# Exact Science / Queensland Prep crosswalk

**Checked 30 September 2026.** [Official ACARA v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx) fresh independent HTTP 200, 2,049,917 bytes, SHA `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`. Actual Learning areas XML E/J cells and canonical import agree for all nine Foundation Science descriptions; selected seven below. Exact wording unmodified, not inferred from a theme.

| Code / row | Exact content description | Opportunity | Evidence boundary |
| --- | --- | --- | --- |
| AC9SFU03 / 18532 | recognise that objects can be composed of different materials and describe the observable properties of those materials | 161/163/166 actual assembly parts, sourced materials and bend/gap/property | Partial composition/material/property; form alone not different material or all strength. Actual accessible object/source needed. |
| AC9SFH01 / 18542 | explore the ways people make and use observations and questions to learn about the natural world | 161/164/166/169 useful child question + particular observation | Actual child/teacher example if encountered; fictional notebook not real professional/community testimony. |
| AC9SFI01 / 18550 | pose questions and make predictions based on experiences | 161/162/163/164/167 questions and predictions before new try | Prior words/experience captured; post-result guess not prediction. Source reveal prediction not physical trial. |
| AC9SFI02 / 18556 | engage in investigations safely and make observations using their senses | Optional real safe direct sensory investigations | Actual approved setup/sense/action/result; adult report/model not child direct vision. No required contact or sense. |
| AC9SFI03 / 18562 | represent observations in provided templates and identify patterns with guidance | Shared provided template and small comparable rows | One group row useful; pattern only if sufficient actual comparable rows exist, no fixed repeat count/all-paper rule. |
| AC9SFI04 / 18569 | compare observations with predictions with guidance | 162/163/167 prediction beside actual result; AJ record reasoning | Own comparison needs both real records; missing prediction not wrong; held cases fiction/reasoning only. |
| AC9SFI05 / 18574 | share questions, predictions, observations and ideas with others | Child question/idea/observation in selected response mode | Actual sharing to educator/willing listener if occurs, private rehearsal separate; no public show/name/photo required. |

AC9SFU01 / 18517 living-feature grouping and AC9SFU02 / 18525 full movement-factor description are checked source rows but **not claimed** from this paper-form/property pack. No SFU03 full breadth from one all-paper source or schematic; composition and property evidence explicit.

Primary Queensland [Science entry](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-science), [Prep alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/curriculum/ac9_science_prep_as_cd_alignment.pdf), [Prep techniques/conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_tc_prep.pdf) and [assessment resources](https://www.qcaa.qld.edu.au/p-10/aciq/version-9/learning-areas/p-10-science/p-10-science-assessment-resources), current official pages/indexed text inspected. Alignment **230388**, one page, ©2023 maps these descriptions to Prep. Complete **three-page** techniques **230153-02, October 2023** distinguishes supported experimental investigation, guided information inquiry and stimulus response; questions may be child/teacher/shared. Written, spoken/signed, practical/multimodal responses and teacher observations can contribute. Components may occur later; longer response isn't necessarily better. Scribing/prompt support recorded without changing purpose; actual practical work follows local safety guidelines.

Independent direct requests to entry/alignment/techniques returned **HTTP 403**. Screenshot attempts supplied no usable pixel blocks. **Current PDF bytes/layout unverified**; indexed text isn't a successful downloaded PDF/current-layout check. [Receipts](source-fetch-receipts.json), [pins](source-snapshot.json). School checks current full documents/local implementation before reporting. These original checks are not QCAA instruments or endorsed/full-standard attainment.

## Integrated context and claim limits

[W33](../../../term-4/week-33-what-the-drawing-shows.md) fictional plant drawings/counts remain separate: neither establishes local Science plants. Our child’s actual paper try is a new optional source, not drawing evidence recast as physical result. [W34](../../../term-4/week-34-test-the-claim.md) English roof report and mathematics length/capacity/mass comparisons have separate sources/criteria; our light card is not a child mass measurement or copied fictional roof result. A neat artefact or little roof does not itself establish an inquiry/design cycle.

Guided matching/one change is useful support, not a Year 1 fair-test standard imposed on Prep. Verify conditions only when a comparison claim needs them, record differences honestly and allow a small useful shared sample. Actual/unavailable, direct/report/model, prior/after and interrupted/comparable stay distinct. Human child/material/local/current-program review pending.

Official descriptions © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010–present, downloaded 30 September 2026, wording not modified, CC BY 4.0 under [current terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). Analysis/lessons original, no endorsement. QCAA © State of Queensland 2023, CC BY 4.0 subject to [copyright exceptions](https://www.qcaa.qld.edu.au/copyright). Original pack licence doesn't replace curriculum/community-held rights.