# Curriculum and Queensland guide

Partial Year 2 Science07–08 mapping, Australia/Queensland. Whole retained national reference is a reference, not evidence this fortnight teaches everything. Queensland teacher checks local opportunity, calendar and student evidence.

| Content description | Literal national meaning | This fortnight and evidence limit |
|---|---|---|
| AC9S2U01 | recognise Earth is a planet in the solar system and identify patterns in the changing position of the sun, moon, planets and stars in the sky | Principal partial sky work: named objects, changing positions across times/reference; about-month appearance is an elaboration opportunity. No unsafe Sun view or full descriptor completion claim. |
| AC9S2U02 | explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate | Sound is outside this fortnight; previous01–02 sound work does not become a whole-year completion claim. |
| AC9S2U03 | recognise that materials can be changed physically without changing their material composition and explore the effect of different actions on materials including bending, twisting, stretching and breaking into smaller pieces | Materials outside this sky fortnight; preceding05–06 separate contribution. |
| AC9S2H01 | describe how people use science in their daily lives, including using patterns to make scientific predictions | Useful guides/source-qualified pattern discussion; prediction needs real experience/source, no visibility guarantee. |
| AC9S2I01 | pose questions to explore observed simple patterns and relationships and make predictions based on experiences | Actual child question/prediction retained before feedback; source-model and performed experience distinguish. |
| AC9S2I02 | suggest and follow safe procedures to investigate questions and test predictions | Plan interpretation and optional actual safe paper conduct separate. A source answer does not prove following procedures. |
| AC9S2I03 | make and record observations, including informal measurements, using digital tools as appropriate | Actually made observations/informal paper measurement only if performed. Supplied archive is source interpretation, not child sky observing. |
| AC9S2I04 | sort and order data and information and represent patterns, including with provided tables and visual or physical models | Sort/order supplied data, preserve references/units, represent honest gaps. |
| AC9S2I05 | compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance | Guided comparison/limits/fairness/next questions. Source exercise alone cannot establish an actual fair investigation. |
| AC9S2I06 | write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary | A useful guide with question, source, supported finding and next question; usual communication and exact scribing accepted. |

## Queensland planning

Modified from [Year 2 Science alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/curriculum/ac9_science_yr2_as_cd_alignment.pdf) (2023), [Year 2 standards elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_se_yr2.pdf) (November 2023), and [Years 1–2 techniques/conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_tc_yr1-2.pdf) (October 2023), © State of Queensland ([QCAA copyright](https://www.qcaa.qld.edu.au/copyright)) 2023, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) with item exceptions. Our selection, mapping, opportunity/support summaries and assessment organisation are modifications; original child scenarios/prompts/component examples remain original writing. Neither QCAA nor ACARA endorses SubjectNest.


The standards use AP/MC/WW/EX/BA. The achievement standard represents WW. Judge a folio on balance after opportunity to learn; do not convert one four-question page or our descriptive notes into a grade. Our keys name task meaning and specific next teaching, not a calibrated assessment instrument.

Choose investigation, supported practical work or supervised response according to the purpose, learner and context. Guidance can support access. Record actual support; exact scribing or neutral reading must preserve the assessment purpose. Break tasks into components when useful; longer responses are not automatically better. Observe actual practical conduct when that is what you want to evidence. Supplied-paper analysis is not actual sky observation.

[Nationwide full75 reference](../authority/NATIONAL-REFERENCE.html) · [Literal data/header metadata](../authority/NATIONAL75.json) · [Unchanged historical40-week organiser](../authority/HISTORICAL-YEAR-SEQUENCE.html). This organiser is a planning choice, not a mandated sequence or updated completion report. Other state/overseas requirements and verified languages remain separately unmapped here.

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