Pinned local import: data/frameworks/acara-v9.json. Official workbook source SHA-256: db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. All descriptions below are verbatim from content-description rows. A code is a partial alignment, not a completion claim. The original Australian Curriculum wording remains under ACARA terms.
| Code | Level · workbook row | Exact content description | Days | This pack’s boundary |
|---|---|---|---|---|
AC9AMA10C01 |
Years 9 and 10 · 21197 | design and structure media arts works that examine and communicate ideas, perspectives and/or meaning | 19 | Day 19 designs an original two-panel media work only when a learner makes the artefact; oral argument alone is not Arts evidence. Other Media Arts processes remain open. |
AC9E9LA04 |
Year 9 · 1033 | investigate a range of cohesive devices that condense information in texts, including nominalisation, and devices that link, expand and develop ideas, including text connectives | 18 | Day 18 studies nominalisation and referent clarity; the wider range of cohesive devices and text connectives is not exhaustively taught. |
AC9E9LA06 |
Year 9 · 1038 | understand how abstract nouns and nominalisation can be used to summarise ideas in text | 15, 18 | Days 15/18 identify and revise abstract nouns/nominalisation in short claims; other genres need separate practice. |
AC9E9LY03 |
Year 9 · 1081 | analyse and evaluate how language features are used to represent a perspective of an issue, event, situation, individual or group | 11 | Day 11 examines the maker and perspective of one fictional poster; wider text forms and social groups are not covered. |
AC9E9LY06 |
Year 9 · 1093 | plan, create, edit and publish written and multimodal texts, organising, expanding and developing ideas, and selecting text structures, language features, literary devices and multimodal features for purposes and audiences in ways that may be imaginative, reflective, informative, persuasive, analytical and/or critical | 19, 20 | Days 19/20 plan and create a short brief; publishing and the full range of literary/multimodal purposes are conditional/not complete. |
AC9M9A01 |
Year 9 · 18259 | apply the exponent laws to numerical expressions with integer exponents and extend to variables | 12, 15, 17, 20 | Days 12/15/17/20 apply numerical integer exponents; Day 17 names a variable factor, but the full variable-exponent extension belongs in the mathematics course. |
AC9S9I01 |
Year 9 · 19511 | develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models | 14 | Day 14 frames a specific question/prediction; a full range of explanatory hypotheses is not developed. |
AC9S9I02 |
Year 9 · 19518 | plan and conduct valid, reproducible investigations to answer questions and test hypotheses, including identifying and controlling for possible sources of error and, as appropriate, developing and following risk assessments, considering ethical issues, and addressing key considerations regarding heritage sites and artefacts on Country/Place | 14, 20 | Days 14/20 plan controls and risk/permission. Conducting an investigation is conditional on approved actual equipment and action; Country/Place considerations do not arise in this fictional desk case and are not claimed. |
AC9S9I04 |
Year 9 · 19533 | select and construct appropriate representations, including tables, graphs, descriptive statistics, models and mathematical relationships, to organise and process data and information | 12, 17 | Days 12/17 build tables and a simple mathematical model. Graphs and descriptive statistics are optional, not comprehensive. |
AC9S9I05 |
Year 9 · 19539 | analyse and connect a variety of data and information to identify and explain patterns, trends, relationships and anomalies | 13, 16 | Days 13/16 analyse two fictional tables and discrepancy; broader sources and explanations require further work. |
AC9S9I06 |
Year 9 · 19546 | assess the validity and reproducibility of methods and evaluate the validity of conclusions and claims, including by identifying assumptions, conflicting evidence and areas of uncertainty | 11, 13, 15, 16, 17, 20 | Days 11/13/15/16/17/20 critique assumptions, conflict and reproducibility in invented sources; no empirical validation is claimed. |
AC9S9I07 |
Year 9 · 19553 | construct arguments based on analysis of a variety of evidence to support conclusions or evaluate claims, and consider any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information | 19 | Day 19 argues from fictional primary packet data. Ethical and cultural protocols for real secondary data are not exercised. |
AC9S9I08 |
Year 9 · 19562 | write and create texts to communicate ideas, findings and arguments effectively for identified purposes and audiences, including selection of appropriate content, language and text features, using digital tools as appropriate | 18 | Day 18 prepares a short audience-specific rewrite; digital creation is optional and other science forms remain open. |
Source and selection rule
- Official publisher: Australian Curriculum, Assessment and Reporting Authority download. Terms: copyright and terms of use.
- Codes are taken only from Year 9 and Years 9 and 10 content-description rows in the pinned workbook, not inferred from unit labels. The 13 codes in lesson headings are exactly the 13 rows above.
- Printed, spoken, tactile and offline-code routes can evidence different processes. A paper plan is never counted as an observed experiment. One two-panel brief does not complete an Arts band.