The official ACARA curriculum download was retrieved 29 September 2026. Local workbook SHA-256: db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. This table uses the pinned canonical data/frameworks/acara-v9.json import. Official wording below is reproduced exactly from the local workbook row (line breaks normalised for Markdown only); SubjectNest day links and limits are original analysis. Codes show a partial or conditional opportunity, not completion of a description or standard.
| Code | Official level | Workbook row | Exact official content description | Inquiry days | Scope/evidence limit |
|---|---|---|---|---|---|
| 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 | 17 | Create an original paper/typed/tactile-directed poster using hierarchy to communicate a careful claim; planning alone does not show completed artwork. |
| AC9E6LY01 | Year 6 | 781 | examine texts including media texts that represent ideas and events, and identify how they reflect the context in which they were created | 11, 15 | Compare two original fictional media/record texts and infer how the maker’s immediate aim shapes emphasis; no broad media history or independently verified account. |
| AC9E6LY02 | Year 6 | 786 | use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions | 19 | Question and clarify a fictional manager recommendation with observed partner talk where possible; one exchange is partial interaction evidence. |
| AC9E6LY05 | Year 6 | 797 | use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning, and to connect and compare content from a variety of sources | 12, 20 | Compare fictional A/B and fresh check sources with source-bound inference; one short case does not span the full variety of text demands. |
| AC9E6LY06 | Year 6 | 805 | plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features | 17, 19, 20 | Draft, revise and present a short original poster/memo; publishing and the full range of complex-sentence/spelling outcomes are conditional or not assessed. |
| AC9HS6S02 | Year 6 | 1676 | locate, collect and organise information and data from primary and secondary sources in a range of formats | 12 | Organise an invented primary-within-case poster and tally and selected slips; no authentic field collection or verified secondary source is undertaken. |
| AC9HS6S04 | Year 6 | 1688 | evaluate primary and secondary sources to determine origin, purpose and perspectives | 11, 12, 15 | Name fictional sources’ origin, purpose and selected perspective; the two same-team documents are not independent confirmation. |
| AC9HS6S05 | Year 6 | 1694 | develop evidence-based conclusions | 16, 19, 20 | Make a cautious conclusion/retest recommendation from fictional case evidence; real-world policy or consumer judgment is not established. |
| AC9M6N02 | Year 6 | 17823 | identify and describe the properties of prime, composite and square numbers and use these properties to solve problems and simplify calculations | 13, 15 | Use 23, 24, 25 and fresh 28/29 for factors, prime/composite/square in array layouts; not exhaustive number-property coverage. |
| AC9M6N03 | Year 6 | 17829 | apply knowledge of equivalence to compare, order and represent common fractions including halves, thirds and quarters on the same number line and justify their order | 16, 20 | Represent halves, thirds and quarters (also 3/4) on one 0–1 line from a consistent 24 or 32 whole; broader common fractions and proof range remain unassessed. |
| AC9S6I02 | Year 6 | 19091 | 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 | 14 | Plan a safe small fold comparison with changed/controlled features; conduct only if teacher approved and actually observed. No work on Country/Place is undertaken. |
| AC9S6I03 | Year 6 | 19096 | use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate | 14 | Record an actual supervised paper-sign observation only if run; a fictional tally or paper plan alone is not measurement evidence. |
| AC9S6I05 | Year 6 | 19110 | 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 | 14, 18 | Compare plans/observations, name possible error and a next question; generalisable material performance is not established. |
| 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 | 13 | Investigate a fictional tabletop signage need and simple paper components; no occupation, real client or complete production cycle. |
| 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 | 18 | Generate and annotate two fold/layout ideas; iteration requires actual documented revision, and digital tools are optional. |
| AC9TDE6P04 | Years 5 and 6 | 19916 | negotiate design criteria including sustainability to evaluate design ideas, processes and solutions | 18 | Negotiate criteria including a paper-use goal, but sustainability is not measured and a group agreement requires observation. |
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Curriculum material downloaded 29 September 2026 and not modified in the wording column; row extraction and lesson mapping are SubjectNest additions. Covered core material is CC BY 4.0, subject to ACARA terms and exclusions. ACARA does not endorse, sponsor or approve SubjectNest. Consult the source and rights ledger and local curriculum authority before classroom adoption.