Pinned source: source and rights ledger. Every row below is a content description copied exactly from local official-workbook extraction. “Where” shows authored day(s); it does not imply full mastery. HPE, Technologies and The Arts are the official Years 5 and 6 band, not a Year 5-only sequence.
| Code | Official level | Workbook row | Exact official description | Where | This pack’s boundary |
|---|---|---|---|---|---|
| AC9ADA6C01 | Years 5 and 6 | 20637 | manipulate the elements of dance and/or choreographic devices to choreograph dances that communicate ideas, perspectives and/or meaning | D11 | Conditional: actual safe movement/enactment/performance observed; one invented context only. |
| AC9ADA6D01 | Years 5 and 6 | 20631 | develop and practise technical and expressive skills using safe dance practice and the elements of dance | D12 | Conditional: actual safe movement/enactment/performance observed; one invented context only. |
| AC9ADA6E01 | Years 5 and 6 | 20618 | explore ways that the elements of dance are combined to communicate ideas, perspectives and/or meaning in dance across cultures, times, places and/or other contexts | D11 | Conditional: actual safe movement/enactment/performance observed; one invented context only. |
| AC9ADA6P01 | Years 5 and 6 | 20644 | practise and perform dances using technical and expressive skills in informal and/or formal settings | D12 | Conditional: actual safe movement/enactment/performance observed; one invented context only. |
| AC9ADR6C01 | Years 5 and 6 | 20859 | develop characters and situations, and shape and sustain dramatic action to communicate ideas, perspectives and/or meaning in improvised, devised and/or scripted forms | D13 | Conditional: actual safe movement/enactment/performance observed; one invented context only. |
| AC9ADR6D01 | Years 5 and 6 | 20852 | explore ways to combine the elements of drama to communicate ideas, perspectives and/or meaning in improvisations, devised drama and/or scripted drama | D14 | Conditional: actual safe movement/enactment/performance observed; one invented context only. |
| AC9ADR6E01 | Years 5 and 6 | 20842 | explore ways that the elements of drama are combined to communicate ideas, perspectives and/or meaning in drama across, cultures, times, places and/or other contexts | D13 | Conditional: actual safe movement/enactment/performance observed; one invented context only. |
| AC9ADR6P01 | Years 5 and 6 | 20867 | rehearse and perform improvised, devised and/or scripted drama in informal and/or formal settings | D14 | Conditional: actual safe movement/enactment/performance observed; one invented context only. |
| AC9AMA6C01 | Years 5 and 6 | 21095 | use media languages, media technologies and production processes to construct media arts works that communicate ideas, perspectives and/or meaning for specific audiences | D15 | Partial: original two-frame media work; record actual production/presentation; no public upload. |
| AC9AMA6D01 | Years 5 and 6 | 21088 | develop media production skills to communicate ideas, perspectives and/or meaning through manipulation of media languages, including images, sounds, texts and/or interactive elements, and media technologies | D15 | Partial: original two-frame media work; record actual production/presentation; no public upload. |
| AC9AMA6E01 | Years 5 and 6 | 21074 | explore ways that media languages and media technologies are used in media arts works and practices across cultures, times, places and/or other contexts | D16 | Partial: original two-frame media work; record actual production/presentation; no public upload. |
| AC9AMA6P01 | Years 5 and 6 | 21104 | present media arts works in informal and/or formal settings using responsible media practice | D16 | Partial: original two-frame media work; record actual production/presentation; no public upload. |
| AC9AMU6C01 | Years 5 and 6 | 21357 | manipulate elements of music and use compositional devices to communicate ideas, perspectives and/or meaning when composing and practising music for performance, and notate, document and/or record the music they compose | D17 | Conditional: staff must hear actual sound/performance; notation alone is a plan. |
| AC9AMU6D01 | Years 5 and 6 | 21349 | develop listening/aural skills and skills for manipulating elements of music to achieve expressive effects when composing, singing and playing instruments | D17 | Conditional: staff must hear actual sound/performance; notation alone is a plan. |
| AC9AMU6E01 | Years 5 and 6 | 21336 | explore ways that the elements of music are combined in music across cultures, times, places and/or other contexts | D18 | Conditional: staff must hear actual sound/performance; notation alone is a plan. |
| AC9AMU6P01 | Years 5 and 6 | 21367 | perform music in a range of forms they have learnt and/or composed in informal and/or formal settings | D18 | Conditional: staff must hear actual sound/performance; notation alone is a plan. |
| AC9AVA6C01 | Years 5 and 6 | 21600 | use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning | D19, D20 | Conditional: actual original artwork/display seen; one brief material exploration. |
| AC9AVA6D01 | Years 5 and 6 | 21592 | experiment with, document and reflect on ways to use a range of visual conventions, visual arts processes, and materials | D19 | Conditional: actual original artwork/display seen; one brief material exploration. |
| AC9AVA6P01 | Years 5 and 6 | 21608 | select and present documentation of visual arts practice, and display artworks in informal and/or formal settings | D20 | Conditional: actual original artwork/display seen; one brief material exploration. |
| AC9HP6M01 | Years 5 and 6 | 3476 | adapt and modify movement skills across a variety of situations | D13 | Conditional: claim movement only when action/participation is observed; paper is planning. |
| AC9HP6M03 | Years 5 and 6 | 3487 | investigate how different movement concepts related to effort, space, time, objects and people can be applied to improve movement outcomes | D13 | Conditional: claim movement only when action/participation is observed; paper is planning. |
| AC9HP6M04 | Years 5 and 6 | 3493 | participate in physical activities to investigate the body’s reaction to different levels of intensity | D11, D15, D19 | Conditional: claim movement only when action/participation is observed; paper is planning. |
| AC9HP6M06 | Years 5 and 6 | 3502 | propose and explain strategies to increase physical activity and reduce sedentary behaviour levels in their lives | D19 | Conditional: claim movement only when action/participation is observed; paper is planning. |
| AC9HP6M08 | Years 5 and 6 | 3511 | devise and test alternative rules and game modifications to support fair play and inclusive participation | D12, D15, D20 | Conditional: claim movement only when action/participation is observed; paper is planning. |
| AC9HP6M09 | Years 5 and 6 | 3516 | participate positively in groups and teams by contributing to group activities, encouraging others and negotiating roles and responsibilities | D12, D18 | Conditional: claim movement only when action/participation is observed; paper is planning. |
| AC9HP6P04 | Years 5 and 6 | 3431 | describe and demonstrate how respect and empathy can be expressed to positively influence relationships | D14, D18 | Partial: fictional safe-choice rehearsal; follow school wellbeing policy. |
| AC9HP6P07 | Years 5 and 6 | 3448 | describe strategies for seeking, giving or denying consent and rehearse how to communicate their intentions effectively and respectfully | D14 | Partial: fictional safe-choice rehearsal; follow school wellbeing policy. |
| AC9HP6P08 | Years 5 and 6 | 3453 | analyse and rehearse protective behaviours and help-seeking strategies that can be used in a range of online and offline situations | D16, D20 | Partial: fictional safe-choice rehearsal; follow school wellbeing policy. |
| AC9HP6P09 | Years 5 and 6 | 3460 | investigate different sources and types of health information and how these apply to their own and others’ health choices | D16, D17 | Partial: fictional safe-choice rehearsal; follow school wellbeing policy. |
| AC9HP6P10 | Years 5 and 6 | 3465 | analyse how behaviours influence the health, safety, relationships and wellbeing of individuals and communities | D17 | Partial: fictional safe-choice rehearsal; follow school wellbeing policy. |
| AC9HS5K05 | Year 5 | 1557 | the management of Australian environments, including managing severe weather events such as bushfires, floods, droughts or cyclones, and their consequences | D16 | Partial: fictional park planning; not local severe-weather advice. |
| AC9HS5K06 | Year 5 | 1561 | the key values and features of Australia’s democracy, including elections, and the roles and responsibilities of elected representatives | D11, D14, D20 | Partial: fictional school decision and class poll; federal election rules require separate teaching. |
| AC9HS5K07 | Year 5 | 1569 | how citizens (members of communities) with shared beliefs and values work together to achieve a civic goal | D14, D18 | Partial: invented sources and short decision task; not all HASS contexts/perspectives. |
| AC9HS5K08 | Year 5 | 1574 | types of resources, including natural, human and capital, and how they satisfy needs and wants | D13 | Partial: invented sources and short decision task; not all HASS contexts/perspectives. |
| AC9HS5S01 | Year 5 | 1580 | develop questions to investigate people, events, developments, places and systems | D11, D16 | Partial: invented sources and short decision task; not all HASS contexts/perspectives. |
| AC9HS5S02 | Year 5 | 1584 | locate, collect and organise information and data from primary and secondary sources in a range of formats | D12, D17 | Partial: invented sources and short decision task; not all HASS contexts/perspectives. |
| AC9HS5S03 | Year 5 | 1591 | evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships | D13, D17 | Partial: invented sources and short decision task; not all HASS contexts/perspectives. |
| AC9HS5S04 | Year 5 | 1595 | evaluate primary and secondary sources to determine origin, purpose and perspectives | D12, D15, D20 | Partial: invented sources and short decision task; not all HASS contexts/perspectives. |
| AC9HS5S05 | Year 5 | 1600 | develop evidence-based conclusions | D19 | Partial: invented sources and short decision task; not all HASS contexts/perspectives. |
| AC9HS5S06 | Year 5 | 1606 | propose actions or responses to issues or challenges and use criteria to assess the possible effects | D15, D18, D19, D20 | Partial: invented sources and short decision task; not all HASS contexts/perspectives. |
| AC9HS5S07 | Year 5 | 1614 | present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions | D19 | Partial: invented sources and short decision task; not all HASS contexts/perspectives. |
| AC9S5H02 | Year 5 | 18982 | investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions | D19 | Partial: one brief inquiry/communication move; check actual evidence and method. |
| AC9S5I01 | Year 5 | 18990 | pose investigable questions to identify patterns and test relationships and make reasoned predictions | D11, D14 | Partial: one brief inquiry/communication move; check actual evidence and method. |
| AC9S5I02 | Year 5 | 18997 | plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place | D12, D17 | Partial: one brief inquiry/communication move; check actual evidence and method. |
| AC9S5I03 | Year 5 | 19005 | use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate | D11, D17 | Partial: one brief inquiry/communication move; check actual evidence and method. |
| AC9S5I04 | Year 5 | 19011 | construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationships | D12, D13, D16 | Partial: one brief inquiry/communication move; check actual evidence and method. |
| AC9S5I05 | Year 5 | 19018 | compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions | D13, D15, D18, D19, D20 | Partial: one brief inquiry/communication move; check actual evidence and method. |
| AC9S5I06 | Year 5 | 19025 | write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate | D14, D19 | Partial: one brief inquiry/communication move; check actual evidence and method. |
| AC9S5U01 | Year 5 | 18941 | examine how particular structural features and behaviours of living things enable their survival in specific habitats | D14 | Precursor only: fictional feature–habitat reasoning; no observation of a real organism. |
| AC9S5U02 | Year 5 | 18948 | describe how weathering, erosion, transportation and deposition cause slow or rapid change to Earth’s surface | D11, D12, D13, D15 | Partial: small closed/tray/jar models; not a real landform history. |
| AC9S5U03 | Year 5 | 18957 | identify sources of light, recognise that light travels in a straight path and describe how shadows are formed and light can be reflected and refracted | D17, D18, D20 | Partial: mirror/refraction observations; no comprehensive light unit. |
| AC9S5U04 | Year 5 | 18966 | explain observable properties of solids, liquids and gases by modelling the motion and arrangement of particles | D16, D20 | Partial: dot model; no evidence of particle scale or full states unit. |
| AC9TDE6K01 | Years 5 and 6 | 19856 | explain how people in design and technologies occupations consider competing factors including sustainability in the design of products, services and environments | D13 | Partial: small design brief and simple material/test; no whole-band coverage. |
| AC9TDE6K05 | Years 5 and 6 | 19885 | explain how characteristics and properties of materials, systems, components, tools and equipment affect their use when producing designed solutions | D11 | Partial: small design brief and simple material/test; no whole-band coverage. |
| AC9TDE6P01 | Years 5 and 6 | 19894 | investigate needs or opportunities for designing, and the materials, components, tools, equipment and processes needed to create designed solutions | D11, D15 | Partial: small design brief and simple material/test; no whole-band coverage. |
| AC9TDE6P02 | Years 5 and 6 | 19902 | generate, iterate and communicate design ideas, decisions and processes using technical terms and graphical representation techniques, including using digital tools | D14 | Partial: small design brief and simple material/test; no whole-band coverage. |
| AC9TDE6P03 | Years 5 and 6 | 19910 | select and use suitable materials, components, tools, equipment and techniques to safely make designed solutions | D12 | Conditional: making/test claim only when a physical handle is made and tried. |
| AC9TDE6P04 | Years 5 and 6 | 19916 | negotiate design criteria including sustainability to evaluate design ideas, processes and solutions | D12, D13, D15 | Partial: small design brief and simple material/test; no whole-band coverage. |
| AC9TDE6P05 | Years 5 and 6 | 19923 | develop project plans that include consideration of resources to individually and collaboratively make designed solutions | D14 | Partial: small design brief and simple material/test; no whole-band coverage. |
| AC9TDI6K03 | Years 5 and 6 | 20245 | explain how digital systems represent all data using numbers | D17 | Partial: paper design/trace unless actual approved device action is documented. |
| AC9TDI6K04 | Years 5 and 6 | 20248 | explore how data can be represented by off and on states (zeros and ones in binary) | D17 | Partial: paper design/trace unless actual approved device action is documented. |
| AC9TDI6P01 | Years 5 and 6 | 20254 | define problems with given or co-developed design criteria and by creating user stories | D16 | Partial: paper design/trace unless actual approved device action is documented. |
| AC9TDI6P02 | Years 5 and 6 | 20259 | design algorithms involving multiple alternatives (branching) and iteration | D16 | Partial: paper design/trace unless actual approved device action is documented. |
| AC9TDI6P03 | Years 5 and 6 | 20266 | design a user interface for a digital system | D18 | Partial: paper design/trace unless actual approved device action is documented. |
| AC9TDI6P04 | Years 5 and 6 | 20270 | generate, modify, communicate and evaluate designs | D18 | Partial: paper design/trace unless actual approved device action is documented. |
| AC9TDI6P05 | Years 5 and 6 | 20274 | implement algorithms as visual programs involving control structures, variables and input | D19 | Conditional: only an actually run visual program with variable/input/control; paper trace is planning. |
| AC9TDI6P06 | Years 5 and 6 | 20282 | evaluate existing and student solutions against the design criteria and user stories and their broader community impact | D19 | Partial: paper design/trace unless actual approved device action is documented. |
| AC9TDI6P09 | Years 5 and 6 | 20301 | access multiple personal accounts using unique passphrases and explain the risks of password re-use | D20 | Partial: fictional privacy decision; no account created or passphrase collected. |
| AC9TDI6P10 | Years 5 and 6 | 20304 | explain the creation and permanence of their digital footprint and consider privacy when collecting user data | D20 | Partial: fictional privacy decision; no account created or passphrase collected. |
Exclusions and review
First Nations-specific descriptions and community knowledge are not claimed in this pack. No language translation is claimed. The source workbook describes much broader and deeper achievement than ten optional short blocks. An educator should sequence and moderate these alongside full state/territory requirements and real classroom observations.