# Exact Foundation Dance rows · proposed partial mapping

Checked **2026-09-30** against the fresh [official ACARA v9 workbook](https://www.australiancurriculum.edu.au/content/dam/en/curriculum/ac-version-9/downloads/curriculum-workbook.xlsx): HTTP 200, 2,049,917 bytes, SHA-256 `db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3`, equal to the pinned canonical workbook/import. Actual Learning areas E/J cells below, subject **Dance**, level **Foundation Year**; nonbreaking whitespace normalised. [Receipts](SOURCE-RECEIPTS.json) retain actual method/limits.

| Exact code | Workbook code/text cells | Exact description |
| --- | --- | --- |
| AC9ADAFE01 | E20513/J20513 | explore how and why the arts are important for people and communities |
| AC9ADAFD01 | E20522/J20522 | use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas |
| AC9ADAFC01 | E20532/J20532 | create arts works that communicate ideas |
| AC9ADAFP01 | E20541/J20541 | share their arts works with audiences |

The [QCAA Prep Dance alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/curriculum/ac9_dance_prep_as_cd_alignment.pdf), document 230410/2023, complete official indexed one-page text freshly read, confirms these rows and Queensland **Prep** framing. Direct GET returned **403**; no fresh PDF bytes/layout downloaded. Its encounter-description aspect maps FE01/FP01; creating/sharing forms maps all four. Canonical Achievement standards row 12 is Foundation Arts with no separate Dance subject name in that row; do not use the Year 1–2 Dance standard or infer whole achievement from two checks.

| Code | Bounded opportunity | Evidence needed / gap |
| --- | --- | --- |
| AC9ADAFE01 | Day 47 actual supplied Little Shape Reveal source/purpose and own response; varied additional works via source slot. | Actual accessible work/version/date/observer/route/help and child's own response. Computer-created organisational model only supports one narrow purpose example; no human performance, real community importance or broad people/community coverage. |
| AC9ADAFD01 | Ordinary days: actual chosen tiny trials, quality exploration, own choices/rehearsal/stop and compositional planning. | Own action/quality decisions and support; actual child movement separate from adult enactment/object/drawing. A correct mark row alone does not show physical skill. |
| AC9ADAFC01 | Own tiny picture reveal, puppet ending, dance alone or own purpose, invented/refined by child. | Available own work/action key/intention. Intention is not achieved effect; a graphic composition is not child bodily performance. Open alternatives can be valid art while differing from a stated planning brief. |
| AC9ADAFP01 | Day 48 or later optional own work shared with an actual willing audience. | Actual work/performer/route/date/recipient/medium; response or NONE. Private work/planned audience/puppet rehearsal/download listing is not actual child sharing. |

Canonical Foundation Dance level-description cell D20511 includes body awareness and exploration of space, time, dynamics and relationships through purposeful play and movement. The [current ACARA Arts overview](https://www.australiancurriculum.edu.au/curriculum-information/understand-this-learning-area/the-arts), fresh official text read, connects Dance body/meaning with choreography, performance and response across varied contexts. FLOW/PLACE are original plain teaching prompts for a connected versus gently arriving quality; **not official code wording, universal gestures, exact forms, strength/speed targets or a mandated sequence**.

[QCAA Performing Arts Prep techniques/conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/the-arts/assessment/ac9_arts_perform_tc_prep.pdf), October 2023, complete official indexed four-page text freshly read; direct 403/no download. It separates making projects, performance and short responses; allows local modes, multiple lessons/components and scribing that preserves purpose with documented help. Our informal open checks are original, not QCAA instruments/grades. Physical practical evidence requires actual locally reviewed observed activity. Unfinished work is not yet observed, with another sitting/no completion-speed score.

Integrated Week 9 display/Week 10 reflection offer a possible practical purpose only. This leaf judges no Mathematics, English, Science, HPE or Technologies code. Local school/state/sector curriculum, reporting/timetable/access/safety remain to be reviewed; national Foundation/Queensland Prep checks do not verify other jurisdictions or current adoption dates. Ten authored starts are partial support, not a completed subject year or accessibility/classroom result. Official curriculum retains [ACARA terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use) and [QCAA terms/exceptions](https://www.qcaa.qld.edu.au/copyright); no authority endorsement.