# Exact Year 7 Science crosswalk

Current official workbook downloaded 1 October 2026: **2,049,917 bytes**, SHA-256 **db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3**. Independent shared-string XML decode of actual sheet1 E/J and A/B/C identity, matched to the retained canonical import. [Public source summary](source-summary.json). The live workbook matches the retained 29 September import; no shared dataset is changed. [Official workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx).

## AC9S7U02 · sheet1 E/J19134

> use models, including food webs, to represent matter and energy flow in ecosystems and predict the impact of changing abiotic and biotic factors on populations

## AC9S7I01 · sheet1 E/J19208

> develop investigable questions, reasoned predictions and hypotheses to explore scientific models, identify patterns and test relationships

## AC9S7I04 · sheet1 E/J19233

> select and construct appropriate representations, including tables, graphs, models and mathematical relationships, to organise and process data and information

## AC9S7I06 · sheet1 E/J19247

> analyse methods, conclusions and claims for assumptions, possible sources of error, conflicting evidence and unanswered questions

## AC9S7I07 · sheet1 E/J19254

> construct evidence-based arguments to support conclusions or evaluate claims and consider any ethical issues and cultural protocols associated with using or citing secondary data or information

## AC9S7I08 · sheet1 E/J19261

> write and create texts to communicate ideas, findings and arguments for specific purposes and audiences, including selection of appropriate language and text features, using digital tools as appropriate

## Precise available components

| Code | Prepared opportunities | What actual evidence can support | Limits |
|---|---|---|---|
| U02 | Days21–30; sourced model, process traces, abiotic FW-C and biotic ordinary/FW-D inputs | Actual represent/describe matter and energy pathways and reasoned conditional population effects | One feeding link is partial; fiction/model does not demonstrate an actual ecosystem change. Full U02 needs breadth beyond an isolated component. |
| I01 | Days24–27, fresh25/30 if learner poses it | Investigable model question, reasoned prediction/hypothesis with input/outcome/conditions | A copied prompt is not a learner question; no field/equipment investigation assumed. |
| I04 | Days21–26/29–30 | Actual selected/constructed labelled model, relation table or described representation | One pair is partial; an unmade plan is a plan. No graph/table/mathematical range automatically covered. |
| I06 | Days22–24/26–30 | Actual analysis of source scope, assumption, conflicting pathway or unanswered question | Hearing a caveat is not analysis evidence; none supplies measurement-error investigation. |
| I07 | Days27–29, fresh30 if actual argument/citation | Actual source-connected argument/claim repair and consideration of relevant secondary-source rights/authority | Not blanket ethical/cultural-protocol completion. No local First Nations content/authority supplied. |
| I08 | Days21–22/27–30 | Actual purpose/audience choice, text/diagram/described composition and language/features | Actual delivery, digital-tool use and feedback are conditional; director composition does not imply adult's physical/digital work is learner's. |

Lesson labels abbreviate these six exact codes, not new codes. The ordinary scripts, route options and held cases prepare opportunities; assessment depends on actual response/support. No author collects child data or requires a pilot response to prepare a usable activity.

## Achievement, level and Queensland overlay

Sheet2 **row241**, A/B Science and E Year7, contains the full achievement standard. Selected exact aspect: “They represent flows of matter and energy in ecosystems and predict the effects of environmental changes.” Other science topics, Science as a Human Endeavour and full inquiry/measurement/investigation breadth are not certified. Sheet1 level descriptor row19123 is context, not an extra daily outcome.

[QCAA Year7 alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/curriculum/ac9_science_yr7_as_cd_alignment.pdf), resource230395, April2023, pp1–2, ©State of Queensland (QCAA)2023: current official indexed full text read 1 October2026; U02/I01/I04 p1 and I06/I07/I08 p2 agree with these raw rows. Direct fetch returned403, so no current remote PDF byte hash/layout claim is made.

[QCAA Years7–8 assessment advice](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_tc_yr7-8.pdf), resource230154-02, October2023, pp1–3, ©2023, was also read as current official indexed text; direct fetch403. Investigation, experimental investigation and examination differ. These selected informal model/communication checks are not a formal written examination, primary-data experimental investigation or award of an official level. Local educators choose suitable conditions/modes; advice lengths/times are not imposed quotas. Flexible first components/later sittings remain valid here.

This is an Australian Curriculum resource with a checked Queensland overlay. Other state/sector policies, individual adjustments and local authority decisions require educator review; no all-state certification is implied. No national F–10 code is borrowed for senior study. Preceding classification and short web starts remain separate resources; this leaf adds depth without claiming that sequence rows equal completed lessons or that an authored opportunity equals observed attainment.