# Exact ACARA v9 content-description crosswalk

The [official ACARA curriculum download](https://www.australiancurriculum.edu.au/downloads) 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](https://creativecommons.org/licenses/by/4.0/), subject to [ACARA terms and exclusions](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). ACARA does not endorse, sponsor or approve SubjectNest. Consult the [source and rights ledger](SOURCE-AND-RIGHTS.md) and local curriculum authority before classroom adoption.