# ACARA v9 crosswalk · Year 4 optional Weeks 3–4 menus

**Pinned national source:** [ACARA Australian Curriculum v9 downloads](https://www.australiancurriculum.edu.au/downloads), original workbook accessed 29 September 2026; SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. Each source row below is the workbook row stored in the [local framework](../../../../../data/frameworks/acara-v9.json). Wording is exact after plain-text whitespace normalisation; no elaboration text is substituted. Science and HASS are **Year 4**; HPE, Technologies and The Arts are official **Years 3 and 4** bands. These are selected short opportunities, not a complete allocation, evidence of achievement, or jurisdictional approval.

**Evidence rule:** Each day links an opportunity to a content description. A learner shows only the action observed. MODEL/PLAN/paper routes must not be promoted to a REAL investigation, bodily performance, actual media construction, sounded music or executed visual program. The teacher may keep a partially met description open and sample again.

## Science

**Limit across these blocks:** Model values are labelled invented. Actual investigation, instrument use and force/material claims require approved observation and controls.

| Code · official level | Original workbook row | Exact official content description | Day(s) with a concrete opportunity |
| --- | ---: | --- | --- |
| `AC9S4U03` · Year 4 | 18865 | identify how forces can be exerted by one object on another and investigate the effect of frictional, gravitational and magnetic forces on the motion of objects | 11 (A slide that slows), 12 (Keep the test fair), 15 (A downward change), 16 (A magnet claim needs a test) |
| `AC9S4U04` · Year 4 | 18875 | examine the properties of natural and made materials including fibres, metals, glass and plastics and consider how these properties influence their use | 17 (Materials and a paper drop), 18 (Fold, flex, return), 20 (A material recommendation with limits) |
| `AC9S4I01` · Year 4 | 18900 | pose questions to explore observed patterns and relationships and make predictions based on observations | 11 (A slide that slows), 15 (A downward change) |
| `AC9S4I02` · Year 4 | 18906 | 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 | 12 (Keep the test fair), 16 (A magnet claim needs a test), 17 (Materials and a paper drop) |
| `AC9S4I03` · Year 4 | 18911 | follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate | 11 (A slide that slows), 13 (Read the ruler from zero), 17 (Materials and a paper drop), 18 (Fold, flex, return) |
| `AC9S4I04` · Year 4 | 18917 | 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 | 13 (Read the ruler from zero), 14 (Three trials in a table), 19 (Compare two records) |
| `AC9S4I05` · Year 4 | 18923 | compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions | 14 (Three trials in a table), 19 (Compare two records), 20 (A material recommendation with limits) |
| `AC9S4I06` · Year 4 | 18931 | write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate | 20 (A material recommendation with limits) |


## HASS

**Limit across these blocks:** H1–H5 are invented inquiry sources; no real place, event, local perspective or community response is established.

| Code · official level | Original workbook row | Exact official content description | Day(s) with a concrete opportunity |
| --- | ---: | --- | --- |
| `AC9HS4S01` · Year 4 | 1498 | develop questions to guide investigations about people, events, places and issues | 11 (Ask before you map), 15 (What source is missing?) |
| `AC9HS4S02` · Year 4 | 1503 | locate, collect and record information and data from a range of sources, including annotated timelines and maps | 12 (Record a source, not a guess), 16 (An invented timeline) |
| `AC9HS4S03` · Year 4 | 1509 | interpret information and data displayed in different formats | 13 (Map and table tell different things), 16 (An invented timeline), 17 (A proposal table needs a key) |
| `AC9HS4S04` · Year 4 | 1514 | analyse information and data, and identify perspectives | 14 (Two readers, two priorities), 15 (What source is missing?), 17 (A proposal table needs a key), 18 (A conclusion with two citations) |
| `AC9HS4S05` · Year 4 | 1520 | draw conclusions based on analysis of information | 18 (A conclusion with two citations), 20 (Tell a source-bound story) |
| `AC9HS4S06` · Year 4 | 1524 | propose actions or responses to an issue or challenge that consider possible effects of actions | 19 (An action and a possible effect) |
| `AC9HS4S07` · Year 4 | 1530 | present descriptions and explanations, using ideas from sources and relevant subject-specific terms | 20 (Tell a source-bound story) |


## Health and Physical Education

**Limit across these blocks:** Paper or fictional role work is separate from actual voluntary movement, consent and group participation.

| Code · official level | Original workbook row | Exact official content description | Day(s) with a concrete opportunity |
| --- | ---: | --- | --- |
| `AC9HP4P03` · Years 3 and 4 | 3311 | describe how choices and actions can be influenced by stereotypes | 16 (Who gets to lead?) |
| `AC9HP4P04` · Years 3 and 4 | 3317 | select, use and refine personal and social skills to establish, manage and strengthen relationships | 12 (A no-touch mirror), 17 (Repair a disagreement), 20 (An inclusive invitation) |
| `AC9HP4P05` · Years 3 and 4 | 3323 | describe how valuing diversity influences wellbeing and identify actions that promote inclusion in their communities | 12 (A no-touch mirror), 14 (A fair rule everyone can hear), 16 (Who gets to lead?), 20 (An inclusive invitation) |
| `AC9HP4P07` · Years 3 and 4 | 3336 | rehearse and refine strategies for seeking, giving and denying permission respectfully and describe situations when permission is required | 11 (Permission before a shared game), 17 (Repair a disagreement) |
| `AC9HP4M01` · Years 3 and 4 | 3364 | refine and apply fundamental movement skills in new movement situations | 12 (A no-touch mirror), 13 (Send a token to a target) |
| `AC9HP4M02` · Years 3 and 4 | 3370 | apply and adapt movement strategies to achieve movement outcomes | 13 (Send a token to a target), 19 (Try, notice, adapt) |
| `AC9HP4M03` · Years 3 and 4 | 3375 | demonstrate how movement concepts related to effort, space, time, objects and people can be applied when performing movement sequences | 15 (Three moves, one idea) |
| `AC9HP4M07` · Years 3 and 4 | 3395 | apply creative thinking when designing movement sequences and solving movement problems | 15 (Three moves, one idea), 18 (Design an inclusive movement puzzle) |
| `AC9HP4M08` · Years 3 and 4 | 3399 | apply rules and scoring systems to promote fair play when participating or designing physical activities | 14 (A fair rule everyone can hear), 18 (Design an inclusive movement puzzle) |
| `AC9HP4M09` · Years 3 and 4 | 3404 | perform a range of roles in respectful ways to achieve successful outcomes in group or team movement activities | 16 (Who gets to lead?), 19 (Try, notice, adapt), 20 (An inclusive invitation) |


## Technologies

**Limit across these blocks:** A design plan is separate from a tested product; an unplugged algorithm is separate from a run visual program.

| Code · official level | Original workbook row | Exact official content description | Day(s) with a concrete opportunity |
| --- | ---: | --- | --- |
| `AC9TDE4K02` · Years 3 and 4 | 19803 | describe how forces and the properties of materials affect function in a product or system | 11 (Test a paper holder need) |
| `AC9TDE4P01` · Years 3 and 4 | 19823 | explore needs or opportunities for designing, and test materials, components, tools, equipment and processes needed to create designed solutions | 11 (Test a paper holder need), 14 (Test against criteria) |
| `AC9TDE4P02` · Years 3 and 4 | 19830 | generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques, including using digital tools | 12 (Two designs, one criterion) |
| `AC9TDE4P03` · Years 3 and 4 | 19836 | select and use materials, components, tools, equipment and techniques to safely make designed solutions | 13 (Make a safe small prototype), 15 (Revise one fold) |
| `AC9TDE4P04` · Years 3 and 4 | 19843 | use given or co-developed design criteria including sustainability to evaluate design ideas and solutions | 12 (Two designs, one criterion), 14 (Test against criteria), 15 (Revise one fold) |
| `AC9TDE4P05` · Years 3 and 4 | 19849 | sequence steps to individually and collaboratively make designed solutions | 13 (Make a safe small prototype), 15 (Revise one fold) |
| `AC9TDI4K03` · Years 3 and 4 | 20175 | recognise different types of data and explore how the same data can be represented differently depending on the purpose | 16 (One data item, two displays) |
| `AC9TDI4P01` · Years 3 and 4 | 20182 | define problems with given design criteria and by co-creating user stories | 20 (Test the user's story) |
| `AC9TDI4P02` · Years 3 and 4 | 20189 | follow and describe algorithms involving sequencing, comparison operators (branching) and iteration | 17 (A branch with a reason), 18 (Repeat without losing your place), 19 (Run a tiny visual program) |
| `AC9TDI4P04` · Years 3 and 4 | 20200 | implement simple algorithms as visual programs involving control structures and input | 19 (Run a tiny visual program) |
| `AC9TDI4P05` · Years 3 and 4 | 20208 | discuss how existing and student solutions satisfy the design criteria and user stories | 20 (Test the user's story) |


## The Arts

**Limit across these blocks:** Composing/planning is separate from actual movement, enactment, media making, sounding and voluntary sharing.

| Code · official level | Original workbook row | Exact official content description | Day(s) with a concrete opportunity |
| --- | ---: | --- | --- |
| `AC9ADA4D01` · Years 3 and 4 | 20597 | experiment with and practise skills for moving safely and expressively using fundamental movement skills and the elements of dance | 11 (Dance: a near-far phrase) |
| `AC9ADA4C01` · Years 3 and 4 | 20604 | use the elements of dance to choreograph dance that communicates ideas, perspectives and/or meaning | 11 (Dance: a near-far phrase), 12 (Dance: tempo changes meaning) |
| `AC9ADA4P01` · Years 3 and 4 | 20611 | practise and perform dances in informal settings | 12 (Dance: tempo changes meaning) |
| `AC9ADR4D01` · Years 3 and 4 | 20821 | use the elements of drama to explore and develop ideas for dramatic action in improvisations and/or devised drama | 13 (Drama: a missing instruction) |
| `AC9ADR4C01` · Years 3 and 4 | 20827 | improvise and/or devise and shape drama using the elements of drama to communicate ideas, perspectives and/or meaning | 13 (Drama: a missing instruction), 14 (Drama: two possible endings) |
| `AC9ADR4P01` · Years 3 and 4 | 20836 | perform improvised and/or devised drama in informal settings | 14 (Drama: two possible endings) |
| `AC9AMA4D01` · Years 3 and 4 | 21053 | develop media production skills by exploring ways of shaping ideas using media technologies, images, sounds, text and/or interactive elements | 15 (Media Arts: framing a paper object) |
| `AC9AMA4C01` · Years 3 and 4 | 21060 | use media languages, media technologies and production processes to construct representations that communicate ideas, perspectives and/or meaning | 16 (Media Arts: sequence responsibly) |
| `AC9AMA4P01` · Years 3 and 4 | 21068 | share media arts works in informal settings considering responsible media practice | 16 (Media Arts: sequence responsibly) |
| `AC9AMU4D01` · Years 3 and 4 | 21309 | develop listening skills and skills for manipulating elements of music when singing and playing instruments | 17 (Music: a soft sound pattern) |
| `AC9AMU4C01` · Years 3 and 4 | 21318 | manipulate elements of music to communicate ideas, perspectives and/or meaning when composing and practising for performance | 17 (Music: a soft sound pattern), 18 (Music: call and answer) |
| `AC9AMU4P01` · Years 3 and 4 | 21328 | sing and play music they have learnt and/or composed in informal settings | 18 (Music: call and answer) |
| `AC9AVA4D01` · Years 3 and 4 | 21556 | experiment with a range of ways to use visual conventions, visual arts processes and materials | 19 (Visual Arts: line and texture trials) |
| `AC9AVA4C01` · Years 3 and 4 | 21563 | use visual conventions, visual arts processes and materials to create artworks that communicate ideas, perspectives and/or meaning | 20 (Visual Arts: make and share a label) |
| `AC9AVA4P01` · Years 3 and 4 | 21571 | share and/or display artworks and/or visual arts practice in informal settings | 20 (Visual Arts: make and share a label) |


## Read the alignment narrowly

Science force investigation needs real safe trials; printed S-cards exercise data and source reasoning. HASS invented H-cards exercise inquiry skills without establishing place, history or civic facts. HPE permission and team codes need observed respectful action; movement codes need voluntary observed movement. Design testing/making codes need a prototype or actual process, and Digital implementation needs an actual learner-controlled Rule Lab run/change. Dance, Drama, Media Arts, Music and Visual Arts development, creation and presentation codes remain separate: a plan alone is never scored as performance, media production or sharing.

[Staff evidence guides](README.md) identify block-specific limits and next moves. Any real local First Nations knowledge, Country/Place content, language, location or cultural form needs current authoritative source and appropriate community approval before use.

**ACARA attribution:** © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Material downloaded from the [Australian Curriculum website](https://www.australiancurriculum.edu.au/downloads) (accessed 29 September 2026), modified only for plain-text whitespace, under [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) subject to [terms and exclusions](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA does not endorse SubjectNest. Original SubjectNest crosswalk commentary © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.