creative thinking when designing movement sequences and solving movement problems |
| HPE | AC9HP4M08 | 3399 | Years 3 and 4 | Health and Physical Education | apply rules and scoring systems to promote fair play when participating or designing physical activities |
| HPE | AC9HP4M09 | 3404 | Years 3 and 4 | Health and Physical Education | perform a range of roles in respectful ways to achieve successful outcomes in group or team movement activities |
| HPE | AC9HP4P04 | 3317 | Years 3 and 4 | Health and Physical Education | select, use and refine personal and social skills to establish, manage and strengthen relationships |
| HPE | AC9HP4P05 | 3323 | Years 3 and 4 | Health and Physical Education | describe how valuing diversity influences wellbeing and identify actions that promote inclusion in their communities |
| HPE | AC9HP4P06 | 3330 | Years 3 and 4 | Health and Physical Education | explain how and why emotional responses can vary and practise strategies to manage their emotions |
| HPE | AC9HP4P07 | 3336 | Years 3 and 4 | Health and Physical Education | rehearse and refine strategies for seeking, giving and denying permission respectfully and describe situations when permission is required |
| HPE | AC9HP4P08 | 3341 | Years 3 and 4 | Health and Physical Education | describe and apply protective behaviours and help-seeking strategies in a range of online and offline situations |
| HPE | AC9HP4P09 | 3348 | Years 3 and 4 | Health and Physical Education | interpret the nature and intention of health information and messages, and reflect on how they influence personal decisions and behaviours |
| TECHNOLOGIES | AC9TDE4K01 | 19795 | Years 3 and 4 | Design and Technologies | examine design and technologies occupations and factors including sustainability that impact on the design of products, services and environments to meet community needs |
| TECHNOLOGIES | AC9TDE4K02 | 19803 | Years 3 and 4 | Design and Technologies | describe how forces and the properties of materials affect function in a product or system |
| TECHNOLOGIES | AC9TDE4P01 | 19823 | Years 3 and 4 | Design and Technologies | explore needs or opportunities for designing, and test materials, components, tools, equipment and processes needed to create designed solutions |
| TECHNOLOGIES | AC9TDE4P02 | 19830 | Years 3 and 4 | Design and Technologies | generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques, including using digital tools |
| TECHNOLOGIES | AC9TDE4P03 | 19836 | Years 3 and 4 | Design and Technologies | select and use materials, components, tools, equipment and techniques to safely make designed solutions |
| TECHNOLOGIES | AC9TDE4P04 | 19843 | Years 3 and 4 | Design and Technologies | use given or co-developed design criteria including sustainability to evaluate design ideas and solutions |
| TECHNOLOGIES | AC9TDE4P05 | 19849 | Years 3 and 4 | Design and Technologies | sequence steps to individually and collaboratively make designed solutions |
| TECHNOLOGIES | AC9TDI4K03 | 20175 | Years 3 and 4 | Digital Technologies | recognise different types of data and explore how the same data can be represented differently depending on the purpose |
| TECHNOLOGIES | AC9TDI4P01 | 20182 | Years 3 and 4 | Digital Technologies | define problems with given design criteria and by co-creating user stories |
| TECHNOLOGIES | AC9TDI4P02 | 20189 | Years 3 and 4 | Digital Technologies | follow and describe algorithms involving sequencing, comparison operators (branching) and iteration |
| TECHNOLOGIES | AC9TDI4P03 | 20195 | Years 3 and 4 | Digital Technologies | generate, communicate and compare designs |
| TECHNOLOGIES | AC9TDI4P05 | 20208 | Years 3 and 4 | Digital Technologies | discuss how existing and student solutions satisfy the design criteria and user stories |
| ARTS | AC9ADA4C01 | 20604 | Years 3 and 4 | Dance | use the elements of dance to choreograph dance that communicates ideas, perspectives and/or meaning |
| ARTS | AC9ADA4D01 | 20597 | Years 3 and 4 | Dance | experiment with and practise skills for moving safely and expressively using fundamental movement skills and the elements of dance |
| ARTS | AC9ADA4P01 | 20611 | Years 3 and 4 | Dance | practise and perform dances in informal settings |
| ARTS | AC9ADR4C01 | 20827 | Years 3 and 4 | Drama | improvise and/or devise and shape drama using the elements of drama to communicate ideas, perspectives and/or meaning |
| ARTS | AC9ADR4D01 | 20821 | Years 3 and 4 | Drama | use the elements of drama to explore and develop ideas for dramatic action in improvisations and/or devised drama |
| ARTS | AC9ADR4P01 | 20836 | Years 3 and 4 | Drama | perform improvised and/or devised drama in informal settings |
| ARTS | AC9AMA4C01 | 21060 | Years 3 and 4 | Media Arts | use media languages, media technologies and production processes to construct representations that communicate ideas, perspectives and/or meaning |
| ARTS | AC9AMA4D01 | 21053 | Years 3 and 4 | Media Arts | develop media production skills by exploring ways of shaping ideas using media technologies, images, sounds, text and/or interactive elements |
| ARTS | AC9AMA4P01 | 21068 | Years 3 and 4 | Media Arts | share media arts works in informal settings considering responsible media practice |
| ARTS | AC9AMU4C01 | 21318 | Years 3 and 4 | Music | manipulate elements of music to communicate ideas, perspectives and/or meaning when composing and practising for performance |
| ARTS | AC9AMU4D01 | 21309 | Years 3 and 4 | Music | develop listening skills and skills for manipulating elements of music when singing and playing instruments |
| ARTS | AC9AMU4P01 | 21328 | Years 3 and 4 | Music | sing and play music they have learnt and/or composed in informal settings |
| ARTS | AC9AVA4C01 | 21563 | Years 3 and 4 | Visual Arts | use visual conventions, visual arts processes and materials to create artworks that communicate ideas, perspectives and/or meaning |
| ARTS | AC9AVA4D01 | 21556 | Years 3 and 4 | Visual Arts | experiment with a range of ways to use visual conventions, visual arts processes and materials |
| ARTS | AC9AVA4P01 | 21571 | Years 3 and 4 | Visual Arts | share and/or display artworks and/or visual arts practice in informal settings |
© 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. Curriculum material is licensed under CC BY 4.0. Terms and exclusions. ACARA does not endorse SubjectNest, and SubjectNest is not affiliated with, sponsored or approved by ACARA.
This is a dated import, not a live update feed. Check the current official curriculum and state or territory implementation before reissue. See source and rights ledger.