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

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](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx), 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](https://creativecommons.org/licenses/by/4.0/). [Terms and exclusions](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). 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](SOURCES-AND-REVIEW.md).