This ten-day supplementary Digital Technologies block is for Foundation/Queensland Prep. It is not the Years 1–2 band, a compulsory coding course or a complete school-year program. The unchanged annual organiser remains available as YEAR-SEQUENCE.md and OUTCOME-PLAN.json. It places Week 25 around picture stories/tools and Week 26 around movement and safe/fair rules; this separate subject block can connect to those themes without requiring English/Mathematics mastery or claiming all integrated days are supplied here.
Entry and selected evidence
Previous Digital 101–120 /Weeks 21–24 plans offer possible familiar choices, keys and input/display experiences. Availability of those plans does not prove a learner’s prior exposure or mastery. Begin with one neutrally described card/key and usual communication; model a link if needed. One meaningful own entry or a paper turn can be a complete offer today. Locally approved actual devices/apps are optional selected opportunities. An adult’s demonstration, source explanation or paper roleplay cannot alone establish the child’s actual purposeful device use.
AC9TDIFK01 — recognise and explore digital systems(hardware and software) for a purpose. Days 124/127 provide different fictional accounts and optional actual finder/viewer encounters. Days 126/128/130 can include genuine approved input/display/version choices. Record actual hardware/software/job, learner choice, operator/help and observed result. Preserve the gap if no actual encounter occurred. Optional exact-match programming is enrichment; Foundation has no separate algorithm descriptor in these three descriptions.
AC9TDIFK02 — represent data as objects, pictures and symbols. Days 121–123/126/128 offer broad suitable objects where actually available, original drawings and explained keys. A picture of an object remains a picture. Object/picture/symbol are alternative meaningful opportunities, not a three-form quota each day. Keys are explicitly local, never universal. Observation concerns the explained representation relation, not colour discrimination, visual art quality or handwriting.
AC9TDIFP01 — identify some data that is personal and owned by them. Days 129/130 offer voluntary recognition of an actual original nonidentifying contribution, including faithful assisted production. Fictional-maker reasoning, a supplied pack picture or generic privacy sorting does not establish a learner’s own contribution. Ask only for a harmless own choice/example if wanted; private keep/pass remains valid. No real identifiers, password or photo is demanded. Legal ownership/consent is not determined by this activity.
Full Digital achievement standard: By the end of Foundation students show familiarity with digital systems and use them for a purpose. They represent data using objects, pictures and symbols and identify examples of data that is owned by them.
The original eight sets /32 component criteria are narrow formative judgements, not the entire achievement standard or calibrated AP/MC/WW/EX/BA levels. Actual practical exploration, genuine own contributions and the teacher’s broader folio remain separate. First/later are eligible source offers, not equated tests, repeated exposure disguised as unseen or causal progress measures.
Current Queensland primary guidance
Reading date13 October 2026 is distinct from document date. Prep alignment, complete 1 page /42 lines, lists the Foundation target descriptions/standard. Its printed AC9TDI2K02 beside representation is a code discrepancy; this proposal uses retained national Foundation AC9TDIFK02. Prep elaborations, complete 4 pages /102 lines, November 2023, concern on-balance folio judgements; WW is the expected standard. Techniques/conditions, complete 3 pages /76 lines, October 2023, support locally selected project/investigation and multimodal evidence over flexible sittings. Quantity/response length is not quality. Neutral reading/scribing is documented without changing the judged meaning; actual practical observation cannot be supplied by a fictional answer. The current resource page, updated2 June 2025, separates Prep and Years 1–2. Timings and four-component offers here are original choices, not mandated conditions.
Modified from the three QCAA 2023 primary documents above, ©State of Queensland (QCAA) 2023, CC BY 4.0 subject to https://www.qcaa.qld.edu.au/copyright. Operative copyright read13 October 2026; page updated23 September 2024. See the complete rights/source notice for excluded third-party, student and logo material. No QCAA endorsement or official instrument claim.
A useful local factual doorway
The undated Rockhampton Regional Council brochure Your Online Library Catalogue, complete 2 pages /39 lines opened/read13 October 2026, describes a search feature for finding library items. That modest document-purpose statement can introduce Why might someone want to find an item? It does not supply current catalogue availability, stock, accounts, loans, hours, interface behaviour, successful search, visit, location accessibility or verified translation. Prior Council landing-page403 and current timeout are retained. The brochure’s account/interface/translation instructions are not adopted as current operational guidance. No Council PDF, logo or interface is copied. All twenty collection examples are original fiction, not catalogue results.
The eSafety personal-information page, substantive body read13 October 2026, last updated13 May 2024, identifies name/address/school/credentials and identifying-image contexts as information to protect, and supports asking before sharing another person’s image and respecting refusal. Only those generic categories/choices are paraphrased. Its older minimum13 sentence is excluded as current age-law advice. No account, real photo or identifier is needed, and no eSafety design/imagery is copied.
A genuinely blank local replacement slip
TOOL-CONTRACT specifies twelve empty adult fields: practical question; primary provider/source; source publication/update date; actual check date; exact fact with units/place/limits; unknowns; source fact versus invention; actual action if separately done; rights/permission; child-safe version; full alternative; next review date. Manually open the primary source, read the complete relevant passage, compare dates and contradictory primary evidence, retain unknowns and actual actions separately, check rights, remove identifying details, and then write a narrow factual card or labelled fictional example. A URL or a successful page open alone is not claim verification. No automatic refresh/translation or local observation is promised. Keep the reviewed edition when offering a change for later review.
Whole retained authority and provenance
NATIONAL.json and RAW.json are exact inherited fixed-b872 bodies, not a fresh downloaded workbook. All forty selected Foundation Technologies records are retained: twenty Digital, nineteen Design and one joint Technologies achievement standard. There are three complete standards. Full forty-row raw scope is462 worksheet-column slots,203 present XML cells(196nonempty/seven present-empty),259absent cells. Headers/typed attributes/ref/value-presence/raw index/decoded text are preserved; present-empty differs from absent. Design/joint records are contextual retention, not extra Digital assessment targets. The full Digital introduction builds on EYLF/prior experiences and guided purposeful representation/content/system exploration. Every elaboration is illustrative, not a compulsory activity or permission grant for cultural recordings/family photos/flags.
AUTHORITY-INPUTS retains the29 September 2026 canonical/workbook bytes and hashes. The fixed Git blob bodies are reverified without copying whole baseline history. The current live ACARA Foundation page failed to open; no new13 October workbook/version verification is invented. Current ACARA operative terms were fully read, with core BY4.0, excluded website/design/logo/photos/support media, third-party and Indigenous Cultural and Intellectual Property boundaries kept separate. SOURCE-NOTICE contains all five required attribution paragraphs and complete licence files. Later languages/state variations require competent curriculum/meaning and actual cultural review; none are asserted in this proposal.
Every retained full national meaning
01 · TECTDEFY
Collection: learning_areas; original row19722; typelevel_description.
Learning in Design and Technologies builds on the Early Years Learning Framework, and each student’s prior learning and experiences. By the end of Foundation students should have had the opportunity to create at least one type of designed solution for one of the technologies contexts or one identified by the school. There are rich connections to Digital Technologies, and other learning areas, including Science and Humanities and Social Sciences. Students should have opportunities to experience designing and producing a product, service or environment. They explore technologies – materials and equipment – through play experiences in a context and generate ideas to design a solution for a purpose. Students develop an awareness of how people design products, services and environments. They evaluate design ideas and choose the most suitable idea. Students use a range of methods to communicate design ideas, including drawings or models, for example changing perspectives from front view to plan view. They explore working with materials such as cardboard, fabric and other common household items and using equipment such as scissors, glues, trowels or kitchen utensils. Students learn techniques to safely make a designed solution.
02 · TECTDEFY_1KNO
Collection: learning_areas; original row19723; typestrand.
Knowledge and understanding
03 · TECTDEFYKNO_1
Collection: learning_areas; original row19724; typesub_strand.
Technologies and society
04 · AC9TDEFK01
Collection: learning_areas; original row19725; typecontent_description.
explore how familiar products, services and environments are designed by people
05 · AC9TDEFK01_E1
Collection: learning_areas; original row19726; typeillustrative_elaboration.
identifying how First Nations Australians have long designed and produced domestic items including clothing, tools and shelter, for example the Lamalama Peoples of the eastern Cape York Peninsula weave the reddish coloured fibres from Acacia latifolia alternately with white coloured fibres from Brachychiton diversifolium to produce a striped woven bag
06 · AC9TDEFK01_E2
Collection: learning_areas; original row19727; typeillustrative_elaboration.
exploring how local delivery services meet different needs of people, for example describing how gift packages can be sent to and from people who live in different locations and how online shopping items arrive at a person’s home
07 · AC9TDEFK01_E3
Collection: learning_areas; original row19728; typeillustrative_elaboration.
exploring how an environment such as a local playground may have shade structures to protect users and be designed to allow access for all
08 · AC9TDEFK01_E4
Collection: learning_areas; original row19729; typeillustrative_elaboration.
describing how community gardens, public swimming pools and parks are designed to help people stay healthy
09 · AC9TDEFK01_E5
Collection: learning_areas; original row19730; typeillustrative_elaboration.
asking questions about the design of products from the local store, for example why certain packaging materials might have been selected, and how people design the text and images on the packaging to attract people’s attention
10 · TECTDEFY_2PRO
Collection: learning_areas; original row19731; typestrand.
Processes and production skills
11 · TECTDEFYPRO_1
Collection: learning_areas; original row19732; typesub_strand.
Designing and making
12 · AC9TDEFP01
Collection: learning_areas; original row19733; typecontent_description.
generate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose
13 · AC9TDEFP01_E1
Collection: learning_areas; original row19734; typeillustrative_elaboration.
identifying a purpose for designing and making a solution, for example the sand keeps blowing out of the sandpit, the birds keep flying into the waste bin and taking food scraps or people with disability need to know where they can park at school
14 · AC9TDEFP01_E2
Collection: learning_areas; original row19735; typeillustrative_elaboration.
exploring ideas by drawing or modelling and choosing the most suitable idea, for example drawing or modelling designs for bee hotels to attract native bees to the school garden and choosing one to make, and changing perspectives from front view to plan view
15 · AC9TDEFP01_E3
Collection: learning_areas; original row19736; typeillustrative_elaboration.
evaluating what they have made using personal preferences, for example using a smiley face Likert scale
16 · AC9TDEFP01_E4
Collection: learning_areas; original row19737; typeillustrative_elaboration.
exploring how available materials can be used or re-used in construction play, for example using blocks and rain gutters or cardboard to make a ramp to roll a ball or toy car down
17 · AC9TDEFP01_E5
Collection: learning_areas; original row19738; typeillustrative_elaboration.
practising a range of technical skills safely using equipment, for example joining techniques when making a product from materials, such as a greenhouse to keep a seedling warm or a trellis for holding up tomato plants
18 · AC9TDEFP01_E6
Collection: learning_areas; original row19739; typeillustrative_elaboration.
assembling components of systems and checking they function as planned, for example making and testing a bowling, stacking or obstacle game with discarded food containers or packaging
19 · TECTDIFY
Collection: learning_areas; original row20095; typelevel_description.
Learning in Digital Technologies builds on the Early Years Learning Framework and each student’s prior learning and experiences. By the end of Foundation students should have had the opportunity to experience computational thinking by experimenting with different ways of representing an idea or action with a symbol, object or picture that is understood by others, such as a sun indicating fine conditions in a weather forecast. Through Digital Technologies and Mathematics ( Statistics ), students have opportunities to explore different ways that data can be acquired and recorded, for example using a tablet to take photographs of plants in the school garden. Students have opportunities to develop their confidence with using digital systems by creating content such as simple messages. They become familiar with the difference between data that is owned by them, such as a photo of themselves, and data that is publicly available, such as a photo of their school. Through guided play experiences and tasks, students develop systems thinking by exploring how digital systems, such as tablets, smartphones and laptops can be used for different purposes, at school and at home. In Digital Technologies, students should have frequent opportunities for authentic learning by making key connections with other learning areas.
20 · TECTDIFY_1KNO
Collection: learning_areas; original row20096; typestrand.
Knowledge and understanding
21 · TECTDIFYKNO_1
Collection: learning_areas; original row20097; typesub_strand.
Digital systems
22 · AC9TDIFK01
Collection: learning_areas; original row20098; typecontent_description.
recognise and explore digital systems (hardware and software) for a purpose
23 · AC9TDIFK01_E1
Collection: learning_areas; original row20099; typeillustrative_elaboration.
recognising digital systems that they interact with at home and school, for example smartphone, laptop or programmable toy
24 · AC9TDIFK01_E2
Collection: learning_areas; original row20100; typeillustrative_elaboration.
playing with (with guidance) and using different digital systems to explore what they do for a purpose, for example the class speaking to an expert via videoconference
25 · AC9TDIFK01_E3
Collection: learning_areas; original row20101; typeillustrative_elaboration.
recording, with permission, audio or video of local community members' stories to share in class, for example sharing cultural stories of First Nations Australians
26 · AC9TDIFK01_E4
Collection: learning_areas; original row20102; typeillustrative_elaboration.
taking photos, with permission, to share with others, for example close-up photos of First Nations Australians' material culture, such as woven mats or baskets revealing intricate detail
27 · AC9TDIFK01_E5
Collection: learning_areas; original row20103; typeillustrative_elaboration.
making a model of a digital system, using it in a role-play scenario and describing its features, for example a cardboard box with a keyboard and screen with app icons
28 · TECTDIFYKNO_2
Collection: learning_areas; original row20104; typesub_strand.
Data representation
29 · AC9TDIFK02
Collection: learning_areas; original row20105; typecontent_description.
represent data as objects, pictures and symbols
30 · AC9TDIFK02_E1
Collection: learning_areas; original row20106; typeillustrative_elaboration.
drawing a picture representing each of their family members and their interests, for example drawing one family member with a surfboard and another with a skateboard
31 · AC9TDIFK02_E2
Collection: learning_areas; original row20107; typeillustrative_elaboration.
using coloured blocks to represent an attribute of people, for example representing students and their sports houses with different coloured blocks
32 · AC9TDIFK02_E3
Collection: learning_areas; original row20108; typeillustrative_elaboration.
using a symbol to represent an idea, but knowing that the symbol is not the data itself, for example the symbols and colour on both the Australian Aboriginal flag and the Torres Strait Islander flag
33 · TECTDIFY_2PRO
Collection: learning_areas; original row20109; typestrand.
Processes and production skills
34 · TECTDIFYPRO_1
Collection: learning_areas; original row20110; typesub_strand.
Privacy and security
35 · AC9TDIFP01
Collection: learning_areas; original row20111; typecontent_description.
identify some data that is personal and owned by them
36 · AC9TDIFP01_E1
Collection: learning_areas; original row20112; typeillustrative_elaboration.
listing things that contain personal and public data, for example photos of themselves with their family (private) and photos of local community sites (public)
37 · AC9TDIFP01_E2
Collection: learning_areas; original row20113; typeillustrative_elaboration.
identifying apps and websites they use where their personal data could be made visible, for example photos of themselves on parents' or carers’ social media, or their username being shown to others in online games
38 · acara-v9:achievement_standards:3370ff2c1db5a68b
Collection: achievement_standards; original row245; typeachievement_standard.
By the end of Foundation students identify familiar products, services and environments and develop familiarity with digital systems, using them for a purpose. They create, communicate and choose design ideas. Students follow steps and use materials and equipment to safely make a designed solution for a school-selected context. They show how to represent data using objects, pictures and symbols and identify examples of data that is owned by them.
39 · acara-v9:achievement_standards:7e6728b2a552f2c4
Collection: achievement_standards; original row246; typeachievement_standard.
By the end of Foundation students identify familiar products, services and environments. They create a designed solution for a school-selected context. Students create, communicate and choose design ideas. They follow steps and use materials and equipment to safely make a designed solution.
40 · acara-v9:achievement_standards:c37f859bfdff9a02
Collection: achievement_standards; original row252; typeachievement_standard.
By the end of Foundation students show familiarity with digital systems and use them for a purpose. They represent data using objects, pictures and symbols and identify examples of data that is owned by them.