Source: Australian Curriculum v9 official workbook, retrieved 2026-09-29; workbook SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The exact descriptions, level and workbook source_row below are generated from the pinned local import, not paraphrased. These lessons offer selected evidence toward each description, not complete Year 7 coverage or a state/territory compliance judgement. Band levels are retained as Years 7 and 8 where ACARA uses that level. Terms and attribution.
| Code | Workbook row | Exact level | Area / subject | Exact content description | This pack's evidence | Remaining scope |
|---|---|---|---|---|---|---|
AC9S7U01 |
19126 | Year 7 | Science / Science | investigate the role of classification in ordering and organising the diversity of life on Earth and use and develop classification tools including dichotomous keys | Days 11, 15: Three-trait classification tool; revised key | No real biodiversity or field classification |
AC9S7I04 |
19233 | Year 7 | Science / Science | select and construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information | Days 11: Recorded card traits in table | One representation only |
AC9S7I05 |
19240 | Year 7 | Science / Science | analyse data and information to describe patterns, trends and relationships and identify anomalies | Days 13: Ten-case pattern and anomaly count | Invented set only; not full data analysis |
AC9S7I06 |
19247 | Year 7 | Science / Science | analyse methods, conclusions and claims for assumptions, possible sources of error, conflicting evidence and unanswered questions | Days 12, 15: Find branch assumption, mismatch and claim limit | Narrow fictional method critique |
AC9S7I08 |
19261 | Year 7 | Science / Science | write and create texts to communicate ideas, findings and arguments for specific purposes and audiences, including selection of appropriate language and text features, using digital tools as appropriate | Days 14: Audience-shaped explanation of a model key | No real publication or digital-tool requirement claimed |
AC9E7LA02 |
831 | Year 7 | English / English | recognise language used to evaluate texts including visual and multimodal texts, and how evaluations of a text can be substantiated by reference to the text and other sources | Days 13, 15, 19, 20: Substantiated critique of model claims and drafts | Only supplied short texts |
AC9E7LA04 |
840 | Year 7 | English / English | understand that the cohesion of texts relies on devices that signal structure and guide readers, such as overviews and initial and concluding paragraphs | Days 14, 17: Overview, sequence and concluding check | Only compact explanation structure |
AC9E7LY03 |
906 | Year 7 | English / English | analyse the ways in which language features shape meaning and vary according to audience and purpose | Days 11, 16: Compare trace language and reader needs | Limited language-feature sample |
AC9E7LY06 |
916 | Year 7 | English / English | plan, create, edit and publish written and multimodal texts, selecting subject matter, and using text structures, language features, literary devices and visual features as appropriate to convey information, ideas and opinions in ways that may be imaginative, reflective, informative, persuasive and/or analytical | Days 14, 17–20: Plan/edit four-frame explanations and decision note | No actual publication; partial writing process |
AC9M7N06 |
17976 | Year 7 | Mathematics / Mathematics | use the 4 operations with positive rational numbers including fractions, decimals and percentages to solve problems using efficient calculation strategies | Days 13, 18: Percentages and optional cap subtraction | Selected positive rational operations only |
AC9M7N02 |
17959 | Year 7 | Mathematics / Mathematics | represent natural numbers as products of powers of prime numbers using exponent notation | Days 16, 19, 20: Prime-power representations of 72 and fresh 96 | Two core numbers, not full factorisation unit |
AC9TDI8P05 |
20355 | Years 7 and 8 | Technologies / Digital Technologies | design algorithms involving nested control structures and represent them using flowcharts and pseudocode | Days 12: Paper nested flowchart and pseudocode | One algorithm pattern; no implemented code |
AC9TDI8P06 |
20359 | Years 7 and 8 | Technologies / Digital Technologies | trace algorithms to predict output for a given input and to identify errors | Days 12, 15: Trace input/output and find missing verification | Paper algorithm only |
AC9AMA8C01 |
21142 | Years 7 and 8 | The Arts / Media Arts | design and structure media arts works to communicate ideas, perspectives and meaning for an intended audience | Days 14, 17, 19: Four-frame media explanation for an intended audience | Design draft only; no audience reception evidence |
AC9HE7K01 |
1942 | Year 7 | Humanities and Social Sciences / Economics and Business 7-10 | why opportunity cost exists as decisions are made to allocate limited resources to meet unlimited needs and wants | Days 18, 20: One-slot optional choice and next-best forgone benefit | Single fictional scarcity case |
AC9HE7S04 |
1984 | Year 7 | Humanities and Social Sciences / Economics and Business 7-10 | develop a response to an economic and business issue, identifying potential costs and benefits | Days 18: Response with costs and possible benefits | No real issue analysis or implementation |
Curriculum reality check: Science classification, English composition, prime powers, digital algorithms, media design and economics each have wider progressions than these two weeks. Only the specifically listed days provide evidence; no code is marked fully mastered. The fictional cards do not model real taxonomy. The media explanation has no observed audience response, and the optional budget has no real economic data.