# Curriculum, evidence and mixed rights — full scope ## Sequence and useful evidence Year3 Science Term1 Weeks09–10 / sequence slots41–50 in a40-week planning partition. Slots are teaching sequence identifiers, not a claim of195/200 actual attendance days or uniform state/local calendar. Fixed committed predecessor is Weeks07–08; genuine09–10 absence was proved by full Git tree, not sparse checkout. Earlier01Earth,03heat,05biology,07states are complementary banks, not a child's annual attainment record. This ten-session resource breadth contribution retains all96 full national records, twelve complete content-description meanings,68 illustrative elaborations and the whole achievement standard. Illustrations are examples, not mandatory task checklist. Observable soils/rocks/minerals AND importance remain whole U02; this block offers partial resource breadth and conditional actual observations, not total criterion completion. National literal source retains full HTML attributes/plain meanings/IDs/row indices, fixed commit/canonical/source hashes and metadata. RAW-NATIVE retains actual workbook XML cell-present/type/value/decoded distinctions,12 Learning-areas columns and6 Achievement-standard columns.95×12+1×6=1146 native slots;481 present =479 nonempty+2 explicit empty strings C237/D237;665 absent. Empty strings differ from absent cells. Acquisition29September2026; actual workbook blobfc49c2045021bfeb75aeaf9254446c8d439af324, SHA256db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. Canonical blobe2ec2c0caf1003c173c3db3f719d75a2a494f1c7, SHA25615fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60. Defined sheet dimensions A1:L21725 and A1:F261. No invented wider native universe; exact audit/raw preserved. Source-row order and native types carry. ## QCAA and honest formative evidence Current primary Q1/Q2/Q3 are whole2/5/3-page readings on13October2026 with their2023 publication dates. Alignment retains full Year3 standard/descriptions; typo AC9SFU01 in provider legend is logged separately from actual AC9S3U01. Standards require real opportunity to learn and on-balance annual folio judgement. Our32 exact prompt-matched formative criteria and possible responses are ORIGINAL, not official A–E rubric text/grades. No automatic sum, length/spelling/mode score or annual-complete claim. Teachers consider each actual child meaning, source familiarity, support, task status and whole curriculum scope; unfamiliar-source or coached later work must be recorded honestly. Q3 experimental investigation entails student-generated data and planning/conduct; secondary-source study and supervised response different modes. Written/spoken-signed/practical/multimodal legitimate. Suggested100–200words/up to1minute and local supervised40minutes+10perusal/up to200words/25short/25–50extended are provider guidance, not compulsory quotas for every child/resource. Read instructions, negotiate actual conditions/current safety. Actual cm ruler work can contribute I03 only if performed; supplied scale/mL tables/record-lens choices cannot. Questions, BEFORE predictions with clue and AFTER observations are separate. A helper’s prior idea is attributed, not child prediction. Fictional readers are not actual peer comparison. Dates, actual child/adult acts, independent/coached status, modes and unperformed steps belong in the adult record. ## Adapt access without inventing learner types Offer meaningful choice: large-print/text; tactile paper heading layout; short spoken/signed/AAC explanation; drawing plus confirmed scribing; optional collaborative/seated movement; one heading at a time; quiet/no-audio; extended pause; helper reading the complete source; optional digital manipulation of supplied record views. Supports respond to an individual's preference/needs, not fixed visual/auditory learner labels or a diagnosis inferred from response. Keep the scientific/purpose job and exact held prompt stable. A child may decline/public sharing is optional. No fake actual outcome or lowered hidden criterion based on modality. Full alternatives accompany every future plane; actual rendered/accessibility/Browser/audio/classroom evidence is a later gate. ## Original grants and third-party boundaries Original NeuroForge2026 teaching prose, ordinary/held fiction, prompts, criteria, complete unrelated next teaching, read-aloud scripts, visual briefs and full text alternatives are offered CC BY4.0 with attribution NeuroForge/SubjectNest and changes noted; education/share/adapt/free reuse allowed. Full canonical EDUCATION-LICENCE.txt retained exact18,657bytes/SHA2569ba9550ad48438d0836ddab3da480b3b69ffa0aac7b7878b5a0039e7ab429411. Original proposal constructor/check/custody/optional interface specification software is Apache2.0; full SOFTWARE-LICENCE.txt retained exact11,358bytes/SHA256cfc7749b96f63bd31c3c42b5c471bf756814053e847c10f3eb003417bc523d30. Permission over original material does not grant ownership of ACARA/QCAA/source facts, brands, student/community work or provider media. No provider assets imported, no generated audio/image/interface yet. Retained ACARA curriculum: ©Australian Curriculum, Assessment and Reporting Authority2010 to present, core terms CC BY4 subject to stated exclusions. Preserve source attribution/URLs/edition and full terms distinction. Current terms last updatedApril2021, read13October2026; literacy progression/implementation media/marks/design/third-party material separate, not redistributed as NeuroForge originals. First Nations Cultural and Intellectual Property requires actual authority/consent, credit/integrity/payment/conditions where applicable; no endorsement or universal rights inference. QCAA ©State of Queensland2023 for referenced2023 materials; item CC BY4 notices/exceptions separately apply. Current copyright page updated23September2024, read13October2026. No student work/images/videos/glossary/logos reused; no official grade or endorsement. Our original teaching interpretation/criteria is distinct from authoritative full standards and must be checked with current local school planning. F1/F2 facts attributed Geoscience Australia/Commonwealth of Australia, education pages updated14May2025. Current GA copyright page updated21May2026 CC BY4 except coat/logo/item exceptions. F3 USDA NRCS roles in narrow original paraphrase; no page-specific date established and no blanket webpage/media licence inferred. F4 CSIRO2022 research fact in original paraphrase; current CSIRO copyright policy updated22August2025 generally requires permission or lawful exception, media/collection exceptions differ. No CSIRO text/photo/sensor drawing reused; invented codes explicitly not actual device/calibration. F5 USGS2017 publication narrow property/use reference; no media/whole text reused or current statistics inferred. Provider URLs, dates, selected-versus-whole read methods and failures are in PRIMARY-READING.json. External links are adult references, not required child online experiences. ## Language and community review English original with plain friendly child prompts and fuller adult explanations. No translations supplied or machine translation called verified. Future language copies retain resource/source/edition IDs, numbers/units/blank state, dialect/register, exact prompt meaning and local terminology, and are reviewed by a competent speaker/educator. First Nations languages require relevant language/Country authority and sharing conditions; scarcity of data is not a licence to invent or homogenise. Keep source and translated roles/rights/date/reviewer distinct; learners can respond in their preferred language with attributed support. Never expose private child identity to translation/AI tools. ## Full literal national meanings and specific opportunities ## Id acara-v9:learning_areas:SCISCIY3 ## Collection learning_areas ## Record type level_description ## Code SCISCIY3 ## Source row 18748 ## Full literal meaning In Year 3 students explore the value of grouping and classifying objects and events based on similarities and differences. In classifying things as living or non-living they begin to recognise that classifications are not always easy to define or apply. Students contrast patterns of growth and change in living things; compare characteristics of soils, rocks and minerals; and classify states of matter. They learn that key processes such as heat transfer can cause predictable change in simple systems. They recognise that change is described and measured in terms of differences over time and begin to quantify their observations to enable comparison. They learn more-sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify patterns and relationships. They appreciate that science involves conducting fair tests to answer questions or test predictions, and that scientific explanations are based on data. Inquiry questions can help excite students’ curiosity and challenge their thinking. Following are examples of inquiry questions that could be used to prompt discussion and exploration: Do plants, birds and frogs grow up too? Is soil alive? Is jelly a liquid or a solid? Why is a spoon hot in soup and cold in ice cream? Can you do science without a fair test? ## Opportunity status Whole structural/level meaning retained ## Exact opportunity and limits Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:SCISCIY3_1SU ## Collection learning_areas ## Record type strand ## Code SCISCIY3_1SU ## Source row 18749 ## Full literal meaning Science understanding ## Opportunity status Whole structural/level meaning retained ## Exact opportunity and limits Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:SCISCIY3SU_1 ## Collection learning_areas ## Record type sub_strand ## Code SCISCIY3SU_1 ## Source row 18750 ## Full literal meaning Biological sciences ## Opportunity status Whole structural/level meaning retained ## Exact opportunity and limits Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U01 ## Collection learning_areas ## Record type content_description ## Code AC9S3U01 ## Source row 18751 ## Full literal meaning compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals ## Opportunity status Not newly taught or assessed in this block ## Exact opportunity and limits Earlier committed Weeks05–06 is a biological bank, not evidence of a child's attainment. This resource block mentions soil habitat as a role, but supplies no animal/plant life-cycle comparison or classification study. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U01_E1 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U01_E1 ## Source row 18752 ## Full literal meaning classifying a collection of objects as living, once living or non-living and explaining their reasoning ## Opportunity status Not newly taught or assessed in this block ## Exact opportunity and limits Earlier committed Weeks05–06 is a biological bank, not evidence of a child's attainment. This resource block mentions soil habitat as a role, but supplies no animal/plant life-cycle comparison or classification study. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U01_E2 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U01_E2 ## Source row 18753 ## Full literal meaning observing and describing differences between metamorphic (such as butterflies, beetles or frogs) and non-metamorphic life cycles of animals, including humans ## Opportunity status Not newly taught or assessed in this block ## Exact opportunity and limits Earlier committed Weeks05–06 is a biological bank, not evidence of a child's attainment. This resource block mentions soil habitat as a role, but supplies no animal/plant life-cycle comparison or classification study. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U01_E3 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U01_E3 ## Source row 18754 ## Full literal meaning comparing the physical characteristics of an animal such as a frog or moth with its activity at different stages of its life cycle ## Opportunity status Not newly taught or assessed in this block ## Exact opportunity and limits Earlier committed Weeks05–06 is a biological bank, not evidence of a child's attainment. This resource block mentions soil habitat as a role, but supplies no animal/plant life-cycle comparison or classification study. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U01_E4 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U01_E4 ## Source row 18755 ## Full literal meaning representing stages of a plant or animal’s life cycle using drawings, digital photographs, graphic organisers or concrete materials ## Opportunity status Not newly taught or assessed in this block ## Exact opportunity and limits Earlier committed Weeks05–06 is a biological bank, not evidence of a child's attainment. This resource block mentions soil habitat as a role, but supplies no animal/plant life-cycle comparison or classification study. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U01_E5 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U01_E5 ## Source row 18756 ## Full literal meaning investigating how First Nations Australians understand and utilise the life cycles of certain species ## Opportunity status Not newly taught or assessed in this block ## Exact opportunity and limits Earlier committed Weeks05–06 is a biological bank, not evidence of a child's attainment. This resource block mentions soil habitat as a role, but supplies no animal/plant life-cycle comparison or classification study. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:SCISCIY3SU_2 ## Collection learning_areas ## Record type sub_strand ## Code SCISCIY3SU_2 ## Source row 18757 ## Full literal meaning Earth and space sciences ## Opportunity status Whole structural/level meaning retained ## Exact opportunity and limits Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U02 ## Collection learning_areas ## Record type content_description ## Code AC9S3U02 ## Source row 18758 ## Full literal meaning compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources ## Opportunity status Partial resource breadth and conditional observable comparisons ## Exact opportunity and limits D41–45 resource/source/object distinctions, industrial bauxite→aluminium/foil, copper/graphite property-use references, minerals as rock components, soil plant/habitat/water roles; C01–10/C17/C19–20. Labelled diagram/supplied observation is not local specimen identification. Optional adult-selected sealed familiar resource gallery can support actual descriptions and comparison only when performed; its records must name what the child actually saw. Earlier Weeks01–02 supplies complementary Earth-resource work, not earned attainment. This block does not deliver verified local quarry provenance, all rock/mineral properties or authorised First Nations knowledge. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U02_E1 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U02_E1 ## Source row 18759 ## Full literal meaning examining different soils from local areas and using magnifying glasses to observe their components, such as pebbles, sand or plant matter as well as living things such as earthworms and insects ## Opportunity status Partial resource breadth and conditional observable comparisons ## Exact opportunity and limits General soil component/role context D44/B sources; no local magnifier study, collection or living-organism observation performed. Optional sealed familiar display records only actual visible features and its provenance; no pretend worm observation. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U02_E2 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U02_E2 ## Source row 18760 ## Full literal meaning exploring the school grounds or a local area and observing or collecting different types of rocks and describing similarities or differences such as texture, colour, grain or crystal size ## Opportunity status Partial resource breadth and conditional observable comparisons ## Exact opportunity and limits Museum/rock model D45 and optional known sealed-resource comparison provide descriptive prompts. No grounds walk/collected local specimen, geological type or actual crystal/grain measurement invented. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U02_E3 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U02_E3 ## Source row 18761 ## Full literal meaning recognising that minerals are the building blocks of rocks and that the different characteristics of rocks depend on the minerals they are made up of ## Opportunity status Partial resource breadth and conditional observable comparisons ## Exact opportunity and limits D42/D45/C04/V02/V05 explicitly distinguish mineral components of rocks from industrial metal manufacturing. Colours/patterns in a drawing identify no mineral names. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U02_E4 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U02_E4 ## Source row 18762 ## Full literal meaning identifying rocks as key components of the built and natural environment and recognising uses of minerals such as gemstones in jewellery, graphite in pencils, and table salt in food ## Opportunity status Partial resource breadth and conditional observable comparisons ## Exact opportunity and limits D41–43 metal objects and D44 soil use expand resource importance; C10/F5 gives a separate graphite industrial property/use. Historical literal graphite-in-pencil/salt/gemstone examples remain intact, not freshly verified composition facts or completed jewellery/food activities. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U02_E5 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U02_E5 ## Source row 18763 ## Full literal meaning investigating First Nations Australians’ knowledges of different rock and mineral types, and how they were used such as for stone blades, grindstones and pigments ## Opportunity status Partial resource breadth and conditional observable comparisons ## Exact opportunity and limits Retained full national illustrative meaning. Not authored as a generic local-cultural lesson. Country-specific knowledge, artefact images/terms, consent/authority, attribution and review required before any community-led contribution. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U02_E6 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U02_E6 ## Source row 18764 ## Full literal meaning describing ways in which living things including humans depend on soils, such as for food, growing plants, providing habitat for organisms, and holding and cleaning water ## Opportunity status Partial resource breadth and conditional observable comparisons ## Exact opportunity and limits D44/C07–09/C20/F3 broad plant/habitat/water functions. No living specimen performance, food production, local drinking-water or filtration-safety result; D47 measures only fictional collected quantity. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U02_E7 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U02_E7 ## Source row 18765 ## Full literal meaning examining information on plant tags and exploring the vocabulary used to describe soils and different plant soil requirements ## Opportunity status Partial resource breadth and conditional observable comparisons ## Exact opportunity and limits Local fact workflow permits a dated adult-reviewed plant-tag reading with exact tag context/unknown requirements. No tag/soil suitability data is supplied here or guessed from general roles. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U02_E8 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U02_E8 ## Source row 18766 ## Full literal meaning investigating which rocks or minerals are quarried or mined locally or regionally and how those resources are used ## Opportunity status Partial resource breadth and conditional observable comparisons ## Exact opportunity and limits C17 local quarry question explicitly unknown; adult LOCAL-FACT workflow separates quarry location, resource, use, record date and actual provider. No regional mine adopted as current or assigned to a child's object without evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:SCISCIY3SU_3 ## Collection learning_areas ## Record type sub_strand ## Code SCISCIY3SU_3 ## Source row 18767 ## Full literal meaning Physical sciences ## Opportunity status Whole structural/level meaning retained ## Exact opportunity and limits Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U03 ## Collection learning_areas ## Record type content_description ## Code AC9S3U03 ## Source row 18768 ## Full literal meaning identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another ## Opportunity status Not newly taught or assessed ## Exact opportunity and limits Copper electrical conduction is not a heat-transfer experiment. Earlier Weeks03–04 heat work is a separate bank; no temperature measurements/source-of-heat comparisons in this block. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U03_E1 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U03_E1 ## Source row 18769 ## Full literal meaning exploring how we sense heat and identifying sources of heat such as the sun, fire, electrical devices and geothermal springs ## Opportunity status Not newly taught or assessed ## Exact opportunity and limits Copper electrical conduction is not a heat-transfer experiment. Earlier Weeks03–04 heat work is a separate bank; no temperature measurements/source-of-heat comparisons in this block. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U03_E2 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U03_E2 ## Source row 18770 ## Full literal meaning recognising that changes in heat energy can be measured using a thermometer ## Opportunity status Not newly taught or assessed ## Exact opportunity and limits Copper electrical conduction is not a heat-transfer experiment. Earlier Weeks03–04 heat work is a separate bank; no temperature measurements/source-of-heat comparisons in this block. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U03_E3 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U03_E3 ## Source row 18771 ## Full literal meaning observing and, with assistance, measuring, what happens when a cold object is placed in direct contact with a warm object and proposing explanations ## Opportunity status Not newly taught or assessed ## Exact opportunity and limits Copper electrical conduction is not a heat-transfer experiment. Earlier Weeks03–04 heat work is a separate bank; no temperature measurements/source-of-heat comparisons in this block. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U03_E4 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U03_E4 ## Source row 18772 ## Full literal meaning modelling the movement of heat from one object to another using drawing or role-play ## Opportunity status Not newly taught or assessed ## Exact opportunity and limits Copper electrical conduction is not a heat-transfer experiment. Earlier Weeks03–04 heat work is a separate bank; no temperature measurements/source-of-heat comparisons in this block. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U03_E5 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U03_E5 ## Source row 18773 ## Full literal meaning investigating how well heat is transferred by different types of materials such as metals, plastics and ceramics and identifying how materials are used to keep things hot and cold ## Opportunity status Not newly taught or assessed ## Exact opportunity and limits Copper electrical conduction is not a heat-transfer experiment. Earlier Weeks03–04 heat work is a separate bank; no temperature measurements/source-of-heat comparisons in this block. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U03_E6 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U03_E6 ## Source row 18774 ## Full literal meaning exploring how First Nations Australians developed clothing from animal skins such as possum furs and kangaroo skin cloaks that trap heat close to the body to stay warm ## Opportunity status Not newly taught or assessed ## Exact opportunity and limits Copper electrical conduction is not a heat-transfer experiment. Earlier Weeks03–04 heat work is a separate bank; no temperature measurements/source-of-heat comparisons in this block. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:SCISCIY3SU_4 ## Collection learning_areas ## Record type sub_strand ## Code SCISCIY3SU_4 ## Source row 18775 ## Full literal meaning Chemical sciences ## Opportunity status Whole structural/level meaning retained ## Exact opportunity and limits Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U04 ## Collection learning_areas ## Record type content_description ## Code AC9S3U04 ## Source row 18776 ## Full literal meaning investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state ## Opportunity status Not newly taught or assessed ## Exact opportunity and limits Industrial smelting reference does not replace an age-appropriate solids/liquids/change-of-state investigation. Earlier Weeks07–08 is a separate source, not proof a child learned it. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U04_E1 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U04_E1 ## Source row 18777 ## Full literal meaning observing the properties of substances and classifying them as solids (that hold their shape) or liquids (that fill the bottom of containers) ## Opportunity status Not newly taught or assessed ## Exact opportunity and limits Industrial smelting reference does not replace an age-appropriate solids/liquids/change-of-state investigation. Earlier Weeks07–08 is a separate source, not proof a child learned it. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U04_E2 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U04_E2 ## Source row 18778 ## Full literal meaning investigating ice melting or water freezing in a sealed bag and explaining their observations ## Opportunity status Not newly taught or assessed ## Exact opportunity and limits Industrial smelting reference does not replace an age-appropriate solids/liquids/change-of-state investigation. Earlier Weeks07–08 is a separate source, not proof a child learned it. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U04_E3 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U04_E3 ## Source row 18779 ## Full literal meaning using ice cubes, butter or chocolate to explore how changes of state involve the removal of heat or the addition of heat ## Opportunity status Not newly taught or assessed ## Exact opportunity and limits Industrial smelting reference does not replace an age-appropriate solids/liquids/change-of-state investigation. Earlier Weeks07–08 is a separate source, not proof a child learned it. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U04_E4 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U04_E4 ## Source row 18780 ## Full literal meaning investigating how changes of state in materials used by First Nations Australians such as beeswax or resins are important for their use ## Opportunity status Not newly taught or assessed ## Exact opportunity and limits Industrial smelting reference does not replace an age-appropriate solids/liquids/change-of-state investigation. Earlier Weeks07–08 is a separate source, not proof a child learned it. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3U04_E5 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3U04_E5 ## Source row 18781 ## Full literal meaning exploring how changes from solid to liquid and liquid to solid can help us recycle materials such as glass or plastics ## Opportunity status Not newly taught or assessed ## Exact opportunity and limits Industrial smelting reference does not replace an age-appropriate solids/liquids/change-of-state investigation. Earlier Weeks07–08 is a separate source, not proof a child learned it. Full illustrative meaning retained; this specific activity not newly delivered or assessed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:SCISCIY3_2SHE ## Collection learning_areas ## Record type strand ## Code SCISCIY3_2SHE ## Source row 18782 ## Full literal meaning Science as a human endeavour ## Opportunity status Whole structural/level meaning retained ## Exact opportunity and limits Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:SCISCIY3SHE_1 ## Collection learning_areas ## Record type sub_strand ## Code SCISCIY3SHE_1 ## Source row 18783 ## Full literal meaning Nature and development of science ## Opportunity status Whole structural/level meaning retained ## Exact opportunity and limits Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3H01 ## Collection learning_areas ## Record type content_description ## Code AC9S3H01 ## Source row 18784 ## Full literal meaning examine how people use data to develop scientific explanations ## Opportunity status Partial information-to-explanation opportunities ## Exact opportunity and limits D47 complete six-entry table/selected graphs; D48 source-coded record→bounded explanation; F4 separate soil-water research account. Supplied fiction versus actual provider knowledge always labelled. No biography, actual professional soil test, documentary or published dataset analysis claimed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3H01_E1 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3H01_E1 ## Source row 18785 ## Full literal meaning investigating the stories of people who used multiple observations to develop scientific explanations, such as 17th-century entomologist and naturalist Maria Sibylla Merian, who was the first to record the nature of metamorphosis ## Opportunity status Partial information-to-explanation opportunities ## Exact opportunity and limits Full historical Merian illustrative meaning retained. No biography or first-in-history claim independently verified/adopted by this block; further historical primary research needed for a new lesson. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3H01_E2 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3H01_E2 ## Source row 18786 ## Full literal meaning exploring how farmers use soil tests to monitor and manage the health of farms ## Opportunity status Partial information-to-explanation opportunities ## Exact opportunity and limits F3 roles/F4 dated research context can provoke a soil information question. No actual farm-soil test, current farm health result or tested local management outcome. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3H01_E3 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3H01_E3 ## Source row 18787 ## Full literal meaning investigate how 18th-century physicists such as Jean Ingenhousz and Sir Benjamin Thompson collected data on conduction of heat to determine the best conductors or insulators ## Opportunity status Partial information-to-explanation opportunities ## Exact opportunity and limits Ingenhousz/Thompson heat investigation meaning retained; no new historical/heat lesson or conductor experiment. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3H01_E4 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3H01_E4 ## Source row 18788 ## Full literal meaning exploring age-appropriate science reports and journal articles and identifying where in the text the author has included data, findings or explanations ## Opportunity status Partial information-to-explanation opportunities ## Exact opportunity and limits D48 separates actual F4 provider account from invented code; D47 locates supplied data/explanation. Optional adult-assisted appropriate report reading requires its actual full report/date, not just a fictional caption. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3H01_E5 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3H01_E5 ## Source row 18789 ## Full literal meaning viewing a documentary or webinar and observing how scientists and researchers share their data and explanations ## Opportunity status Partial information-to-explanation opportunities ## Exact opportunity and limits No documentary/webinar viewed or created. Complete written narration10 is our original ordinary read-aloud; no provider video/audio reused. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:SCISCIY3SHE_2 ## Collection learning_areas ## Record type sub_strand ## Code SCISCIY3SHE_2 ## Source row 18790 ## Full literal meaning Use and influence of science ## Opportunity status Whole structural/level meaning retained ## Exact opportunity and limits Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3H02 ## Collection learning_areas ## Record type content_description ## Code AC9S3H02 ## Source row 18791 ## Full literal meaning consider how people use scientific explanations to meet a need or solve a problem ## Opportunity status Partial explanation-to-need opportunities ## Exact opportunity and limits D43 property/job, D48 coded plan decision, D49 practical product purpose. A fictional coded plan illustrates the relationship; it is not a calibrated CSIRO instrument, actual crop response or a scientific trial by children. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3H02_E1 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3H02_E1 ## Source row 18792 ## Full literal meaning recognising how First Nations Australians observe and describe developmental changes in plants and animals to make decisions about when to harvest certain resources ## Opportunity status Partial explanation-to-need opportunities ## Exact opportunity and limits Full First Nations harvest/life-cycle meaning retained, no community knowledge presumed; authorised community-led future contribution only. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3H02_E2 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3H02_E2 ## Source row 18793 ## Full literal meaning exploring the history of manure and compost use in agriculture and how composting can help improve soil condition and plant growth ## Opportunity status Partial explanation-to-need opportunities ## Exact opportunity and limits F3 broad role supports questions, but compost history/growth benefit experiment not taught or evidenced. No food-waste handling/recommendation from this record. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3H02_E3 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3H02_E3 ## Source row 18794 ## Full literal meaning investigating how understanding of life cycles of insect pests such as fruit flies led to effective control strategies ## Opportunity status Partial explanation-to-need opportunities ## Exact opportunity and limits No fruit-fly pest/life-cycle control lesson; biological bank separate; no spray or pest treatment instruction. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3H02_E4 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3H02_E4 ## Source row 18795 ## Full literal meaning investigating why salt, was so important to people’s diets, food preservation and medicine in ancient times that it was known as ‘white gold’ ## Opportunity status Partial explanation-to-need opportunities ## Exact opportunity and limits Historical salt/white-gold illustrative meaning remains exact, no historical/medical claim or food-preservation experiment newly adopted. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3H02_E5 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3H02_E5 ## Source row 18796 ## Full literal meaning exploring how science knowledge of heat transfer has helped people develop different ways to cook food, such as by boiling, frying or roasting ## Opportunity status Partial explanation-to-need opportunities ## Exact opportunity and limits No cooking/heat-transfer lesson; electrical reference is a different property. Do not credit foil reference as boiling/frying/roasting evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3H02_E6 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3H02_E6 ## Source row 18797 ## Full literal meaning investigating how engineers test the insulation properties of materials, and how this information is used to design food and beverage packaging, building insulation or clothing ## Opportunity status Partial explanation-to-need opportunities ## Exact opportunity and limits Useful property-to-job reasoning D43 is analogous, not an insulation test or engineer packaging dataset. Temperature/performance remains unmeasured. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:SCISCIY3_3SI ## Collection learning_areas ## Record type strand ## Code SCISCIY3_3SI ## Source row 18798 ## Full literal meaning Science inquiry ## Opportunity status Whole structural/level meaning retained ## Exact opportunity and limits Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:SCISCIY3SI_1 ## Collection learning_areas ## Record type sub_strand ## Code SCISCIY3SI_1 ## Source row 18799 ## Full literal meaning Questioning and predicting ## Opportunity status Whole structural/level meaning retained ## Exact opportunity and limits Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I01 ## Collection learning_areas ## Record type content_description ## Code AC9S3I01 ## Source row 18800 ## Full literal meaning pose questions to explore observed patterns and relationships and make predictions based on observations ## Opportunity status Conditional question and genuine prospective prediction ## Exact opportunity and limits D41/45/48/50 useful open questions. D46 optional NEW plain-paper investigation separates question, BEFORE prediction with actual clue and AFTER ruler record. Supplied retrospective lengths are not a prior child prediction; C-later's helper prediction is attributed, not credited as child performance. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I01_E1 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I01_E1 ## Source row 18801 ## Full literal meaning acknowledging and using information from First Nations Australians to guide the development of questions regarding life cycles ## Opportunity status Conditional question and genuine prospective prediction ## Exact opportunity and limits Country-specific life-cycle enquiry requires authorised First Nations guidance; no invented translation/knowledge here. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I01_E2 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I01_E2 ## Source row 18802 ## Full literal meaning posing questions about the relationship between soil characteristics and the growth of particular plants, such as: ‘Will beans grow best in sandy, loamy or clay soils?’ ## Opportunity status Conditional question and genuine prospective prediction ## Exact opportunity and limits Soil role/collection record can invite a NEW growth question; no beans growth trial or best-soil answer supplied. A question is not a before prediction or a result. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I01_E3 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I01_E3 ## Source row 18803 ## Full literal meaning comparing simple maps of Australian agriculture and soil types and posing questions about observed patterns, such as: ‘Does wheat grow in particular soils?’ ## Opportunity status Conditional question and genuine prospective prediction ## Exact opportunity and limits No agriculture/soil maps adopted. Adult verified map workflow must preserve layer/date/legend/spatial scope before children's pattern questions. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I01_E4 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I01_E4 ## Source row 18804 ## Full literal meaning posing questions about substances that are difficult to classify as a solid or liquid, such as toothpaste, slime or hair gel ## Opportunity status Conditional question and genuine prospective prediction ## Exact opportunity and limits No ambiguous-solid/liquid classification question performed in this block; preceding chemical bank is separate. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I01_E5 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I01_E5 ## Source row 18805 ## Full literal meaning predicting whether the mass of ice in a sealed container will change when the ice has melted ## Opportunity status Conditional question and genuine prospective prediction ## Exact opportunity and limits No ice mass prediction/measurement; full meaning retained without earned-credit claim. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I01_E6 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I01_E6 ## Source row 18806 ## Full literal meaning predicting which material will be the most effective insulator of heat ## Opportunity status Conditional question and genuine prospective prediction ## Exact opportunity and limits D46 explicitly teaches before prediction/clue with a different paper-length job, not insulating-performance prediction. Heat application remains for another actual opportunity. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I01_E7 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I01_E7 ## Source row 18807 ## Full literal meaning predicting how quickly ice will melt at different ambient temperatures based on previous observations ## Opportunity status Conditional question and genuine prospective prediction ## Exact opportunity and limits No ambient-temperature ice-rate prediction or experiment; supplied water quantities have different variable/outcome. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:SCISCIY3SI_2 ## Collection learning_areas ## Record type sub_strand ## Code SCISCIY3SI_2 ## Source row 18808 ## Full literal meaning Planning and conducting ## Opportunity status Whole structural/level meaning retained ## Exact opportunity and limits Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I02 ## Collection learning_areas ## Record type content_description ## Code AC9S3I02 ## Source row 18809 ## Full literal meaning use provided scaffolds to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests, and considering the safe use of materials and equipment ## Opportunity status Conditional scaffolded planning/conduct and fairness ## Exact opportunity and limits D46 optional actual plain-paper plan keeps baseline/instrument/direction comparable under adult preparation; only actual child planning/conduct earns those observations. D47 supplied matched conditions can be discussed; no soil-water experiment is conducted by reading the notebook. B/C held plan prompts require only their exact stated reasoning, never invented actual conduct. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I02_E1 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I02_E1 ## Source row 18810 ## Full literal meaning collaboratively identifying and ordering the steps in an investigation ## Opportunity status Conditional scaffolded planning/conduct and fairness ## Exact opportunity and limits D46 optional paper procedure ordered under scaffold. Actual child/adult roles, step selection and conduct noted; read-only plan reasoning remains distinct. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I02_E2 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I02_E2 ## Source row 18811 ## Full literal meaning using a provided framework or graphic organiser to plan and identify what to change, what to keep the same and what to measure to make a test fair ## Opportunity status Conditional scaffolded planning/conduct and fairness ## Exact opportunity and limits D46 baseline/ruler/direction and C18 changing-feature discussion; D47 supplied matched conditions. No total fair-test credit without actual what-change/keep/measure and conduct evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I02_E3 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I02_E3 ## Source row 18812 ## Full literal meaning examining an example of a soil profile after soil has settled in water and planning an investigation to compare and contrast the components and particle sizes of different soils ## Opportunity status Conditional scaffolded planning/conduct and fairness ## Exact opportunity and limits No water-settled profile/soil particle experiment. Sealed drawing B sources are descriptions with visible limits, not physical soil preparation. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I02_E4 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I02_E4 ## Source row 18813 ## Full literal meaning planning an investigation to determine which material is the best to keep substances cold ## Opportunity status Conditional scaffolded planning/conduct and fairness ## Exact opportunity and limits No keep-cold experiment; paper length practice does not establish insulation planning skill for an unoffered job. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I02_E5 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I02_E5 ## Source row 18814 ## Full literal meaning discussing safety rules to follow when conducting investigations, such as following teacher instructions, manipulating equipment and materials with care and wearing appropriate personal safety gear, such as gloves, safety goggles and face masks when handling soils ## Opportunity status Conditional scaffolded planning/conduct and fairness ## Exact opportunity and limits Adult preparation/current school safety for any actual measurement or sealed display, suitable materials, no unknown dust/rock/soil handling. QCAA techniques/local policy guide actual practice; no child extraction/electric/water-safety test. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I02_E6 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I02_E6 ## Source row 18815 ## Full literal meaning consulting with First Nations Australians to guide the planning of scientific investigations, including safety considerations for field investigations ## Opportunity status Conditional scaffolded planning/conduct and fairness ## Exact opportunity and limits No First Nations consultation occurred. Community authority/safety/field permission required before a future co-designed field activity. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I03 ## Collection learning_areas ## Record type content_description ## Code AC9S3I03 ## Source row 18816 ## Full literal meaning follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate ## Opportunity status Conditional actual familiar-scaled-instrument opportunity ## Exact opportunity and limits D46 actual familiar cm ruler with NEW plain-paper objects, zero alignment, suitable increments, record units/reading/support; optional adult-safe sealed gallery descriptive observations. All diagram cm and supplied mL data remain supplied/model evidence. Choosing Record lens or reading a scale does not establish actual instrument use. Recording a helper reading is attributed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I03_E1 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I03_E1 ## Source row 18817 ## Full literal meaning using appropriate equipment to make and record observations, such as digital cameras, video, voice recorders and scaled instruments with appropriate increments ## Opportunity status Conditional actual familiar-scaled-instrument opportunity ## Exact opportunity and limits Conditional actual familiar cm ruler/record D46. Camera/video/voice capture optional local consent, not assumed, no recording service. Digital lens displays existing records, not measurements. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I03_E2 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I03_E2 ## Source row 18818 ## Full literal meaning exploring how to use equipment such as thermometers or measuring cylinders and making readings with guidance ## Opportunity status Conditional actual familiar-scaled-instrument opportunity ## Exact opportunity and limits Real ruler is a familiar scaled-instrument opportunity; no thermometer/measuring-cylinder reading by child claimed from supplied cm/mL accounts. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I03_E3 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I03_E3 ## Source row 18819 ## Full literal meaning collaboratively designing a table to collect observations in the form of numerical data, written descriptions, drawings or photos ## Opportunity status Conditional actual familiar-scaled-instrument opportunity ## Exact opportunity and limits D46 optional own table and D47 provided six-row table/scaffold. Record whether child designed labels/recorded actual observations or only read supplied table. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I03_E4 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I03_E4 ## Source row 18820 ## Full literal meaning identifying and taking on roles in group work, such as setting up the equipment, making observations, recording observations and ensuring safe behaviours ## Opportunity status Conditional actual familiar-scaled-instrument opportunity ## Exact opportunity and limits Optional helper/partner roles in D46 gallery; record actual child setup/observation/record/safe conduct separately, never infer participation from worksheet completion. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:SCISCIY3SI_3 ## Collection learning_areas ## Record type sub_strand ## Code SCISCIY3SI_3 ## Source row 18821 ## Full literal meaning Processing, modelling and analysing ## Opportunity status Whole structural/level meaning retained ## Exact opportunity and limits Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I04 ## Collection learning_areas ## Record type content_description ## Code AC9S3I04 ## Source row 18822 ## Full literal meaning construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns ## Opportunity status Partial represent/organise/relate evidence ## Exact opportunity and limits D42 making-trail model, D46 actual or source-labelled length table, D47 all six quantities and selected simple column graph with zero/equal2mL ticks, D48 coded diagram, own D49 product. Odd7/11mL midway with numerals. Supplied graphs/scaffolds versus child-created representations recorded distinctly; no melting-time/life-stage graph claimed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I04_E1 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I04_E1 ## Source row 18823 ## Full literal meaning representing observed life stages by constructing models using recycled or craft materials ## Opportunity status Partial represent/organise/relate evidence ## Exact opportunity and limits D42 resource-making model is not an observed life-stage model; exact biological illustration retained for its appropriate later opportunity. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I04_E2 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I04_E2 ## Source row 18824 ## Full literal meaning constructing pictorial maps to show the location of different soil and rock types in the local environment ## Opportunity status Partial represent/organise/relate evidence ## Exact opportunity and limits Local workflow may support a future verified resources map; no local map/soil locations invented in this bank. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I04_E3 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I04_E3 ## Source row 18825 ## Full literal meaning constructing and using tables to explore the relationship between ambient temperature and time taken to melt ## Opportunity status Partial represent/organise/relate evidence ## Exact opportunity and limits D47 table concerns supplied collection quantities, not temperature/time-to-melt. No cross-variable relabelling. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I04_E4 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I04_E4 ## Source row 18826 ## Full literal meaning using graphic organisers to compare properties of solids and liquids ## Opportunity status Partial represent/organise/relate evidence ## Exact opportunity and limits Resource/source/job organiser supports meaning relationships, not whole solids/liquids classification evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I04_E5 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I04_E5 ## Source row 18827 ## Full literal meaning using column graphs to show melting time for ice in containers with different insulating layers ## Opportunity status Partial represent/organise/relate evidence ## Exact opportunity and limits D47 simple column scaffold has named sample/trial/mL and equal scale; no insulation/melting time. Appropriate conditional transfer, not that illustrative investigation completed. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:SCISCIY3SI_4 ## Collection learning_areas ## Record type sub_strand ## Code SCISCIY3SI_4 ## Source row 18828 ## Full literal meaning Evaluating ## Opportunity status Whole structural/level meaning retained ## Exact opportunity and limits Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I05 ## Collection learning_areas ## Record type content_description ## Code AC9S3I05 ## Source row 18829 ## Full literal meaning compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions ## Opportunity status Conditional compare/fairness/question/conclusion ## Exact opportunity and limits D46 plan fairness, D47 complete-record/subset limits, D48/49 optional ACTUAL willing-reader/peer comparison with consent, D50 justified keep/change/open and further question. Fictional reader views can be reasoned about but are not actual peer findings. One trial or supplier statement cannot establish universal growth/safety/reader-success conclusions. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I05_E1 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I05_E1 ## Source row 18830 ## Full literal meaning comparing findings, such as about best insulators, with those of others and identifying further questions based on differences in findings ## Opportunity status Conditional compare/fairness/question/conclusion ## Exact opportunity and limits Actual willing-peer comparison possible D46/48/49; source-fiction readers explicitly not real others. No best-insulator comparison offered. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I05_E2 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I05_E2 ## Source row 18831 ## Full literal meaning discussing the factors that make investigations fair and evaluating the fairness of their own and others’ investigations ## Opportunity status Conditional compare/fairness/question/conclusion ## Exact opportunity and limits D46 zero/direction/ruler fairness and C18 changed dimension; D47 matched supplied conditions can be evaluated within scope. Actual investigation fairness recorded only if conducted. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I05_E3 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I05_E3 ## Source row 18832 ## Full literal meaning drawing conclusions based on consideration of their own and others’ findings ## Opportunity status Conditional compare/fairness/question/conclusion ## Exact opportunity and limits D47/48 bounded source conclusions; optional actual paper/reader evidence separately. Cannot infer others' actual findings from supplied fictional views. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I05_E4 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I05_E4 ## Source row 18833 ## Full literal meaning identifying further questions for investigation based on observations, differences in findings or new ideas ## Opportunity status Conditional compare/fairness/question/conclusion ## Exact opportunity and limits D41/45/48/50 and all four-source question components keep further question/result open, with a source clue and purpose where requested. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:SCISCIY3SI_5 ## Collection learning_areas ## Record type sub_strand ## Code SCISCIY3SI_5 ## Source row 18834 ## Full literal meaning Communicating ## Opportunity status Whole structural/level meaning retained ## Exact opportunity and limits Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I06 ## Collection learning_areas ## Record type content_description ## Code AC9S3I06 ## Source row 18835 ## Full literal meaning write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate ## Opportunity status Partial purpose/audience/vocabulary communication ## Exact opportunity and limits D41–50 pocket trails/visitor labels/quiet briefings/folio, source identity and appropriate ore/mineral/soil/quantity vocabulary with scaffolds. Spoken/signed/AAC/drawing/verbatim support legitimate; vocabulary offered, not a spelling/length/format score. Reader purpose named; actual reader reply optional and never fabricated. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I06_E1 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I06_E1 ## Source row 18836 ## Full literal meaning discussing how to construct simple reports of their investigations to share their predictions, methods, results and conclusions with their peers ## Opportunity status Partial purpose/audience/vocabulary communication ## Exact opportunity and limits Optional D46 actual mini-report uses question/before clue/method/actual result/bounded conclusion; ordinary retrospective source cannot fill its Before lane. Peer sharing only with consent. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I06_E2 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I06_E2 ## Source row 18837 ## Full literal meaning consulting First Nations Australians’ representations of living things as evidenced and communicated through formal and informal sharing of information ## Opportunity status Partial purpose/audience/vocabulary communication ## Exact opportunity and limits No First Nations representation newly reproduced/translated or consulted; rights/authority workflow required, including authorised reviewer, attribution and integrity. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I06_E3 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I06_E3 ## Source row 18838 ## Full literal meaning writing a life-cycle story from the perspective of a living thing, including appropriate scientific terms for life stages ## Opportunity status Partial purpose/audience/vocabulary communication ## Exact opportunity and limits No life-cycle perspective story; source-trail explanation different product. Full literal meaning retained. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I06_E4 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I06_E4 ## Source row 18839 ## Full literal meaning creating posters to display around school on the importance of placing compostable lunchtime food scraps such as apple cores in compost bins for use in kitchen gardens ## Opportunity status Partial purpose/audience/vocabulary communication ## Exact opportunity and limits No compost campaign as a verified school policy/experiment. An adult-reviewed local policy could support future purposeful communication, separate from our soil roles. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I06_E5 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I06_E5 ## Source row 18840 ## Full literal meaning collaborating to create a pictorial map of the school grounds showing where different rocks or soils can be found as part of the built or natural environment and creating a class display of rocks and soils collected ## Opportunity status Partial purpose/audience/vocabulary communication ## Exact opportunity and limits Optional future adult-authorised resources map needs actual locations/permissions. Museum drawing/material origins here do not constitute grounds collection/display. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I06_E6 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I06_E6 ## Source row 18841 ## Full literal meaning creating an advertisement to promote a new insulated container design to parents of primary-school-aged children ## Opportunity status Partial purpose/audience/vocabulary communication ## Exact opportunity and limits D49 useful resource card has real chosen reader/purpose; not an insulation-design advertisement or claimed performance result. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:learning_areas:AC9S3I06_E7 ## Collection learning_areas ## Record type illustrative_elaboration ## Code AC9S3I06_E7 ## Source row 18842 ## Full literal meaning representing heat transfer using diagrams, digital drawings, arrows or labels using scientific vocabulary ## Opportunity status Partial purpose/audience/vocabulary communication ## Exact opportunity and limits Making/data arrows in this block do not depict measured heat transfer. Heat diagrams remain a distinct appropriate opportunity. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded. ## Id acara-v9:achievement_standards:bde6d9a5ba76e4ed ## Collection achievement_standards ## Record type achievement_standard ## Code None ## Source row 237 ## Full literal meaning By the end of Year 3 students classify and compare living and non-living things and different life cycles. They describe the observable properties of soils, rocks and minerals and describe their importance as resources. They identify sources of heat energy and examples of heat transfer and explain changes in the temperature of objects. They classify solids and liquids based on observable properties and describe how to cause a change of state. They describe how people use data to develop explanations. They identify solutions that use scientific explanations. Students pose questions to explore patterns and relationships and make predictions based on observations. They use scaffolds to plan safe investigations and fair tests. They use familiar classroom instruments to make measurements. They organise data and information using provided scaffolds and identify patterns and relationships. They compare their findings with those of others, explain how they kept their investigation fair, identify further questions and draw conclusions. They communicate ideas and findings for an identified purpose, including using scientific vocabulary when appropriate. ## Opportunity status Whole annual standard retained, not attained by this bank ## Exact opportunity and limits The complete standard is the annual folio anchor. Partial U02/H01/H02 and conditional I01–I06 opportunities are detailed per description. Biology/heat/state and real conduct/others remain broader requirements. No two-week score or digital choice constitutes annual attainment. ## Claim Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.