Pinned source and rights ledger. Each official description below is copied exactly from the local official-workbook extraction. The row number is the workbook source row. “Where” means an authored optional block, not mastery or complete coverage. Science/HASS are Year 6; HPE, Technologies and The Arts use the official Years 5 and 6 band.
| Code | Official level | Workbook row | Exact official description | Where | Activity 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 accessible movement/enactment observed; one original context only. |
| AC9ADA6D01 | Years 5 and 6 | 20631 | develop and practise technical and expressive skills using safe dance practice and the elements of dance | D11 | Conditional: actual accessible movement/enactment observed; one original 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 | D12 | Precursor: one original context; comparative cultural/time/place exploration requires reviewed works. |
| AC9ADA6P01 | Years 5 and 6 | 20644 | practise and perform dances using technical and expressive skills in informal and/or formal settings | D12 | Conditional: actual accessible movement/enactment observed; one original 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 accessible movement/enactment observed; one original 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 | D13 | Conditional: actual accessible movement/enactment observed; one original 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 | D14 | Precursor: one original context; comparative cultural/time/place exploration requires reviewed works. |
| AC9ADR6P01 | Years 5 and 6 | 20867 | rehearse and perform improvised, devised and/or scripted drama in informal and/or formal settings | D14 | Conditional: actual accessible movement/enactment observed; one original 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 | Conditional: actual original media production/presentation seen; 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 | Conditional: actual original media production/presentation seen; 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 | Precursor: one original context; comparative cultural/time/place exploration requires reviewed works. |
| AC9AMA6P01 | Years 5 and 6 | 21104 | present media arts works in informal and/or formal settings using responsible media practice | D16 | Conditional: actual original media production/presentation seen; 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: actual sound/performance heard; notation alone is planning. |
| 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: actual sound/performance heard; notation alone is planning. |
| 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 | Precursor: one original context; comparative cultural/time/place exploration requires reviewed works. |
| 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: actual sound/performance heard; notation alone is planning. |
| 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 visual process. |
| 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 visual process. |
| 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 visual process. |
| AC9HP6M02 | Years 5 and 6 | 3482 | transfer familiar movement strategies to different movement situations | D12 | Conditional: movement/team outcome only with observed safe participation; paper response 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 | D11 | Conditional: movement/team outcome only with observed safe participation; paper response is planning. |
| AC9HP6M05 | Years 5 and 6 | 3497 | participate in physical activities that enhance health and wellbeing in natural and outdoor settings, and analyse the steps and resources needed to promote participation | D19 | Conditional: outdoor participation only when approved safe outdoor action actually occurs. |
| AC9HP6M06 | Years 5 and 6 | 3502 | propose and explain strategies to increase physical activity and reduce sedentary behaviour levels in their lives | D19 | Conditional: movement/team outcome only with observed safe participation; paper response is planning. |
| AC9HP6M07 | Years 5 and 6 | 3507 | predict and test the effectiveness of applying different skills and strategies in a range of movement situations | D11, D15 | Conditional: movement/team outcome only with observed safe participation; paper response is planning. |
| AC9HP6M08 | Years 5 and 6 | 3511 | devise and test alternative rules and game modifications to support fair play and inclusive participation | D18, D20 | Conditional: movement/team outcome only with observed safe participation; paper response 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: movement/team outcome only with observed safe participation; paper response is planning. |
| AC9HP6P03 | Years 5 and 6 | 3425 | investigate how the portrayal of societal roles and responsibilities can be influenced by gender stereotypes | D13, D15 | Partial: fictional rehearsal/source audit; school wellbeing and safeguarding policy applies. |
| AC9HP6P04 | Years 5 and 6 | 3431 | describe and demonstrate how respect and empathy can be expressed to positively influence relationships | D14 | Partial: fictional rehearsal/source audit; school wellbeing and safeguarding policy applies. |
| AC9HP6P05 | Years 5 and 6 | 3437 | describe and implement strategies to value diversity in their communities | D13 | Partial: fictional rehearsal/source audit; school wellbeing and safeguarding policy applies. |
| AC9HP6P06 | Years 5 and 6 | 3444 | apply strategies to manage emotions and analyse how emotional responses influence interactions | D14, D15 | Partial: fictional rehearsal/source audit; school wellbeing and safeguarding policy applies. |
| AC9HP6P07 | Years 5 and 6 | 3448 | describe strategies for seeking, giving or denying consent and rehearse how to communicate their intentions effectively and respectfully | D16, D20 | Partial: fictional rehearsal/source audit; school wellbeing and safeguarding policy applies. |
| 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 rehearsal/source audit; school wellbeing and safeguarding policy applies. |
| 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 | D17 | Partial: fictional rehearsal/source audit; school wellbeing and safeguarding policy applies. |
| AC9HP6P10 | Years 5 and 6 | 3465 | analyse how behaviours influence the health, safety, relationships and wellbeing of individuals and communities | D17 | Partial: fictional rehearsal/source audit; school wellbeing and safeguarding policy applies. |
| AC9HS6K01 | Year 6 | 1620 | significant individuals, events and ideas that led to Australia’s Federation, the Constitution and democratic system of government | D13, D14, D20 | Partial: simplified Federation sequence; electoral exclusions flagged; not a comprehensive history unit. |
| AC9HS6K04 | Year 6 | 1637 | the geographical diversity and location of places in the Asia region, and its location in relation to Australia | D16 | Precursor: locator atlas work; geographic diversity across the Asia region needs more sources. |
| AC9HS6K05 | Year 6 | 1644 | Australia’s interconnections with other countries and how these change people and places | D17, D20 | Partial: invented source or issue; actual authority and perspectives require official/local checking. |
| AC9HS6K06 | Year 6 | 1649 | the key institutions of Australia’s system of government, how it is based on the Westminster system, and the key values and beliefs of Western democracies | D14 | Precursor: Constitution/class-rule analogy; Westminster institutions need separate teaching. |
| AC9HS6K07 | Year 6 | 1656 | the roles and responsibilities of the 3 levels of government in Australia | D11, D15, D19 | Partial: invented source or issue; actual authority and perspectives require official/local checking. |
| AC9HS6S01 | Year 6 | 1672 | develop questions to investigate people, events, developments, places and systems | D11 | Partial: invented source or issue; actual authority and perspectives require official/local checking. |
| AC9HS6S02 | Year 6 | 1676 | locate, collect and organise information and data from primary and secondary sources in a range of formats | D12, D16 | Partial: invented source or issue; actual authority and perspectives require official/local checking. |
| AC9HS6S03 | Year 6 | 1683 | evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships | D13 | Partial: invented source or issue; actual authority and perspectives require official/local checking. |
| AC9HS6S04 | Year 6 | 1688 | evaluate primary and secondary sources to determine origin, purpose and perspectives | D12, D15, D18 | Partial: invented source or issue; actual authority and perspectives require official/local checking. |
| AC9HS6S05 | Year 6 | 1694 | develop evidence-based conclusions | D17, D18, D20 | Partial: invented source or issue; actual authority and perspectives require official/local checking. |
| AC9HS6S06 | Year 6 | 1698 | propose actions or responses to issues or challenges and use criteria to assess the possible effects | D15, D19 | Partial: invented source or issue; actual authority and perspectives require official/local checking. |
| AC9HS6S07 | Year 6 | 1705 | present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions | D19 | Partial: invented source or issue; actual authority and perspectives require official/local checking. |
| AC9S6H02 | Year 6 | 19077 | investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions | D19 | Partial: one brief inquiry/source move; real observations and method must be separately documented. |
| AC9S6I01 | Year 6 | 19084 | pose investigable questions to identify patterns and test relationships and make reasoned predictions | D11 | Partial: one brief inquiry/source move; real observations and method must be separately documented. |
| 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 | D11, D17, D18 | Partial: one brief inquiry/source move; real observations and method must be separately documented. |
| AC9S6I03 | Year 6 | 19096 | use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate | D13, D17 | Partial: one brief inquiry/source move; real observations and method must be separately documented. |
| AC9S6I04 | Year 6 | 19103 | 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, D16 | Partial: one brief inquiry/source move; real observations and method must be separately documented. |
| 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 | D12, D14, D15, D18, D19, D20 | Partial: one brief inquiry/source move; real observations and method must be separately documented. |
| AC9S6I06 | Year 6 | 19117 | write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate | D19 | Partial: one brief inquiry/source move; real observations and method must be separately documented. |
| AC9S6U01 | Year 6 | 19035 | investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions | D11, D12, D15, D18 | Partial/precursor: plan and fictional table; no growth or survival observed in these 12-minute blocks. |
| AC9S6U03 | Year 6 | 19052 | investigate the transfer and transformation of energy in electrical circuits, including the role of circuit components, insulators and conductors | D16, D17, D20 | Conditional: energy/circuit claim only when approved low-voltage loop actually tested; diagram is a model. |
| AC9S6U04 | Year 6 | 19060 | compare reversible changes, including dissolving and changes of state, and irreversible changes, including cooking and rusting that produce new substances | D13, D14, D15, D20 | Partial: safe dissolving observation and secondary rust image; no full recovery/rusting experiment. |
| 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 signage design and trade-off, not full Years 5–6 Technologies scope. |
| 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 signage design and trade-off, not full Years 5–6 Technologies scope. |
| 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 signage design and trade-off, not full Years 5–6 Technologies scope. |
| 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 signage design and trade-off, not full Years 5–6 Technologies scope. |
| AC9TDE6P03 | Years 5 and 6 | 19910 | select and use suitable materials, components, tools, equipment and techniques to safely make designed solutions | D12 | Conditional: physical making/test only if actual sign is made and tried by a willing user. |
| AC9TDE6P04 | Years 5 and 6 | 19916 | negotiate design criteria including sustainability to evaluate design ideas, processes and solutions | D12, D13, D15 | Partial: small signage design and trade-off, not full Years 5–6 Technologies scope. |
| AC9TDE6P05 | Years 5 and 6 | 19923 | develop project plans that include consideration of resources to individually and collaboratively make designed solutions | D14 | Partial: small signage design and trade-off, not full Years 5–6 Technologies scope. |
| AC9TDI6K02 | Years 5 and 6 | 20240 | examine how digital systems form networks to transmit data | D16 | Partial: model/design unless school-approved digital action or program output is observed. |
| AC9TDI6P01 | Years 5 and 6 | 20254 | define problems with given or co-developed design criteria and by creating user stories | D17 | Partial: model/design unless school-approved digital action or program output is observed. |
| AC9TDI6P02 | Years 5 and 6 | 20259 | design algorithms involving multiple alternatives (branching) and iteration | D17, D20 | Partial: model/design unless school-approved digital action or program output is observed. |
| AC9TDI6P03 | Years 5 and 6 | 20266 | design a user interface for a digital system | D18 | Partial: model/design unless school-approved digital action or program output is observed. |
| AC9TDI6P05 | Years 5 and 6 | 20274 | implement algorithms as visual programs involving control structures, variables and input | D19, D20 | Conditional: implement only after observed run using input, variable and control structure. |
| 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: model/design unless school-approved digital action or program output is observed. |
| AC9TDI6P10 | Years 5 and 6 | 20304 | explain the creation and permanence of their digital footprint and consider privacy when collecting user data | D18, D20 | Partial: model/design unless school-approved digital action or program output is observed. |
Held coverage
No First Nations-specific cultural description or language translation is claimed. The simplified Federation prompt identifies a source-supported exclusion but does not supply community perspectives or a complete historical inquiry. No real local jurisdiction, Country/Place permission, actual survey, health outcome or learning gain is inferred. State/territory implementation and teacher moderation remain necessary.