The retained national ACARA v9 canonical import and official-workbook download URL underlie the complete six-record snapshot. Root directly read the retained workbook XML on 3 October 2026; the import/retrieval date is 29 September 2026, not a new remote download claim. Retained workbook: 2,049,917 bytes, SHA db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3; canonical: 18,074,483 bytes, SHA 15fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60.
| National content description | Learning areas XML row | Exact core text |
|---|---|---|
| AC9TDEFK01 | 19725 | explore how familiar products, services and environments are designed by people |
| AC9TDEFP01 | 19733 | generate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose |
For these rows, A/B/C are Technologies / Design and Technologies / Foundation Year; E is the code and J the exact description. The full level description at row19722 describes opportunities for designed products, services or environments, playful material/equipment exploration, communicated ideas and school-selected context. Illustrative elaborations at rows19736 and19737 concern personal-preference evaluation and available/reused construction-play materials. They are examples, not substitute outcomes. All selected present cells, including empty cells, are preserved in the snapshot rather than mislabelled populated.
The complete national achievement-standard record is separately held from the Achievement standards sheet, row246: six present cells A–F, including empty pathway C and sequence D; A Technologies, B Design and Technologies, E Foundation Year, F full exact standard. Its end-year scope includes familiarity across products/services/environments, a school-selected designed solution, created/communicated/chosen ideas and actual safe steps/material/equipment use. This fortnight offers partial evidence opportunities; it does not establish that whole standard.
Current QCAA one-page Prep Design alignment, 230311 © State of Queensland (QCAA) 2023, was opened as primary indexed PDF text on 3 October 2026. The two descriptions and standard scope agree with the national record. No new QCAA remote-byte, layout or classroom-approval claim is made. State/territory enactment, school programme/reporting and other states remain separate work; this is national authority plus a Queensland Prep check.
Where a teacher might observe components
| Day | P01 opportunity, only at actually observed scope | K01 opportunity and boundary |
|---|---|---|
| 131 | Purpose, first part/material/action choice; actual make or plan identified. | Own first idea alone is not a familiar-place source account. |
| 132 | Borrow/change/reject a sourced feature for an own purpose. | Actual already familiar environment, specific people-choice account and own response. New Museum fact is not familiarity. |
| 133 | Two distinct communicated ideas and a chosen idea. | Model comparisons are ordinary practice, not familiar actual designs. |
| 134 | Material/steps, specific actual child action and safe local procedure if observed. | A material choice alone does not prove people-design knowledge. |
| 135 | First held purpose/ideas/choice/steps/evaluation plan; later actual making separately. | Familiarity/source unit only if actually evidenced; blank/unknown remains unknown. |
| 136 | Actual toy marker use or personal-preference evaluation. | Toy-scale result does not prove real people’s access or needs. |
| 137 | Chosen neutral question; actual optional response can inform a design. | Actual staff/design account only if genuine; imagined visitor testimony is not evidence. |
| 138 | Keep/change decision, actual revision/retrial if it occurs. | No manufactured prior product or learner-progress result. |
| 139 | New purpose, alternatives, actual reuse if present. | Additional product/service breadth remains separately needed. |
| 140 | Later original ideas/steps/evaluation and separately actual actions. | Actual source/familiarity remains necessary; no whole-code/whole-year score. |
A child-direction/adult-action route can show ideas/communication/steps while the actual maker is the adult. Drawing/digital/spoken routes show plans unless actual physical actions are observed. No learner outcomes were collected during authoring. Component guide (in the separately selected educator collection) and rights/attribution stay attached.
