Checked 30 September 2026. Official ACARA v9 workbook: fresh independent HTTP200, 2,049,917 bytes, SHA db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Actual Learning areas XML E/J cells and live canonical import agree for all nine Foundation Science descriptions. Seven selected below, exact wording unmodified, not inferred from a theme.
| Code / workbook 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 | 171/173/177 actual known material/encountered response; optional verified parts/source | Partial material/property sampling. Fold is form, not new material. Composition breadth remains open unless actual object/source verifies multiple materials; a label/model alone not real inspection. |
| AC9SFH01 / 18542 | explore the ways people make and use observations and questions to learn about the natural world | 171/174/176 actual child/teacher using a question and observation | Conditional actual person/example. Fictional notebook not scientific human/community testimony; no claimed profession or authority. |
| AC9SFI01 / 18550 | pose questions and make predictions based on experiences | 171/172/174/176 chosen question and prior idea; held open source questions | Own actual experiences/questions/predictions if encountered. After-result ideas not prior. Model prediction/reasoning source-labelled. |
| AC9SFI02 / 18556 | engage in investigations safely and make observations using their senses | Optional real safe direct sensory investigations | Locally approved welcomed single action; sense/access/action real. Adult action can be directly observed; attributed report/model is not child direct sensory event. No required touch/sense. |
| AC9SFI03 / 18562 | represent observations in provided templates and identify patterns with guidance | 173/177/178 shared provided template and bounded comparable rows | One useful group row can represent observation. Pattern only if available comparable observations support it; no fixed repeat count or AB decoration. Held fictional notes not physical data. |
| AC9SFI04 / 18569 | compare observations with predictions with guidance | 172/176 own prior idea beside available actual response; held AL reasoning | Both prediction and observation needed for own comparison. Missing prediction not wrong. Source comparisons not real material trial. |
| AC9SFI05 / 18574 | share questions, predictions, observations and ideas with others | Child shares selected question/observation/idea with educator/willing listener | Actual sharing if it happens in chosen mode; private rehearsal separate. No required public voice, performer, peer, photo or upload. |
AC9SFU01 / 18517 living-feature grouping and AC9SFU02 / 18525 full movement-factor description checked but not claimed from this pad/property pack. SFU03 full breadth not established by one folded cloth or soft-pad label. No promised rebound/elasticity/comfort or universal material rule.
Current Queensland primary sources
Science entry, Prep alignment, Prep techniques/conditions and assessment resources are primary current references. Fresh complete indexed one-page alignment 230388, ©2023 and three-page techniques 230153-02, October 2023 inspected. They map these content descriptions to Prep and distinguish supported practical investigation, information inquiry and stimulus response. Child/teacher/shared questions, multiple response modes and teacher observation can contribute. Short later components allowed; longer responses are not necessarily better. Scribing/prompts noted without changing target; practical work follows current local safety guidance.
Direct entry/alignment/techniques requests returned HTTP403 on 30 September. Current PDF bytes/layout unverified. Indexed complete text does not establish a successful downloaded/current-layout inspection. Fetch receipts, source pins. School checks current full documents/adopted programme before reporting. These are original teacher drafts, not QCAA instruments or an endorsed/full-standard judgement.
Integrated context and progression
Integrated W35 listening/proposals/equal groups do not prove real fairness, consent or Science material response. Here a child’s actual useful question and optional pad observation is a new source. W36 decorative repeating units and helper directions have separate English/maths evidence. A source-bound pattern of material response is not an AB border. Any real listener or helper remains willing and actually encountered.
This new press/release property inquiry follows Science W33–34, without testing a load on unsupported paper or extending its roof/strength claim. No Year 1 fair-test vocabulary/standard, measured force, fixed wait, arbitrary repeat count or proof burden imposed. Actual sense/report/model, known/UNKNOWN material, prior/later idea, meaningful action/form/time difference and real/untried status remain explicit.
Descriptions © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010–present, downloaded 30 September 2026, not modified, CC BY4.0 under current terms. Original analysis/scripts do not imply endorsement. QCAA © State of Queensland 2023, CC BY4.0 subject to copyright exceptions. Pack licence does not replace community/third-party rights.