These are selected partial content-description encounters, not achievement-standard judgements, full Year 9/Years 9 and 10 band coverage or a state/territory adoption claim. Every row is checked against the pinned official workbook import.
Source: ACARA Version 9.0 curriculum workbook, retrieved 29 September 2026. Workbook SHA-256 db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3; import SHA-256 15fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60. Source, fact and rights ledger.
| Code | Source workbook row | Exact level / learning area / subject | Full official content description | Used in | Bounded taught slice / remaining scope |
|---|---|---|---|---|---|
AC9HC9K01 |
1835 | Year 9 / Humanities and Social Sciences / Civics and Citizenship 7-10 | the role of the Australian Constitution in providing the basis for Australia’s federal system of government and democratic processes, including institutions, and the process for constitutional change through a referendum | HASS Day 14, HASS Day 15 | Double-majority rule with invented totals; wider constitutional system remains open. |
AC9HC9S03 |
1874 | Year 9 / Humanities and Social Sciences / Civics and Citizenship 7-10 | analyse information, data and ideas about political, legal or civic issues to identify and evaluate differences in perspectives and interpretations | HASS Day 16 | One or two short original source/model tasks; the full description remains open. |
AC9HE9K02 |
2051 | Year 9 / Humanities and Social Sciences / Economics and Business 7-10 | how economic decision-making involves the interdependence of consumers, businesses, the financial sector and government | HASS Day 17 | Fictional interdependence/planned-cost example; no real financial guidance or market evidence. |
AC9HE9K05 |
2069 | Year 9 / Humanities and Social Sciences / Economics and Business 7-10 | how individuals and businesses manage consumer and financial risks and rewards | HASS Day 18 | Fictional interdependence/planned-cost example; no real financial guidance or market evidence. |
AC9HE9S03 |
2086 | Year 9 / Humanities and Social Sciences / Economics and Business 7-10 | interpret information and data, explaining economic and business issues, trends and economic cause-and-effect relationships, and make predictions about consumer and financial impacts | HASS Day 17 | Fictional interdependence/planned-cost example; no real financial guidance or market evidence. |
AC9HE9S04 |
2092 | Year 9 / Humanities and Social Sciences / Economics and Business 7-10 | develop and evaluate a response to an economic and business issue, using cost-benefit analysis or criteria to decide on a course of action | HASS Day 18, HASS Day 20 | Fictional interdependence/planned-cost example; no real financial guidance or market evidence. |
AC9HG9K05 |
2336 | Year 9 / Humanities and Social Sciences / Geography 7-10 | the ways changing transportation and technologies are used to connect people to services, information and people in other places | HASS Day 11, HASS Day 15 | Invented route/network decision; no actual fieldwork, place pattern or transport advice. |
AC9HG9K07 |
2346 | Year 9 / Humanities and Social Sciences / Geography 7-10 | the ways that places and people are interconnected with other places through trade in goods and services, at all scales | HASS Day 12 | Invented route/network decision; no actual fieldwork, place pattern or transport advice. |
AC9HG9S03 |
2369 | Year 9 / Humanities and Social Sciences / Geography 7-10 | evaluate geographical data and information to make generalisations and predictions, explain patterns and trends and infer relationships | HASS Day 11 | Invented route/network decision; no actual fieldwork, place pattern or transport advice. |
AC9HG9S05 |
2377 | Year 9 / Humanities and Social Sciences / Geography 7-10 | develop and evaluate strategies using environmental, economic or social criteria; recommend a strategy and explain the predicted impacts | HASS Day 12 | Invented route/network decision; no actual fieldwork, place pattern or transport advice. |
AC9HH9S02 |
2968 | Year 9 / Humanities and Social Sciences / History 7-10 | locate, identify and compare primary and secondary sources to use in historical inquiry | HASS Day 13 | Provenance/interpretation exercise with labelled simulations; no authentic historical source or historical content claim. |
AC9HH9S03 |
2973 | Year 9 / Humanities and Social Sciences / History 7-10 | identify the origin and content of sources, and explain the purpose and context of primary and secondary sources | HASS Day 13, HASS Day 20 | Provenance/interpretation exercise with labelled simulations; no authentic historical source or historical content claim. |
AC9HH9S04 |
2978 | Year 9 / Humanities and Social Sciences / History 7-10 | explain the usefulness of primary and secondary sources, and the reliability of the information as evidence | HASS Day 19 | Provenance/interpretation exercise with labelled simulations; no authentic historical source or historical content claim. |
AC9HH9S07 |
2989 | Year 9 / Humanities and Social Sciences / History 7-10 | analyse different and contested historical interpretations | HASS Day 19 | Provenance/interpretation exercise with labelled simulations; no authentic historical source or historical content claim. |
AC9HP10P02 |
3641 | Years 9 and 10 / Health and Physical Education / Health and Physical Education | refine, evaluate and adapt strategies for managing changes and transitions | HPE Day 19 | Fictional safe-response/inclusion scenario; no personal history or health outcome assessed. |
AC9HP10P04 |
3653 | Years 9 and 10 / Health and Physical Education / Health and Physical Education | evaluate the influence of respect, empathy, power and coercion on establishing and maintaining respectful relationships | HPE Day 12, HPE Day 18 | Fictional safe-response/inclusion scenario; no personal history or health outcome assessed. |
AC9HP10P05 |
3659 | Years 9 and 10 / Health and Physical Education / Health and Physical Education | propose strategies and actions individuals and groups can implement to challenge biases, stereotypes, prejudices and discrimination, and promote inclusion in their communities | HPE Day 11, HPE Day 15 | Fictional safe-response/inclusion scenario; no personal history or health outcome assessed. |
AC9HP10P08 |
3676 | Years 9 and 10 / Health and Physical Education / Health and Physical Education | plan, rehearse and evaluate strategies for managing situations where their own or others’ health, safety or wellbeing may be at risk | HPE Day 12, HPE Day 18, HPE Day 20 | Fictional safe-response/inclusion scenario; no personal history or health outcome assessed. |
AC9HP10P09 |
3683 | Years 9 and 10 / Health and Physical Education / Health and Physical Education | critique health information, services and media messaging about relationships, lifestyle choices, health decisions and behaviours to evaluate their influence on individual attitudes and actions | HPE Day 13 | Fictional safe-response/inclusion scenario; no personal history or health outcome assessed. |
AC9HP10P10 |
3689 | Years 9 and 10 / Health and Physical Education / Health and Physical Education | plan, justify and critique strategies to enhance their own and others’ health, safety, relationships and wellbeing | HPE Day 11 | Fictional safe-response/inclusion scenario; no personal history or health outcome assessed. |
AC9HP10M01 |
3700 | Years 9 and 10 / Health and Physical Education / Health and Physical Education | analyse, adapt and refine their own and others’ movement skills in a range of challenging movement situations to enhance performance | HPE Day 14 | Short adaptable task; physical performance/participation counts only when actually observed. |
AC9HP10M03 |
3711 | Years 9 and 10 / Health and Physical Education / Health and Physical Education | apply movement concepts in new or challenging movement situations and analyse the impact each concept has on movement outcomes | HPE Day 14 | Short adaptable task; physical performance/participation counts only when actually observed. |
AC9HP10M04 |
3717 | Years 9 and 10 / Health and Physical Education / Health and Physical Education | participate in physical activities designed to enhance health, wellbeing and fitness, and design, apply and evaluate strategies for incorporating these activities into their lives | HPE Day 16 | Short adaptable task; physical performance/participation counts only when actually observed. |
AC9HP10M05 |
3721 | Years 9 and 10 / Health and Physical Education / Health and Physical Education | participate in physical activities that promote health and social outcomes to design and evaluate participation strategies for themselves and others | HPE Day 16 | Short adaptable task; physical performance/participation counts only when actually observed. |
AC9HP10M08 |
3735 | Years 9 and 10 / Health and Physical Education / Health and Physical Education | demonstrate fair play and reflect on how ethical behaviour can influence physical activity outcomes for individuals and groups | HPE Day 17, HPE Day 20 | Short adaptable task; physical performance/participation counts only when actually observed. |
AC9HP10M09 |
3740 | Years 9 and 10 / Health and Physical Education / Health and Physical Education | devise, implement and refine strategies for decision-making when working in groups or teams that demonstrate leadership and collaboration skills | HPE Day 15, HPE Day 17, HPE Day 19 | Short adaptable task; physical performance/participation counts only when actually observed. |
AC9S9U03 |
19431 | Year 9 / Science / Science | represent the carbon cycle and examine how key processes including combustion, photosynthesis and respiration rely on interactions between Earth’s spheres (the geosphere, biosphere, hydrosphere and atmosphere) | Science Day 11, Science Day 12, Science Day 15 | A few labelled carbon pathways; not a quantitative four-sphere carbon-cycle study. |
AC9S9U04 |
19442 | Year 9 / Science / Science | use wave and particle models to describe energy transfer through different mediums and examine the usefulness of each model for explaining phenomena | Science Day 16, Science Day 17, Science Day 20 | Sound-medium and wave representations only; particle-model breadth remains open. |
AC9S9U07 |
19468 | Year 9 / Science / Science | model the rearrangement of atoms in chemical reactions using a range of representations, including word and simple balanced chemical equations, and use these to demonstrate the law of conservation of mass | Science Day 18, Science Day 20 | Two conventional balanced-symbol examples; no reaction is conducted. |
AC9S9H01 |
19477 | Year 9 / Science / Science | explain how scientific knowledge is validated and refined, including the role of publication and peer review | Science Day 19 | One simulated review memo; no real publication or scientific peer review. |
AC9S9I01 |
19511 | Year 9 / Science / Science | develop investigable questions, reasoned predictions and hypotheses to test relationships and develop explanatory models | Science Day 13 | One or two short original source/model tasks; the full description remains open. |
AC9S9I02 |
19518 | Year 9 / Science / Science | 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 | Science Day 13 | Day 13 plans a paper comparison only; it does not conduct a valid investigation. |
AC9S9I04 |
19533 | Year 9 / Science / Science | select and construct appropriate representations, including tables, graphs, descriptive statistics, models and mathematical relationships, to organise and process data and information | Science Day 11, Science Day 17 | One or two short original source/model tasks; the full description remains open. |
AC9S9I05 |
19539 | Year 9 / Science / Science | analyse and connect a variety of data and information to identify and explain patterns, trends, relationships and anomalies | Science Day 14 | One or two short original source/model tasks; the full description remains open. |
AC9S9I06 |
19546 | Year 9 / Science / Science | 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 | Science Day 12, Science Day 14, Science Day 15, Science Day 20 | One or two short original source/model tasks; the full description remains open. |
AC9S9I07 |
19553 | Year 9 / Science / Science | 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 | Science Day 19 | One or two short original source/model tasks; the full description remains open. |
AC9TDE10K06 |
20051 | Years 9 and 10 / Technologies / Design and Technologies | analyse and make judgements on how characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions | Technologies Day 17 | One-sheet paper brief/prototype only; no durable or approved product. |
AC9TDE10P01 |
20061 | Years 9 and 10 / Technologies / Design and Technologies | analyse needs or opportunities for designing; develop design briefs; and investigate, analyse and select materials, systems, components, tools and equipment to create designed solutions | Technologies Day 16, Technologies Day 20 | One-sheet paper brief/prototype only; no durable or approved product. |
AC9TDE10P02 |
20069 | Years 9 and 10 / Technologies / Design and Technologies | apply innovation and enterprise skills to generate, test, iterate and communicate design ideas, processes and solutions, including using digital tools | Technologies Day 18 | One-sheet paper brief/prototype only; no durable or approved product. |
AC9TDE10P03 |
20077 | Years 9 and 10 / Technologies / Design and Technologies | select, justify, test and use suitable technologies, skills and processes, and apply safety procedures to safely make designed solutions | Technologies Day 18 | Making/testing only where a paper prototype is actually made and observed; alternative is planning. |
AC9TDE10P04 |
20084 | Years 9 and 10 / Technologies / Design and Technologies | develop design criteria independently including sustainability to evaluate design ideas, processes and solutions | Technologies Day 16, Technologies Day 17, Technologies Day 19, Technologies Day 20 | One-sheet paper brief/prototype only; no durable or approved product. |
AC9TDE10P05 |
20090 | Years 9 and 10 / Technologies / Design and Technologies | develop project plans for intended purposes and audiences to individually and collaboratively manage projects, taking into consideration time, cost, risk, processes and production of designed solutions | Technologies Day 19 | One-sheet paper brief/prototype only; no durable or approved product. |
AC9TDI10K02 |
20418 | Years 9 and 10 / Technologies / Digital Technologies | represent documents online as content (text), structure (markup) and presentation (styling) and explain why such representations are important | Technologies Day 11 | Offline paper/toy code example; no deployed system, personal data or full project cycle. |
AC9TDI10K03 |
20422 | Years 9 and 10 / Technologies / Digital Technologies | investigate simple data compression techniques | Technologies Day 12, Technologies Day 15 | Offline paper/toy code example; no deployed system, personal data or full project cycle. |
AC9TDI10P04 |
20446 | Years 9 and 10 / Technologies / Digital Technologies | define and decompose real-world problems with design criteria and by interviewing stakeholders to create user stories | Technologies Day 14 | Offline paper/toy code example; no deployed system, personal data or full project cycle. |
AC9TDI10P05 |
20453 | Years 9 and 10 / Technologies / Digital Technologies | design algorithms involving logical operators and represent them as flowcharts and pseudocode | Technologies Day 13 | Offline paper/toy code example; no deployed system, personal data or full project cycle. |
AC9TDI10P06 |
20458 | Years 9 and 10 / Technologies / Digital Technologies | validate algorithms and programs by comparing their output against a range of test cases | Technologies Day 13, Technologies Day 15 | Offline paper/toy code example; no deployed system, personal data or full project cycle. |
AC9TDI10P14 |
20506 | Years 9 and 10 / Technologies / Digital Technologies | apply the Australian Privacy Principles to critique and manage the digital footprint that existing systems and student solutions collect | Technologies Day 14 | Mock data-minimisation critique; not APP compliance or legal advice. |
AC9ADA10D01 |
20702 | Years 9 and 10 / The Arts / Dance | develop and refine safe dance practice, expressive and technical skills and genre- or style-specific techniques | Arts Day 11 | Original short-form experiment in one Arts form; wider repertoire and cultural study remain open. |
AC9ADA10D02 |
20706 | Years 9 and 10 / The Arts / Dance | reflect on own and others’ use of the elements of dance, choreographic devices, structure, genre- or style-specific techniques and/or technical and expressive skills to inform their choreographic or performance choices | Arts Day 12 | Original short-form experiment in one Arts form; wider repertoire and cultural study remain open. |
AC9ADA10C01 |
20713 | Years 9 and 10 / The Arts / Dance | choreograph dance that communicates ideas, perspectives and/or meaning by selecting and manipulating elements of dance, choreographic devices and/or structure | Arts Day 11 | Original short-form experiment in one Arts form; wider repertoire and cultural study remain open. |
AC9ADA10P01 |
20725 | Years 9 and 10 / The Arts / Dance | rehearse and perform dance for audiences, using technical and expressive skills and genre- or style-specific techniques | Arts Day 12 | Presentation/performance only if actually observed with a willing audience; a score or plan alone is not performance. |
AC9ADR10D01 |
20934 | Years 9 and 10 / The Arts / Drama | develop performance skills and/or techniques to manipulate elements of drama and/or use conventions to communicate the physical and psychological aspects of roles and characters consistent with intentions | Arts Day 13 | Original short-form experiment in one Arts form; wider repertoire and cultural study remain open. |
AC9ADR10C01 |
20943 | Years 9 and 10 / The Arts / Drama | improvise and devise drama, and interpret scripted drama, using elements of drama and conventions to shape and manipulate dramatic action and convey intended ideas, perspectives and/or meaning | Arts Day 13 | Original short-form experiment in one Arts form; wider repertoire and cultural study remain open. |
AC9ADR10C02 |
20950 | Years 9 and 10 / The Arts / Drama | rehearse and refine drama making deliberate aesthetic choices to unify dramatic meaning | Arts Day 14 | Original short-form experiment in one Arts form; wider repertoire and cultural study remain open. |
AC9ADR10P01 |
20959 | Years 9 and 10 / The Arts / Drama | perform improvised, devised and/or scripted drama to audiences, using performance skills and conventions to shape the drama. | Arts Day 14 | Presentation/performance only if actually observed with a willing audience; a score or plan alone is not performance. |
AC9AMA10D01 |
21184 | Years 9 and 10 / The Arts / Media Arts | experiment with ways to construct representations that reflect ideas, perspectives and/or meaning, and/or use of media conventions, media languages and media technologies | Arts Day 15 | Original short-form experiment in one Arts form; wider repertoire and cultural study remain open. |
AC9AMA10D02 |
21189 | Years 9 and 10 / The Arts / Media Arts | reflect on their own or others’ media arts works and/or practices to refine and inform choices they make during stages of the production process | Arts Day 16 | Original short-form experiment in one Arts form; wider repertoire and cultural study remain open. |
AC9AMA10C01 |
21197 | Years 9 and 10 / The Arts / Media Arts | design and structure media arts works that examine and communicate ideas, perspectives and/or meaning | Arts Day 15 | Original short-form experiment in one Arts form; wider repertoire and cultural study remain open. |
AC9AMA10C02 |
21202 | Years 9 and 10 / The Arts / Media Arts | apply production processes and use media arts concepts to construct representations and produce media arts works that communicate ideas, perspectives and/or meaning, and confirm or challenge the expectations of specific audiences | Arts Day 16 | Original short-form experiment in one Arts form; wider repertoire and cultural study remain open. |
AC9AMU10D01 |
21433 | Years 9 and 10 / The Arts / Music | develop, practise and refine the use of listening/aural skills and style-specific vocal instrumental skills/techniques to interpret music and communicate expressive effects | Arts Day 17 | Original short-form experiment in one Arts form; wider repertoire and cultural study remain open. |
AC9AMU10D02 |
21438 | Years 9 and 10 / The Arts / Music | reflect on their own and others’ music to inform choices they make as composers and performers about how they will interpret and/or manipulate elements of music and/or compositional devices | Arts Day 18 | Original short-form experiment in one Arts form; wider repertoire and cultural study remain open. |
AC9AMU10C02 |
21449 | Years 9 and 10 / The Arts / Music | compose music, manipulating and combining elements of music and compositional devices relevant to chosen styles and/or forms to communicate ideas, perspectives and/or meaning and notate, document and/or record the music | Arts Day 17 | Original short-form experiment in one Arts form; wider repertoire and cultural study remain open. |
AC9AMU10P01 |
21457 | Years 9 and 10 / The Arts / Music | rehearse and present planned performances of music they have learnt and/or composed, using relevant vocal/instrumental techniques and performance skills | Arts Day 18 | Presentation/performance only if actually observed with a willing audience; a score or plan alone is not performance. |
AC9AVA10D01 |
21689 | Years 9 and 10 / The Arts / Visual Arts | experiment with visual conventions, visual arts processes and materials to refine skills and develop personal expression | Arts Day 19 | Original short-form experiment in one Arts form; wider repertoire and cultural study remain open. |
AC9AVA10C01 |
21704 | Years 9 and 10 / The Arts / Visual Arts | evaluate critical feedback when planning, developing and refining their visual arts practice | Arts Day 20 | Response to fictional feedback in one tiny original work; no real exhibition trial. |
AC9AVA10C02 |
21710 | Years 9 and 10 / The Arts / Visual Arts | select and manipulate visual conventions, visual arts processes and/or materials to create artworks that reflect personal expression, and represent and/or challenge, ideas, perspectives and/or meaning | Arts Day 19, Arts Day 20 | Original short-form experiment in one Arts form; wider repertoire and cultural study remain open. |
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Downloaded from the Australian Curriculum website (accessed 29 September 2026) and modified for this annotated selected plain-text crosswalk. Curriculum wording is subject to ACARA copyright terms and exclusions and CC BY 4.0 where applicable. ACARA does not endorse SubjectNest.
This dated source snapshot is not live synchronisation. Local educators must check current national and state/territory requirements. A short simulated exercise does not complete the wider official description, particularly History's real sources, Science investigation, HPE performance and Arts presentations.