Pinned source: ACARA Version 9.0 official workbook, accessed 29 September 2026; original XLSX SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Each row below is checked against the actual workbook cell and local import products/curriculum-studio/data/frameworks/acara-v9.json. Exact levels preserve Year 8 or Years 7 and 8. These are partial or conditional lesson opportunities, not complete descriptions, state/territory approval or achieved outcomes. See source and rights ledger.
| Code | Workbook row | Exact level | Area / subject | Exact official content description | Planned day/action | Boundary |
|---|---|---|---|---|---|---|
AC9E8LA03 |
937 | Year 8 | English / English | explain how texts are structured depending on their purpose and how language features vary, recognising that some texts are hybrids that combine different genres or elements of different genres | 16 (The slot model cannot count people) | One fictional hybrid notice; not the range of text structures. |
AC9E8LA04 |
941 | Year 8 | English / English | understand how cohesion in texts is improved by strengthening the internal structure of paragraphs with examples, quotations and substantiation of claims | 12 (Criteria before a prototype) | One compact source paragraph; not broad paragraph cohesion. |
AC9E8LE03 |
967 | Year 8 | English / English | explain how language and/or images in texts position readers to respond and form viewpoints | 14 (Make the margin mean something, then test the reading) | One invented artist note and reader test; no population effect claim. |
AC9E8LY03 |
994 | Year 8 | English / English | analyse and evaluate the ways that language features vary according to the purpose and audience of the text, and the ways that sources and quotations are used in a text | 11 (Two rails, one claim with a hidden leap), 15 (Fresh plan transfer check), 16 (The slot model cannot count people), 20 (Fresh decision transfer check) | Selected invented source and quotation checks only. |
AC9E8LY06 |
1007 | Year 8 | English / English | plan, create, edit and publish written and multimodal texts, organising and expanding ideas, and selecting text structures, language features, literary devices and visual features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive and/or analytical | 18 (Make a model tool answerable to its reader), 19 (A recommendation the editor can inspect) | Draft, edit and private audience test; publication breadth remains. |
AC9E8LY07 |
1012 | Year 8 | English / English | plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features, literary devices, visual features and features of voice to suit formal or informal situations, and organising and developing ideas in texts in ways that may be imaginative, reflective, informative, persuasive and/or analytical | 19 (A recommendation the editor can inspect) | Only an actually delivered spoken route may evidence voice; AAC/writing logged separately. |
AC9HE8K01 |
1995 | Year 8 | Humanities and Social Sciences / Economics and Business 7-10 | how markets influence decisions about the allocation of resources to the production of goods and services, and the effect of prices on these decisions | 17 (A price can change a resource choice) | Invented competing quotes and one price change; not real market evidence. |
AC9HE8S03 |
2029 | Year 8 | Humanities and Social Sciences / Economics and Business 7-10 | interpret information and data to identify economic and business issues, trends and economic cause-and-effect relationships | 17 (A price can change a resource choice) | Two fictional supplier cards; no broad economic data trend. |
AC9HE8S04 |
2034 | Year 8 | Humanities and Social Sciences / Economics and Business 7-10 | develop a response to an economic and business issue, identifying potential costs and benefits | 17 (A price can change a resource choice), 19 (A recommendation the editor can inspect), 20 (Fresh decision transfer check) | One model decision with possible costs/benefits; no real action. |
AC9M8A01 |
18131 | Year 8 | Mathematics / Mathematics | create, expand, factorise, rearrange and simplify linear expressions, applying the associative, commutative, identity, distributive and inverse properties | 11 (Two rails, one claim with a hidden leap), 12 (Criteria before a prototype), 15 (Fresh plan transfer check) | Repeated linear paper expressions; not every property/form. |
AC9M8A02 |
18135 | Year 8 | Mathematics / Mathematics | graph linear relations on the Cartesian plane using digital tools where appropriate; solve linear equations and one-variable inequalities using graphical and algebraic techniques; verify solutions by substitution | 16 (The slot model cannot count people), 20 (Fresh decision transfer check) | Whole-number inequalities and table/substitution only; graph breadth remains. |
AC9M8A03 |
18142 | Year 8 | Mathematics / Mathematics | use mathematical modelling to solve applied problems involving linear relations, including financial contexts; formulate problems with linear functions, choosing a representation; interpret and communicate solutions in terms of the situation, reviewing the appropriateness of the model | 16 (The slot model cannot count people), 17 (A price can change a resource choice) | Fictional width, time and quote models with stated domains; limited model review. |
AC9S8U05 |
19305 | Year 8 | Science / Science | classify different types of energy as kinetic or potential and investigate energy transfer and transformations in simple systems | 13 (A paper support is a test, not a wall certificate) | Only a light paper tab actually observed moving; no quantified energy study. |
AC9S8I01 |
19357 | Year 8 | Science / Science | develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships | 13 (A paper support is a test, not a wall certificate) | One fold-shape question and reasoned prediction. |
AC9S8I02 |
19364 | Year 8 | Science / Science | 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 | 13 (A paper support is a test, not a wall certificate) | Conditional on actually running/direction of local safe trial; paper plan alone is not conduct. |
AC9S8I03 |
19370 | Year 8 | Science / Science | select and use equipment to generate and record data with precision, using digital tools as appropriate | 13 (A paper support is a test, not a wall certificate) | Only an actual safe ruler/tab trial evidences equipment use; fallback analysis does not. |
AC9S8I04 |
19377 | Year 8 | Science / Science | select and construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information | 14 (Make the margin mean something, then test the reading) | One small own or marked constructed two-row trial table. |
AC9S8I06 |
19392 | Year 8 | Science / Science | analyse methods, conclusions and claims for assumptions, possible sources of error, conflicting evidence and unanswered questions | 14 (Make the margin mean something, then test the reading) | Limited critique of crease, placement and claim transfer. |
AC9TDE8K06 |
19966 | Years 7 and 8 | Technologies / Design and Technologies | analyse how characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions | 12 (Criteria before a prototype) | Paper fold/form discussion only; no real mounting/material certification. |
AC9TDE8P01 |
19976 | Years 7 and 8 | Technologies / Design and Technologies | analyse needs or opportunities for designing, and investigate and select materials, components, tools, equipment and processes to create designed solutions | 12 (Criteria before a prototype), 15 (Fresh plan transfer check) | Small paper design brief and material selection; real requirements untested. |
AC9TDE8P02 |
19985 | Years 7 and 8 | Technologies / Design and Technologies | generate, test, iterate and communicate design ideas, processes and solutions using technical terms and graphical representation techniques, including using digital tools | 13 (A paper support is a test, not a wall certificate), 19 (A recommendation the editor can inspect) | Only learner-created/tested/revised paper idea evidences iteration. |
AC9TDE8P04 |
19999 | Years 7 and 8 | Technologies / Design and Technologies | develop design criteria collaboratively including sustainability to evaluate design ideas, processes and solutions | 12 (Criteria before a prototype) | Limited paper criteria, with sustainability a question rather than life-cycle proof. |
AC9TDI8P07 |
20363 | Years 7 and 8 | Technologies / Digital Technologies | design the user experience of a digital system | 18 (Make a model tool answerable to its reader) | Reader-story/interface design; paper wireframe route is design reasoning. |
AC9TDI8P10 |
20379 | Years 7 and 8 | Technologies / Digital Technologies | evaluate existing and student solutions against the design criteria, user stories and possible future impact | 18 (Make a model tool answerable to its reader) | Only actual tool/user-story evaluation counts; paper simulation is not browser test. |
AC9AVA8D01 |
21631 | Years 7 and 8 | The Arts / Visual Arts | experiment with visual conventions, visual arts processes and materials to develop skills | 14 (Make the margin mean something, then test the reading) | Two original paper spacing studies, not broad media/material techniques. |
AC9AVA8C01 |
21648 | Years 7 and 8 | The Arts / Visual Arts | generate, document and develop ideas for artworks | 14 (Make the margin mean something, then test the reading) | Two small original documented caption concepts. |
AC9AVA8C02 |
21655 | Years 7 and 8 | The Arts / Visual Arts | select and manipulate visual conventions, visual arts processes and/or materials to create artworks that represent ideas, perspectives and/or meaning | 14 (Make the margin mean something, then test the reading), 19 (A recommendation the editor can inspect) | Only an actually made/revised original caption composition counts. |
Reading the crosswalk
A code means an opportunity for part of its description. Source C's constructed paper data are not observed class results. Conduct/equipment/energy codes depend on what the learner actually performs or observes. Digital Technologies browser-testing evidence requires actual interaction with the offline tool; a paper wireframe gives design reasoning only. Visual Arts creation needs an actual original composition. Spoken English evidence requires an actual spoken route, with AAC and written routes recorded separately. No financial, safety, attendance, language/cultural or classroom outcome claim follows from these paper models.
Broader literature, Year 8 science knowledge, authentic HASS inquiry, digital implementation, local cultural authority and state/territory syllabuses require separate teaching and review. The two fresh checks provide narrow transfer samples, not achievement-standard decisions.
ACARA attribution: © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Selected wording was downloaded from the Australian Curriculum website (accessed 29 September 2026), selected and plain-text whitespace normalised, under CC BY 4.0 subject to ACARA terms. ACARA does not endorse SubjectNest. Original commentary © NeuroForgeIO Pty Ltd 2026, CC BY 4.0.