# Exact ACARA v9 content-description crosswalk

The [official Australian Curriculum download](https://www.australiancurriculum.edu.au/downloads) was retrieved 29 September 2026; local workbook SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. Rows below are from the pinned official workbook via `data/frameworks/acara-v9.json`. The **wording column is verbatim** except line-break normalisation for Markdown. SubjectNest authored the day map and partial/conditional scope notes. A short block does not complete a code, achievement standard, subject allocation or jurisdictional syllabus.

| Code | Official level | Workbook row | Exact official content description | Blocks | Partial/conditional scope |
| --- | --- | ---: | --- | --- | --- |
| 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 | ARTS 11 | Original eight-count pathway; broader choreography and meaning need longer work. |
| 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 | ARTS 11 | One optional safe gesture sequence; technique/genre range not assessed. |
| 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 | ARTS 12 | One timing revision and feedback; reflection is brief and learner-specific. |
| 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 | ARTS 12 | Only an actually observed willing-audience performance counts; paper score does not. |
| 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 | ARTS 13 | One original missing-instruction scene; short improvisation only. |
| AC9ADR8C02 | Years 7 and 8 | 20907 | evaluate and refine use of elements of drama and/or conventions to shape and sustain dramatic action and/or communicate ideas, perspectives and/or meaning | ARTS 14 | One before/after revision; sustained dramatic action not established. |
| 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 | ARTS 14 | Short private performance only if observed; script alone remains planning. |
| AC9AMA8C01 | Years 7 and 8 | 21142 | design and structure media arts works to communicate ideas, perspectives and meaning for an intended audience | ARTS 15 | Small original two-frame paper storyboard; not a complete production. |
| AC9AMA8D01 | Years 7 and 8 | 21125 | develop media production skills throughout the production process to construct representations using media languages and media technologies | ARTS 15, ARTS 16 | Brief frame-order/privacy production practice; no recorded child media. |
| AC9AMA8P01 | Years 7 and 8 | 21159 | present media arts works, using responsible media practices and considering potential relationships the work could create with audiences | ARTS 16 | Private showing only if actual; a proposed sharing plan is not presentation. |
| 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 | ARTS 17 | One original short notated rhythm; composition scope is small. |
| 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 | ARTS 17 | Eight-box aural/tactile rhythm and rests; limited vocal/instrumental technique. |
| 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 | ARTS 18 | One second-layer change and feedback; no extensive repertoire. |
| AC9AMU8P01 | Years 7 and 8 | 21411 | perform music using relevant vocal and/or instrumental techniques and performance skills | ARTS 18 | Actual gentle performance only if observed; score alone is composition. |
| 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 | ARTS 19 | A tiny original telescope drawing only; broader artwork development not covered. |
| AC9AVA8D01 | Years 7 and 8 | 21631 | experiment with visual conventions, visual arts processes and materials to develop skills | ARTS 19 | Two original line-weight thumbnail experiments; limited media/material range. |
| 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 | ARTS 20 | One documented revision of original lantern studies; reflection is brief. |
| 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 | ARTS 20 | Actual showing with process note only if observed; planned exhibit is not curation. |
| AC9HC8K02 | Year 8 | 1779 | the role of political parties and independent representatives in Australian democracy, including elections and the formation of governments | HASS 17 | Official PEO definition of party/independent sampled; no full election/government-formation study. |
| AC9HC8K03 | Year 8 | 1785 | the characteristics of laws and how laws are made in Australia through parliaments (statutory law) and through the courts (common law) | HASS 16 | Official PEO statute/common/delegated source distinction; not legal advice or full legislative process. |
| AC9HC8S02 | Year 8 | 1814 | locate, select and organise information, data and ideas from different sources | HASS 16 | Select and organise one PEO fact source and fictional case; limited source range. |
| AC9HC8S03 | Year 8 | 1819 | analyse information, data and ideas about political, legal or civic issues to identify and explain differences in perspectives and potential challenges | HASS 17, HASS 20 | Contrast a fictional civic statement with official roles; no real political stance inferred. |
| AC9HE8K01 | Year 8 | 1995 | how markets influence decisions about the allocation of resources to the production of goods and services, and the effect of prices on these decisions | HASS 18 | Fictional two-week price/order comparison; insufficient for a causal market explanation. |
| AC9HE8K05 | Year 8 | 2015 | processes that individuals and/or businesses use to plan and budget to achieve short-term and long-term financial objectives | HASS 19 | Balance one invented club budget; not personal financial planning. |
| AC9HE8S03 | Year 8 | 2029 | interpret information and data to identify economic and business issues, trends and economic cause-and-effect relationships | HASS 18 | Describe a numerical change and missing factors; no real market trend established. |
| AC9HE8S04 | Year 8 | 2034 | develop a response to an economic and business issue, identifying potential costs and benefits | HASS 19, HASS 20 | One cost/benefit response in an invented case; no actual business decision. |
| AC9HG8K01 | Year 8 | 2231 | geomorphological processes that produce different landscapes and significant landforms | HASS 11 | Invented valley sketch prompts process questions; no real landform mapping or full geomorphology. |
| AC9HG8S01 | Year 8 | 2282 | develop questions for a geographical inquiry related to a phenomenon or challenge | HASS 11 | One investigable question from a model; no geographical field inquiry. |
| AC9HG8S03 | Year 8 | 2294 | interpret and analyse geographical data and information to identify similarities and differences, explain patterns and trends and infer relationships | HASS 12, HASS 15 | Two fictional trends and a held-out table; no verified geospatial dataset or robust trend study. |
| AC9HG8S05 | Year 8 | 2302 | identify a strategy for action in relation to environmental, economic, social or other factors, and explain potential impacts | HASS 12 | Propose a conditional next question/action; no local strategy implementation. |
| AC9HH8K03 | Year 8 | 2649 | a significant event, development, turning point or challenge that contributed to continuity and change in Medieval, Renaissance or pre-modern Europe | HASS 13 | Narrow British Library Articles-of-the-Barons context; wider medieval continuity/change not taught. |
| AC9HH8K04 | Year 8 | 2667 | the experiences and perspectives of rulers and of subject peoples, and the interaction between power and/or authority in Medieval, Renaissance or pre-modern Europe | HASS 14 | Ask about ruler–baron authority and absent voices; subjects’ actual perspectives need more sources. |
| AC9HH8S03 | Year 8 | 2823 | identify the origin, content, context and purpose of primary and secondary sources | HASS 13 | Distinguish original document from modern catalogue description; no direct original-language reading. |
| AC9HH8S04 | Year 8 | 2827 | identify and describe the accuracy and usefulness of primary and secondary sources as evidence | HASS 14, HASS 15 | Judge usefulness for one question and provenance limits; not a full source comparison. |
| AC9HP8M01 | Years 7 and 8 | 3586 | analyse, refine and transfer movement skills in a variety of movement situations | HPE 11 | Short opt-in placement variations; refined movement only if actually observed. |
| AC9HP8M02 | Years 7 and 8 | 3593 | design and demonstrate how movement strategies can be manipulated to improve movement outcomes | HPE 17 | Propose/try one movement strategy; demonstration conditional on safe participation. |
| AC9HP8M03 | Years 7 and 8 | 3598 | demonstrate and explain how movement concepts related to effort, space, time, objects and people can be manipulated to improve movement outcomes | HPE 11 | Vary target space/effort once; broader movement concepts and outcome data not covered. |
| AC9HP8M07 | Years 7 and 8 | 3618 | propose and evaluate movement strategies and skills that would be most effective in different movement situations | HPE 17, HPE 20 | Compare fictional or observed short movement strategies; no universal best method. |
| AC9HP8M08 | Years 7 and 8 | 3622 | investigate modifications to equipment, rules and scoring systems that support fair play and inclusive participation | HPE 14, HPE 15 | Adapt one simple rule/equipment choice; fair inclusion needs participant feedback. |
| AC9HP8M09 | Years 7 and 8 | 3627 | practise and apply leadership, collaboration and group decision-making processes when participating in a range of physical activities | HPE 14 | Group decision process only if observed; a paper modification is not collaboration evidence. |
| AC9HP8P04 | Years 7 and 8 | 3540 | examine the roles of respect, empathy, power and coercion in developing respectful relationships | HPE 13 | Consent/respect script within one fictional scenario; relationships are not assessed. |
| AC9HP8P05 | Years 7 and 8 | 3546 | investigate strategies that influence how communities value diversity and propose actions they can take to promote inclusion in their communities | HPE 18 | Propose inclusion questions for an invented map; no community consultation or outcome. |
| AC9HP8P06 | Years 7 and 8 | 3553 | analyse factors that influence emotional responses and devise strategies to self-manage emotions | HPE 16, HPE 20 | Plan one self-management pause for fictional tension; no personal emotional assessment. |
| AC9HP8P07 | Years 7 and 8 | 3557 | explain and apply skills and strategies to communicate assertively and respectfully when seeking, giving or denying consent | HPE 13, HPE 15 | Practise request/refusal/acceptance wording; actual interpersonal skill conditional on observation. |
| AC9HP8P08 | Years 7 and 8 | 3562 | refine protective behaviours and evaluate community resources to seek help for themselves and others | HPE 19, HPE 20 | Sketch a trusted-adult/help route for fiction; real disclosures follow school policy. |
| 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 | HPE 12 | Audit one invented universal health slogan; no clinical treatment or media study. |
| AC9HP8P10 | Years 7 and 8 | 3575 | plan and implement strategies, using health resources, to enhance their own and others’ health, safety, relationships and wellbeing | HPE 18 | Plan an inclusion strategy only; implementation and effect not observed. |
| AC9S8I04 | Year 8 | 19377 | select and construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information | SCIENCE 11, SCIENCE 13 | Represent paper cell/plate models; limited model choice and no measured data display. |
| AC9S8I05 | Year 8 | 19385 | analyse data and information to describe patterns, trends and relationships and identify anomalies | SCIENCE 19 | Identify one anomaly in fictional readings; no student-generated real dataset. |
| AC9S8I06 | Year 8 | 19392 | analyse methods, conclusions and claims for assumptions, possible sources of error, conflicting evidence and unanswered questions | SCIENCE 15, SCIENCE 18, SCIENCE 19 | Name confounds and model limits in short cases; full method evaluation remains open. |
| AC9S8I07 | Year 8 | 19398 | 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 | SCIENCE 20 | One source-bound science claim in a fresh fictional case; ethics/protocol dimensions not completed. |
| AC9S8U01 | Year 8 | 19271 | recognise cells as the basic units of living things, compare plant and animal cells, and describe the functions of specialised cell structures and organelles | SCIENCE 11, SCIENCE 15 | Paper plant/animal outlines distinguish selected structures; no microscopy or whole cell diversity. |
| AC9S8U02 | Year 8 | 19278 | analyse the relationship between structure and function of cells, tissues and organs in a plant and an animal organ system and explain how these systems enable survival of the individual | SCIENCE 12 | One simplified cell–tissue–organ–system chain; full anatomy and survival mechanisms are not assessed. |
| AC9S8U03 | Year 8 | 19286 | investigate tectonic activity including the formation of geological features at divergent, convergent and transform plate boundaries and describe the scientific evidence for the theory of plate tectonics | SCIENCE 13, SCIENCE 15 | Three paper boundary arrows and a fresh check; no real hazard mapping or full tectonic evidence set. |
| AC9S8U04 | Year 8 | 19295 | describe the key processes of the rock cycle, including the timescales over which they occur, and examine how the properties of sedimentary, igneous and metamorphic rocks reflect their formation and influence their use | SCIENCE 14 | Two possible rock-cycle routes on cards; no actual rock identified or geological timescale measured. |
| AC9S8U05 | Year 8 | 19305 | classify different types of energy as kinetic or potential and investigate energy transfer and transformations in simple systems | SCIENCE 16, SCIENCE 20 | Stored/moving energy storyboards; no energy quantity or transformation measured. |
| AC9S8U06 | Year 8 | 19314 | classify matter as elements, compounds or mixtures and compare different representations of these, including 2-dimensional and 3-dimensional models, symbols for elements and formulas for molecules and compounds | SCIENCE 17, SCIENCE 20 | Idealised particle symbols distinguish categories; real substance classification needs evidence. |
| AC9S8U07 | Year 8 | 19321 | compare physical and chemical changes and identify indicators of energy change in chemical reactions | SCIENCE 18 | Case sorting only; no chemical reaction performed or new substance verified. |
| 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 | TECHNOLOGIES 12 | Compare simple paper/card properties in one safe setup; no general material certification. |
| 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 | TECHNOLOGIES 11, TECHNOLOGIES 15 | Analyse a fictional 12-card tray need; no real client brief or complete production cycle. |
| 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 | TECHNOLOGIES 13, TECHNOLOGIES 14 | Two sketches and a revision; test/iteration evidence conditional on making or observation. |
| AC9TDE8P04 | Years 7 and 8 | 19999 | develop design criteria collaboratively including sustainability to evaluate design ideas, processes and solutions | TECHNOLOGIES 12, TECHNOLOGIES 14, TECHNOLOGIES 15 | Agree a few criteria including paper use as a question; sustainability not measured. |
| AC9TDI8K03 | Years 7 and 8 | 20322 | investigate how digital systems represent text, image and audio data using integers | TECHNOLOGIES 16 | Illustrative integer samples and original audio cue; not full image/text/audio encoding study. |
| AC9TDI8K04 | Years 7 and 8 | 20327 | explain how and why digital systems represent integers in binary | TECHNOLOGIES 17, TECHNOLOGIES 20 | Four-bit place-value examples only; broader binary integer representation not covered. |
| AC9TDI8P05 | Years 7 and 8 | 20355 | design algorithms involving nested control structures and represent them using flowcharts and pseudocode | TECHNOLOGIES 18, TECHNOLOGIES 20 | One nested fictional decision flow; no large real-world decomposition. |
| AC9TDI8P06 | Years 7 and 8 | 20359 | trace algorithms to predict output for a given input and to identify errors | TECHNOLOGIES 18, TECHNOLOGIES 19, TECHNOLOGIES 20 | Trace three cases and find a deliberate bug; limited algorithm testing. |
| AC9TDI8P09 | Years 7 and 8 | 20372 | implement, modify and debug programs involving control structures and functions in a general-purpose programming language | TECHNOLOGIES 19 | Original Python starter may be edited/run offline; paper-only route does not demonstrate implementation. |

© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. The curriculum wording was downloaded 29 September 2026 and was not substantively modified. 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. See [source/rights ledger](SOURCE-AND-RIGHTS.md).