Pinned source and rights ledger. Each content description below is transcribed exactly from the local official-workbook extraction; workbook row and official level are shown. “Where” means a short authored activity, not completion of the description. Science and four HASS disciplines are Year 7; HPE, Technologies and The Arts are the Years 7 and 8 band.
| Code | Official level | Workbook row | Exact official description | Where | Activity boundary |
|---|---|---|---|---|---|
| AC9ADA8C01 | Years 7 and 8 | 20672 | choreograph dance by selecting and manipulating elements of dance and choreographic devices to communicate ideas, perspectives and/or meaning | D11 | Conditional: safe original movement/enactment must be observed; no cultural style claim. |
| AC9ADA8D01 | Years 7 and 8 | 20663 | develop safe dance practice and use of expressive and technical skills and, as appropriate, genre- or style-specific techniques | D11 | Conditional: safe original movement/enactment must be observed; no cultural style claim. |
| AC9ADA8D02 | Years 7 and 8 | 20667 | reflect on own and others’ dance works and/or practices to inform choreographic choices and use of technical and expressive skills | D12 | Conditional: safe original movement/enactment must be observed; no cultural style claim. |
| AC9ADA8P01 | Years 7 and 8 | 20683 | rehearse and perform dance for audiences, using technical and expressive skills and, as appropriate genre- or style-specific techniques | D12 | Conditional: safe original movement/enactment must be observed; no cultural style claim. |
| AC9ADR8C01 | Years 7 and 8 | 20900 | improvise and devise drama and/or interpret scripted drama, manipulating elements of drama and applying conventions relevant to the style/form | D13 | Conditional: safe original movement/enactment must be observed; no cultural style claim. |
| AC9ADR8D01 | Years 7 and 8 | 20886 | develop performance skills relevant to selected drama styles and/or forms | D13 | Conditional: safe original movement/enactment must be observed; no cultural style claim. |
| AC9ADR8D02 | Years 7 and 8 | 20894 | reflect on their own and others’ drama to inform choices when manipulating elements of drama and/or conventions to shape dramatic action | D14 | Conditional: safe original movement/enactment must be observed; no cultural style claim. |
| AC9ADR8P01 | Years 7 and 8 | 20913 | rehearse and perform improvised, devised and/or scripted drama to audiences, using performance skills and conventions relevant to style and/or form | D14 | Conditional: safe original movement/enactment must be observed; no cultural style claim. |
| AC9AMA8C01 | Years 7 and 8 | 21142 | design and structure media arts works to communicate ideas, perspectives and meaning for an intended audience | D15 | Conditional: original paper/digital work and private presentation observed; no public upload. |
| AC9AMA8D01 | Years 7 and 8 | 21125 | develop media production skills throughout the production process to construct representations using media languages and media technologies | D15 | Conditional: original paper/digital work and private presentation observed; no public upload. |
| AC9AMA8D02 | Years 7 and 8 | 21133 | reflect on their own and others’ media arts works and practices to inform choices they make during the production process | D16 | Conditional: original paper/digital work and private presentation observed; no public upload. |
| AC9AMA8P01 | Years 7 and 8 | 21159 | present media arts works, using responsible media practices and considering potential relationships the work could create with audiences | D16 | Conditional: original paper/digital work and private presentation observed; no public upload. |
| AC9AMU8C02 | Years 7 and 8 | 21402 | compose using the elements of music and compositional devices to communicate ideas, perspectives and/or meaning, and notate, document and/or record the music | D17 | Conditional: score is planning; actual sound/performance must be heard. |
| AC9AMU8D01 | Years 7 and 8 | 21384 | develop and practise listening/aural skills and vocal and/or instrumental skills/techniques for manipulating elements of music to achieve expressive effects | D17 | Conditional: score is planning; actual sound/performance must be heard. |
| AC9AMU8D02 | Years 7 and 8 | 21392 | reflect on their own and others’ music to inform choices they make as composers and performers about how they will manipulate elements of music and/or compositional devices | D18 | Conditional: score is planning; actual sound/performance must be heard. |
| AC9AMU8P01 | Years 7 and 8 | 21411 | perform music using relevant vocal and/or instrumental techniques and performance skills | D18 | Conditional: score is planning; actual sound/performance must be heard. |
| AC9AVA8C02 | Years 7 and 8 | 21655 | select and manipulate visual conventions, visual arts processes and/or materials to create artworks that represent ideas, perspectives and/or meaning | D19 | Conditional: original artwork and presentation/process evidence seen. |
| AC9AVA8D01 | Years 7 and 8 | 21631 | experiment with visual conventions, visual arts processes and materials to develop skills | D19 | Conditional: original artwork and presentation/process evidence seen. |
| AC9AVA8D02 | Years 7 and 8 | 21640 | reflect on the ways that they and other artists respond to influences to inform choices they make in their own visual arts practice | D20 | Conditional: original artwork and presentation/process evidence seen. |
| AC9AVA8P01 | Years 7 and 8 | 21664 | curate and present examples of their visual arts practice to accompany exhibits of their artworks to communicate ideas, perspectives and/or meaning to audiences | D20 | Conditional: original artwork and presentation/process evidence seen. |
| AC9HC7K01 | Year 7 | 1712 | the key features of Australia's system of government, including democracy, the Australian Constitution, responsible government and federalism | D16 | Partial: PEO-sourced simplified institution roles and fictional school issue; not legal advice. |
| AC9HC7K05 | Year 7 | 1738 | how values based on freedom, respect, fairness and equality of opportunity can support social cohesion and democracy within Australian society | D17 | Partial: PEO-sourced simplified institution roles and fictional school issue; not legal advice. |
| AC9HC7S02 | Year 7 | 1750 | locate, select and organise information, data and ideas from different sources | D16 | Partial: PEO-sourced simplified institution roles and fictional school issue; not legal advice. |
| AC9HC7S03 | Year 7 | 1756 | analyse information, data and ideas about political, legal or civic issues to identify and explain differences in perspectives and potential challenges | D17 | Partial: PEO-sourced simplified institution roles and fictional school issue; not legal advice. |
| AC9HC7S05 | Year 7 | 1765 | create descriptions, explanations and arguments using civics and citizenship knowledge, concepts and terms that reference evidence | D17, D20 | Partial: PEO-sourced simplified institution roles and fictional school issue; not legal advice. |
| AC9HE7K02 | Year 7 | 1948 | the reasons businesses exist and how different types of businesses provide goods and services | D18 | Partial: invented business cases; no real transaction, finances or market data. |
| AC9HE7K05 | Year 7 | 1963 | the rights and responsibilities of individuals and businesses in relation to consumer and financial products and services | D19 | Precursor: source-check a fictional flyer; actual legal rights/remedies require current ACCC review. |
| AC9HE7S01 | Year 7 | 1970 | develop questions to investigate a contemporary economic and business issue | D18 | Partial: invented business cases; no real transaction, finances or market data. |
| AC9HE7S02 | Year 7 | 1973 | locate, select and organise information and data from a range of sources | D19 | Partial: invented business cases; no real transaction, finances or market data. |
| AC9HE7S04 | Year 7 | 1984 | develop a response to an economic and business issue, identifying potential costs and benefits | D19, D20 | Partial: invented business cases; no real transaction, finances or market data. |
| AC9HG7K01 | Year 7 | 2160 | classification of environmental resources and the way that water connects and changes places as it moves through environments | D11 | Partial: invented catchment/neighbourhood model; real Australian data need official sources. |
| AC9HG7K06 | Year 7 | 2188 | the location and distribution of services and facilities, and implications for liveability of places | D12 | Partial: invented catchment/neighbourhood model; real Australian data need official sources. |
| AC9HG7K08 | Year 7 | 2196 | strategies used to enhance the liveability of a place, including for young people, the aged or those with disability, drawing on studies such as those from Australia or Europe | D12 | Precursor: invented liveability grid; comparative studies of real places still required. |
| AC9HG7S01 | Year 7 | 2202 | develop questions for a geographical inquiry related to a phenomenon or challenge | D11 | Partial: invented catchment/neighbourhood model; real Australian data need official sources. |
| AC9HG7S03 | Year 7 | 2211 | interpret and analyse geographical data and information to identify similarities and differences, explain patterns and trends and infer relationships | D12, D15 | Partial: invented catchment/neighbourhood model; real Australian data need official sources. |
| AC9HH7K08 | Year 7 | 2503 | the different methods and sources of evidence used by historians and archaeologists to investigate early societies, and the importance of archaeology and conserving the remains, material culture and heritage of the past | D14 | Partial: museum secondary-source paraphrase or classroom prop; no real artefact/cultural heritage studied. |
| AC9HH7K09 | Year 7 | 2509 | how the physical environment and geographical features influenced the development of the ancient society | D13 | Partial: museum secondary-source paraphrase or classroom prop; no real artefact/cultural heritage studied. |
| AC9HH7S02 | Year 7 | 2592 | locate and identify primary and secondary sources to use in historical inquiry | D13 | Partial: museum secondary-source paraphrase or classroom prop; no real artefact/cultural heritage studied. |
| AC9HH7S03 | Year 7 | 2599 | identify the origin, content, context and purpose of primary and secondary sources | D13 | Partial: museum secondary-source paraphrase or classroom prop; no real artefact/cultural heritage studied. |
| AC9HH7S04 | Year 7 | 2603 | identify and describe the accuracy and usefulness of primary and secondary sources as evidence | D14, D15 | Partial: museum secondary-source paraphrase or classroom prop; no real artefact/cultural heritage studied. |
| AC9HP8M01 | Years 7 and 8 | 3586 | analyse, refine and transfer movement skills in a variety of movement situations | D11 | Conditional: movement/leadership claim requires observed safe participation, not paper plan. |
| AC9HP8M02 | Years 7 and 8 | 3593 | design and demonstrate how movement strategies can be manipulated to improve movement outcomes | D18 | Conditional: movement/leadership claim requires observed safe participation, not paper plan. |
| AC9HP8M05 | Years 7 and 8 | 3608 | participate in physical activities that utilise community spaces and outdoor settings, and evaluate strategies to support increased use of these spaces | D19 | Conditional: community/outdoor participation only if school-approved action actually occurs. |
| AC9HP8M06 | Years 7 and 8 | 3613 | design and justify strategies to increase physical activity levels to achieve health and wellbeing outcomes | D19 | Conditional: movement/leadership claim requires observed safe participation, not paper plan. |
| AC9HP8M07 | Years 7 and 8 | 3618 | propose and evaluate movement strategies and skills that would be most effective in different movement situations | D11 | Conditional: movement/leadership claim requires observed safe participation, not paper plan. |
| AC9HP8M08 | Years 7 and 8 | 3622 | investigate modifications to equipment, rules and scoring systems that support fair play and inclusive participation | D12, D15 | Conditional: movement/leadership claim requires observed safe participation, not paper plan. |
| AC9HP8M09 | Years 7 and 8 | 3627 | practise and apply leadership, collaboration and group decision-making processes when participating in a range of physical activities | D12, D18, D20 | Conditional: movement/leadership claim requires observed safe participation, not paper plan. |
| AC9HP8P02 | Years 7 and 8 | 3528 | analyse the impact of changes and transitions, and devise strategies to support themselves and others through these changes | D16 | Partial: fictional relationship/media rehearsal; school wellbeing and help policy applies. |
| AC9HP8P03 | Years 7 and 8 | 3534 | examine how roles, decision-making, and levels of power, coercion and control within relationships can be influenced by gender stereotypes | D17 | Partial: fictional relationship/media rehearsal; school wellbeing and help policy applies. |
| AC9HP8P04 | Years 7 and 8 | 3540 | examine the roles of respect, empathy, power and coercion in developing respectful relationships | D14, D17 | Partial: fictional relationship/media rehearsal; school wellbeing and help policy applies. |
| AC9HP8P06 | Years 7 and 8 | 3553 | analyse factors that influence emotional responses and devise strategies to self-manage emotions | D13 | Partial: fictional relationship/media rehearsal; school wellbeing and help policy applies. |
| AC9HP8P07 | Years 7 and 8 | 3557 | explain and apply skills and strategies to communicate assertively and respectfully when seeking, giving or denying consent | D14, D20 | Partial: fictional relationship/media rehearsal; school wellbeing and help policy applies. |
| AC9HP8P08 | Years 7 and 8 | 3562 | refine protective behaviours and evaluate community resources to seek help for themselves and others | D16, D20 | Partial: fictional relationship/media rehearsal; school wellbeing and help policy applies. |
| AC9HP8P09 | Years 7 and 8 | 3569 | investigate how media and influential people impact attitudes, beliefs, decisions and behaviours in relation to health, safety, relationships and wellbeing | D13, D15 | Partial: fictional relationship/media rehearsal; school wellbeing and help policy applies. |
| AC9S7H03 | Year 7 | 19191 | examine how proposed scientific responses to contemporary issues may impact on society and explore ethical, environmental, social and economic considerations | D19 | Partial: one ethical/science-communication decision, not a whole contemporary issue. |
| AC9S7H04 | Year 7 | 19199 | explore the role of science communication in informing individual viewpoints and community policies and regulations | D19 | Partial: one ethical/science-communication decision, not a whole contemporary issue. |
| AC9S7I01 | Year 7 | 19208 | develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships | D13 | Partial: brief inquiry move; distinguish fictional/secondary data from observed results. |
| AC9S7I02 | Year 7 | 19216 | plan and conduct reproducible investigations to answer questions and test hypotheses, including identifying variables and assumptions and, as appropriate, recognising and managing risks, considering ethical issues and recognising key considerations regarding heritage sites and artefacts on Country/Place | D12, D18 | Partial: brief inquiry move; distinguish fictional/secondary data from observed results. |
| AC9S7I03 | Year 7 | 19226 | select and use equipment to generate and record data with precision, using digital tools as appropriate | D12 | Partial: brief inquiry move; distinguish fictional/secondary data from observed results. |
| AC9S7I04 | Year 7 | 19233 | select and construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information | D14, D16 | Partial: brief inquiry move; distinguish fictional/secondary data from observed results. |
| AC9S7I05 | Year 7 | 19240 | analyse data and information to describe patterns, trends and relationships and identify anomalies | D16 | Partial: brief inquiry move; distinguish fictional/secondary data from observed results. |
| AC9S7I06 | Year 7 | 19247 | analyse methods, conclusions and claims for assumptions, possible sources of error, conflicting evidence and unanswered questions | D15, D16, D17, D18 | Partial: brief inquiry move; distinguish fictional/secondary data from observed results. |
| AC9S7I07 | Year 7 | 19254 | construct evidence-based arguments to support conclusions or evaluate claims and consider any ethical issues and cultural protocols associated with using or citing secondary data or information | D19, D20 | Partial: brief inquiry move; distinguish fictional/secondary data from observed results. |
| AC9S7U02 | Year 7 | 19134 | use models, including food webs, to represent matter and energy flow in ecosystems and predict the impact of changing abiotic and biotic factors on populations | D14, D20 | Partial: fictional food-web cards; no local species, measured populations or matter budget. |
| AC9S7U04 | Year 7 | 19150 | investigate and represent balanced and unbalanced forces, including gravitational force, acting on objects, and relate changes in an object’s motion to its mass and the magnitude and direction of forces acting on it | D13, D15, D18 | Partial: safe cart model and fair-test plan; one hand push cannot establish a law. |
| AC9S7U05 | Year 7 | 19160 | use particle theory to describe the arrangement of particles in a substance, including the motion of and attraction between particles, and relate this to the properties of the substance | D11, D17, D20 | Partial: simplified dot model/teacher-approved filtration; no proof of purity or drinking safety. |
| AC9S7U06 | Year 7 | 19168 | use a particle model to describe differences between pure substances and mixtures and apply understanding of properties of substances to separate mixtures | D11, D12, D15 | Partial: simplified dot model/teacher-approved filtration; no proof of purity or drinking safety. |
| AC9TDE8K01 | Years 7 and 8 | 19930 | analyse how people in design and technologies occupations consider ethical and sustainability factors to design and produce products, services and environments | D13 | Partial: one small support brief; sustainability/lifecycle claims await evidence. |
| AC9TDE8K06 | Years 7 and 8 | 19966 | analyse how characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions | D12 | Partial: one small support brief; sustainability/lifecycle claims await evidence. |
| AC9TDE8P01 | Years 7 and 8 | 19976 | analyse needs or opportunities for designing, and investigate and select materials, components, tools, equipment and processes to create designed solutions | D11 | Partial: one small support brief; sustainability/lifecycle claims await evidence. |
| AC9TDE8P02 | Years 7 and 8 | 19985 | generate, test, iterate and communicate design ideas, processes and solutions using technical terms and graphical representation techniques, including using digital tools | D14, D15 | Partial: one small support brief; sustainability/lifecycle claims await evidence. |
| AC9TDE8P03 | Years 7 and 8 | 19992 | select, justify and use suitable materials, components, tools, equipment, skills and processes to safely make designed solutions | D12 | Conditional: making only when light support is actually built and tested safely. |
| AC9TDE8P04 | Years 7 and 8 | 19999 | develop design criteria collaboratively including sustainability to evaluate design ideas, processes and solutions | D11, D13, D15 | Partial: one small support brief; sustainability/lifecycle claims await evidence. |
| AC9TDE8P05 | Years 7 and 8 | 20005 | develop project plans to individually and collaboratively manage time, cost and production of designed solutions | D14 | Partial: one small support brief; sustainability/lifecycle claims await evidence. |
| AC9TDI8K03 | Years 7 and 8 | 20322 | investigate how digital systems represent text, image and audio data using integers | D16, D20 | Partial: simplified image, flowchart or privacy task; paper trace is not a program run. |
| AC9TDI8K04 | Years 7 and 8 | 20327 | explain how and why digital systems represent integers in binary | D16 | Precursor: 0/1 monochrome convention; fuller why-binary explanation needs separate teaching. |
| AC9TDI8P05 | Years 7 and 8 | 20355 | design algorithms involving nested control structures and represent them using flowcharts and pseudocode | D17 | Partial: simplified image, flowchart or privacy task; paper trace is not a program run. |
| AC9TDI8P06 | Years 7 and 8 | 20359 | trace algorithms to predict output for a given input and to identify errors | D17, D19, D20 | Partial: simplified image, flowchart or privacy task; paper trace is not a program run. |
| AC9TDI8P07 | Years 7 and 8 | 20363 | design the user experience of a digital system | D18 | Partial: simplified image, flowchart or privacy task; paper trace is not a program run. |
| AC9TDI8P09 | Years 7 and 8 | 20372 | implement, modify and debug programs involving control structures and functions in a general-purpose programming language | D19 | Conditional: general-purpose implementation/debugging only after an observed local code edit/run/retest. |
| AC9TDI8P14 | Years 7 and 8 | 20402 | investigate and manage the digital footprint existing systems and student solutions collect and assess if the data is essential to their purpose | D18, D20 | Partial: simplified image, flowchart or privacy task; paper trace is not a program run. |
Held scope
No First Nations-specific content descriptions, language translations, local Country/Place permission, site survey, individual health outcome or student learning gain are claimed. Year 7 History has much more required content than this two-day secondary-source practice; a full locally reviewed sequence is still needed. State/territory implementation, disability access and actual classroom use require teacher and community review.