All96 national meanings and opportunity limits

All96 literal national meanings and bounded opportunity limits. This bank contributes selected learning opportunities; it is not an annual folio or earned checklist.

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

SCISCIY3

learning_areas

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

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?

acara-v9:learning_areas:SCISCIY3

Whole structural/level meaning retained

level_description

18748

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

SCISCIY3_1SU

learning_areas

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Science understanding

acara-v9:learning_areas:SCISCIY3_1SU

Whole structural/level meaning retained

strand

18749

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

SCISCIY3SU_1

learning_areas

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Biological sciences

acara-v9:learning_areas:SCISCIY3SU_1

Whole structural/level meaning retained

sub_strand

18750

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U01

learning_areas

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.

compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals

acara-v9:learning_areas:AC9S3U01

Not newly taught or assessed in this block

content_description

18751

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U01_E1

learning_areas

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.

classifying a collection of objects as living, once living or non-living and explaining their reasoning

acara-v9:learning_areas:AC9S3U01_E1

Not newly taught or assessed in this block

illustrative_elaboration

18752

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U01_E2

learning_areas

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.

observing and describing differences between metamorphic (such as butterflies, beetles or frogs) and non-metamorphic life cycles of animals, including humans

acara-v9:learning_areas:AC9S3U01_E2

Not newly taught or assessed in this block

illustrative_elaboration

18753

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U01_E3

learning_areas

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.

comparing the physical characteristics of an animal such as a frog or moth with its activity at different stages of its life cycle

acara-v9:learning_areas:AC9S3U01_E3

Not newly taught or assessed in this block

illustrative_elaboration

18754

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U01_E4

learning_areas

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.

representing stages of a plant or animal’s life cycle using drawings, digital photographs, graphic organisers or concrete materials

acara-v9:learning_areas:AC9S3U01_E4

Not newly taught or assessed in this block

illustrative_elaboration

18755

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U01_E5

learning_areas

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.

investigating how First Nations Australians understand and utilise the life cycles of certain species

acara-v9:learning_areas:AC9S3U01_E5

Not newly taught or assessed in this block

illustrative_elaboration

18756

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

SCISCIY3SU_2

learning_areas

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Earth and space sciences

acara-v9:learning_areas:SCISCIY3SU_2

Whole structural/level meaning retained

sub_strand

18757

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U02

learning_areas

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.

compare the observable properties of soils, rocks and minerals and investigate why they are important Earth resources

acara-v9:learning_areas:AC9S3U02

Partial resource breadth and conditional observable comparisons

content_description

18758

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U02_E1

learning_areas

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.

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

acara-v9:learning_areas:AC9S3U02_E1

Partial resource breadth and conditional observable comparisons

illustrative_elaboration

18759

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U02_E2

learning_areas

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.

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

acara-v9:learning_areas:AC9S3U02_E2

Partial resource breadth and conditional observable comparisons

illustrative_elaboration

18760

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U02_E3

learning_areas

D42/D45/C04/V02/V05 explicitly distinguish mineral components of rocks from industrial metal manufacturing. Colours/patterns in a drawing identify no mineral names.

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

acara-v9:learning_areas:AC9S3U02_E3

Partial resource breadth and conditional observable comparisons

illustrative_elaboration

18761

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U02_E4

learning_areas

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.

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

acara-v9:learning_areas:AC9S3U02_E4

Partial resource breadth and conditional observable comparisons

illustrative_elaboration

18762

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U02_E5

learning_areas

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.

investigating First Nations Australians’ knowledges of different rock and mineral types, and how they were used such as for stone blades, grindstones and pigments

acara-v9:learning_areas:AC9S3U02_E5

Partial resource breadth and conditional observable comparisons

illustrative_elaboration

18763

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U02_E6

learning_areas

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.

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

acara-v9:learning_areas:AC9S3U02_E6

Partial resource breadth and conditional observable comparisons

illustrative_elaboration

18764

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U02_E7

learning_areas

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.

examining information on plant tags and exploring the vocabulary used to describe soils and different plant soil requirements

acara-v9:learning_areas:AC9S3U02_E7

Partial resource breadth and conditional observable comparisons

illustrative_elaboration

18765

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U02_E8

learning_areas

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.

investigating which rocks or minerals are quarried or mined locally or regionally and how those resources are used

acara-v9:learning_areas:AC9S3U02_E8

Partial resource breadth and conditional observable comparisons

illustrative_elaboration

18766

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

SCISCIY3SU_3

learning_areas

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Physical sciences

acara-v9:learning_areas:SCISCIY3SU_3

Whole structural/level meaning retained

sub_strand

18767

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U03

learning_areas

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.

identify sources of heat energy and examine how temperature changes when heat energy is transferred from one object to another

acara-v9:learning_areas:AC9S3U03

Not newly taught or assessed

content_description

18768

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U03_E1

learning_areas

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.

exploring how we sense heat and identifying sources of heat such as the sun, fire, electrical devices and geothermal springs

acara-v9:learning_areas:AC9S3U03_E1

Not newly taught or assessed

illustrative_elaboration

18769

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U03_E2

learning_areas

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.

recognising that changes in heat energy can be measured using a thermometer

acara-v9:learning_areas:AC9S3U03_E2

Not newly taught or assessed

illustrative_elaboration

18770

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U03_E3

learning_areas

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.

observing and, with assistance, measuring, what happens when a cold object is placed in direct contact with a warm object and proposing explanations

acara-v9:learning_areas:AC9S3U03_E3

Not newly taught or assessed

illustrative_elaboration

18771

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U03_E4

learning_areas

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.

modelling the movement of heat from one object to another using drawing or role-play

acara-v9:learning_areas:AC9S3U03_E4

Not newly taught or assessed

illustrative_elaboration

18772

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U03_E5

learning_areas

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.

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

acara-v9:learning_areas:AC9S3U03_E5

Not newly taught or assessed

illustrative_elaboration

18773

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U03_E6

learning_areas

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.

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

acara-v9:learning_areas:AC9S3U03_E6

Not newly taught or assessed

illustrative_elaboration

18774

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

SCISCIY3SU_4

learning_areas

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Chemical sciences

acara-v9:learning_areas:SCISCIY3SU_4

Whole structural/level meaning retained

sub_strand

18775

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U04

learning_areas

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.

investigate the observable properties of solids and liquids and how adding or removing heat energy leads to a change of state

acara-v9:learning_areas:AC9S3U04

Not newly taught or assessed

content_description

18776

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U04_E1

learning_areas

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.

observing the properties of substances and classifying them as solids (that hold their shape) or liquids (that fill the bottom of containers)

acara-v9:learning_areas:AC9S3U04_E1

Not newly taught or assessed

illustrative_elaboration

18777

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U04_E2

learning_areas

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.

investigating ice melting or water freezing in a sealed bag and explaining their observations

acara-v9:learning_areas:AC9S3U04_E2

Not newly taught or assessed

illustrative_elaboration

18778

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U04_E3

learning_areas

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.

using ice cubes, butter or chocolate to explore how changes of state involve the removal of heat or the addition of heat

acara-v9:learning_areas:AC9S3U04_E3

Not newly taught or assessed

illustrative_elaboration

18779

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U04_E4

learning_areas

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.

investigating how changes of state in materials used by First Nations Australians such as beeswax or resins are important for their use

acara-v9:learning_areas:AC9S3U04_E4

Not newly taught or assessed

illustrative_elaboration

18780

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3U04_E5

learning_areas

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.

exploring how changes from solid to liquid and liquid to solid can help us recycle materials such as glass or plastics

acara-v9:learning_areas:AC9S3U04_E5

Not newly taught or assessed

illustrative_elaboration

18781

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

SCISCIY3_2SHE

learning_areas

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Science as a human endeavour

acara-v9:learning_areas:SCISCIY3_2SHE

Whole structural/level meaning retained

strand

18782

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

SCISCIY3SHE_1

learning_areas

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Nature and development of science

acara-v9:learning_areas:SCISCIY3SHE_1

Whole structural/level meaning retained

sub_strand

18783

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3H01

learning_areas

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.

examine how people use data to develop scientific explanations

acara-v9:learning_areas:AC9S3H01

Partial information-to-explanation opportunities

content_description

18784

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3H01_E1

learning_areas

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.

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

acara-v9:learning_areas:AC9S3H01_E1

Partial information-to-explanation opportunities

illustrative_elaboration

18785

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3H01_E2

learning_areas

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.

exploring how farmers use soil tests to monitor and manage the health of farms

acara-v9:learning_areas:AC9S3H01_E2

Partial information-to-explanation opportunities

illustrative_elaboration

18786

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3H01_E3

learning_areas

Ingenhousz/Thompson heat investigation meaning retained; no new historical/heat lesson or conductor experiment.

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

acara-v9:learning_areas:AC9S3H01_E3

Partial information-to-explanation opportunities

illustrative_elaboration

18787

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3H01_E4

learning_areas

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.

exploring age-appropriate science reports and journal articles and identifying where in the text the author has included data, findings or explanations

acara-v9:learning_areas:AC9S3H01_E4

Partial information-to-explanation opportunities

illustrative_elaboration

18788

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3H01_E5

learning_areas

No documentary/webinar viewed or created. Complete written narration10 is our original ordinary read-aloud; no provider video/audio reused.

viewing a documentary or webinar and observing how scientists and researchers share their data and explanations

acara-v9:learning_areas:AC9S3H01_E5

Partial information-to-explanation opportunities

illustrative_elaboration

18789

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

SCISCIY3SHE_2

learning_areas

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Use and influence of science

acara-v9:learning_areas:SCISCIY3SHE_2

Whole structural/level meaning retained

sub_strand

18790

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3H02

learning_areas

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.

consider how people use scientific explanations to meet a need or solve a problem

acara-v9:learning_areas:AC9S3H02

Partial explanation-to-need opportunities

content_description

18791

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3H02_E1

learning_areas

Full First Nations harvest/life-cycle meaning retained, no community knowledge presumed; authorised community-led future contribution only.

recognising how First Nations Australians observe and describe developmental changes in plants and animals to make decisions about when to harvest certain resources

acara-v9:learning_areas:AC9S3H02_E1

Partial explanation-to-need opportunities

illustrative_elaboration

18792

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3H02_E2

learning_areas

F3 broad role supports questions, but compost history/growth benefit experiment not taught or evidenced. No food-waste handling/recommendation from this record.

exploring the history of manure and compost use in agriculture and how composting can help improve soil condition and plant growth

acara-v9:learning_areas:AC9S3H02_E2

Partial explanation-to-need opportunities

illustrative_elaboration

18793

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3H02_E3

learning_areas

No fruit-fly pest/life-cycle control lesson; biological bank separate; no spray or pest treatment instruction.

investigating how understanding of life cycles of insect pests such as fruit flies led to effective control strategies

acara-v9:learning_areas:AC9S3H02_E3

Partial explanation-to-need opportunities

illustrative_elaboration

18794

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3H02_E4

learning_areas

Historical salt/white-gold illustrative meaning remains exact, no historical/medical claim or food-preservation experiment newly adopted.

investigating why salt, was so important to people’s diets, food preservation and medicine in ancient times that it was known as ‘white gold’

acara-v9:learning_areas:AC9S3H02_E4

Partial explanation-to-need opportunities

illustrative_elaboration

18795

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3H02_E5

learning_areas

No cooking/heat-transfer lesson; electrical reference is a different property. Do not credit foil reference as boiling/frying/roasting evidence.

exploring how science knowledge of heat transfer has helped people develop different ways to cook food, such as by boiling, frying or roasting

acara-v9:learning_areas:AC9S3H02_E5

Partial explanation-to-need opportunities

illustrative_elaboration

18796

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3H02_E6

learning_areas

Useful property-to-job reasoning D43 is analogous, not an insulation test or engineer packaging dataset. Temperature/performance remains unmeasured.

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

acara-v9:learning_areas:AC9S3H02_E6

Partial explanation-to-need opportunities

illustrative_elaboration

18797

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

SCISCIY3_3SI

learning_areas

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Science inquiry

acara-v9:learning_areas:SCISCIY3_3SI

Whole structural/level meaning retained

strand

18798

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

SCISCIY3SI_1

learning_areas

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Questioning and predicting

acara-v9:learning_areas:SCISCIY3SI_1

Whole structural/level meaning retained

sub_strand

18799

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I01

learning_areas

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.

pose questions to explore observed patterns and relationships and make predictions based on observations

acara-v9:learning_areas:AC9S3I01

Conditional question and genuine prospective prediction

content_description

18800

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I01_E1

learning_areas

Country-specific life-cycle enquiry requires authorised First Nations guidance; no invented translation/knowledge here.

acknowledging and using information from First Nations Australians to guide the development of questions regarding life cycles

acara-v9:learning_areas:AC9S3I01_E1

Conditional question and genuine prospective prediction

illustrative_elaboration

18801

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I01_E2

learning_areas

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.

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?’

acara-v9:learning_areas:AC9S3I01_E2

Conditional question and genuine prospective prediction

illustrative_elaboration

18802

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I01_E3

learning_areas

No agriculture/soil maps adopted. Adult verified map workflow must preserve layer/date/legend/spatial scope before children's pattern questions.

comparing simple maps of Australian agriculture and soil types and posing questions about observed patterns, such as: ‘Does wheat grow in particular soils?’

acara-v9:learning_areas:AC9S3I01_E3

Conditional question and genuine prospective prediction

illustrative_elaboration

18803

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I01_E4

learning_areas

No ambiguous-solid/liquid classification question performed in this block; preceding chemical bank is separate.

posing questions about substances that are difficult to classify as a solid or liquid, such as toothpaste, slime or hair gel

acara-v9:learning_areas:AC9S3I01_E4

Conditional question and genuine prospective prediction

illustrative_elaboration

18804

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I01_E5

learning_areas

No ice mass prediction/measurement; full meaning retained without earned-credit claim.

predicting whether the mass of ice in a sealed container will change when the ice has melted

acara-v9:learning_areas:AC9S3I01_E5

Conditional question and genuine prospective prediction

illustrative_elaboration

18805

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I01_E6

learning_areas

D46 explicitly teaches before prediction/clue with a different paper-length job, not insulating-performance prediction. Heat application remains for another actual opportunity.

predicting which material will be the most effective insulator of heat

acara-v9:learning_areas:AC9S3I01_E6

Conditional question and genuine prospective prediction

illustrative_elaboration

18806

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I01_E7

learning_areas

No ambient-temperature ice-rate prediction or experiment; supplied water quantities have different variable/outcome.

predicting how quickly ice will melt at different ambient temperatures based on previous observations

acara-v9:learning_areas:AC9S3I01_E7

Conditional question and genuine prospective prediction

illustrative_elaboration

18807

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

SCISCIY3SI_2

learning_areas

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Planning and conducting

acara-v9:learning_areas:SCISCIY3SI_2

Whole structural/level meaning retained

sub_strand

18808

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I02

learning_areas

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.

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

acara-v9:learning_areas:AC9S3I02

Conditional scaffolded planning/conduct and fairness

content_description

18809

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I02_E1

learning_areas

D46 optional paper procedure ordered under scaffold. Actual child/adult roles, step selection and conduct noted; read-only plan reasoning remains distinct.

collaboratively identifying and ordering the steps in an investigation

acara-v9:learning_areas:AC9S3I02_E1

Conditional scaffolded planning/conduct and fairness

illustrative_elaboration

18810

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I02_E2

learning_areas

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.

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

acara-v9:learning_areas:AC9S3I02_E2

Conditional scaffolded planning/conduct and fairness

illustrative_elaboration

18811

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I02_E3

learning_areas

No water-settled profile/soil particle experiment. Sealed drawing B sources are descriptions with visible limits, not physical soil preparation.

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

acara-v9:learning_areas:AC9S3I02_E3

Conditional scaffolded planning/conduct and fairness

illustrative_elaboration

18812

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I02_E4

learning_areas

No keep-cold experiment; paper length practice does not establish insulation planning skill for an unoffered job.

planning an investigation to determine which material is the best to keep substances cold

acara-v9:learning_areas:AC9S3I02_E4

Conditional scaffolded planning/conduct and fairness

illustrative_elaboration

18813

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I02_E5

learning_areas

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.

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

acara-v9:learning_areas:AC9S3I02_E5

Conditional scaffolded planning/conduct and fairness

illustrative_elaboration

18814

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I02_E6

learning_areas

No First Nations consultation occurred. Community authority/safety/field permission required before a future co-designed field activity.

consulting with First Nations Australians to guide the planning of scientific investigations, including safety considerations for field investigations

acara-v9:learning_areas:AC9S3I02_E6

Conditional scaffolded planning/conduct and fairness

illustrative_elaboration

18815

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I03

learning_areas

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.

follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate

acara-v9:learning_areas:AC9S3I03

Conditional actual familiar-scaled-instrument opportunity

content_description

18816

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I03_E1

learning_areas

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.

using appropriate equipment to make and record observations, such as digital cameras, video, voice recorders and scaled instruments with appropriate increments

acara-v9:learning_areas:AC9S3I03_E1

Conditional actual familiar-scaled-instrument opportunity

illustrative_elaboration

18817

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I03_E2

learning_areas

Real ruler is a familiar scaled-instrument opportunity; no thermometer/measuring-cylinder reading by child claimed from supplied cm/mL accounts.

exploring how to use equipment such as thermometers or measuring cylinders and making readings with guidance

acara-v9:learning_areas:AC9S3I03_E2

Conditional actual familiar-scaled-instrument opportunity

illustrative_elaboration

18818

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I03_E3

learning_areas

D46 optional own table and D47 provided six-row table/scaffold. Record whether child designed labels/recorded actual observations or only read supplied table.

collaboratively designing a table to collect observations in the form of numerical data, written descriptions, drawings or photos

acara-v9:learning_areas:AC9S3I03_E3

Conditional actual familiar-scaled-instrument opportunity

illustrative_elaboration

18819

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I03_E4

learning_areas

Optional helper/partner roles in D46 gallery; record actual child setup/observation/record/safe conduct separately, never infer participation from worksheet completion.

identifying and taking on roles in group work, such as setting up the equipment, making observations, recording observations and ensuring safe behaviours

acara-v9:learning_areas:AC9S3I03_E4

Conditional actual familiar-scaled-instrument opportunity

illustrative_elaboration

18820

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

SCISCIY3SI_3

learning_areas

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Processing, modelling and analysing

acara-v9:learning_areas:SCISCIY3SI_3

Whole structural/level meaning retained

sub_strand

18821

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I04

learning_areas

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.

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

acara-v9:learning_areas:AC9S3I04

Partial represent/organise/relate evidence

content_description

18822

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I04_E1

learning_areas

D42 resource-making model is not an observed life-stage model; exact biological illustration retained for its appropriate later opportunity.

representing observed life stages by constructing models using recycled or craft materials

acara-v9:learning_areas:AC9S3I04_E1

Partial represent/organise/relate evidence

illustrative_elaboration

18823

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I04_E2

learning_areas

Local workflow may support a future verified resources map; no local map/soil locations invented in this bank.

constructing pictorial maps to show the location of different soil and rock types in the local environment

acara-v9:learning_areas:AC9S3I04_E2

Partial represent/organise/relate evidence

illustrative_elaboration

18824

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I04_E3

learning_areas

D47 table concerns supplied collection quantities, not temperature/time-to-melt. No cross-variable relabelling.

constructing and using tables to explore the relationship between ambient temperature and time taken to melt

acara-v9:learning_areas:AC9S3I04_E3

Partial represent/organise/relate evidence

illustrative_elaboration

18825

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I04_E4

learning_areas

Resource/source/job organiser supports meaning relationships, not whole solids/liquids classification evidence.

using graphic organisers to compare properties of solids and liquids

acara-v9:learning_areas:AC9S3I04_E4

Partial represent/organise/relate evidence

illustrative_elaboration

18826

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I04_E5

learning_areas

D47 simple column scaffold has named sample/trial/mL and equal scale; no insulation/melting time. Appropriate conditional transfer, not that illustrative investigation completed.

using column graphs to show melting time for ice in containers with different insulating layers

acara-v9:learning_areas:AC9S3I04_E5

Partial represent/organise/relate evidence

illustrative_elaboration

18827

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

SCISCIY3SI_4

learning_areas

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Evaluating

acara-v9:learning_areas:SCISCIY3SI_4

Whole structural/level meaning retained

sub_strand

18828

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I05

learning_areas

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.

compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions

acara-v9:learning_areas:AC9S3I05

Conditional compare/fairness/question/conclusion

content_description

18829

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I05_E1

learning_areas

Actual willing-peer comparison possible D46/48/49; source-fiction readers explicitly not real others. No best-insulator comparison offered.

comparing findings, such as about best insulators, with those of others and identifying further questions based on differences in findings

acara-v9:learning_areas:AC9S3I05_E1

Conditional compare/fairness/question/conclusion

illustrative_elaboration

18830

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I05_E2

learning_areas

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.

discussing the factors that make investigations fair and evaluating the fairness of their own and others’ investigations

acara-v9:learning_areas:AC9S3I05_E2

Conditional compare/fairness/question/conclusion

illustrative_elaboration

18831

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I05_E3

learning_areas

D47/48 bounded source conclusions; optional actual paper/reader evidence separately. Cannot infer others' actual findings from supplied fictional views.

drawing conclusions based on consideration of their own and others’ findings

acara-v9:learning_areas:AC9S3I05_E3

Conditional compare/fairness/question/conclusion

illustrative_elaboration

18832

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I05_E4

learning_areas

D41/45/48/50 and all four-source question components keep further question/result open, with a source clue and purpose where requested.

identifying further questions for investigation based on observations, differences in findings or new ideas

acara-v9:learning_areas:AC9S3I05_E4

Conditional compare/fairness/question/conclusion

illustrative_elaboration

18833

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

SCISCIY3SI_5

learning_areas

Read this complete national meaning with all descendants and the whole annual standard. It organises the curriculum; not a task checklist or earned evidence.

Communicating

acara-v9:learning_areas:SCISCIY3SI_5

Whole structural/level meaning retained

sub_strand

18834

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I06

learning_areas

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.

write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate

acara-v9:learning_areas:AC9S3I06

Partial purpose/audience/vocabulary communication

content_description

18835

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I06_E1

learning_areas

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.

discussing how to construct simple reports of their investigations to share their predictions, methods, results and conclusions with their peers

acara-v9:learning_areas:AC9S3I06_E1

Partial purpose/audience/vocabulary communication

illustrative_elaboration

18836

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I06_E2

learning_areas

No First Nations representation newly reproduced/translated or consulted; rights/authority workflow required, including authorised reviewer, attribution and integrity.

consulting First Nations Australians’ representations of living things as evidenced and communicated through formal and informal sharing of information

acara-v9:learning_areas:AC9S3I06_E2

Partial purpose/audience/vocabulary communication

illustrative_elaboration

18837

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I06_E3

learning_areas

No life-cycle perspective story; source-trail explanation different product. Full literal meaning retained.

writing a life-cycle story from the perspective of a living thing, including appropriate scientific terms for life stages

acara-v9:learning_areas:AC9S3I06_E3

Partial purpose/audience/vocabulary communication

illustrative_elaboration

18838

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I06_E4

learning_areas

No compost campaign as a verified school policy/experiment. An adult-reviewed local policy could support future purposeful communication, separate from our soil roles.

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

acara-v9:learning_areas:AC9S3I06_E4

Partial purpose/audience/vocabulary communication

illustrative_elaboration

18839

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I06_E5

learning_areas

Optional future adult-authorised resources map needs actual locations/permissions. Museum drawing/material origins here do not constitute grounds collection/display.

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

acara-v9:learning_areas:AC9S3I06_E5

Partial purpose/audience/vocabulary communication

illustrative_elaboration

18840

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I06_E6

learning_areas

D49 useful resource card has real chosen reader/purpose; not an insulation-design advertisement or claimed performance result.

creating an advertisement to promote a new insulated container design to parents of primary-school-aged children

acara-v9:learning_areas:AC9S3I06_E6

Partial purpose/audience/vocabulary communication

illustrative_elaboration

18841

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

AC9S3I06_E7

learning_areas

Making/data arrows in this block do not depict measured heat transfer. Heat diagrams remain a distinct appropriate opportunity.

representing heat transfer using diagrams, digital drawings, arrows or labels using scientific vocabulary

acara-v9:learning_areas:AC9S3I06_E7

Partial purpose/audience/vocabulary communication

illustrative_elaboration

18842

Retained framework meaning plus planned opportunity only. Actual child meaning/opportunity/support/source/mode must be separately recorded.

None

achievement_standards

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.

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.

acara-v9:achievement_standards:bde6d9a5ba76e4ed

Whole annual standard retained, not attained by this bank

achievement_standard

237